Exploring the Living Conditions of Unaccompanied Migrant Children in Italy: A Grounded Theory Approach

  • Lavinia Bianchi
Part of the Europe in a Global Context book series (EGC)


The current process of “inclusion” of unaccompanied migrant children (UAMs) in Italian society implies various administrative steps: reception, identification, transition to a foster care home, registration in the national healthcare system and registration to special educational institutions (i.e., Centri Permanenti Territoriali) in which migrant children are subjected to a personalized educational plan. Within this process, children’s participation in language courses, in order to learn Italian, seems essential on various levels: (a) jurisprudential, providing sufficient knowledge of the language for renewal of the permit of stay; (b) functional, as thanks to the language courses level 2 (L2) minors are able to enter into working life; and (c) ethical, as the host country must guarantee certain conditions for new citizenship.


  1. Beneduce, R. (2010). Archeologie del trauma, un’antropologia del sottosuolo. Bari: Editori Laterza.Google Scholar
  2. Blumer, H. (1954). What is wrong with social theory? American Sociological Review, 19(1), 3–10.CrossRefGoogle Scholar
  3. Bourdieu, P. (2009). Il dominio maschile. Milano: Feltrinelli.Google Scholar
  4. Bryant, A., & Charmaz, K. (2007). Introduction grounded theory research: Methods and perspectives. In A. Bryant & K. Charmaz (Eds.), The Sage handbook of grounded theory. London: Sage.CrossRefGoogle Scholar
  5. Charmaz, K. (2012, October). The power and potential of grounded theory. A Journal of the BSA MedSoc Group, 6(3), 2–4.Google Scholar
  6. Charmaz, K. (2014). Constructing grounded theory. London: Sage Publication Ltd.Google Scholar
  7. Fiorucci, M. (2015). The Italian way for intercultural education. In M. Catarci & M. Fiorucci (Eds.), Intercultural education in the European context. Theories, experiences, challenges. Farnham: Ashgate Publishing Limited.Google Scholar
  8. Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory. Chicago: Aldine.Google Scholar
  9. Glaser, G. (1992). Basics of grounded theory. Mill Valley: Sociological Press.Google Scholar
  10. Glaser, G., & Strauss, L. (2009). La scoperta della Grounded Theory. Strategie per la ricerca qualitativa. Roma: Armando.Google Scholar
  11. Morin, E. (1993). Introduzione al pensiero complesso. Milano: Sperling & Kupfer.Google Scholar
  12. Moro, R. M. (2009). Manuale di psichiatria transculturale. Dalla clinica alla società. Roma: Franco Angeli.Google Scholar
  13. Report Nazionale Minori stranieri non accompagnati. Ministero del Lavoro e delle Politiche Social, Direzione generale dell’ immigrazione e delle politiche di integrazione, Divisione II, 31 Ottobre 2015.Google Scholar
  14. Sayad, A. (2002). La doppia assenza. Dalle illusioni dell’emigrato alle sofferenze dell’immigrato. Milano: Cortina Editore.Google Scholar
  15. Sheridan, V., & Storch, K. (2009). Linking the intercultural and grounded theory: Methodological issues in migration research [40 paragraphs]. Forum Qualitative Sozialforschung/Forum: Qualitative Social Research, 10(1), Art. 36. Retrieved from
  16. Tarozzi, M. (2006). Il senso dell’intercultura. Trento: Iprase del Trentino.Google Scholar
  17. Tarozzi, M. (2010). Che cos’è la Grounded Theory. Roma: Carocci.Google Scholar
  18. UNHCR. (2014). L’accertamento dell’età dei minori stranieri non accompagnati e separati in Italia. Roma, marzo.Google Scholar

Copyright information

© The Author(s) 2018

Authors and Affiliations

  • Lavinia Bianchi
    • 1
  1. 1.Università di Roma TreRomaItaly

Personalised recommendations