Chronicles of ordinary racism 2011 - Cronache di ordinario razzismo

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obstacle to the basic rights of citizenship, we will try to evaluate whether the tests provided by the centers in charge are able to convincingly assess the linguistic, communicative and social skills of individuals to whom no opportunity for training is offered by the decree. Tests, drafted according to the instructions provided by the Handbook, as experience and common sense dictate, assess not so much those tested, but rather the testers themselves. And they speak volumes about the roles of the Interior and Education Ministries. The task of “certifying” people’s abilities is skillfully side‐stepped: the term “certification” is never used in the decree, which at art. 5 par. 1, merely mentions “assessment of the degree of knowledge of the Italian language, through the verifying of the positive outcome of the test as registered on electronic resources”; 145 indeed, as we find written on the Ministry website 146 , “Prefectures send the test results to the police headquarters” and they are typed into a data bank, “which can be consulted online by the foreigner”. 147 No written certification, to be handed over to the people involved, is provided. Certification would involve two responsibilities that the Ministry is not keen to take upon itself: 1. In Italy there are four recognized boards 148 for the certification of linguistic skill in Italian as foreign language”; 149 to assess ability would be more timeconsuming for the Ministry than demanding (without any significant effort) a document from the aforementioned authorities. 2. The Syllabus lists the obligatory requirements for a “good” test (p. 30): (a) Reliability, that is the stability and consistency of the scoring at different times and under different administrators; (b) Validity, that is the abiilty to carefully assess what we meant to assess; The minister is certainly not able, through the Prefectures, at no cost, to ensure the slightest reliability and validity to the tests set; therefore they cannot give any indication about the Italian language skills of those who are forced to sit them. In fact the test 145 Please note the extremely involuted ministerial prose. 146 Interior Ministry, Italian language test: procedures and subjects (Il test di lingua italiana: il procedimento e i soggetti coinvolti,)http://www.interno.it/mininterno/export/sites/default/it/assets/files/20/0827_Il_test_di_lingua_italiana_il_ procedimento_e_i_soggetti_coinvolti.ppt 147 Please note the slip in the sentence: the result can be consulted by the foreigner (and not by others): in this case the “agent” is completely unnecessary (see M. T. Guasti, Italian syntax - Aspetti della sintassi dell’italiano, in L. Haegeman, Handbook of Generative Grammar - Manuale di Grammatica Generativa, Hoepli 1996, pp. 589-639, p. 628) as it is evident and obvious (see. F. Sabatini, C. Camodeca, C. De Santis, System and text. From valencegrammar to text experience - Sistema e testo. Dalla grammatica valenziale all’esperienza dei testi, Loescher 2011, p. 238). Therefore, we can surmise that it is mentioned with the specific aim of drawing attention to it. The word “foreigner” appears several times in the ministerial powerpoint, using a language that is rather unusual in bureaucratic communication ( “the foreigner has access to … the foreigner includes … the foreigner sends electronically … the foreigner goes, etc.): standard ministerial language uses passive or impersonal forms, without mentioning the “agent”. The obsessive repetition of the agent foreigner can, therefore, only be interpreted as a way of stressing the divide between “us” and “them”.. 148 Certification boards for Italian language as L2, Syllabus for Italian L2: level A2 (Sillabo di riferimento per i livelli di competenza in italiano L2: livello A2), http://www.edavarese.it/test_italiano_L2/sillabo_4_enti_certificatori.pdf 149 M. Barni, Italian L2 certificates (Le certificazioni di italiano L2), in P. Diadori (edited by), Teaching Italian to foreigners (Insegnare l’italiano a stranieri), Le Monnier 2011 56
(a) It is not reliable because created and assessed by different officers, not necessarily qualified 150 , with generic instructions; 151 (b) It is not valid, in light of the complete absence of any form of oral production/interaction assessment, essential 152 within the realm of linguisticcommunicative skills. Unsuitable weapons: the Cefr The reference to the Cefr to justify an assessment on which the conferral of civil rights is based, is possible only in view of the mystification of the aim and characteristics of the document. The Cefr was born to “overcome communication barriers” among European citizens with the end game of “favouring European mobility” 153 , in the perspective of an enduring education. The detailed description of the six levels (A1 to C2) of communicative ability, geared at application, 154 implies a possibility of assessment that is never used for purposes of certification in the Cefr. The levels are not conceived and described as barriers to reach, certify and employ on a rights‐basis. 155 In Italy, before the discriminatory use on the government’s part, the need was felt to tackle the question of certification of skills; evidently, as the number of Europeans to 150 Undoubtedly unqualified. In order to teach in the Ctp centers it is not necessary: (a) to have certified knowlede of learning, teaching and assessment of L2 Italian ; (b) to have undergone training in order to run the process of assessment through similar tests. Among the feeble (and unheeded) Syllabus requests, there was the need for a continuous training of those who set the test, the failed implementation of which may have contributed to the “malfunctions” in the assessment process (p. 46). 151 “Different tests produced and later assessed in different Ctp centers by different teachers cannot be confused with certification tests, because they do not fulfill the requirements that a certification test must meet as a guarantee of reliability and veracity of the statements it makes and thus of its ethics” ” (M. Barni, If language and its assessment become instruments of power - Se la lingua e la sua verifica diventano strumenti di potere. Interview to Prof.ssa Monica Barni, director of the Centro CILS, Università per Stranieri di Siena, http://www.meltingpot.org/articolo16086.html). 152 We keep in brackets the phrase which came into use during a period of fruitful discussions on language and was ratified in the school syllabus of 1979, even if we would prefer to speak of “oral ability”. See the extract from Savoia-Baldi, quoted in footnote 11. 153 “The Common European Framework is intended to overcome the barriers to communication among professionals working in the field of modern languages arising from the different educational systems in Europe. […] By providing a common basis for the explicit description of objectives, content and methods, the Framework will enhance the transparency of courses, syllabuses and qualifications, thus promoting international co-operation in the field of modern languages. The provision of objective criteria for describing language proficiency will facilitate the mutual recognition of qualifications gained in different learning contexts, and accordingly will aid European mobility.” (Council of Europe, Modern Languages Division, Quadro comune europeo di riferimento per le lingue: insegnamento, apprendimento, valutazione, trad. it. sull’originale inglese di F. Quartapelle, D. Bertocchi, La Nuova Italia 2002, p. 1) 154 ib, p. 9. 155 Subsequently, thanks to the “pioneering” work that some Italian organizations claim for themselves (S. Machetti, Level A1 and A2 in the CILS for adult immigrants: the issue of the social use of contact - I livelli A1 e A2 della CILS per immigrati adulti: il problema della spendibilità sociale del contatto, in E. Jafrancesco (edited by), Adult immigrants learning Italian as L2 Proceedings of the XIII National ILSA Convention - L’acquisizione dell’italiano L2 da parte di immigrati adulti. Atti del XIII Convegno nazionale ILSA, Edilingua 2005, pp. 60-81, p. 63), in order “to ensure that all those in Europe who produce language tests apply procedures aimed at detecting the connection between the declared knowledge of a language and Cefr levels” (M. Vedovelli, S. Machetti, Certifying Italian competences for beginners: between science, ethics and politics - La certificazione di italiano per i livelli iniziali di competenza: tra scienza, etica e politica, in F. Caon (edited by), Caught between languages and cultures. For an intercultural language education - Tra lingue e culture. Per un’educazione linguistica interculturale, Bruno Mondadori 2008, pp. 202-214, p. 206 n.1), an effort was made by experts with questionables motives and results; an outcome we should not be too proud of in Europe is the Council of Europe, A Manual. Relating Language Examinations to the Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR) http://www.coe.int/t/dg4/linguistic/manuel1_en.asp. 57
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Chronicles of Ordinary Racism Secon
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Introduction The global economic cr
Page 5 and 6: vote in administrative elections to
Page 7 and 8: aforementioned article, and in two
Page 9 and 10: clandestine)”, loaded with negati
Page 11 and 12: platitude, which Beppe Grillo 17 al
Page 13 and 14: petrol from his employer. We are no
Page 15 and 16: By contrast, this trend makes it al
Page 17 and 18: By riding this wave of emergency, t
Page 19 and 20: at dawn, the workforce marketplace
Page 21 and 22: substandard schools which offered f
Page 23 and 24: account only those immigrants regul
Page 25 and 26: Institutional racism in the welfare
Page 27 and 28: esponding to discriminatory behavio
Page 29 and 30: For example, the Caritas Dossier es
Page 31 and 32: Reception buckles under the weight
Page 33 and 34: eception process and to allocate fu
Page 35 and 36: with no access to public transporta
Page 37 and 38: The plan pursues three main aims -
Page 39 and 40: extend do people realise that recep
Page 41 and 42: The country of forced evictions (an
Page 43 and 44: Corato explained his rate of evicti
Page 45 and 46: Lazio. 104 With three Protezione Ci
Page 47 and 48: The second innovation is contained
Page 49 and 50: special fund for initiatives to imp
Page 51 and 52: and on the eradication of the princ
Page 53 and 54: hapless native who feels like a str
Page 55: The assessment of oral production a
Page 59 and 60: (e) points out that there is no emp
Page 61 and 62: The future of citizenship and parti
Page 63 and 64: However, some of the events of the
Page 65 and 66: To begin with the familiar, with co
Page 67 and 68: you look at it, against) foreigners
Page 69 and 70: 3. Law 94/2009 The following year a
Page 71 and 72: words, this law introduces a new ta
Page 73 and 74: declaring a domestic relationship t
Page 75 and 76: The European Court of Justice 189 ,
Page 77 and 78: Discrimination and access to the we
Page 79 and 80: The municipality of Brescia, not we
Page 81 and 82: would not be viable, if we agree th
Page 83 and 84: enefits, as established by art 12 o
Page 85 and 86: The Court in Brescia declared, in f
Page 87 and 88: SECTION 3 IMMIGRANTS AND THE MEDIA
Page 89 and 90: Public safety remains the main fram
Page 91 and 92: than a half of the immigrants detai
Page 93 and 94: and children die and cause indignat
Page 95 and 96: immigrants, particularly Muslims, i
Page 97 and 98: law. A boom in honour killings (16
Page 99 and 100: The Rosarno riots Grazia Naletto Ro
Page 101 and 102: Many immigrants chose to leave imme
Page 103 and 104: document the living conditions that
Page 105 and 106: ensuring equal opportunities for al
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(applause); she lashes out against
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The death of Maricica Hahaianu Graz
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when the Romanian women’s husband
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in the same settlement witnessed th
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of the national press, member of a
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each of maritime law. The case is e
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19 August 2011 A boat with 111 Tuni
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echoes, in the headlines themselves
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to waive the guarantees placed on f
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discrimination. 315 In 41.1% of cas
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Instances of racist discrimination
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Perpetrators of acts of discriminat
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An 360° view Paola Andrisani This
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private organizations against forei
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were, proved inadequate in the vast
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Roma community, Jewish or Muslim in
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Unfortunately, this is not an isola
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Facebook: racism on the web Paola A
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“gypsy”. Yet another example is
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although the theory that his death
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national press did not grant these
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children die in the fire that consu
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inevitable. Immediately after the e
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“Gypsyville” and the other new
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Pisapia become mayor of Milan. The
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“Forced overboard” in Montagnan
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the deceased”. The words of the v
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21 July 2009 Naples (NA), Campania
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30 July 2009 Mantua (MN), Lombardy
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Ali Shadadi (37) is a Congolese cit
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10 September 2009 Milan (MI), Lomba
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dei Sardi. “We were resting in ou
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concussion, while his three friends
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3 December 2009 Teramo (TE), Abruzz
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Among the housing requirements, the
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long standing in Villa d’Ogna”.
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The EveryOne group reports an assau
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8 March 2010 Ventimiglia (IM), Ligu
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countrymen. After two days, this ho
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The A Buon Diritto association publ
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After an animated discussion at a c
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As the flames start to spread the t
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Niang Boubacar, 42, a Senegalese tr
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3 September 2010 Zelo Surrigone (MI
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contracts have already been signed
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questioning, the young man confesse
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A young north African woman arrives
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the needy is a good deed, discrimin
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2011 1 January 2011 Mestre (VE), Ve
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22 January 2011 Naples (NA), Campan
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council Danilo Narduzzi, Italian wo
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two youths approach her, grab hold
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house immigrants in northern region
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with whistles, shouts and racist in
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23 April 2011 Rome (RM), Lazio The
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a minaret. ‘We’ve gone for a st
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Islamic centre, at a rally held by
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that’s left for the two Senegales
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20 June 2011 Casarano (LE), Puglia
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houses, belonging to simple people,
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A few days after the Constitutional
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shouting ‘nigger, bl‐‐dy nigg
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