Spaces and practices of inclusive didactics: a territorial laboratory in Naples

The paper proposes an analysis of the school experience and urban perception of students with migratory background, in a neighborhood of Naples with a high concentration of foreign nationals. It will collect the first results of the field work realized with the cooperation of the teachers involved as coordinators of education and inclusion activities for students with migratory background, enrolled in the three gymnasiums of the III-IV Municipalities – which include the railway station neighborhoods – where the percentage of non-Italian students reaches the highest level on the urban scale, in view of possible strategies for inclusion. The methodology is mainly qualitative and uses focus groups and in-depth interviews both with teachers and students. The field work, although in progress, points out that the critical issues faced by non-national students affect both the learning and the social process; furthermore, these extend into perceptions of the urban space.