44 KB131 KB42 KB198220252008Farini, FedericoKunič, Lidijaštevilka:3/6letnik:47str. 133-144, 387-388, 395-396ISSN:0352-7956COBISSID:2970469URN:URN:NBN:SI:doc-FHHXESIGslFakulteta za socialno deloSocialno delodržavljanstvokrepitev močimladipriseljencisocialna izključenostvzgojna komunikacijaDržavljanstvo kot praksa| kritična evalvacija vzgojne komunikacije kot sredstva za spodbujanje socialne participacije mladih priseljencev|In 2004-2006, three projects were designed by the Education Office and the Social policies and Integration Office of the City Council of Modena aiming at sustaining the social participation of the children of international immigrants (Cils) and empowering their active citizenship. The interventions were based on the premise that social integration depends on social participation. The projets' basic standpoint was that citizenship is not some sort of cognitive status to be achieved but rather an outcome of the experience of everyday participation in social processes. The activities provided for the Cils aimed at stimulating their reflection about their everyday experience of participating in the social processes of their host country with the help of adult social workers. The results of all three projects as materialised in concrete interactions, turned out to be paradoxical: it was possible to observe how social workers systematically violated the Cils' communication space - that is to say, their opportunities to experience, in the context of social interventions, active and autonomous social participatipon - as soon as communication brought uo meanings which were inconsistent with the interventions' ideological and theoretical premises; this led the Cils to mistrust their opportunuty for autonomous social participation. For social intervention which can offer the opportunuty to experience social participation, a different communication form is needed which would encourage the communicators' self-expression, to build mutual trust, explore common grounds and enable a continous exhange of views between interlocutors. A rough sketch of the form of communication is presented, whichcould be much more effective than the educational approach in sustaining the social interaction of young immigrants by promoting their autonomous participation. This communication is called "dialogue". The limits of educational communication suggests thet social work with adolescents and young adults would be more effective and the projects more efficient i dialogue were to be used as an opportunity to experimentMed letoma 2004 in 2006 sta zavod za šolstvo in urad za socialno politiko in vključenost mestnega sveta Modene oblikovala tri projekte, katerih cilj je bil vzdrževati socialno participacijo otrok mednarodni priseljencev ( OMP) in krepiti njihovo aktivno državljanstvo. Predpostavka teh intervencij je bila, da je socialna integracija odvisna od socialne participacije. Projekti so temeljili na pogledu, da državljanstvo ni vrsta kognitivnega statusa, ki bi sega dalo doseči, temveč rezultat izkušnje vsakdanje participacije v družbenih procesih. Z dejavnostmi, ki smo jih ponudili otrokom mednarodnih priseljencev, smo želeli spodbuditi razmislek o vsakdanji izkušnji sodelovanja v družbenih procesih države gostiteljice s pomočjo odraslih socialnih delavcev. Rezultati vseh treh projektov, kot so se materializirali v konkretnih interakcijah, so bili protislovni. Opazili smo lahko, da so socialni delavci sistematično kršili komunikacijski prostor OMP - to je, njihove priložnosti, da bi v kontekstu socialnih intervencij dobili izkušnjo aktivnega in avtonomnega vključevanja v družbo, kakor hitro je to sodelovanje prineslo pomene, ki niso bili skladni z ideološkimi in teoretskimi predpostavkami intervencij. Zaradi tega OMP niso več zaupali v možnost avtonomne socialne participacije. Za socialno intervencijo, ki naj bi ponudila možnost, je potrebna komunikacijska oblika, ki je posebej primerna za pospeševanje samoizražanja govorcev, ki ustvarja medsebojno zaupanje, s katero lahko raziskujemo skupne točke in, ki zagotavlja nenehnost izmenjave pogledov med sogovorci. V grobem smo prikazali komunikacijsko obliko, ki bi lahko bila pri vzdrževanju socialne integracije mladih priseljencev s spodbujanjem njihove avtonomne participacije bolj učinkovita kot vzgoja. Ta komunikacijska oblika se imenuje "dialog". Omejitve vzgojne komunikacije kažejo, da bi bili delo socialnih delavcev, ki delujejo med mladostniki in mladimi odraslimi, in projekti, v katerih sodelujejo, bolj učinkoviti, če bi pri eksperimentiranju uporabili dialogTEXTznanstveno časopisjejournalsSlovenian National E-content AggregatorNational and University Library of SloveniaUniverza v Ljubljani, Fakulteta za socialno delo