Promoting Intercultural Sustainable Education - A Case Study of Unaccompanied Foreign Minors in Italy
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| Title: | Promoting Intercultural Sustainable Education - A Case Study of Unaccompanied Foreign Minors in Italy |
|---|---|
| Language: | English |
| Authors: | Vincenzo Salerno (ORCID |
| Source: | Intercultural Education. 2026 37(1):137-151. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Foreign Countries, Youth, Migrants, Sustainable Development, Environmental Education, Conservation (Environment), Sanitation, Wastes, Cultural Differences, Case Studies, Gardening, Cultural Awareness, Intercultural Programs |
| Geographic Terms: | Italy |
| DOI: | 10.1080/14675986.2025.2529642 |
| ISSN: | 1467-5986 1469-8439 |
| Abstract: | The intersection between intercultural education and sustainability is becoming increasingly crucial in addressing the challenges of the Anthropocene, an era marked and damaged by the human impact on ecosystems. Sustainability is not limited to the ecological dimension alone but also includes social and economic factors in a holistic approach: poor and developing countries are often those where behaviour harmful to the planet and local populations occurs more frequently. This contribution explores, through a case study, the best practices adopted by an educational community in relation to unaccompanied foreign minors (UFM) in Italy. The aim is to demonstrate how intercultural education is strategic in fostering ecological responsibility and acquiring new approaches necessary to promote sustainability and respect for the Earth's environment. Educational communities for migrants can serve as true laboratories for experimenting with innovative models of interaction with the environment, generating positive feedback, even in countries of origin. In this way, they contribute to addressing the challenges of the Anthropocene and achieving a paradigm shift that integrates sustainability with social justice. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1503108 |
| Database: | ERIC |
| Abstract: | The intersection between intercultural education and sustainability is becoming increasingly crucial in addressing the challenges of the Anthropocene, an era marked and damaged by the human impact on ecosystems. Sustainability is not limited to the ecological dimension alone but also includes social and economic factors in a holistic approach: poor and developing countries are often those where behaviour harmful to the planet and local populations occurs more frequently. This contribution explores, through a case study, the best practices adopted by an educational community in relation to unaccompanied foreign minors (UFM) in Italy. The aim is to demonstrate how intercultural education is strategic in fostering ecological responsibility and acquiring new approaches necessary to promote sustainability and respect for the Earth's environment. Educational communities for migrants can serve as true laboratories for experimenting with innovative models of interaction with the environment, generating positive feedback, even in countries of origin. In this way, they contribute to addressing the challenges of the Anthropocene and achieving a paradigm shift that integrates sustainability with social justice. |
|---|---|
| ISSN: | 1467-5986 1469-8439 |
| DOI: | 10.1080/14675986.2025.2529642 |
