C.02. Ethno-racial Diversity and Other Biographical Traits in Educational Professions: Possible Challenges for Democratic Education

To prevent democratic education from becoming detached from concrete experiences of inclusion and to ensure that education embraces different cultures, languages and religions, we need to question the gap that exists between the multicultural school population and the homogeneity among teaching staff. Although unexplored in Italy, the topic has been widely analyzed in international research. Racialized teachers, minority teachers, teachers with migrant backgrounds show an interconnection between personal and professional identity. Understanding how such biographical traits shape educational practices is crucial and affect interactions with students, colleagues, parents.

The purpose is to explore the topic and its implications for young people's careers and for students' learning and expectations, as well as possible connections with experiential citizenship education.

Abstracts will be invited to focus on:

- How do teachers and educators reflect the heterogeneity of the school population? Is the access to the teacher profession equitable, valuing diversity and reflecting demographic transformations? What is the impact of racialization on teachers’ professional identity and working conditions? How migrant backgrounds intersect with other biographical traits of teachers (gender, disability, sexual orientations, etc.) and what are the implications?

- Which strategies, measures, policies are needed to diversify the teaching force and challenge systemic inequalities and discrimination? What effects could these diversities of education professionals have on students?

The topic can be placed within the broader context of citizenship education and challenges democratic societies with regard to their ability to act responsibly towards future generations and counteract structural racism, fostering more inclusive school environments