Educational Invisibility and Media Communication. The Educator between Action and Representations

In the interconnected and hyper-complex society, the growth of the opportunities for information transfer does not yet correspond to a real and equal increase in the possibilities of communication. The reciprocity of the communication process is questioned by the perception of the educator who feels “invisible” to the eye of public and media attention. The media only give a partial picture of the complex world of the reception of Unaccompanied and Separated Children (UASC) and largely overlook the wide range of projects which, if highlighted, would contribute to the affirmation of a different vision of the migratory phenomenon and of good management practices of the same. From the research conducted by L. Milani (2020), on the concept of invisibility related to UASC, it emerged that educational action and its real and perceived scope do not find an effective confirmation in media communication. The media refer to a stereotyped representation of difference. The research results ask for a reflection on the media communication methods relating to the educational system of reception of UASC to whom education provides a competent response that needs to be recognized. For this purpose, a brief review of the printed paper (Il Corriere della Sera historical archive) and of the RAI archives was conducted, useful for the construction of a knowledge framework about representations of UASC and educators. This research reveals a deficit, flattened and negative image of the migrant child and little or no consideration of educational work. In fact, not much is said about integration projects but much is said about the critical management issues of the phenomenon.