Teaching and Learning in Italian Multicultural School Contexts: Outdoor Education and Inclusion Processes for Children with Migrant Backgrounds

Italy has recently and rapidly become a country of strong immigration, withan increase in the schooling of second generation children. This hashighlighted the urgent need to address the issue of the inclusion of pupilswith a migrant background in school contexts and to identify appropriateteaching methodologies to enable them to achieve the intended educationalgoals. This paper presents the results of a systematic review of the scientificliterature focusing on the processes and factors of inclusion of children witha migrant background in the Italian school context, with particular emphasison the role played by some teaching methods and strategies identified in theliterature as "inclusive", in particular outdoor education. This is done tohighlight the challenges that teachers face today in increasingly multiculturalschool contexts, where they are confronted with the multiple learning needsof all pupils, including those with non-Italian citizenship, the relationshipwith their families and the management of cultural diversity at school.