<abstract xmlns="http://www.w3.org/1999/xhtml">The thesis of this article is that in the informational society, social and intercultural education must be hybridized with media education. From this strong incorporation of media in education comes an approach to citizenship education as a new field of action in media education.The case study analysed deals with the flow of refugees into Italy as of 2013, following which there was a substantial investment in financing and in educating personnel in the reception system.Historically, there has always been a strong correlation between technology and migration; technology’s role as an active agent pertains not only to refugees’ departure but also to the entire migratory itinerary and the later process of integrating into the local community. Smartphones, global positioning systems, social networks and applications can make the difference between success and failure along the migration route. However, at reception centres, training practices in the digital environment do not characterise the structured educational offer but instead are more customary in refugees’ informal self-studies and build digital literacy. On the contrary, it appears useful to develop and promote refugees’ digital knowledge and literacy through practices that are not left to chance but are planned with pedagogical attention.</abstract>

The thesis of this article is that in the informational society, social and intercultural education must be hybridized with media education. From this strong incorporation of media in education comes an approach to citizenship education as a new field of action in media education.The case study analysed deals with the flow of refugees into Italy as of 2013, following which there was a substantial investment in financing and in educating personnel in the reception system.Historically, there has always been a strong correlation between technology and migration; technology’s role as an active agent pertains not only to refugees’ departure but also to the entire migratory itinerary and the later process of integrating into the local community. Smartphones, global positioning systems, social networks and applications can make the difference between success and failure along the migration route. However, at reception centres, training practices in the digital environment do not characterise the structured educational offer but instead are more customary in refugees’ informal self-studies and build digital literacy. On the contrary, it appears useful to develop and promote refugees’ digital knowledge and literacy through practices that are not left to chance but are planned with pedagogical attention.

Hybridising media education and social pedagogy: the (missed) opportunity in educational intervention with refugees in the ‘Italian reception system’

Research on Education and Media

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

The thesis of this article is that in the informational society, social and intercultural education must be hybridized with media education. From this strong...

Hybridising media education and social pedagogy: the (missed) opportunity in educational intervention with refugees in the ‘Italian reception system’

Publié en ligne: 27 juin 2020

Pages: 38 - 44

DOI: https://doi.org/10.2478/rem-2019-0020

Mots clés
media education, intercultural education, digital literacy, migration, lifelong learning

© 2019 Stefano Pasta, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Hybridising media education and social pedagogy: the (missed) opportunity in educational intervention with refugees in the ‘Italian reception system’

Publié en ligne: 27 juin 2020

Pages: 38 - 44

DOI: https://doi.org/10.2478/rem-2019-0020

Mots clésmedia education, intercultural education, digital literacy, migration, lifelong learning

© 2019 Stefano Pasta, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Mots clés
media education, intercultural education, digital literacy, migration, lifelong learning