Accogliere le diversità familiari, sessuali, di genere. Una ricerca sugli approcci LGBT-inclusive nelle scuole californiane

Abstract

The way in which spaces and objects of interaction between schools and families are designed mirrors a wider social ecology. A growing pluralization and diversification of family structures configures the contemporary social landscape. In particular, LGBT individuals and families challenge a set of expectations on parenting and gender roles in the educational settings. In which ways an inclusive approach to family diversity can meet these changes in family structure and ties, thus promoting a welcoming environment for children and their primary caregivers, integrating them in the school community? Starting from an ethnographic research carried out in 5 schools (2 kindergartens, 3 primary schools) in the Bay Area (California), the article examines the theories and models underlying the educational approaches defined as “LGBT-inclusive”, widely adopted in the USA, and their interaction with school policies aimed at contrasting all forms of discrimination (based on gender, ethnicity, religion, family belongings, age, ability). The fieldwork has been based on a multi-method qualitative approach using: observation in classroom and other key contexts for the relationship between school and families (school events, assemblies, diversity committees), school documentation analysis and interviews with LGBT leaders, teachers and parents. The data analysis highlighted the ways in which politics and school organization, community work with parents, ways of interaction between families and school staff, and classroom teaching practices contribute to the construction of an inclusive curriculum.