Inclusion of Homoaffective Families in Education Services and Schools in Italy: A Pedagogical Issue

Alessandra Gigli

Abstract


For some time now, pedagogy of the family has been dealing with so-called ‘plural families’, but the interest for LGBT (homoaffective) parenting officially began in Italy in 2010. Since then, the major efforts have been carried out in order to enhance professional training to offer theoretical guidance and operational tools to support appropriate educational actions. The article analyzes some specifics goal of pedagogical science and some basic concepts, which should be indispensable contents in education programmes for education workers in order to including children from LGBT families in nurseries and schools and reduce the risk of teachers, educators, heads teacher, pedagogists basing their own attitudes towards ‘Rainbow Families’ on prejudice and individual beliefs, unsupported by scientific data or concrete experience.


Keywords


homoaffective families, children, school, inclusion, pedagogy

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DOI: http://dx.doi.org/10.13136/isr.v7i3.198

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