Elementary Education for Individuals with Disabilities: Comparison between Italy and the United States

Introduction:

This research examines how education for individuals with disabilities compares in elementary schools in the United States and Scuola Elementare in Italy based on case studies at Olympic Hills Elementary in Seattle, WA and Iqbal Masih in Rome, Italy.  This research is significant because prior to national mandated special education legislation children with disabilities were excluded entirely from the public school system and from being educated with their peers, marginalizing them and distancing them from being active citizens within their respective countries’. However, the education systems in the United States and Italy differ in their methods of teaching individuals with disabilities. Italy is renown in the special education field because of their inclusion practices of educating students with disabilities with children without disabilities within a general classroom. United States, in contrast, favors and requires children with disabilities to be instructed both inclusively and separately by teachers trained in the disability area. The policies of Individuals with Disabilities Education Act and No Child Left Behind are aligned to create a standard of achievement for students with disabilities. This research examines the drawbacks and successes of both models of education and identifies and discusses contradictions within the system.

Methods:

Service learning at Iqbal Masih in Rome, Italy and Olympic Hills Elementary in Seattle, Washington were most influential in my interest for conducting this research paper. These two case studies and the interviews conducted are limited examples of curriculum methods for individuals with disabilities and throughout my time in Italy I recognized that I could not necessarily generalize and withhold the same conclusions for all schools in the United States and Italy. However, the case studies provided me with much insight pertaining to the special education curriculum in the two countries. I had the opportunity to interview two teachers, Paula de Meo and Paula Arduini from Iqbal Masih and Jean O’Brien from Olympic Hills Elementary. Subsequently, I contacted Eugene Edgar, a special education professor at University of Washington who provided me with literature about the topic. From there, I completed a search on UW libraries about the special education policies within the United States and Italy.  The combination of on-site field research and observation, interviews, and literary reviews allowed for an adequate investigation of the comparison of special education policies between the United States and Italy.

Findings/Literature Review:

The article “Inclusion Education in Italy” by John C. Begeny and Brian K. Martens was foundational in my research process. The authors expand on the dispute of inclusive education in Italy and show how advocates of inclusive education in the United States perceive the policy as exemplary. Begeny and Martens state that advocates for inclusion, “the practice of including all students-regardless of their abilities and backgrounds-in age-appropriate classrooms and schools that meet all students’ needs” (1) argue that, “inclusion can result in academic and social gains, better preparation for community living, and an avoidance of the negative effects caused by exclusion” (1). In addition, they show that inclusion promotes tolerance and acceptance of individuals with disabilities among typical students. In contrast, however, those who resist inclusion argue that, “general education is not prepared for inclusion, and fully inclusive education cannot be accomplished due to its inherent complexities.” Begeny and Martens expand on the reasons for the resistance in that insufficient empirical research has been executed to prove the effectiveness of inclusion, students with disabilities require more intense aid and intervention which is not accessible in a general classroom, and complete support and accommodations for the inclusion model must be apparent in schools and the attitudes of teachers and administrations for its’ effectiveness. These two standpoints exemplify the contrast of educational policies for students with disabilities in the United States and Italy.

The articles, “Teacher Attitudes in Italy After Twenty Years of Inclusion” by Cesare Cordoli, Alessandra Terreni, Thomas E. Scruggs, and Margo A. Mastropieri and “Observing Inclusive Education in Italy” by Robin M. Smith were foundational in my examination of the inclusion model of education within Italy. Smith introduces the foreground for the birth of education for students with disabilities in Italy in that the integration of students with disabilities into the school system emerged from the psychiatric deinstitutionalization of inpatients in Parma during the 1960’s. The purpose of the study conducted by Cordoli et al. was to “determine the nature of Italian teachers’ attitudes toward inclusion after 20 year of inclusion policies and practice” (1). The authors synopsize on the history of inclusive education in Italy in that Law 517 was enacted in 1977 which “sought to abolish the widespread use of special schools and special classes for students with disabilities and to replaces those practices with inclusive instruction in general education classes for all students.” The authors explain that students with disabilities are educated almost entirely in a general education class. The teacher receives assistance from a support teacher, or insegnante di sostengo, from 6 to 18 hours per week depending on the needs of the student. In her article, Smith states, “All teachers are involved in inclusive education for the whole class, with the special education teacher being available to all the children as well as consultant to both the regular teachers and the child with support needs.” Additionally, if the needs of the student with disabilities are not met in the general classroom, a separate resource instruction can be made available. Teachers who endorse inclusive teaching argue that, “inclusion enhances social skills, learning skills, and autonomy of students with disabilities, and tolerance and understanding of diversity in other children” (2). Inclusive education strives to promote a classroom and society free of rejection.

In addition to literature reviews, service learning and interviews with two teachers from Iqbal Masih were supplemental to my research process pertaining to special education in Italy. Iqbal Masih accepts enrollment of all children with all levels and abilities. There are no programs or classrooms for special learning because they only want to promote inclusion. Paula de Meo, a fourth grade teacher at Iqbal Masih, a Scuola Elementare in Italy provided me with insight about inclusive education. For the past ten weeks I have been volunteering and observing in her classroom once a week. She agrees with the inclusive model because it allows the students with disabilities to interact with peers their age and feel equal. Paula informed me that there are two students in her classroom with disabilities, both of whom receive special assistance for five to nine hours per week, depending on the case. She said, “Its better to keep them in the class, but you need to have someone to help you to manage the whole class.” She has one insegnante di sostengo in her classroom helping her to aid the students with special needs and the other students as well. She said, “If you take the kids out then they feel different and the other kids see them to be different” showing that the inclusion is imperative for students with disabilities to feel a sense of community and for the peers to learn tolerance and acceptance.

I also volunteered in the classroom of Paula Arduini who teachers 1^st grade at Iqbal Masih. She also informed me of the benefits of inclusive teaching. From my observation and my discussions with Paula, she informed me that Franco,* a six-year-old first grader in her classroom, is diagnosed with Angelmann syndrome, which is characterized by developmental and intellectual delay. Franco requires the assistance of an insegnante di sostengo, Pietro who has worked in special education for fifteen years. Pietro and Paula informed me that Franco has “difficulty in coordination of movements” and he cannot speak. Paula said, “We use all kinds of communication like sign language. We help him to point to pictures, words, and to press keys of the computer. The child is able to communicate in every way.” After explaining to me about the process of educating Franco they proceeded to demonstrate their method. Pietro wrote words down on the chalkboard, such as “bano”, “autofficina”, “cucina”, and “giardino.” Paula called the attention of the class and Pietro continued with his demonstration. Pietro read the words aloud one at a time while Franco, with the physical guidance of Pietro, would point to the words stated. Franco identified each word correctly, and after each word, the class would clap with appraisal.  Paula continued to tell me that Franco does the same subjects of the other students, but the exercises are prepared for him.” She continued, “The pupils help him and play with him and are very patient with him.” Throughout my service learning, the feeling of warmness and community were palpable in her classroom. At the end of the interview Paula said, “We work as a team, me Pietro, the children in the class, and Franco” demonstrating the teamwork and community based aspect of inclusive teaching.

The article, “Achieving Equity in Special Education: History, Status, and Current Challenges” by Russell J. Skiba et al. and the publication “History: Twenty-Five Years of Progress in Educating Children With Disabilities Through IDEA” by United States Department of Education, Office of Special Education and Rehabilitative Services were foundational in my research of education for individuals with disabilities in the United States. Skiba et al. identify the reasons for emergence of special education in the United States and the progress of development of the policy since. The first national special education legislation, Education for All Handicapped Child Act, now known as Individuals with Disabilities Education Act (IDEA), in the United States emerged from the strategies used by advocates during the civil rights movement for equality. The treatment towards African Americans within the education system was equated with the treatment towards students with disabilities. The publication “History: Twenty-Five Years of Progress in Educating Children With Disabilities Through IDEA” state that prior to the enactment of this policy, “U.S. schools educated only one in five children with disabilities, and many states had laws excluding certain students, including children who were deaf, blind, emotionally disturbed or mentally retarded” (1). Further, Skiba et al. demonstrate that IDEA was enacted in 1975 and has since then received reauthorizations, the most recent being in 2004 by President George W. Bush. IDEA states, “(1) Disability is a natural part of the human experience and in no way diminishes the right of individuals to participate in or contribute to society. Improving educational results for children with disabilities is an essential element of our national policy of ensuring equality of opportunity, full participation, independent living, and economic self-sufficiency for individuals with disabilities.” This act is mandated in public school districts in the United States but faces some barrier to achieve success.

With the reauthorization of IDEA, Bush additionally aligned the policy with the No Child Left Behind policy.  The article, “No Child Left Behind Act, Adequate Yearly Progress, and Students with Disabilities” by Antonis Katsiyanna, Mitchel L. Yell, and James G Shiner has additionally been foundational in my research of education for students with disabilities in the United States. The authors argue that the alignment of NCLB and IDEA is contradictory because NCLB focuses on the group of students, whereas IDEA focuses on the individual student. According to the authors, NCLB focuses primarily on the outcomes of teaching and holds states, school districts, and teachers accountable for the achievement of their students. This accountability system financially “rewards and sanctions” schools based on student achievement or lack there of. The authors convey that that Bush and the Congress made certain that students with disabilities would be included in the accountability because of the risk that these students could be ignored. This is a highly controversial topic as a student with disabilities achievement level may require alternative assessment to reveal a well-rounded depiction of the student’s success, which may be denied by the state. Furthermore, if an alternative assessment is approved, some states do not allow the student to graduate with a regular diploma. The authorization of this policy creates a pressure to teach within a framework to test, rather then to teach for the student’s necessary or deserved needs.

In addition to literature reviews, service learning and interviews were supplemental to my research process pertaining to special education in the United States. The mission statement for Olympic Hills states, “At Olympic Hills, we believe hands-on learning is the best way to challenge every child. We are a certified Advanced Learning Opportunity school, which means that above-grade-level activities are integrated into daily classroom experiences for all students.” I spent a six-month period volunteering in a kindergarten classroom. The teacher, Ms. O’Brien had 27 students assigned to her classroom, three of them requiring special assistance. Although the policy for special education in the United States is intended to be least restrictive, it is difficult when the students with individuals are required to meet a standard and are generalized in the same category as a typical student of the same age.  One of the students with disabilities in Ms. O’Brien’s classroom was Paul, * a 5 year-old diagnosed with autism. He spent much time in Ms. O’Brien’s classroom, without the assistance of an aid. He was given individual attention outside of the general classroom in a resource room with other students with disabilities. Due to the fact that Paul did not receive extra attention in the general classroom, he had a difficult time understanding and completing the tasks. In addition, from my observations, Patrick caused a disturbance to the other students in the classroom. During my time volunteering for Ms. O’Brien it was evident that she supported Paul attending a charter school that specialized in educating individuals with autism.

 Doria Hathorn, a third grade teacher at Browns Point Elementary School in Tacoma, Washington provided me with much commentary and information pertaining to special education in the United States. This proved to be beneficial to my research process because it allowed for a comparative of dialogues between the teachers at Iqbal Masih and a teacher at an elementary school in the United States. Doria said, “ Special needs kids need something more when meeting standards” correlating with the No Child Left Behind Policy. She explained that the mandated policy of having the students with disabilities included in the standards with the typical students proves to be very difficult because it generalizes the needs of individuals with disabilities. Furthermore, Doria informed me that, “In the United States they don’t want to draw attention to the student with special needs” as an avoidance of labeling them as different. She then continued to explain to me that at Browns Point Elementary there is a resource room where kids with special needs get pulled out and another room that is self contained for kids that are severely delayed.

The article, “Teacher Attitudes in Italy After Twenty Years of Inclusion” by Cordoli et al. has been supplemental in my research pertaining to the comparison of education for individuals with disabilities in the United States and Italy. The authors state, that although disagreements about the benefits and drawbacks of inclusive teaching are disputed between the two schooling systems, “responses of teachers from both Italy and the United States on personal support items suggest that both sets of teachers generally believe that including students with special needs in general education classrooms requires far more support than schools are presently providing (9).” However, the authors state that teachers in Italy have a more positive perception of inclusive education than the United States, “who are generally less experienced in accommodating students with diverse learning needs in general education classrooms” (2). Their conducted study examined attitudes of teachers towards inclusive teaching after 20 years and revealed that 74.3% of teachers in Italy conveyed a willingness to teach children with disabilities within the general classroom, compared to only 49.3% of teachers in the United States. However, only 22.3% of teachers in Italy agreed that they had sufficient training and skills necessary for teaching students with disabilities in the general classroom. It is evident from my the articles and my first hand accounts with interviewing and service learning that inclusive teaching is advantageous but also receives criticism.

Discussion

From my research, it is apparent that recognizing cultural differences between the two countries is imperative when analyzing the achievement and success of the methods used to educate individuals with disabilities. From my perspective of having solely a ten week period to study and observe education in Italy from lectures and volunteering at Iqbal Masih, the two schooling systems differ in that the Italian education institution focuses mainly on the avoidance of marginalizing individuals with disabilities and labeling them as being different whereas in the United States the focus is more directed towards having the students reach a mandated academic standard.

            From my perspective, the special education system in the United States reflects contradictions and hypocrisy. NCLB is a system set up for failure that impedes on the success of students, teachers, and schools. It is more detrimental to the success of a school to remove resources and funds if the school does not meet the standards. Rather than removing funds, more money should be given to the school in need in order to improve the success of the students. This act promotes a never-ending cycle because schools that perform poorly are penalized by losing students and funds, and are therefore never able to regain strength or resources for improvement. In addition, schools in higher socioeconomic locations generally have more distinguished and successful public school institutions, and schools in lower socioeconomic locations do not have the resources and money that are available to the wealthier locations. Therefore, schools in lower socioeconomic areas are more likely to have a lower percentage of students meet the standards of NCLB. Generally, students attending schools of lower economic status, who do not meet the national standards, belong to marginalized groups. The relationship between the emergence of IDEA, in that it was influenced by the same strategies used to advocate equality during the civil rights movement, and the sanctions and divide of resources implemented by NCLB is contradictory and hypocritical. IDEA was implemented out of a desire for a transformation of societal institutions based on equality of all people whereas NCLB further marginalizes subordinate groups due to the punitive economic sanctions.

            No Child Left Behind situates students and schools to fail, which is why, I more so agree with the inclusive method of teaching which promotes autonomy and equality. It is evident that exposure to new habits and to diverse people is mandatory in order to go through with the transformation of society into a society without dominance and acquiescence, which I found is the basis for the inclusive model of education for individuals with disabilities. In addition, it allows the individual with disabilities to gain a sense of community, support, and equality.  However, the proximity of including individuals with disabilities within the general schooling classroom may be more beneficial for the social habits of the typical students rather than the students with disabilities because their academic advancements may be insufficient. This is especially evident in the data revealed in the study conducted by Cordoli et al. in that only 22.3% of teachers in Italy felt they had adequate training to teach individuals with disabilities. Depending on the individual case, the student with disabilities may not receive an adequate amount of direct academic attention without the interference of the other students in the classroom.

            It is difficult to provide a conclusive statement regarding the two systems due to the limited lens I have on the subject. However, from my research I can assert that both systems prove to have contradictions, benefits, and drawbacks but that there is not an affirmative method to teaching individuals with disabilities because education cannot be generalized.

Conclusion

During my experiences volunteering in these diverse classrooms, I was able to see the differing techniques of educating an individual with disabilities between the two countries based on on-site observations and specific cases. Recognizing the cultural differences and social norms of both countries and the surrounding areas of the school was imperative for my foreground of conducting this research. Perhaps the complete inclusive method would not prove beneficial or sufficient in the United States because it may not provide the standards of academic learning or development that is perceived to be necessary. Furthermore, the methods utilized in the United States may not prove to be beneficial in Italy due to cultural focus of creating a community for the children. In theory, I believe that a combination of the two methods, inclusive and separate specialized teaching methods would best suit the needs of individuals with disabilities because it targets the social, community aspect of the classroom and also directs attention to the academic needs of the individual child. Reaching a balance of providing a socially diverse classroom where students learn to be compassionate and accepting of their peers in addition to providing the students with disabilities with the resources and attention needed to achieve academically proves to be difficult with financial budget cuts.

If I had more time to research this topic I would be interested to examine more schools within both countries. With the end of my research I have lingering questions. What are the expectations for individuals with disabilities once they reach beyond the education system in the United States and Italy? What are the opinions of the parents of children with disabilities on the teaching methods in the two countries? What are the difference between levels of happiness of students with disabilities in the two systems? With my continuation of studying education, I hope to see progress with the mandated policies of education that allows for equality for all children to receive the attention, and academic and social needs that they deserve.

Sources

Journal/Magazine Articles:

Begeny, J. C. ., & Martens, B. K. (2007). Inclusionary Education in Italy. Remedial and Special Education, 28(2).

Cornoldi, C., Terreni, A., Scruggs, T., &Mastropieri, M.  (1998). Teacher Attitudes in Italy After Twenty Years of Inclusion. Remedial and Special Education, 19(6).

Skiba, R. J., Simmons, A. B., Ritter, S., Gibb, A. C., Rausch, M. K., & Cuadrado, J. (2008). Achieving Equity in Special Education: History, Status, and Current Challenges. Exceptional Children, 74(3).

Yell, M. L., & Katsiyannas, A. (2006, March 1). The No Child Left Behind Act, Adequate Yearly Progress, and Students with Disabilities. Teaching Exceptional Children, 38(4).

Web Pages:

Smith, R. M. (n.d.). Observing Inclusive Education in Italy. Retrieved March 5, 2011, from http://www.miusa.org/ncde/stories/smith/?searchterm=None.

Handbook:

     United States Department of Education, Office of Special Education and Rehabilitative Services. History: Twenty-Five Years of Progress in Educating Children With Disabilities Through IDEA. Date of Publication Unknown. http://www.ed.gov/policy/speced/leg/idea/history.pdf

Interviews:

D. Hathorn (personal communication, March 7, 2011)

P. Arduini (personal communication, February 24, 2011)

P. de Meo (personal communication, March 3, 2011)

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* Names are changed to protect the privacy of the individual

Blog #8

For my service learning in Rome, I volunteered at Iqbal Masih, a primary school in Rome serving students from kindergarten to 5^th grade. The school is named after the Pakistani boy, Iqbal Masih, who lived to be 13 years old.  At age six, he was sold by his family to a carpentry factory. Iqbal went to the UN to speak up against child labor, and as a result, on Easter Day in 1995 he was shot dead by the Mafia in Pakistan. Iqbal Masih School strives to teach the students about diversity and equality for all, which is demonstrated by the many activities and social outreach programs that they offer. In 2003, one of the 5^th grade teachers, Suzanna, started up a program that allows the students at Iqbal Masih to set up a school in Pakistan. Each student donates one euro to help finance the school in Pakistan. In addition, Suzanna created a Children’s Choir, which she hopes will improve the way children relate to each other. The choir combines musical heritages of all the children. She said, “we are all different, we are all the same” which illustrates the philosophy of the school.

            My initial impression of Iqbal Masih was that it differed greatly from elementary schools I was accustomed to in the United States. I had previously volunteered in a kindergarten classroom at Olympic Hills Elementary and used this basis as a comparison to my volunteer work at Iqbal Masih. My first few weeks at Iqbal Masih were enlightening but also difficult due to the language barrier. For me, my lack of knowledge of the Italian language and the students’ lack of knowledge of English made me feel ineffectual. I was weary of how to approach this situation and how I could be helpful to the teachers. In my first journal entry on January 20, 2011 I wrote, “The language barrier is very difficult for me. I wish I could ask Paula more questions. She speaks little English and is trying very hard to explain to me the classroom schedule and about the students and the Italian schooling system” demonstrating the difficulty I was having and my yearning to be more helpful and engage in more communication. This was distressing for me because during my previous experience volunteering at Olympic Hills, the teachers were so gracious and somewhat relieved when I would knock on the door. However, as time progressed, I figured out alternative techniques to communicate with the students at Iqbal Masih. This was made simple for me with the assistance I provided the physical education teacher during my time with Paula’s 1^st grade class. This allowed me to interact with the students in a playful manner, which opened the doorways for us to interact. 

The boundaries that I was accustomed to when working with children were not interchangeable at this new school. In my first journal entry I wrote, “My first impression is that within the classroom there is much less structure compared to that of the United States classrooms.” From this, it was very important for me to recognize the cultural differences and social norms between the two cultures. As time progressed, I realized that socializing and allowing children to be children is valued in Italian schools which is demonstrated by inclusive education, which is present in the Italian schooling system. In my journal entry on January 26, 2011, I wrote, “ Today I helped in the 1^st grade class again. Today was much more comfortable because I think they kids were excited to see me. One difference I noticed was that in U.S. classes much more discipline is demonstrated and more order is directed in the classroom. Here, the students were talking, hitting, and standing up and the teachers did not seem to care. I believe this is because they want to allow the kids to be kids.”  Another difference I observed was that during recess, the teachers on the playground smoked cigarettes which was a very noted difference between the schools in the United States, where smoking is prohibited on school campuses and students are educated of the health risks of the drug. However, in Italy, smoking is culturally accepted and part of the societal norm. In addition, guidelines about physical contact with students differ between the United States and Italy, which was very striking to me. During recess one day I was shocked to see one of the teachers playfully hit the bottom of one of the students. This was not demonstrated as a punitive contact but rather playful and loving. However, in the United States this would be considered sexual abuse. Observing these differences was extremely eye opening for me in terms of recognizing cultural differences and having the ability to see the reasons behind the actions.

I became much more comfortable at this school as time progressed. To help ease the burden of the language barrier, I brought my notes from Italian class and an Italian dictionary to the school to help me better communicate with Paula and Pietro. Our communication consisted of both Italian and English, and from this I was able to learn much more about the social dynamics in the classroom. My interest in researching education for individuals with disabilities sprung from my experiences in this classroom. Pietro, along with being a physical education teacher, is also a teacher’s aid for, Franco*, a student with disabilities. In my journal on January 26, 2011 I wrote, “Franco was upset today during the guest presentation because he wanted to play. He has a hard time sitting still but he is very loving with his peers and vice versa. They all help him calm down and hold his hand. Pietro is very loving and playful with him.” I was fascinated by the teamwork and community atmosphere the classroom had for assisting Franco.

From these observations and experience working in the school, my frame of reference shifted greatly in that I have learned to recognize cultural differences that are apparent in institutions, including school, in all countries. At Iqbal Masih they accept enrollment of students at all levels and disabilities. There are no programs or classrooms for learning disabilities because they only want to promote inclusion and equality. In the article, “ Current Research into Education for Immigrants in Italy” the author, Jonathon Chaloff, states, “Primary schools aim at the education of the person and the citizen framework of the principles enshrined in the constitute of the Republic; they draw inspiration also from the international declarations of human and children’s rights and aim at encouraging understanding and co-operation between pupils…By welcoming all experiences which pupils bring with them, primary school must help foster mutual understanding and respect, especially with regard to religious convictions,” which I believe, Iqbal Masih, keeps at the foreground of their teaching strategies. If I had more time working in the school I would like to have more experience working in different grade levels. I would also like to “shadow” a special education aid, such as Pietro, and learn about his training and the skills he utilizes to assist students with disabilities. Some lingering questions I have are how do the teachings of Iqbal Masih compare to other schools in Rome? Do all schools in Rome strive to promote equality and tolerance? With more time, I would be interested in also working in other schools in Italy that compare the differences.

I want to end my last blog entry with an excerpt that I wrote in my journal, which demonstrates the concepts of equality and overlapping of cultures. I wrote, “ I was able to go into Suzanna’s class and watch and hear her 5^th grade students in the choir sing. They sang ‘What a Wonderful World’ which was the song that I sang with my class at our 5^th grade graduation. It was a moving moment for me hearing these students in a different country, with an accent, of all different backgrounds singing the same song I sang when I was their age.”

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* Names have been changed for privacy of the individual

Rione XX: Testaccio

Coat of Arms

Testaccio, rione number twenty, established in 1921, features a dual personality: a juxtaposition of old and contemporary, where working-class middle aged workers bustle the streets during the day and young, hip, and edgy Romans and tourists fill the streets at night hoping to slip into the chic night clubs. My first impression of Testaccio was that it was much quieter and not as busy as the city center as there were not as many cars, scooter, or people on foot. Although the rione is still in the city of Rome, it seemed much more serene than the atmosphere of the city center. The cobblestone streets dwindle behind in the center of Rome, where as in Testaccio the streets and sidewalks are cement. The rione is not as “romanticized” as the city center, but still holds an ancient and modern charm. My partner, Gina, and I researched and walked the streets of this unknown, fresh rione attempting to decipher the pathway of our tour. Among our exploration I learned many fascinating informational facts on the history, culture, and current life in Testaccio.

History/Coat of Arms:

Monte Testaccio

Testaccio was once a river port where goods such as olive oil and wine were imported via the Tiber River. The coat of arms of Testaccio pictures an image of an amphora, a terra cotta container used in antiquity for the storage and transportation of oil imported from the South of Spain. The rione was the origin of the dumping grounds for used amphorae between the 1^st and 3^rd centuries. These amphorae were produced in mass quantities and destroyed after transportation because it was simpler to produce new pots than clean the used ones. Once the amphorae were discarded, the pottery was covered with lime to prevent the oil from decomposing. Remarkably, the lime cemented the mass amounts of pottery together which created a man made hill of crockery that is about 135 feel high. This is very significant because many of the amphorae have the ancient producer’s seal stamped on the handle along with notes painted stating the exporters title, the contents within, and the date providing a primary documentation of the Roman Empire’s economy. Today this artificial hill is called, Monte Testaccio, the name in which Testaccio derived. This spot is now a tourist attraction in which one can pay to see the historical crockery cemented in time.

Piramide Cestia and Porta San Paolo

            The borders of the rione are formed by the Lungotevere Testaccio, the road following the Tiber River, Via Marmorata, and Viale del Campo Boario. At the tip of the rione lies the Piramide Cestia, Porta San Paolo and the Cimitero Acattolico These historical monuments along with other “hot spots” are special to the history and current life of Testaccio. The first, the Piramide Cestia is major archeological monument in Testaccio, which was built by Caius Cestius, very wealthy Roman in 13 BC to chamber his tomb after Egypt, became the Province of the Empire. Today this monument is a cat sanctuary where visitors can adopt and visit orphaned kitties.

Another major archeological monument in Testaccio is Porta San Paolo, one of the southern gates of the historic 3^rd century Aurelian Walls of Rome. It was built 300 years after the Piramide Cestia. Historically, the gate was used by pilgrims to get to Basilica di S. Paolo, where the name of the gate derived. In the shadow of the Piramide Cestia resides the Cimentero acattolico, a Protestant and non-catholic cemetery. Many Protestant foreigners migrated to Rome in the early 18^th century and were given a burial ground despite tensions between the locals and Protestants. Funerals at this cemetery could only occur at night and with quiet publicity. Many well-known individuals were buried at this cemetery including Goethe, his son, and John Keats. Today the cemetery is one of the greenest areas in Testaccio and is considered a “romantic spot” among couples.

Now, MACRO

Mattatoio, 1888-1891

           Historically, Testaccio was known for its’ distinct cuisine. In 1888 a slaughterhouse and cattle farm, Mattatoio was built in between the Tiber River and Monte Testaccio. Workers of Mattatoio were paid in scraps of the handled meat, such as pig snouts, cow intestines, and hooves. These leftover meats are now part of the unique recipes of Testaccio’s restaurants one of them being pajata, baby veal or lamb intestines with mother’s milk injected inside. Mattatoio was shut down in 1891 and was constructed in to MACRO, which chambers some of Rome’s most idyllic contemporary art.

Piazza Testaccio Market

             Throughout my research of rione XX, my favorite exploration was to Piazza Testaccio which homes one of the most unique markets in Rome. During the day locals visit the bustling market where vendors sell fresh produce, meats, fish, pastries and extraordinary foods that are not found in the everyday markets in the states. Paula, a first grade teacher at Iqbal Massih is a resident of Testaccio and informed us of the divide in the social aspect of Testaccio: Rome versus Lazio soccer teams. Many fans and players reside in this rione and disputes break out in the market from time to time adding to the chaos of the scurry. Unfortunately during my and Gina’s tour, the market was in the phase of closing so the class did not receive a full sense of the bustling, chaotic market special to the locals.

           

Current Rione XX Social Life

Currently, Testaccio is notorious for its’ modern, lively nightlife and its’ working class demographic. This dual personality is present in the day and night. At nights, clubs and bars provide entertainment and social engagements for Roman youth and tourists in which all are dressed with chic fashions. Working class, families and singles reside in this rione while tourists and young Romans fill the streets at night for the social activities. The popular bars and clubs are settled on a sloping area of the Monte Testaccio, showing the duality of the antiquity of the historic amphorae and the nightlife of the youth. One of the borders of Testaccio, Via Marmorata, along with Piazza Santa Maria, and Via Galvani are popular social sites frequented by locals wishing to stop by bars, shops, and restaurants. Although Testaccio is not a “tourist trap” as one would describe the city center, many tourists make way to this spot to experience the palpable “realness” of this rione.

My Reflection

            My first day in Rome I remember a feeling of excitement and urge to explore and test out all the fresh customs this culture has to offer. This is the same feeling I had when exploring Testaccio; I wanted to visit all the bars and trattorias, window shop in all the boutiques, and attend all the chic nightclubs. I was first attracted to this rione because my best friend, who studied in Rome, told me she visited this area quit often. I wanted to explore this area myself and saw this assignment as a perfect opportunity. However, as I delved into the research and exploration I was enlightened that to find that this rione was much more than just nightclubs and bars. This rione is full of history in that it reveals the economic status of the Romans during antiquity exemplified by the preservation of the destroyed amphorae, the unique cuisine dating back to 1888, and the monumental archeological sites. I was most fascinated by the contrast of antiquity and contemporary within the rione, especially in the architecture and social life. Institutions essential to the daily life and economy of the rione, such as Mattatoio, are now restored to be essential to the social and creative condition of today’s youth. Shara Wasserman said, “contemporary art compiles the past, present, and future” and this is how I view rione XX. It is a collage of the past making waves on the present and soon to be future. I wish I had more time to visit Testaccio along with all the different rione once again. I so much enjoyed being able to see the differences between

Blog #7: Youth Identity

Upon arriving to the MACRO museum with a fragment of time to spare, Shara Wasserman introduced us to the Oredaria Arti Contemporance exhibiting the work of Christiane Lohr who creates sculptures of materials from nature, seeds, plants, stalks, and hair. At first glance I was perplexed how these creations could be visually appetizing. What was the big commotion over little balls of hair and twigs intertwined together? Subsequently, Shara introduced the notion of conceptualization, and how these pieces of art are not solely for the pleasure of the naked eye, but delve deeper into the metaphoric symbolism of conceptualization and how Lohr’s work is “rigorous based on the tension, the gravity and the proportion, the distance and the closeness, in where the dichotomy storms between the material’s apparent transitory and the infinite capacity of conservation.” For me, this is symbolic of Italian identity. In his book, Clash of Civilizations Over an Elevator in Piazza Vittorio Amara Lakhous states, “But then who is Italian? Only someone who was born in Italy, has an Italian passport and identity card, knows the language, has an Italian name, and lives in Italy?” (P.15), demonstrating the arbitrariness and contradictory issues of defining what constitutes a “true” Italian. Just as the sculptures created by Christiane Lohr are pieces of dichotomous components all intertwined, and weaved together to make a single entity, I believe that an Italian identity is formed from each individual’s “truth,” past, present, heritage, and common values all intertwined to create one single term of “identity.” However, although the term “identity” a melted into one term, based on our studies and knowledge of the formation of identity, I view the term being a fluid concept that is ever changing and every intertwining.

            In relation to Italian identity is Italian youth identity, which has been a main focus in our studies of contemporary Italy. Just as Lohr’s art is a weaving of contradictory materials, identity of Italian youth is derived from many contradictory institutionalized issues such as government, education, and immigration. During his lecture, “Youth and Italy: A resource or a problem?” Amara Lakhous stated, “ Italy is not a place for youth. In Italy it is almost something to feel guilty about, being young.” He continued to inform us of the conflict between contemporary values and traditional values between the youth and older generations. This is evident in Italian politics, where all the men in government are of an older age, and men in their 30’s are still considered “ragazzi” or “kids.” Due to the fact that majority of the electorate is old, it is very difficult to enact or change certain laws because they think twice before passing laws in favor for young people because they favor the older citizens and traditional practices. The lack of concern for youth in politics silences the voice of the younger generations.

            In addition to governmental control influencing the youth of Italy, education is another institution helping to shape the identity of youth. I believe education has a key role in subduing discrimination and promoting tolerance of multiculturalism. However the Italian government does not enact laws that promote multiculturalism but instead marginalization. This is evident by the laws instated by Gelmini, who enforced a rule that all Italian classrooms in the public education system have a quota of 30 percent of immigrant students in each class. This reflects racism, intolerance, and separation at the root of politics rather than integration, understanding, and acceptance. I believe that although students may be enrolled in well-grounded schools that teach multiculturalism and diversity, such as Iqbal Masih and Esquillino, the knowledge and execution of the laws enacted by Gelmini insert these racial ideologies into the foreground of the students’ perceptions of others. In addition, in Italian schools many traditions methods of teaching and curriculum are still included within the schedule. In his essay, “Current Research into Education for Immigrants in Italy” Jonathan Chaloff states, “Italian schools do not provide a clear “civic” education: students do not study the organisms of Italian government. Even more important, Italian history classes usually fall behind schedule and rarely manage to reach the mid-20^th century by the end of the school year, skipping modern Italian history altogether” reflecting the neglect the government and education policy leaders have when teaching the modern issues of Italy. This is once again demonstrates the concept of praising tradition and the wish to keep the status quo, which in hindsight may cause uproar or rebellion among the Italian youth, as seen with the protests against Berlusconi and Gelmini. Most universities in the United States provide a social system on campus that directs attention to social issues and activities such as gay rights, politics, body issues, athletics, and the arts that allow students to activate their talents and interests in other areas other than academics. This allows youth to exercise their voice and become integrated in society. However, according to Carlos from Arcigay, Italian universities do not provide students with these clubs or social activities. The lack of social organizations available for Italian youth once again silences their voice and blocks their potential to integrate equally into society with the older members of society.

            Borders and the inclusion/exclusion of immigrants into the society also shape the identity of the youth in Italy. According to Manka, “Italy is still in its’ youth” demonstrating that although the country has a rich history, many social institutions and changes in relation to immigration and transnationalism influence the social structure of Italy. One of the main factors shaping Italian youth is the North and South divide. The border between the North of Italy and the South of Italy creates a tension between the two groups of people. People shape their own identity in relation to how they view other people. Orientalism or “other-ing” is a force that effects ones own construction of identity. For example, a student in a school whose parents are of Italian heritage, speak Italian, and live in Italy may construct his/her identity as a “true Italian” in comparison to the immigrants in his/her class who are marginalized by the laws enacted by Gelmini. In the essay “Images of the South” the author states, “Identity is the product of comparison” showing that the construction of identity is based on the weaving of ones own experiences and frame of reference, but also from the perception of the experiences and image of “others.”

            Although the governmental and educational institutions in Italy pose many contradictions that stem from traditional values, the voice of Italy’s youth is not completely silence due to the utilization of art. The arts provide a subgroup of youth an outlet for public expression. We have seen examples of this on our “Graffiti Walk” and in the streets of Naples, in which young artists created “street art” to address social and political issues in a public sphere allowing their voice to be inserted into society. Naples was the first region in Italy to create street art, beginning in 2000. Since then the phenomenon has boomed as evidenced in the social centers in Italy that are dedicated to the street art. This is also demonstrated in contemporary art as we saw at the MACRO museum with Shara Wasserman where we saw the exhibited by Dan Perjovschi who sketched drawings and dioramas onto the wall reflecting issues in government and society, such as the riots in Egypt, issues with the Church and the Pope, and media culture. I found his exhibit extremely enlightening because it was symbolic of contemporary society in that his piece is always altering and changing. When a new issue occurs in the world, he reverts back to the gallery to add to his piece. However, with art that is preserved from antiquity, change is not praised, but rather the traditional styles and technique is preserved, showing the society’s respect for tradition, but also unwillingness to digress from the past.

            Italian youth identity is a conceptual idea that is intertwined with diverse contradictions within the Italian society that create poles between modern and tradition. Although our studies in Italy are wrapping up, I am still intrigued to learn more about the formation of identity and the youth culture. How will youth culture be same, or different, in five years? In ten years? Why don’t universities provide more of a structure for activism among Italian youth? I hope to continue to learn about politics of identity and how addition of new “raw materials” or experiences and social issues will weave into the base of the formed identity to create a transformation.

                       

Blog #6: Tesstacio

Gina and I embarked on our exploration to Tesstacio, the twentieth rione of Rome, by hopping on the number 30 bus and aimlessly wondering the streets of this unknown area. Tesstacio was established in 1921 and is represented by a testae, which was utilized by ancient Romans to hold oil and wine. We arrived in Tesstacio around 4:00 after our classes ended, so many of the restaurants, bars, and shops were closed. However, I was still able to get a sense of the landscape and atmosphere of the rione. My first impression of Tesstacio was that it was much quieter and not as busy as the city center as there were not as many cars, scooter, or people on foot. Although the rione is still in the city, it seemed much more serene than the atmosphere of the city center. There were two parks and a square where couples and individuals sat to take in some Roman sunlight. Architecturally the rione is composed of modern and historic buildings in conjunction with cement streets, dissimilar from the cobblestone streets of the city center. While researching online I stumbled upon a website dedicated to the rione titled, “A new rione having a long history” which I found interesting when compared to the historic and contemporary architecture; a juxtaposition of old and new.

            Since the streets were desolate, Gina and I decided to grab a cappuccino in a local bar and conduct an interview with a barista. Our barista’s name was Luca, and he is a resident of Tesstacio. He has long shaggy hair and an untamed beard with tattoos and a shirt with a visual of The Doors. “I like Tesstacio because it is small and has a lot of history.” This was a great exemplification of an Italian youth, visually involved in contemporary culture, but also showing an appreciation and connection to the rione’s history. He continued, “there is a separation in the rione because there is an area of small businesses and then an area of nightlife” which exemplifies the weave of the youth and the older generations within the rione.

            Many tourists I have spoken to informed me of the vibrant nightlife of Tesstacio. One night out, I was introduced to a study abroad student from New York who told me her favorite place to go out in Rome was Tesstacio. “The area is really fun and lively. There are a lot of places to go.” She lives in the outskirts of Rome, but takes the bus to Tesstacio to party at the nightclubs and bars. I know that members from Arcigay take advantage of the nightlife in Tesstacio as well. I was recommended some clubs to go to and a group of us went a few nights later. However, our excursion to the nightclubs there was not successful. The bouncers at every single bar would not let us in their nightclub and it seemed very exclusive. This event discouraged me from heading back to Tesstacio to test out the nighttime activities, but I am going to give it another shot this weekend and report back to the class.

While volunteering at Iqbal Massih, Paula mentioned that she lives in Tesstacio and that she loves the rione. She said that the nightlife was “so so” which contradicts the preference of the young tourist who raved of the nightlife the rione has to offer. This could be that Tesstacio nightclubs and bars are prevalent locations for younger people and for tourists. Paula also told us that the two soccer teams, roma and lazio, create a lot of tension within the rione because many of the players hang out and live in the area. She continued to say that fights break out in the market due to the “futbol divisions.” In addition, she told us it is imperative that we visit the morning market, which specializes in meat products.

            I am glad I have the opportunity to break the borders of the campo and explore other areas of Rome that are imperative to the city’s culture and history. I am looking forward to spending another evening in Tesstacio, visiting the morning market, and hopefully indulging in some Tesstacio cuisine of meat.

Response to readings in Multicultural Literature in Contemporary Italy

 “Return” by Fatima Ahmed

          I believed a pivotal moment for Fatima was when she first crossed the border and reentered her homeland of her childhood. She said, “my earth” showing her connection and her sense of belonging to the country. The visual of her drinking the sugar cane and having the taste bring back memories stood out to me. Memories and sensation seem to be a common theme within these short stories. One interesting episode in the story was when the old women said, “Somali or Indian, it’s all the same for me” representing the lack of cross cultural/national knowledge. The return was bitter sweet in that she was able to regress home, but still instilled with fear.

“Give Me Back my Coat” by Adrian N. Bravi

           I believe a pivotal moment was when Adrian’s coat was taken. In my eyes, the whole story is compromised of contradictions: the joy of death, the sadness of life. He wanted to have freedom and to escape the depression at his own will. He is struggling to accept his own destiny and his purpose for being where he is at this point in his life. He wants a reason for his being. The moment was pivotal in that in forced him to wait to discover his own destiny. He said, “I have never been able to make sense of this act” symbolizing his confusion of his current situation and his yearning to figure out a “reason” and to find answers of his own destiny.

“Light Beer and Peanuts” By Viola Chandra

          Viola received the wrath of her father’s struggles disownment of his heritage. She aimed to find identity in her Indian heritage but could not accept their customs, as they could not accept hers. She felt solidarity in the passage she read in the tourist book, a representation of her contradictory identity of always feeling “foreign.” She was raised to cover up and hide her ethnic background and did so to received appraisal from her parents. Pivotal moment was when she stopped straightening her hair and allowed herself to portray herself as she truly is. Seems like she felt objectified in that she describes her dream and states, “I was finally useful for something” showing that she feels the need to be useful in order to be accepted.

       
“The B-Line” by Christiana de Caldas Brito

       It is evident that language and words are the connecting source to Christiana’s memories of her native land. She opens with, “I have buried all of them. And now I have a graveyard of words inside myself” which symbolizes the death of her memories and of her past. Moving to a new country, the only words she uses are words of survival in daily life. She says, “Far from the forest, the lion cannot roar like it used to” which is metaphoric in that she is the lion, an animal  of energy and power, in a new unfamiliar, far land, and she cannot express herself as she did in her homeland.  

“The Beggar” by Christiana de Caldas Brito

           To me, it seemed as though words resonated memories for the beggar. Some to be more significant than others. Christiana writes, “He saw the world through words” showing his connection to explanation, association, and memory. I believe he was “begging” for words, as if he was begging to make new memories. Words are an essential expression of feelings and experience. In relation to our studies, I believe this to be important, specifically in contemporary Italy, because literature allows for marginalized persons to unveil their truth.

Artist Statement

           My piece reflects clash of dual identity represented  in the short story, “Light Beer and Peanuts” by Viola Chandra. The negotiation of what constitutes an Italian vs. what constitutes an Indian were struggles she dealt with being of Indian heritage and living in Italy. Her way of life and her style of dress were customary to Italy, but her physical appearance and heritage was Indian. She struggled with a dual identity  as her parents neglected her Indian traits. She yearned for acceptance from both India and Italy and to her, she did not have a whole group in which she felt accepted. She was a foreigner in both countries. I chose to represent her dual identities in my art piece by showing her debate of “taming” her Indian heritage in her appearance or allowing herself to portray her true self freely. I chose to have her holding a “Lonely Planet” book, a book typical for foreigners, because she identified with a passage in the book that discussed the concept of dual identity. I believe this represents her feeling of being unaccepted by both Indians and Italians, and always feeling as a foreigner or an outsider. She identified with words that expressed her experience as an Indian Italian. She said, “…maybe literature in Italy has a little problem” which I analyzed as her motive to write this short story and share her experience of negotiating her dual identity. I surrounded her body with Italian words because it is her native language and important to her revealing her struggles and adding to the Italian literature.