Strategies of inclusion for social justice.Communication processes in a learning context from a multicultural perspective

This paper reports some results of a qualitative research project carried out in North-East of Italy schools aimed at exploring strategies of inclusion in the day-to-day educational communication of teachers. The inquiry, whose theoretical framework refers to a phenomenological approach, involved trainee teachers who did in depth interviews and 78 hours of observations of communicative interactions during lessons in secondary school classrooms. The data, analysed within the grounded theory approach, reveals precise categories of what I define communication strategies of a competent and inclusive teacher, but a scarce attention to the culture of origin.