Building Intercultural Citizenship: Participatory Pathways Among Educators of Unaccompanied Minors, School and Territory

Starting from the idea that nowadays the city is a significant place where citizenship takes shape, and along with the willingness to respond to Sustainable Development Goals, this paper debates active citizenship education with a renewed perspective, by focusing on the collaboration among all the actors (educators, teachers, local community) that face the challenge of the reception and integration for unaccompanied and separated children (UASC). Adopting an emancipatory pedagogical perspective, it discusses citizenship education as «right to the city», referring to both UASC, who may overcome a number of cultural and social obstacles to full participation in schools and society, and to educators and teachers, who are required to implement common planning to ensure minors’ inclusion and development. In order to investigate what kind of active citizenship education should be promoted to build a more inclusive and intercultural city, this paper presents the «social and integrated mapping» as a resource for creating pathways of participation among all the actors and discusses some findings from a participatory research, which has been developing in the City of Turin, on the pedagogical reception for UASC.