International Journal of Humanities and Social Science

ISSN 2220-8488 (Print), 2221-0989 (Online) 10.30845/ijhss

The Child of Italian-Immigrants: Revisiting the past and reflecting upon the present
Rocco Giancarlo Racco,

Abstract
The Child of Italian-Immigrants: Revisiting the past and reflecting upon the present focuses on the uprooting nature of the immigrant experience in North America during the 1960’s. Pivotal moments in the child’s education introduces the reader to the struggles of language acquisition (Vygotsky, 1978); of being accepted into a host culture; of living a liminal existence; of redefining one’s identity and culture; of creating a “third space” (Wang, 2006). These realities unleash an array of emotions: loneliness, shame, inequality (Taba,1962), failure, submissiveness, isolation (Friere, 1998), and alienation (Green, 1971). The narrative discusses multicultural education; foregrounds the pluridimensional experiences of the immigrant child; and gives voice to the child immigrant’s negotiation of identity. In attempting to arrive at an answer to the epistemological question: How do I come to know myself? , this narrative surfaces as that which shapes my personal and professional landscapes. Three questions related to this discourse are: How can we give our students agency beyond the confines of the curriculum through their individual voices and experiences? Can we promote a lived curriculum – one that thinks about the individual, their past, and the way that past shapes their identity both in the classroom and in society? What is a culturally-responsive education?

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