.

The model of intercultural education begun to show itself as something common to all participants, children and parents, if not yet really in a clear, at least narratable. First, a group of Roma children, he began to attend regularly. So in the
end of the trail we started to see what we were looking hard in recent months. Kosmocasa has functioned as a kind of "simulator" of public education. He has done better, and try to imagine Roma children first, but also to their mothers, extended families, and to all the foreign children, many of whom just arrived in town, what a multicultural class that uses the lingua franca of the 'Italian.

Something completely different from the experience of the institutions they have lived in their country. We could start an individual work of learning, with different languages, in a school of "diversity" .

The Intercultures Educators Journal

Teachers’ reporting from 20 Fevruary to 30 March

We followed the general pattern developed in recent months:

Our standard LESSON_PLAN:

h.09: 00_ reception and free play
h.09: 40_ story / drama
h.10: 30_merenda
h.11.00_intervention teaching (individual / collective)
h.12: 15 guided play
h.12: 45 greetings

We received valuable assistance from many volunteers of the Association of mediators Amiss, who
have enriched the educational offer with their stories, songs, games, and the first elements of
literacy (Besa in Albanian, Mina in Arabic, Fang in Chinese ).

This contribution (measured in about 10 hours per week) has allowed the 2 teachers (Italian and
Roma) to do a job and focused individual to individual cases or families, or to the mothers mostly.
This individual support is often consisted of guidance and facilitation to access to public services. In
short, the educational activity has increasingly mixed with the social, such as up to accompany a
dozen between parents and children to health centers. In this sense, one of the most interesting
experiences was summed up by Marta Leonessi with his family Kamberi report.
The inclusion of "new teachers" in the kinderkarden - first active only in the afternoon - it was a
happy intuition, also because it has motivated a lot of families and children of their respective
cultures: from the morning that the Kosovo mediator told a story of his earth, and sang songs that
even five Roma children know, that's the day after all those from the Balkans have fond Kosmocasa.

The Moroccan child a little 'shy the first few days, while understanding the Italian language, it
opens just hear the teacher talk like his mother.
But if indeed a true literacy activities in a foreign language there was for Arabic and Albanian - in
the sense that the mediators do not have a structured course true, as mixed, translated and
interpolated content from their culture within of the ordinary - we have instead built with Chinese
lessons. For example you have read the stories in the Albanian language and then asked the Roma
children who were the only ones who understand that language, to tell and do the interpreters Italian
reinventing the story. Children's language and culture involved have enjoyed reading the original
and others have shown attention and measured the difficulty of translating and tell their
interpretation in Italian. All they had to work together to build a sense of history, making sure that
the other kids would understand.

Marta, Andrea have sketched a series of brief interventions (100 minutes) with Fang Ting Cheng,
called Lisa, where the design and iconic language (eg road), children have discovered Chinese
ideograms. We then used the few ideograms learned, making them operate within games and
animation between groups of children placed at a distance of one another. It is in fact wanted to give
an example of the "transmission" of writing. The lessons are inevitably finite (since the presence of
children already attending school) with a comparison with the Latin alphabet system (management,
characters, phonemes, word), and then working as the first steps of literacy. However we are
increasingly convinced - having regard to the enthusiasm and the momentum of the children to
draw ideograms - to discover that writing through something the child knows well (drawing),
creating precisely this contact, a lot of difference and frustration towards that system abstract that
has the alphabet, dims.

Pedagogical report:

As in the past few months we continued with a time module which provides ten lessons of lasting
four hours each divided into two groups of five to be carried out from Monday to Friday and then
repeat all the way in growing the varying educational levels of learning based on the development
of the skills of the individual and the group. The activities are proposed in the same chronological
order and with the same narrative style which then follows a creative activity which in turn is varied
by increasing the level of skills necessary to achieve the objective fixed by the operators. The
repetition is necessary to provide continuity and rituals to the education and through repetition in
order to achieve several goals simultaneously teaching:

-The first objective is to impart the knowledge and concepts proposed increasing the skills of
children and girls with each repetition by storing patterns of representation and verbal and written
creating familiarity with the language used.

-The second objective is to observe and understand the dynamics of relationships that are created
within the group to support and strengthen individuals to develop healthy relationships and pleasant
with each other and with the operators and the mediators involved in the project in order to facilitate
the 'future inclusion of children and girls in a school environment governed by strict rules of living
together.
-

-The third objective is to test the learning ability of individual boys and girls and ensure the growth
of their skills or the difficulties that arise during the educational process to address and resolve them
through the work of the group or by choosing paths of individual or family support .

-The fourth objective is the growth of inter-cultural and multi-lingual operators and mediators
involved in the project through their work with the children and the girls and the relationship that is
established with families enhance and complement their own personal experience and curriculum in
the field intercultural and global education.

-The fifth goal is to create a database and a history and a bibliography of the project that is
communicable and reproducible over time and can be inserted into the institutional paths of
reception and integration of children and girls of other languages and cultures within the school
Italian.

Case study: the Kamberi Family

With this case you want to deepen and give shape to the real work of "mediation" we play in
kindergarden.

The family Kamberi in question is as follows:

Kamberi Sebastijan, father, born in Mitrovica (Yug) on 15/01/1978
Kamberi worth, mother, born in Mitrovica (Yug) on 03/09/1976
Kamberi Almedina born in Kosovo on 17/10/1995
Kamberi Almir born in Kosovo on 28/07/2002
Kamberi Orhan born in Kosovo on 1/02/2006
Kamberi Fatima born in Kosovo on 21/06/2008

The family in question arrives for the first time in Italy in 2010, precisely in Florence, where he
lives permanently a brother of Mr. Sebastijan (who suffers from epilepsy and mental disorders to
trauma suffered during the war) for about a year and a half gives hospitality to the entire nucleus.
After such a long time, because they weigh on household spending, the core is removed from the
family and leaves for Brussels. Arrived in Belgium, however, is sent back to Italy because of the
demand for international protection lodged in Florence (Dublin II Regulation).
In December 2012, therefore, the family returned to Italy and get to Bologna, where on January 15,
2013 is welcomed at Villa Aldini of sending the Prefecture.

On 18 January 2013, the core withdraws at the police headquarters in Florence, at the invitation of
the same, residence permits for subsidiary protection (valid until 11/07/2014).

According to the social worker Dr. Pamela Lemme Kamberi family since the arrival
in Bologna, showed obvious difficulties both in terms of
autonomy at all levels (residents have never been, never
been followed by a health service, children have never been enrolled in school) and on the
communicative level (after a year and a half in Italy, struggling to speak the Italian language).
In January, the whole family began to attend regularly our Kindergarden Kosmocasa. Since then
thanks to the intervention of the mediator Besa Rama and educator Marta Leonessi begins a journey
that will take them one by one the members of the family, to take the essential steps of integration
(police, schools, health). In practice we connected to social services, we have solved the language
barrier (if the Albanian), we included all children in the institutional education and training system,
directing everyone to the appropriate choices, accompanying the entrance test and preparing
children for future experience. In fact, schools have postponed until September the entrance of the
children, the view already advanced stage of the school year, but we have activated certain
procedures.

The following is a report on the intervention:

INTER-CULTURAL ASSOCIATION AMISS: a case studies inside the project RomaT&T
REPORT OF OPERATING LEONESSI MARTA Intercultural Educator
The whole family, the mother and the four children have attended the playroom Kosmocasa in via
Scipione 16 from Monday to Friday in the period of January-March, 2013

FATIMA KAMBERI BORN ON 21 06 2008 REGISTERED IN KOSOVO TO SCHOOLS OF CHILDHOOD. THE
WAITING TO BE INSERTED IN THE LIST IN JUNE TO ATTEND SCHOOL YEAR 2013/2014.

ORHAN KAMBERI BORN IN KOSOVO 2006 11 02 PRIMARY SCHOOLS IN WRITING TO THE DISTRICT
FORTUZZI SANTO STEFANO. TEST OF ENTRY WITH COMMISSION MARCH 19, 2013 FOR INCLUSION IN
SECOND CLASS FULL TIME DURING THE SCHOOL YEAR 2012/2013. FREQUENCY START SCHOOL
WITHIN MARCH 31.

ALMIR KAMBERI BORN IN KOSOVO 2002 28 07 PRIMARY SCHOOLS IN WRITING TO THE DISTRICT
FORTUZZI SANTO STEFANO. PROOF OF ENTRY WITH COMMISSION ON MARCH 19, 2013 FOR
INCLUSION IN CLASS A FULL TIME DURING THE FOURTH SCHOOLAR YEAR 2012/2013 SCHOOL START
FREQUENCY WITHIN MARCH 31.

ALMEDINA KAMBERI BORN ON 17 10 1995 IN KOSOVO: IN WAITING TO ATTEND COURSES IN
RECOVERY FOR EXAM PREPARATION AT THE SCHOOL “BESTA” AND GIVE THE EXAM IN JUNE FOR
THE LICENSE. APPLIED FOR STARTING AT PROFESSIONAL SCHOOLS “OFFICINA” FOR A BIENNIAL
COURSE FOR ADMINISTRATIVE OPERATORS: START FREQUENCY SEPTEMBER 2013.

Situation recorded March 18, 2013

Leonessi Marta

Difficulties & Overcome

Difficulties and solutions launched:

The difficulties encountered in thelast weeks of the project were shown to reflect the level of
"sustainability strategy" of the project (WP 8.1 Definition of the project's: sustainability
strategy).

In fact, in the meeting held with the staff expanded to Kosmocasa of 27 February 2013, of which for
completeness we reproduce below the translation of the report and fact sheets:

-----------------------------------------------------------------------------------------------------

Bologna February 27, 2013,

Meeting Kosmocasa: Sustainability of the Project
Present: Jora Mato, Federica Lecce, Andrea Cusatelli, Marta Leonessi, Besa Rama
Andrea refers to previous meetings on the development of this model Bolognese, and what was said
in the training sessions. Sustainability was discussed in November 2012 when a plan was
kindergarden. But even at the January meeting, when we started to worry about the SCIA. Even
then it was clear that the most delicate phase would be from April to September 2013 or go to
beginning of the next school year.
Jora: Federica asks the availability of funds until September

Federica: liquidity does not exceed € 1,000 and then to Amiss can only be one-off
Martha suggests to organize summer camps in payment for families with free quota for the Roma
families who wish to join.
Long discussion on the ... summer camps, in the end we decide to entrust to Andrea and Marta to
test this possibility in the coming weeks.
The meeting ended with the suggestion to propose to known organizations that organize summer
camps (Energym) and ensure public funding of these activities.
Eventually Andrea remembers what was said in the lecture on "Participation of Parents" in the
meeting for the training of mediators: sustainability is also directly related to the amount of direct
participation of the families to the operation of the educational-teaching kindergarden.
The meeting melts at 18.20, with the next round of March 20.

In short, the sustainability of Kosmocasa, and especially the frequency of the families of Roma
origin, and the transition will be measured  with slow mouth of trust. Close
Kosmocasa for 3 months would start all over again. Maybe not for the children of the local area, but
safe for the Roma On this principle the parallel work of Cusatelli, Mato and Leonessi to verify the
strategy developed at its February meeting. Occur the possibility of:

1. to continue from March 30 to June 15 activities playroom and afternoon classes (both activities
supported by voluntary)

2. design and promote the "summer camps" for children on the model of piloting Bologna
Kosmocasa, being able to activate them for the whole summer

3. Obtain funding at the level of the Municipal able to support the activities for the 2013-14 school
year, full-time (morning / afternoon) or only partially (in the afternoon).

4. Connecting to intercultural interventions for being active in the territory

This difficulty, the sustainability of the project, to March 30, will not be exceeded: the final meeting
of the staff, moved to after the meeting in Valencia, on March 28 the following occurs:

1. activities playroom and afternoon classes (both activities supported by voluntary)
2. "Summer camps" for children: preparation of the draft
3. City Administration has difficulties to finance because of a Referendum against funding to
schools and private subsidiaries (vote expected in May, after this date you can have some answers
by the City)
4. Success with Empac:
5. The agreement with Ass In addition the laboratories of masks for Par'Tot Parade is a resource of
continuity up to the summer camps (see Ass agreement with addition)

Concluding Remarks:

The main difficulties of the whole project can be summarized in brief. The context, the city of
Bologna, particularly ill-suited and ill-disposed towards the profile of intervention Rome T & T. I
check already at the beginning of the project's executive:

1. Since 2004, the Municipal Services have placed as a political priority - even tightening sanctions
on families - to take away from the road by placing Roma children in schools. This is also the end
of kindergarten, which is not required, leading effectively to a reduction (perhaps not more than
10%) of children 3-7 years old Roma who do not receive pre-school services in spite of the
"availability" of families.

2. This fee only beneficiaries of Rome T & T are distributed in a sparse manner and scattered in the
city.

3. The Educational Bologna (Italian and in general) does not tolerate sectarian schools by gender or
ethnicity, especially if for disadvantaged people. The only exception is private and religious
schools. The category "Roma" is not accepted statistically, that is not even mentioned in identifying
administrative, but only the nationality of origin.

4. In the historical-political, see Bologna, the only city in Italy, to promote a very broad
mobilization of public opinion against the public funding of private and religious schools, just to
vindicate the public function and integration of the school (Referendum in May 2013). The
principle of subsidiarity is contested.

5. The economic situation and cuts in expenses of local administrators, are by no means given to
investments in new projects. While the funding of Rome T & T has proven underestimated (at least
prices and Bolognese regarded as the voice transport is not provided) and for a period not enough to
make the project sustainable.

In this context, absolutely hostile to the success of the project, we chose from the outset executive,
to focus on that 10% of Roma children alleged and especially to those living in the western part of
the city.

The solutions carried out: with a consensus process by P1 we have adapted the model terms of
piloting, building not so much a school as a playground for children very open - although suitable
for 3-7 year-end - able to attract the 'users of the families of the neighborhood and especially the
foreign ones in general. Simultaneous work is facilitation of literacy (including to parents) and
access to services and help to carry out the administrative duties of foreign families, has actually
made the offer preschool attractiveness of Rome T & T (see frequency data / participants).

And this was a result because it gave an experience, a "smell" of education and local school
districts, the Roma families more suspicious and / or marginal, if not illegal (often it was just
arrived in households city), or households before against (or unable) to send their children to school
band mother. The other road practiced to attract our target led us to work hard on the "accessibility"
of the service. In practice we have reinvested in a project to play center (almost) full-time, free, free
from the constraints of presence, which made optional, but can also be the presence of parents. The
result was to create a place "friendly" for mothers Rom, not identified with ethnicity, but rather with
the migration, where informal support their demand for integration, starting from literacy.

Monitoring

Monitoring of the functioning of the pre-school center in Italy

The monitoring has been divided between 4 people:

-Jora Mato, the manager and president of the ass. AMISS had functions of external representation
(municipalities, school services, etc..).

-Federica Lecce, for the administrative aspects

-Andrea Cusatelli as responsible for both the training and the overall organization

The control of by the staff of managers listed above, has never been problematic. In fact, the
management offices of Amiss, where they work every day over the three supervisors, are 6 meters
from the toy library, or in the same location as the kindergarden kosmocasa. The supervision so it's
always been an everyday occurrence.

From the beginning we decided to combine training with ongoing monitoring of the piloting.
Andrea Cusatelli, trainer of professional mediators, played this dual role of trainer and analyst of
the project. In practice has partly supported the two teachers in the class - as participant observer -
and in parallel has organized at least one weekly meeting where the usual planning meeting, was to
follow a couple of hours of training on intercultural mediation. It was not much of theoretical
training, as always applied to the problems and specific cases of the kindergarden. In fact, the
training material used was both the experience of the class, but also the rich text Cusatelli Andrea
wrote with prof. Dimitris Argiropoulos Rome for T & T (Guidelines for Intercultural Education).
The program of training is likely that provided for in the final pages of the Guidelines.

In piloting Italian, intercultural mediation, was not only a training for teachers, because all staff
involved Amiss on Rome T & T had a curriculum rich in experience as intercultural mediators. In
practice, the peculiarity of the Italian piloting was entering an educator Italian (with personal
experience of mixed couples and children to dual nationality) within the spaces where lies one of
the oldest and largest association of intercultural mediators, ie where all other contributors are
mediators.

Other monitoring activities:

We have gathered information sources, especially in the initial phase of the project (see the first 2
Report), type the frequency of Roma children in pre-schools, attendance data of the families in the
area of residence close to Kosmocasa, projects and similar initiatives in progress, etc..
Then the collection of information about children and families who attended Kosmocasa, was done
in the manner intended - attended by parents - but always in an informal and confidential
relationship with our teachers, often starting on topics such as vaccinations, health, school, etc...

Almost 80% of parents of all children have been known with repeated verbal exchanges, arriving at
100% for the Roma families Every family that led the children, has always been anticipated by a
couple of hours of contacts, interviews , held convictions, mostly from the Roma mediator, Alisia
Constantin. The presence in the classroom of the mothers then completed their knowledge about
each other's families, their educational needs, health and their relationship with their children. In
other cases, we collected also the needs of mothers, trying to direct them to public services (job
search, CV writing, language courses, etc..).

In some cases there are actual interviews conducted for families (WP 5.5), even in the places of
residence with extended family. In many cases during the promotion (to convince you to attend), or
during the many accompaniments made voluntarily by Andrea Cusatelli of the children / mothers
and from Kosmocasa. It is always chosen free-form interview, technical equipment without
registration, to avoid undermining the trust relationships. One exception is the interview of the
mediator Besa Rama deserves Kamberi (video file_Merita of 26/03/13), where teaching children the
use of cameras, we recorded the exchange. Then the interview educator Marta Leonessi , which
collects his feedback of the whole experience.

Another plan of the monitoring was to the outside as municipalities, health services, experts. We
have collected feedback both on individual cases / Roma families followed in kindergarden, both in
general and on the sustainability of the project. In the first case, the mediator often accompanied the
mothers in the office (at least the first time to understand their competence "bureaucratic"), or
picking the outcome of the appointment the next day. This activity is for instance documented by
the social worker Lemme (file: signed_nucleokamberi). For example, Marta has done work in
contact with the various municipal offices in Bologna, first through the recovery of information (see
exchange mails in Vittoria.Gianantoni_comune.bologna.PDF), and then explaining the procedure,
up to a true accompaniment.

The direction of Mato Jora has since then collected 'from the beginning a series of external views,
during the promotional work and research in the hard to find financial support. In this sense, all true
positive feedback, are summarized in the section of "outcomes". But we can summarize here the
other hand, all the impressions that the project has left Rome T & T in the city of Bologna.

General feedback

There was an equal reaction for everyone. We have received hostile attitudes, indifferent as
very positive. Let's start with the negatives.

teaching community:

As already said many times, in Bologna at this time there is a strong debate in defense of public
schools, or rather against the funding of private schools, and even religious communities. A
criticism that the first representations of teachers. Since 'the beginning we had planned and then
adapted the project because the piloting not become a school of Roma, but a playful cultural center.
However, this apparently was not enough, because some school districts - without actually
contacting us directly - put pressure on the city inspectors to check if ours was actually a private
kindergarten and if we had the qualifications to operate. Faced with some teachers, it seems is not
enough to point out) that it was an experimental project of inclusion and b) discrimination against
the Roma but open to all, like the rest c) it was not exactly a school but a kindergarden .. . Indeed,
many teachers and managers of public school - actually committed to making education accessible
to all services - does not like that others will take up education.

municipality:

The connection between the community of teachers and educational offices of the Municipality of
Bologna has become very tight due to a referendum in defense of the school (especially
kindergarten) who will vote in a few weeks. So we interpret many of the answers indifferent or
suspicious, although we have received dozens of emails and requests for appointments proposed by
us (see report Q1). This attitude, of course, was not uniform and in a few cases (President Naldi,
Quartier S. Vitale, Pedagogue Fulvia Righi) have rather enjoyed the project and discussed the
appropriate connections with other services in the area.

University:

The university is without a doubt was the institution most interested in working. And even in the
most immediate and productive with the Faculty of Education, University of Bologna. By Dimitris
Argiropoulos (Chair of Special Education and Pedagogy of Marginality and Deviance), we knew
for a long time, the collaboration began in summer 2012 with his contribution to the implementation
of the Guidelines (WP4.3) and his lecture at the international workshop of Bologna. Much interest
was also evident at the end of the project with another industry expert, Prof. Antonio Genovese,
professor of "Intercultural Education", always dell'universi9tà of Bologna. E 'was appreciated our
commitment to the involvement of parents in the piloting conceived as a community place. We were
invited to present ROma T & T a table of another European project. l 'EMPAC (a European Project
of Ealing Council; see the file outcome) and now you can open good synergies.

intermediators:

We have already said that a peculiarity of the Italian piloting, than the other is (almost) the
exclusive presence of mediators between the operators of the kindergarden. But also to the users,
because in practice Kosmocasa is also the playground of the children of foreign mediators of
Bologna, for their kind of business school open to families in the neighborhood. Intercultural
mediation shift from being a tool of the project, a real piece protagonist. The mediators of Amiss
As already said many times, in Bologna at this time there is a strong debate in defense of public
schools, or rather against the funding of private schools, and even religious communities. A
come from a hundred countries, cultures and different social levels. In this situation, not only were
we able to combine for each Roma family is always a mediator of its geographical origin, or
language (Romanian, Serbian, Croatian, Albanian, Ukrainian), but it was also possible to have a lot
of enthusiasm and voluntary participation for parties, language courses, animation.
The monitoring work on the project Roma T & T made by Amiss has tried to interpret with rigor,
the experimental side, and then copy, trying to produce documents to be disseminated on the Web
We tried to write reports, not only for the internal auditor of the European offices but also to a wide
audience of professionals and citizens interested in the topic. During the course of the project Rome
T & T, has Amiss product, material (almost) immediately loadable on the project portal
http://romateaching.eu for a total of:

142 pages all publishable online and already well formatted and translated ITA and ENG
117 photos
8 videos
32 bookmarks

Pre-school centers organization in Italy

The first important act was to turn a school into a community center and play for all the families of
the neighborhood. The public garden, outside of any institutional setting, with its schedules,
controls, and dispositive, we felt it was a more than just a metaphor. In our case the operation was
easy because our spaces bordering a real garden.

To do this it was necessary to extend the timetable of activities as much as possible: over morning
also 3 afternoons per week and several parties on the weekends. In this sense, we wanted to give
Piloting Italian name Kindergarden Kosmocasa.
The second important step is to have organized activities aimed at children, but always making sure
to involve mothers and parents. For example with the mothers we have repeatedly organized
markets / exchange of second-hand clothes for children.

So the different families arrive at different times, some parents participate in the activities
organized for the children, and then when they want to leave.
The third key was exploit the large presence of foreigners in the neighborhood, attracting them with
no dominant ethnic references: ie while holding the bar of multi-culturalism.

In such a context, Roma children have hardly lived experiences of discrimination: no longer very
recognizable, because they simply are associated with many foreigners, they have so appreciated
and become familiar with the rituals of school life (hygiene, listening to the teacher, execution of
tasks, etc..) that despite the strong informal level, we disseminated daily. The last peculiarity of the
Italian piloting, than the other is (almost) the exclusive presence of mediators between the operators
of the kindergarden. But also to the users, because in practice Kosmocasa is also the playground of
the children of foreign mediators of Bologna, for their kind of business school open to families in
the neighborhood. Intercultural mediation shift from being a tool of the project, a real piece
protagonist.

So we worked a lot on the context, on the site, making it attractive. So much so that often to
Wednesday afternoon, when Kosmocasa no activities are planned, it happens that some children
with their parents arrive. They find the games room closed and then took the keys to the Association
Amiss, and operate in total autonomy space, then you add more children and at the end of the same
mothers put in place and close the games room.

When the place is free, multicultural and full of activities for children, then the context is ready to
integrate Roma children and families

KOSMOCASA: organization

For all girls and children from zero to 99 years. Families can come and stay with Their children, as
in a garden. Or Families can leave them in the care of intercultural educators of Amiss. Also outside
but inside the room warm and soft. Moved by a professional, or just self-management of families in
the neighborhood.

THE kindergarden KOSMOCASA : a warm playroom

Every morning from 09:00 to 13:00

the Kindergarden Kosmocasa is a pilot project of the European accompaniment to the education for
all children, Italian and foreigners at age 1-6. Its characteristic is the importance given to the respect
of every language, every boy or girl to be. Why do our children have to learn many languages. This
is Europe. While all the children, every day, create and combine freely languages, Kosmocasa us to
teach them to manage intercultural systems with effectiveness. We help not quarrel too much with
multilingualism, rather it becomes a lever for learning how to learn better. There are many children
who quarrel with the Italian language and the school. And many foreign children that are not
understood by their various languages. All these children are our welcome.

The intercultural mediators of Amiss, have created an educational program that helps children and
their families to integrate with the society of the world around them. Above all, it helps to know the
school and appreciate it. Through the design and Chinese characters, the intercultural educators
come to build the charm for writing. The kindergarden Kosmocasa is not a school but a garden
where the children discover the other slowly and differences with pleasure.

Children are entrusted to intercultural educators from 09:00 to 13:00 every morning weekdays, after
a slow and informal entry, it will be a snack and never fail herbal teas and fruit juices. Families are
involved and participate actively in the life and educational class, parents, grandparents and aunts as
babysitters are involved in the multicultural community of Italian and foreign mediators.

Mothers, grandparents, aunts, baby-sitter handle a game room and a garden of Cyrenaica Area, near
the S. Orsola Hospital. They are the parents and citizens who take care of a public space. Assisted
by a mediator Intercultural all feel the experience of social participation in a multi-language
communities. All masters in kosmocasa: the boys and girls for the first! Then the parents more
responsible touches, as usual, put in place the salt, because the toy library is a common good. As
they always say the grandparents: the Game Room Kosmocasa is like a courtyard in the house, the
natural refuge of the families that are in the garden by Scipione dal Ferro, if the weather turns cold
or it is raining then you go to the playroom. Especially if you want to play with the others and teach
children not to be afraid of a life in common.

THURSDAY AT HOME WALDORF

Every Thursday from 14 :30-16: 30

Some family members, manage hosting space and comparing with other cultures: the essential poor
and simple games relationship are the magic thread of these afternoons. Amiss, in collaboration
with the Pedagogical Steinerian Pedagogy in Bologna, wants to share the experience, centennial,
and diffussa in the world, the Waldorf schools: the educational model more sensitive to
multicultural coexistence.

ALL AFTERNOON LABORATORIES LINEA37

Together with Amiss, a dozen cultural and sports associations, offer at LINEA37 Via Scipione 16
dozens of workshops, performances, courses, events, parties, or animations, to offer free, single
entry or registration fee: for example Brazilian Capoeira on Thursday, Dadama or the games in
language, and advance writing and cultural course on Chinese, Arabic, English, French, Roman,
Spanish and others languages or activities.

Outcomes

For us the most important result was sharing with perhaps more than 200 people multicultural
educational experience. We gave a footprint to a garden, making it a place where children and
Roma girls, if they want to be recognized and this will not trigger discrimination.

They forget that the others are all the same, all "gagé" pausing to note that in the garden there is an
individual alike. It happens in that garden, that no one is surprised too to hear the Italian language
spoken in a strange way and maybe mixed with incomprehensible words. Basically it is a garden
frequented by immigrants, although there are plenty of Bologna native, often grandparents or uncles
or partners of foreign children.

Everyone knows that in the house next to the park there is a games room open, where you can
go play in the garden as, for free. There are also the Roma, and where many parties with fellow
Romanian or Balkan origin. We have created a playroom where children blacks and Chinese
may think to be the most strange, but there are so much to think about, because the teacher is a mom
like yours, speak the same language at least. Kosmocasa also functioned as a sort of "simulator" of
public education. He has done better, and try to imagine Roma children first, but also to their
mothers, extended families, and to all the foreign children, many of whom just arrived in town,
what a multicultural class that uses the lingua franca of the 'Italian. Something completely different
from the experience of the institutions who have lived in their country.
The actions of the Bolognese Piloting Kosmocasa involving Roma children, immigrant children,
children and families native and mixed with special attention to put them in relation to one another:
our methodology did not consist of much more, we simply did meet the different families in a place
dedicated to children.

Outcomes

For us the most important result was sharing with perhaps more than 200 people multicultural
educational experience. We gave a footprint to a garden, making it a place where children and
Roma girls, if they want to be recognized and this will not trigger discrimination.

They forget that the others are all the same, all "gagé" pausing to note that in the garden there is an
individual alike. It happens in that garden, that no one is surprised too to hear the Italian language
spoken in a strange way and maybe mixed with incomprehensible words. Basically it is a garden
frequented by immigrants, although there are plenty of Bologna native, often grandparents or uncles
or partners of foreign children.

Everyone knows that in the house next to the park there is a games room open, where you can
go play in the garden as, for free. There are also the Roma, and where many parties with fellow
Romanian or Balkan origin. We have created a playroom where children blacks and Chinese
may think to be the most strange, but there are so much to think about, because the teacher is a mom
like yours, speak the same language at least. Kosmocasa also functioned as a sort of "simulator" of
public education. He has done better, and try to imagine Roma children first, but also to their
mothers, extended families, and to all the foreign children, many of whom just arrived in town,
what a multicultural class that uses the lingua franca of the 'Italian. Something completely different
from the experience of the institutions who have lived in their country.

The actions of the Bolognese Piloting Kosmocasa involving Roma children, immigrant children,
children and families native and mixed with special attention to put them in relation to one another:
our methodology did not consist of much more, we simply did meet the different families in a place
dedicated to children.