Overcoming Cultural Heritage: Bridging the Parent-Educator Divide in Italy

In my recent experience in Italy, one of the most striking and sometimes downright amusing observations is the stark polarisation between parents and educators. Imagine my surprise when I attended my first parent-teacher meeting and witnessed what felt like a passionate debate worthy of a political arena! The parents were gesticulating wildly, voices rising with fervor, while the teachers maintained a stern, almost defensive stance. It was like watching two opposing teams in a heated soccer match, each side fiercely guarding their territory. This vivid display of polarisation is both shocking and, in a strange way, fascinatingly Italian.

This division arises from traditional views where educators are seen as the authoritative figures responsible for imparting knowledge, while parents serve primarily as caregivers and moral guides. Despite advancements in educational methodologies and innovative approaches, this deep-seated division remains difficult to bridge.

Italian culture, with its emphasis on family values and historical traditions, has reinforced a clear distinction between these roles. Education is often viewed as the domain of schools, where teachers are respected but also subject to intense scrutiny. This scrutiny can create an environment of mistrust and lack of collaboration, impeding the development of a supportive educational partnership between parents and educators.

In my interactions with various local educational settings (state school, public schools and informal organisations), I have observed that compared to Northern Europe, Italy's verbal communication style is more direct and expressive, sometimes bordering on confrontational. This cultural norm includes the normalisation of strong language and communication techniques that can be perceived as aggressive in other contexts.

Such interactions are part of everyday life in Italy and reflect a passionate but often contentious way of communicating. This style impacts the social infrastructure, making it challenging to build cohesive communities and fostering an adversarial dynamic between parents and educators. The normalisation of confrontational communication creates barriers to effective collaboration, as misunderstandings and conflicts become more common.

In addition to the communication style, I have noticed that the lack of a well-organized communication system to share important information contributes significantly to the problem. In many instances, crucial information about children's progress and educational strategies is not effectively disseminated. Parents often receive fragmented or delayed updates, leading to frustration and confusion. Similarly, educators may not be fully aware of family circumstances or parental concerns, which hampers their ability to provide tailored support. Also, school events aimed at building a sense of community are almost non-existent.

This gap forces parents and educators into an "individual survival approach," where each party struggles to navigate the educational landscape independently. This individualistic approach creates an environment where misunderstandings are prevalent, and the burden of bridging the information gap falls on already overextended parents and teachers.

Individuals are left to fend for themselves rather than move forward together and this lack of cohesion not only impacts the immediate educational outcomes but also erodes trust and mutual respect between parents and educators. This fragmentation undermines the collaborative spirit needed to address common challenges and work towards shared goals.

Ensuring that all stakeholders have access to comprehensive and timely information is essential for fostering a community where everyone can advance at the same pace. This means implementing effective communication channels, such as regular newsletters (non existent in the settings that I have visited), dedicated parent-teacher meetings built on a holistic frame, and accessible online platforms where updates and resources can be easily shared. By prioritizing clear and consistent communication, schools can create an environment where parents and educators are equally informed and engaged. This approach enhances mutual support and understanding, as everyone is equipped with the knowledge needed to contribute meaningfully to the educational process. Instead, the communication is fragmented and sometimes unsubstantial, making the educational experience, noninclusive, nontransparent, and certainly not collaborative, thereby marginalising the most vulnerable members of the community.

In my work with educational initiatives, I have seen firsthand how the polarisation of roles and communication challenges significantly affect Italy's social infrastructure. Instead of fostering a collaborative environment focused on supporting children's development, the focus often shifts to assigning blame when issues arise.

It’s an adversarial dynamic that undermines the potential for creating supportive and nurturing environments necessary for children's holistic growth.

Innovative educational models like Forest School offers promising solutions to these cultural challenges. Forest Schools emphasize outdoor learning and holistic development, encouraging children to engage with their environment and develop resilience, creativity, and collaboration skills. This approach promotes a sense of community and shared responsibility among children, educators, and parents, breaking down the barriers created by traditional educational roles.

Luckily, Forest School has reached this country a few years ago and there are very interesting realities flourishing from North to South.
However, the concept appears to be largely confined to preschool children. Once children reach the age of six, the focus on holistic growth and community building seems to diminish, giving way to a more competitive and structured approach to education.
This transition reflects a broader systemic issue within educational frameworks.

To address these challenges and promote a more inclusive and collaborative educational environment, it is worth considering the principles of democracy, especially since Italy is one of the major democracies in the Western world, where these principles should be entrenched at various levels of society.. Democracy is often heralded as the ideal model for governance, valuing equal participation and the voice of every individual. In theory, democratic principles should also underpin educational systems, fostering environments where collaboration and shared decision-making are the norms. This is somehow happening in the settings that I have experienced so far, but it is a quite superficial approach. In fact, in practice, achieving true democratic engagement in schools in Italy can be challenging. Traditional hierarchical structures and ingrained cultural norms can limit the extent to which democratic ideals are realised in educational settings. To bridge this gap, more innovative governance models like sociocracy could be instrumental.

In my past observations of sociocratic practices, I have noted that sociocracy, a governance system based on equality and collective decision-making, can also transform educational settings. By promoting inclusive dialogue and shared leadership, sociocracy helps to dismantle hierarchical barriers and encourages empathy and mutual respect. Implementing sociocratic principles in schools can create an environment where parents and educators work together as partners rather than adversaries, fostering a culture of collaboration and mutual support.

It is overall possible that to overcome the deep-rooted polarisation between parents and educators in Italy, there is a critical need for a shift in mindset. Moving away from a culture of blame towards one of self-reflection and shared responsibility is essential. Embracing empathy as a fundamental tool in communication and interaction is crucial for this transformation. Empathy allows individuals to understand and appreciate different perspectives, creating a collaborative atmosphere rather than a confrontational one. By fostering empathy and shared responsibility, schools can create environments where parents and educators support each other, ultimately benefiting the children they are collectively nurturing.

Reflecting on my journey through these Italian educational landscapes, I often wonder: what steps can each of us take to foster a more empathetic and collaborative community in these schools? In my view, the path forward lies in each person committing to self-reflection and open, compassionate communication. Only by working together we can create an educational environment that truly supports the holistic development of every child.

Just as a forest thrives when every tree and plant contributes to the ecosystem, schools will flourish when every member of the community nurtures and supports one another.