Rione Paper

Pigna, the ninth Rione of Rome is one of the smallest, but hosts many of Rome’s most famous sites.  Pigna means “pinecone” due to the large bronze pinecone statue that used to reside in the gargen of the Temple of Iside and Serapide.  The statue is now seen in the Vatican Museum between two peacock statues. Medieval legend said that the pinecone statue served as a lid to the Pantheon.  The pinecone is also the crest of the Pigna Rione. This Rione is almost square in shape and its corners are marked off by some of the most well known sites, the Pantheon, Piazza Venezia, L’area sacra di Largo Argentia, and Piazza Di San Ignazio.

The Pantheon is one of the most recognizable sites in the world.  The name Pantheon means “all gods” and it was thought that it was built as a temple of the Gods.  It was built by Marcus Agrippa and later totally destroyed and rebuilt by Hadreon in 110 AD.  Throughout the Ancient World, the Pantheon had the largest cement dome, until 1958.  During the Renaissance times, the square in front of the Pantheon became a busy marketplace and shall shops and taverns began to open.  Pope Pius VI later shut it down because it was becoming to busy.  When it became a church, a small bell tower was added to the peak of the roof.  Gianlorenzo Bernini later replaced it with two smaller towers.  These were eventually taken down in the 1800’s because the local people would refer to them as ‘donkey ears’ or ‘big ears’.  When the Pantheon was originally built there were several steps leading down to the street making the dome impossible to see until people entered.  But due to ground level rising, the dome is visible from the front, taking away Agrippa’s ‘surprise’ dome.  There was also bronze lining the roof of the porch when the Pantheon was built, but it was later melted down and used to produce cannons and also to decorate the Vatacin.  Inside the Pantheon, the dome and floors play with a unique pattern of squares and circles and the way the architecture is made the dome appears to be held up by only a couple of columns.  The Pantheon is one of the most recognized sites in Rome and continues to be one of my favorites today.  There is nothing as breath-taking as admiring the work of one of Rome’s great architects while eating a delicious gelato from Giolitti, Rome’s most famous gelato shops!

Another one of Pigna’s sites is the L’area sacra di Largo Argentina.  John Burkard, who was the master of ceremonies for Pope Alexandra VI, gave the name to the area.  He was from Argentoratum, now Strasburg, but he gave the area the name “Argentina” as a tribute to his childhood. It was discovered in 1926 during construction work.  This area holds the remains of the Theater of Pompey where the four temples ruins represent the most sacred buildings of the middle and late Republican period.  Today, the remains are home to the cat sanctuary, where people can come and adopt cats.  It is the largest of Rome’s cat sanctuaries.  When I first arrived in Rome, I wasn’t aware of what L’area sacra di Largo Argentina was or what it represented, but today it has become one of my favorite places to pass. 

The Piazza Di San Ignazio marks the third corner of the Pigna Rione.  This piazza is home to two palaces designed by Filippo Raguzinni, an Italian architect renowned for his buildings during the authority of Benedict XIII and the church of Saint Ignazio.  The area opposite the church was designed to replicate a stage theatre.  In 1685, the Church of Saint Ignazio was constructed over another church in an effort to accommodate the growing number of students attending the Roman College, where the original purpose of the college was to teach and instruct priests of the Jesuit order.  Inside the church an imaginary dome is painted.  Father Andrea Pozzo painted it due to the lack of funds to construct a real dome.  Today, visitors are still tricked by the illusion.

The last corner of the Pigna Rione is outlined by Piazza Venezia.   Piazza Venezia is one of the most famous squares in Rome and sits at the foot of the Capitolline Hill.  It also connects some of the key streets in Rome, like via dei Dori Imperiali, via del Corso and via del Plebiscito.  The name originated from Palazzo Venezia, locted a few blocks away.  The piazza was proclaimed the “Forum of Italy” after Mussolini decided it was the seat of government and gave his speech there.  One of the main attractions of the piazza is the Victorian National Monument to Vittorio Emanuele II.  This monument hosts the Altar of the Fatherland and the Unknown Solider.  The Unknown Solider is the grave of an unclaimed solider from World War I and represents the countless anonymous soldiers who died in battle.  Via del Corso is one of the main roads leading to the Piazza Venezia. Formally via Lata it used to be home to many noble families who built their mansions there.  Today there are several nearby Victorian houses that often host art exhibitions.  Piazza Venezia has been one of the places that really make me feel like I’m in Rome.  Everyday I am constantly amazed by the mix of ancient of modern architecture.  Taking the bus around Rome, I also pass this piazza and see the Victorian National Monument to Vittorio Emanuele and am awed by the magnificence of it. 

Pigna has become one of my favorite Riones.  The rich history and timeless monuments make it popular to both tourists and locals alike.  Since it is such a city center, this Rione has few residents. The sites in Pigna contribute to Rome’s culture and bustling tourist activity.  For any one visiting Rome, this rione is a must see!!

Italian Youth and Institutes of Higher Education: Roadblocks Within the System

            Growing up I always knew that the day would come when I would take my first steps on a college campus.  My teachers, counselors, and parents supported and guided me through the whole process. Going to college was never an option for me; it was an expectation.  For many American youth, going to college isn’t just a choice; it is a step in leading a successful life.  In America, having a college degree is one of the most important assets a person can possess.  It shows that they have studied and worked hard to get to the place they want to be.  Universities and colleges around the United States provide youth from around the world with an unlimited supply of knowledge and prepare them for work in the real world.  Although there are differences between various schools, each graduating student exits with new experiences and skills that will provide help later in life.   But there are other countries where many youth do not see education as a promising path after graduation.  One of those countries is Italy.  Italy today is home to 85 colleges and universities with almost 2 million students, out of a total population of 58 million, attending them.  Italian youth, those 18 – 24, white, and whose families have lived in Italy for decades, are facing the decision of attending institutes of higher education post high school.  High drop out rates, prolonged time to finish a degree and location are just some of the factors that are keeping Italian youth from pursuing an education post high school.  This paper, explores the issues of the Italian youth’s lack of motivation to attend public institutes of higher education as a result of their quality, structure, and eventual outcomes. 

            The methods used to research and write this paper were through several sources. Through interviews, an onsite visit, and research articles related to the topic of higher education in Italy research for this paper was gathered.  Those interviewed were Fedrica Bianchi, Shara Wasserman, and Melisa.  Fedrica Bianchi is an employee of the Italian Education System.  She was addressed some questions about the education system in Italy.  Shara Wasserman is the director of art history at Temple University who grew up America and now has two daughters who are also American, but living in Italy.  With her two daughters currently in school in Italy, she shared a parental perspective on the education system in Italy.  Melissa was born in Peru and moved to Rome when she was five.  She is currently an undergraduate student studying political science at John Cabot University and plans to graduate in the spring. Her experiences in the Italian tertiary education system gave a glimpse into the life of a college student in Italy.  The onsite visit was to Caritas, a local non-profit organization that promotes charity and provides services to those who need help.  At the visit, Dottoressa Dihn, the director of Caritas Rome, address a few questions about immigrant students pursuing an education.  The research articles provided the majority of research information.  In The Economist article, A Case for Change, it focused on Italy’s overall weak tertiary education system.  Such issues such as hiring relatives as professors and having classes with low attendance were just some of the items discussed.  Another article that provided me with key information was In Italy, Have Higher-Education Reforms Created a ‘Big Bordello’?  seen in The Chronicle of Higher Education.  This article focused on the new reform in many colleges and universities that allow working students to wave some course requirements and to use their work experience as credits.  Many view this policy as an easy way of getting a degree without putting in the work while others argue that along with online classes it is an effective alternative to getting a degree.  The article brought attention to the current tertiary school system and the advantages and disadvantages of having it in effect.  The last article was Higher Education and Graduate Employment in Italy in the European Journal of Education.  Although a little older article, written in 2000, the information about universities and graduation rates proved to be very crucial to the research topic.  All the methods used in this research paper were a necessity and contributed to the findings and support the initial hypothesis.

            Italy’s higher education system is typically broken down into three options.  The first is the ‘short cycle’ or university diploma course known as the lauree brevi or diplomi universitari.  The second is a degree course, which earns a student their corsi di laurea, an equivalent of a bachelor’s degree in America.  And then there are the research doctorates and specialist diploma courses known as dottorati di ricerca e scuole di specializzazione (Moscari).  Out of all the higher education routes, receiving a laurea is the most common. 

Institutes of higher education, colleges and universities, in Italy do not receive as many students as other countries in Europe.  It is reported “college graduates are rarer in Italy than almost anywhere else in the developed world with only 11% of the adult population holding bachelor’s degrees” (Rocca).  Many youth in Italy do not go on to pursue an education post high school, and those who do do not always make it out with a degree.  Youth attending college usually begin around the age of 19 and are projected to end around 25, but “only 17% of Italians between 25 and 34 have a tertiary qualification, compared with an OECD average of 33%” (The Economist).   That 17% is only a small handful of the population in Italy.   Many of the students who do not graduate drop out.  There are several factors that are influencing this tiny percentage of people.  In 2006, it was reported that there was “a shocking dropout rate of 55%, the highest in the rich world” (The Economist).  Students are dropping out for a variety of reasons.  Some of these factors might include the professors, the location of schools, the lack of support and guidance students receive, and how long it takes to obtain a degree. 

Italy has never been recognized as a country with an exceptional education system.  This can be observed especially through their institutes of higher education.  In the article from The Economist, “the more common patter is of a uniform mediocrity.  Not one Italian institution is in the top 100 of the 2008 Times Higher Education world university rankings”.  The overall quality of schools in Italy is failing Italian youth. Shara Wasserman is an American professor at Temple University, who is raising two girls who are currently attending school in Italy.  In a discussion with her, she shared her views about the higher education in Italy.  Although her insight may have been biased since she is American, she said that “Italian schools are not as good as American schools” and that “in Italy there are few universities that are good, the others are worth nothing”.  As a parent, she wants her daughters to attend a college or university in America since college in Italy is too overpriced and only cater to English speaking students.  Shara also mentioned that she is already sending her oldest daughter to summer camps held on college campuses in America.  Even someone who is familiar with the Italian education system wants to send their children to school in America.  This means that schools in Italy are not doing a good job at educating their youth.  Shara’s insight on the higher education system in Italy only continues to prove that the quality of these institutions are inadequate and are a cause for the lack of motivation for Italian youth to attend colleges and universities.  

According to the article written by Francis X. Rocca of The Chronicle of Higher Education, “overcrowded classrooms and inadequate libraries have been among the widely decried causes…along with a sink-or-swim teaching method that allows little faculty-student contact and bases grades on a single oral examination at the end of each course”.  Rocca sums up some of the factors why there is a lack of motivation for Italian youth to attend colleges.  One characteristic of schools that stood out was the inadequacy of the teaching staff in universities.  “In 1962 and 1969, the pressure of social demand for higher education led the government to give access to every type of university faculty to anyone who had completed a five-year senior high school course” (Moscati).  This demonstrates Italy’s lack of credited professors.  Just by completing the set amount of education, any body could become an instructor.  Another study also found that on some university campuses, current professors were allowed to appoint staff.  Students at Federico II University discovered that “15% of teachers had a relative on the university staff” and at Palermo University “230 teachers [were] reported to be related to other teachers”.  Both of these instances are examples of the lack of quality professors in teaching positions.  Not having good professors then leads to producing students who may or may not have learned the material.  According to these rules, any body can become a teacher.  This cycle of unqualified professors only leads to an output of improperly taught students. 

Another example of the incompetence of professors was during my interview with Melissa.  She recounted her experience at another university.  Prior to her transfer to John Cabot, she attended La Sapinza.  She told me of the lack of relationship between the professors and students.  Classes were much larger that her ones now, more like 100 students per class and attending office hours meant waiting for a long time before actually getting to meet with the professor.  She also noted that some of her older professors did not know how to use email and thus made communicating with them very difficult, especially being in the 21^st century.   In many colleges courses, having efficient professors are what make or break the class.  Professors who are unqualified make it difficult to learn the material.  The deficiency of student-professor relationship, long waits for office hours, inability to effectively communicate, and unqualified professors all may contribute to the lack of motivation for Italian youth to pursue higher education. 

Location is also another factor that may be influencing the absence of attendance of Italian youth.  Where a campus is located affects many students in their decision of which school to attend.  “Italy remains largely a country of small towns and medium-size cities...most of its universities [are] concentrated in major population center, with scare funds and student housing, which [discourages] enrollment by people from remote areas” (Rocca).  Having to travel and commute far distances often keeps people from pursuing education post high school.  Unlike public primary and secondary schools that are usually scattered throughout neighborhoods, colleges and universities are not as frequently located.

“The mobility of the student population from the peripheral areas to the centre…further tends to consolidate this situation. This mobility, however, is largely discouraged by the lack of accommodation for students who study away from home, which is a typical aspect of the university reality in Italy” (Moscati).  

Since many smaller towns make up Italy and college campuses are mainly located in bigger cities, there need to be places for students to reside in.  Residency halls and adequate housing accommodations do not exist in Italy for students attending colleges and universities.  In order for more students to view college as a serious option, there needs to be places for them to live and thus why location is such a huge factor in the lack of motivation in Italian youth to attend institutes of higher education.

In America, students typically take four to five years to complete a bachelor’s degree at a college or university.   But in Italy, finishing a laurea can take much longer.  Many Italian students feel that they are in school for too long.  Currently there is a “degree system, in which most undergraduate programs lasted four years- although the average graduate actually took more than seven years to earn a degree” (Rocca).  The prolonged process of earning degree often discourages students from attending school post high school.  According to Moscati and Rostan, 

“the average age of graduate is currently over 27. Despite the fact that entry to higher education takes place at the age of 19 and that some degree course last five (engineering and architecture) or six (medicine), students take an average of seven years to graduate, and the overall percentage of graduates who are unable to complete the curriculum in the standard period is over 30%”.

Many Italian youth are unable to earn a degree in the estimated amount of time.   By the time students have graduated it is difficult for them to find a job.  The length of time it takes to earn a degree is another factor that discourages countless youth from pursuing an education after high school.

In recent years, there have been efforts to increase numbers by shortening the amount of time needed to graduate, exchanging work experience for credits, and also having online schools.  The government has installed changes “over the last decade in an effort to increase access to higher education and raise the country’s notoriously low graduation rates” (Rocca).  Included in these changes was Mr Berlusconi’s new three-year degree program, which was introduced, “but employers [said] that graduates of [those] shorter courses were not good enough [and] universities are not imparting enough learning within a reasonable time” (The Economist).  Even with an alternative to shorten the time it takes to earn a degree, the quality of the program is not up to par.  Those who eventually earn the degree are not qualified compared to students who earn a laurea.  Another new method to increase tertiary attendance is through the waving course requirements for those who are working.  It was to be based on “evaluations of individual resumes [and] Italian universities have routinely waved a standard number of course requirements for students according to their occupations” (Rocca).   The aim of the program was to shorten the time it took to earn a laurea for older individuals who were working, since having a degree would “mean an automatic pay raise and promotion,” but people soon took advantage of the program.  In 2004 “the University of Siena…offered high-ranking officers of Italy’s military police a degree in judicial administration if they passed three course and wrote a thesis” (Rocca).  This abuse of the exchange for work experience caused many government leaders to take a closer look at the credits being waved.  Despite efforts to monitor the number of credits being given for work experience, “almost all of the approximately 7,000 students have received experience credits…if [the university] didn’t grant them, [the students] wouldn’t enroll’” (Rocca).  Exchanging work experience for credits and therefore shortening the amount of time it would take to graduate did increase the number of students enrolled at colleges and universities, but at the price of a good education.  Another method used to encourage Italian youth to go to institutes of higher education was to establish online schools.  Since many colleges and universities are located in various areas and getting to them can be difficult, the idea of accessing higher education through the Internet was created. 

“One of [the online universities] recently made the news for its apparent financial links to a commercial tutoring school, an arrangement that has raised potential conflicts of interest, since it would presumably give the university an incentive to make it easier for the tutoring school's clients to earn degrees” (Rocca). 

In theory, online schools are a good idea; providing education to students who are not able to get to campuses in Italy, but ultimately is ineffective.  Currently, “the government has blocked the approval process for online institutions (with eight applications pending) until it develops satisfactory standards…” (Rocca).  Online schools are not doing as good of a job as going to an actual college or university.  The ones that are operation today are not meeting the values established by the government.  Despite the changes have been made to encourage Italian youth to go to college, shorter degree courses, exchanging work experience for credit, and online schools, the Italian higher education system is still unsuccessful in meeting their objectives.  Each change they have made has resulted in an inadequacy of quality and learning continuing to contribute to lack of motivation for Italian youth to go to colleges and universities.  

            Throughout high school, most students in America are guided by counselors who help students figure out which colleges to apply to and how to navigate through the application process.  Unlike America, Italian students do not have counselors at their secondary schools who can give them the help, encouragement, or support they need.  Fedrica Bianchi addressed the lack of mentors in the secondary school setting.  Counselors do not exist in Italy, “most of the counseling work in high school is done by the teachers themselves: they encourage students to go and suggest subject areas too”.  Teachers are a great support system, but they do not have the time or resources that a counselor has.  Counselors provide the guidance and direction many students need in order to pursue a higher education.  Bianchi also mentioned that “some colleges do hold days where students can get information about university subjects, faculties, departments, fees” etc.  Although these days provide valuable information to students, without the support of a counselor, Italian students are left with limited help and therefore might never make it to institutions of higher education.

For many people around the world, having a college degree acts as an advantage in the labor market.  In Italy it having a laurea does not mean much.  Although having a degree can help, there is a “higher change of getting hired with a masters degree” (Melissa).  Often obtaining a masters degree requires another two to four years of schooling and many Italian youth do not have the extra time or funds to continue their educational studies.  Also being able to have a specific subject degree such as “economics, architecture, law [or] medical studies [can] increase the changes of finding a job” (The Economist).  This too requires more school, which many Italian youth cannot afford. For the most part, a degree in Italy “doesn’t mean much…without connections, it’s just a piece of paper” (Dihn).  Without proper relationships with people in hiring positions, going to get a post secondary school education is a waste of time.  In Italy “the degree of absorption of highly qualified labor appears extremely limited, above all in small and medium-sized firms, which represent an essential component of the Italian system of production” (Moscati).  There is a very little demand for students who earn a degree in the work force.  Since Italy is mainly made up of small and medium size businesses, which do not require degree holders, there are not many jobs available for students who earn a degree.   It was also observed “that almost 15% of graduates were already working before obtaining their degrees and…were still in the same job’ (Moscati).  This exemplifies the little need for a degree in order to get a job.  Although it may help, obtaining a degree just requires more schooling while delaying the job-hunting process.   Italian youth are lacking the motivation to continue higher education because they see no benefit from it.  There are some aspects of earning a degree that are positive, but ultimately it can be seen as a waste of time and money. 

In conclusion, youth in Italy are faced with a dilemma, to pursue higher education or not.  There are many aspects of the current education system in Italy that have resulted in high drop out rates and low attendance and graduation rates of Italian students in college and campus environments.  Inefficient professors and class structure, the physical location of campuses, the overall quality and the amount of time it takes to get a degree all contribute to the lack of motivation for Italian youth to go to institutes of higher education.  Some of the limitations of this research were the difficulty in attaining accurate statistics since there are several universities on campus.  Although recent years have produced some changes in the Italian higher education system, there are still many gaps, which continue to need attention.  Further research should exam what the exact benefits are of having a degree and how they can give Italian students an advantage in the competitive job market.  Also, the reasons why students are dropping out in such high numbers should be examined; is it the way universities are run that are causing students to loose interest, or is it the lack of funds?  Is there a way for more youth to see the benefits of getting a degree?  These are just some of the questions that could be examined further.  As a current college student I believe that education is very important in this day and age, and I believe that all youth should have the opportunity and motivation to continue their education.  I hope that Italy continues to make changes in their education system that encourages more youth to pursue institutes of higher education.

Works Cited:

"A Case For Change." The Economist 15 Nov. 2008: 62-63. WorldCat.org. Web. 3 Mar. 2011.

Bianchi, Fedrica. Email interview. 20 Feb. 2011.

Melisa. Personal Interview. 4 March 2011. 

Moscati, Roberto, and Michele Rostan. "Higher Education and Graduate Employment in Italy." European Journal of Edcuation 35.2 (2000): 201-209. http://uwashington.worldcat.org.offcampus.lib.washington.edu/wcpa/oclc/1990362034717?page=frame&url=http%3A%2F%2Fresolver.lib.washington.edu%2Fresserv%3Furl_ver%3DZ39.88-2004%26amp%3Brfr_id%3Dinfo%253Asid%252Fuwashington.worldcat.org%253Aworldcat%26amp%3B. Web. 3 Mar. 2011.

Rocca, Francis X. "In Italy, Have Higher-Education Reforms Created a 'Big Bordello'?." The Chronicle of Higher Education 53.16 (2006): A39-A41. http://uwashington.worldcat.org.offcampus.lib.washington.edu/wcpa/oclc/385227947?page=frame&url=http%3A%2F%2Fresolver.lib.washington.edu%2Fresserv%3Furl_ver%3DZ39.88-2004%26amp%3Brfr_id%3Dinfo%253Asid%252Fuwashington.worldcat.org%253Aworldcat%26amp%3Brft_. Web. 3 Mar. 2011.

Wasserman, Shara Personal Interview. 4 March 2011.

assignment 8

            During my time in Rome, I was able to do my service learning at the Joel Nauma Refugee Center.  Located below St. Paul’s, the refugee center is a place for refugees from all over the Middle East, Asia, Africa, and some parts of Europe to come to a safe haven.  There, aid and assistance is given out to those who seek it.  Tea and snacks are provided daily as well as a selection of clothes and toiletries.  The refugees who go to the center are all male.  Many of them have been forced out of their countries and are trying to return home, while others have been traveling around Europe for a long time, never setting in one place for more than a few months.  The center provides refugees with a warm place during the day to come and gather with others who are in the same dilemma as them.  People from the same places can come and share their language.  News and bulletins from around the world are available for the men to read and watch.  There are also programs, such as English and Italian classes, offered to refugees in order to help them adjust to their time in Italy.  The Joel Nafuma Refugee Center is more than just a place for these people to go, it’s a place they can rely on.

            The first time I went to service learning, I wasn’t sure what to expect.  I remember meeting with a bishop, who gave us a brief overview of their mission and the work we would be helping with.  One thing that stood out to me at the time, was when he warned the girls about their dress.  He said that girls should be careful about what they wear; no short skirts or low cut tops.  His words made me a little nervous for what to expect when our first “real day” would arrived.  I had images of refugees being unwelcoming or acting like inappropriately.  On the first day, we also were able to go down and look at the refugee center.  Since it was past two, there were no more refugees there.  There was plenty of artwork on the walls, giving me a taste of what they people might be like.  After our orientation, I still felt nervous about what to expect.  I viewed the refugees as people I needed to help and who would be receptive of the services we would offer, but I soon realized that they didn’t always want our help.

            The center is run solely by the efforts of several volunteers.  One of which is Tuana, a man I barely had the chance to get to know.  From what I observed, he worked tirelessly to operate and run the center.  There were a couple other volunteers I was able to meet while working at the center, like Sandra and Salva.  I was amazed at how hard these people worked and the modesty of their actions.  Throughout the quarter we went to the center every Tuesday morning and Thursday afternoon.   Tuesday became my favorite day to go since there was more for us to do.  In the mornings some of us were able to help Salva prepare the tea, while a few others worked with Sandra to hand stuff out to the refugees.  Those who prepared the tea would work in the kitchen and be responsible for making, pouring and handing out the tea.  When the tea was ready to be passed out, a refugee would be asked to hand out the snacks, which were usually individually wrapped cornetti (croissants) or five or six little cracker cookies.  The line for tea would wrap around the center and on most mornings there was enough tea for some refugees to get a second cup.  Unfortunately, I was never able to help out with tea too much on Tuesday mornings, since I usually worked with Sandra handing out supplies to the refugees.  Before tea we would pass out toiletries, like razors, tissues, shampoo, cologne, and lotion.  After tea was served we handed out clothes and other provisions.  While some of us worked with Sandra, the others usually went into the classroom to host an English class.  On Thursdays since, there wasn’t anything to help with, like tea or handing out supplies, we would all go into the classroom and teach an English class or help those who wanted to learn how to use the computer.  Our English classes were usually all over the place, from learning how to tell time to saying names to learning words and phrases that would be beneficial in the job market.  Each lesson was different and there were always new faces attending the classes.  Every time we held class, the lessons and people would always be as a little different from the last.

            Before coming to Rome, the only teaching experience I’d had, was teaching swimming lessons at a local pool, but trying to teach English is a whole other world!  I never realized how hard it is to teach someone something that I’ve grown up doing.   Often I found myself trying to break things down more than they had to be, since I’m so used to teaching younger students.  I forgot that these were adults who understand basic concepts.  It was also hard to teach classes since there were always new people attending.  Since many of the refugees are constantly moving, people who attend class one week could be gone by the next.  It was hard to develop a relationship with people when their attendance was inconsistent. Language lessons were hard and deciding what to teach mainly ended up with us asking them what they wanted to learn.  Many times they responded saying that they wanted to learn how to speak and pronounce words in English. I believe they wanted to speak English so that they fit in.  Since English is a universal language, knowing it is better than speaking their native languages.  It also makes them appear as if they fit in more. 

Getting to work with Sandra on Tuesdays were my favorite service learning days.  With Sandra’s guidance I began to communicate with the refugees.  Through a combination of hand motions, my little Italian, and their little bit of English I soon started recognizing the words for the items.  Facileta or softi meant tissues and gillet paired with a shaving motion meant a razor.  I also became familiar with the words for shampoo, lotion and cologne.   Handing out the little things was easy after the first few times, but giving out clothes was tougher.  All the clothes the center passes out are brought in through donations.  Socks used to be bought by the church and then passed out, but due to a lack of funds, they are no longer available.  Sometimes Sandra goes out of her way to buy socks or other items of clothing that certain refugees need.  Pants, socks and shirts seemed to be the most wanted item.  Shoes were also in high demand, but often there aren’t many to give out.  One thing that I noticed when handing out clothes was how picky the refugees sometimes were.  When I first started, I thought that since many of the refugees had nothing, they wouldn’t be so selective about their attire; that they would take whatever people presented to them.  I was surprised to see how choosey they were.  If the pants I held up for them weren’t what they wanted, they left without pants.  Many times, they came wanting a jacket, but the only jackets the center had to give were business suit coats, which remained there for along time since the refugees didn’t want them.  The selectiveness in their attire made me wonder why they didn’t take whatever they could.  I believe that having the ability to choose what they wear gives them a sense of pride and ownership.  Being forced out of a country and left with nothing can really bring a person down, but even the small things such as being able to choose the clothes they wear can give them a sense of dignity.  They still have the right to choose what they want to put on their bodies.  I believe it also ties into the integration factor as well.  Italian’s definitely have a distinct way of dressing and what a person wears can make them seem like an inside or outsider.  Like one of the stories in Multicultural Literature in Contemporary Italy, Light Beer and Peanuts, the main character feels the need to straighten her curly hair in order to fit into Italian society.  Having straight hair or dressing like an Italian are signs of those who fit and those who stand out.  Although it’s a small act, the ability to choose the donated clothes at the refugee center is a small act that speaks volumes.

Working with Sandra was an amazing experience.  Sandra was an inspiration to me during my time volunteering at the refugee center and will continue to be one of my personal heroes.  Even if we had refugees who were demanding or would treat her with disrespect, she never once lost her temper.  Sandra usually works by herself on Tuesday handing out stuff.  I can’t imagine how tiring it must be, for me one day was exhausting!  After my first day with her I expressed to her that the work she does was truly amazing; her reply was that it was nothing; that she only does a little.  I couldn’t believe how humble she was about what she was doing.  Many of the refugees at the center call Sandra more than just a volunteer at the center she is a friend.  She told us how just the other week an Afghan refugee had called her in the middle of the night to see if she could do anything about a boat of refugees that was sinking.  The only thing she could think of doing was giving the number of the Coast Guard to the refugee in hopes that they would provide more help that she could.  This little instances shows how much the refugees count on her and what her relationship means to them.  Sandra may only be a volunteer but she provides more than just clothes and supplies to them, she is someone they know and can trust in Italy.

After a few visits I started getting acquainted with the refugees there.  I started seeing familiar faces and to remember the names of those who were consistently there.  I became used to the stares we would get when we first entered and how no one ever really approached us.  I remember thinking before I even started, that I would have this wonderful experience there, hopefully connecting with the refugees and learning their stories.  What I didn’t expect to run into was the language barrier.  I never realized how hard it would be to communicate with them.  My limited Italian and their small amount of English only let me get as far as “what’s your name”, “how are you”, and “where are you from”?  Only being able to ask those questions, to the limited amount of refugees who know Italian, made me rethink what kind of experience I would have at the center.  Despite my inability to communicate with many of them, I felt my relationship with Sandra grow as I got to know her better.  There was a point during one of our visits when a young boy, about nine years old, was limping around.  WE found out that a car had hit him earlier that day.  Sandra immediately tried to find someone to take him to the hospital, but soon realized that no one would.  She decided that she would take him, leaving Marson and I to run the window (where we handed out supplies and clothes) ourselves.  I was a little nervous at first and was unsure how the language barriers would prevent us from doing as good of a job as Sandra.  By the end of our visit I felt as though I had accomplished something.  I had helped these refugees.  Even if it was something as small as handing out a toothbrush or giving someone a pair of pants, every little bit had helped in one way or another.  My experience at the refugee center has opened my eyes to those less fortunate.  The stories they share and the obstacles they have overcome makes them who they are.  Each refugee has a story, a life, and a future.  

Some further questions I have are what happens to the women and children, do they refugees keep traveling or do they make Italy their home, and do they ever eventually get to return back home?  In order to answer these questions, I believe that I would need to talk with the refugees; maybe learn their languages and develop a relationship with them. 

The Joel Nafuma Refugee Center caters to a wide variety of refugees; people from all over who have been forced out of their homes and away from their families.  I can’t imagine going through what these people have overcome.  Visiting the refugee center has made me realize just how lucky I am to live where I want to and to be with my family.  I’m thankful for the freedoms of America and the luxuries that I have.  The work the refugee center does may not seem like a lot, but it makes a difference.

assignment 7

Identity: a socially constructed idea that people use to define themselves.  In Italy, the definition of Italian identity is changing as more and more immigrants arrive.  Those of Italian decent, who call themselves ‘true Italians’ are scared that the image of Italy is changing. Some are embracing the ‘new Italians’ while others are taking steps in order to preserve the ‘true Italian citizens’.  Through education, citizenship, religious and legal arenas the image of what Italian identity is continues to be defined. 

In education, more schools are being faced with the issues of immigrant student attendance.  In a lecture with Manka, we learned that Mariastella Gelmini, the Italian Minister of Education advocated and passed a law which caped classes with immigrant children at 30%.  For many schools like Pisacane School, where they have 90% immigrant population, this is a current issues which portrays ‘Italian’ fears of a change in identity.  With Gelmini’s law in effect, many immigrants are left to deal with these legal changes themselves.  Where are immigrant children left to attend schools?  Will limiting the amount of immigrant students really make a difference in what defines Italian identity?  Changes are happening now.  They are seen in schools and the students who attend.  Like in Pisacane School, the population of students is changing.  The efforts of government leaders may be trying to prevent it from happening, but they are only postponing the inevitable.

Another arena in which Italian identity is addressed is through citizenship laws.   In lecture we discussed the rules and regulations of citizenship in Italy.  Unlike the United States, citizenship in Italy is not granted at birth.  At 18, people are allowed to apply for citizenship.  Citizenship is only given to people whose parents are citizens (jus sanguinis) or after 10 years of residency in Italy.  Immigrants often apply for residency verses citizenship.  In order to receive residency in Italy, a person must have legal documents for five years, an adequate lodging, an adequate salary, and must pass an Italian language proficiency test.  Even if all these requirements are met, residency can be refuted or take a very long time to receive.  Recently a law was passed that requires all immigrants entering Italy in search of residency to have a job lined up before moving.  All these laws and regulations show how much Italy’s government is trying to keep immigrants out.  They fear that the idea of Italian identity will become an image of immigrants rather than ‘Italians’. 

Italy is home to the center of the Catholic religion with Vatican City as the hub.  It has been home to many popes and has witnessed its religious history unfold.  Prior to Constantine, other religions were banned from being practiced within the Roman walls.  Slowly after years of oppression, Christianity could finally be openly practiced.  Today, there are several various religions observed within Rome.  The Jewish Synagogue is still open and continues to hold Shabbat services regularly.   Even the pope has visited the Synagogue.  On the outskirts of Rome is the Mosque.  It is the largest Mosque in Europe.  Both of these establishments show how Italy’s religious identity is being changed.  For centuries, Italy has been associated with the traditions and practices of the Catholic Church.  The church has consistently been a face in Italy’s identity.  Today though, new religious practices are emerging and the identity that was once based on a single religion is now confronted with a new image consisting of many beliefs.

Youth also play an important role in preservation of Italian identity.  In a guest lecture by Amara Lakhous, he emphasized the importance of youth in Italy and that one of the key ways of understanding Italy was through its youth.  Being young in Italy is often looked down upon; it’s a shame to be young and something to feel guilty about.  Youth in Italy are associated with inexperience and immaturity.  Older generations, those who are in positions of power, are preventing laws from being passed that create arenas of change.  This is leaving Italy stuck in old traditions and practices. The older generations fear that the face of Italy is changing since 99% of immigrants entering the country are youth. Many of Italy’s best and brightest youth are leaving Italy because they see no future where they are. Despite efforts to keep Italian identity to remain ‘Italian’, many of those who embody it are turning elsewhere and new faces of Italy are replacing them. Resistance to the change in Italy’s youth is contributing to the lack of transformation in Italy’s identity.

Today, there are several locations where youth and other Italians can express themselves through art.  One site we visited was the social center where graffiti was the main technique used.  Graffiti is often seen around Rome.  It is usual vandalism, but some times there are beautiful works of art.  In Naples, we saw tagging, poetic messages, and breathtaking murals.  In Rome we were able to visit a social center where there was plenty of free space for artists to come and express themselves through various artistic mediums.  Youth from around Rome were welcome to come and use the walls as their paper and to host musical events.  Many other centers around Rome had been shut down because people didn’t like all the youth being there.  Another site of contemporary art that we were able to visit was the Museo D’Arte Contemporanea Roma (MACRO), which showcased many new and modern art pieces.  There were a wide variety of exhibits, ranging from sculptures to sketches to photographs to videos.  Many of the pieces dealt with current issues facing Italians.  For example, Dan Perjovschi created The Crisis is (Not) Over, an exhibit made up of drawings and dioramas.  The images he drew all represented different current issues.  Contemporary works of art, such as Perjovschi’s, bring attention to the problems that may not be apparent.  They create arenas for change and allow for a discussion about Italian identity.  Sites like the social center with graffiti and the MACRO provide spaces for youth to create their own identity.   They are changing what makes an ‘Italian’. 

Literary works also have addressed the issue of Italian identity.  In Amara Lakhous’s book, Clash of Civiliations Over an Elevator in Piazza Vittorio, he addresses the topic of immigrants in Italy.  The story follows the testimonies of several residents in an apartment building after the death of one of their fellow renters.  Each resident expresses their ideas and conceptions about the other renters and whom they believe committed the crime.  Lakous demonstrates the tensions between immigrants and the barriers that exist between them and Italians.  After finding out that the main character, Amedeo is an immigrant, one of the residents asks; “Is it logical that a person who represents magnificent Italy is a foreigner” (87)?  Although the book is fiction, Lakhous demonstrates the concept of Italian identity.  Residents believed that Amedeo was Italian; he spoke the language and knew more about the history than anyone else, yet he was an immigrant.  This shows that Italian identity is changing.  Someone who is an immigrant can even embody the image of what Italian is and thus become a new face in what Italian identity encompasses.

Another literacy piece that demonstrates Italian identity is Multicultural Literature in Contemporary Italy.  This book is made up of a selection of narratives told by immigrants.  In the story Home…sickness by Kossi Komla-Ebri, a young girl struggles with finding her identity.  After growing up in Africa, she moved to Italy to live with her brother and help him care for his family.  Once in Italy, she discovers that her brother no longer practices the traditions of his African homeland.   Everything she is used to and has grown up with is forgotten in Italy.  Komla-Ebri eventually becomes accustom to an Italian lifestyle, with electricity, running water, and even forms of entertainment.  After returning to Africa she still practiced Italian rituals, “Sundays, I cross the whole city to attend mass in the parish with the Combonian missionary priests so that at the end I can talk with them a little in Italian” (97).  She continued to be “Italian” by practicing the language and attending church.  Her life shows how an immigrant can become “Italian”.   She identified herself as an Italian.  Other works in this book, also demonstrate that what immigrants view as Italian can change.  What Italians believe is ‘Italian’ is not always the same as what others believe it to be. 

Times are changing in Italy.  What used to be considered Italian 50 years ago is a faint memory of the past.  Identity is always changing.  In Italy, people are both embracing and ignoring the transformation that is taking place.  My time here in Rome has been a personal witness to the resistance that still exists.  Walking down the streets I constantly feel that I am looked at as an outsider.  It may just be the way things are here or how they view Americans, but when I’ve traveled other places I don’t feel as unwelcomed.  In America, smiling or greeting someone you don’t always know is usually received warmly with a smile or wave back.  Even while on one of my travels in Barcelona, I got a very welcoming and friendly vibe.  People would be more willing to smile or help with giving directions.  But back in Rome I still felt like an outsider. It may be from my appearance that I am treated differently; I might be seen as an immigrant in Italy. From readings and lectures I’ve learned that many Italians dislike immigrants.  Italians don’t like how immigrants have taken over their jobs and are continuing to enter Italy in increasing numbers.  Many fear that the image of the ‘Italian’ is changing to that of an ‘outsider’; an immigrant. 

So what makes an Italian? Is it just saying that you live in Italy?  Or does it mean being of Italian heritage?  Is it being able to speak the language?  Or is it having the characteristics of someone we think of as ‘Italian’?  Through education and citizenship laws we saw that steps are being taken to ensure that being Italian belongs to ‘true Italians’.  But will these laws really ensure that Italian identity is seen through ‘true Italians’?  Religious definitions are changing; Catholicism is no longer the only religion in Italy.  Judaism and Islam are becoming more popular and thus changing the religious identity of Italy.  Youth in Italy are also making a name for themselves.  Through the use of art, youth are more able to express themselves and bring attention to the current issues of Italy.  Books and other literary works are now being used more frequently to give a voice to the immigrants in Italy.   It is through these writings that we are able to see how immigrants are integrating into Italian society.  All these factors create what is making Italian Identity.  The Italian identity today may not be the same in 40 years.  What we view and perceive as Italian is always changing and something we may never be able to ‘correctly’ identity.

reflection #2

Return by Fatima Ahmed:

This story follows the journey of a girl returning to her childhood home in Cambodia after leaving years ago due to the political crisis.  I believe the pivotal point in the story is when Fatima has her first sip of sugarcane juice, “I went over to the sugarcane juice seller and immediately ordered a glass of fresh-squeezed.  I fervently took a sip, the first in twenty years.  Its taste, its fragrance took me back in time, to that distance day when I left Phnom-Penh” (32).  This quote marks the beginning of Fatima’s memory as she describes the day her family left Cambodia.  Fatima came from a mixed background; her father was Somali and her mother Vietnamese.  Her family fled Cambodia once the political crisis began in 1970 and traveled to Somalia.  The memories that flooded her mind were some that I believe shaped who she was and gave her a better sense of identity.  It was as if she identified as Cambodian rather than with her mixed heritage.  Her story gave a deeper perspective into her immigrant background and of self-identity. 

Give Me Back My Coat by Adrian N. Bravi:

Give Me Back My Coat follows the author as he lives his “last” day.  In the morning he decides that today will be his last and after he returns home from a morning café.  But while he is there, submerged in his bliss of ending his life, someone accidently takes his coat by mistake.  The pivotal point in the story is when he thinks to himself, “I felt like the loneliest person in the world, swollen everywhere, without a coat or anything of value” (43).  This quote portrays the author’s emotions in his most vulnerable moment.  With no coat, freezing on his walk home, his suicide plans are thwarted.    He wanted everything to be perfect of this last day.  Everything seemed to be going his way, he even noticed things for the first time, but with the event of his coat being stolen his perfect last day is ruined and he cannot end his life.  His dream to live the perfect day was interrupted by this man taking his jacket and thus causing him to live yet another day.

Light Beer and Peanuts by Viola Chandra

Viola Chandra tells her story of struggle of finding her identity.  Growing up with an Indian father and a White mother.  The pivotal point in the story is when she states, “I wanted a whole population to accept me and put aside its traditions, its dogmas and its castes.  I wanted it to put itself away in order reach out to me: for how I am” (47).  Viola longed to be accepted by the Indian people and for them and her father to acknowledge her Indian roots, despite her Western dress and attitude.  Another key moment is when she explores her relationship with her mother.  When she was younger her mother did all she could to keep her daughter as light as possible.  She was bathed in crèmes and covered in sunscreens when in the sun.  She reflects, “I would never have become white but at least I would remain beige.  I shared the same desire” (52).  Her mothers craving to be as light as possible carried down to her.  Throughout Viola’s story, she struggles to accept who she is and whom she should identify with.  She longs to be accepted by her Indian peers, yet to also seem as “white” as possible.  At the end of her narrative she learns to accept who she is to be apart of both worlds. 

The B-Line by Christiana de Caldas Brito

This story follows a passenger as he rides the B-line metro to Termini.  The pivotal moment in the story is when he thinks, “words are not born in a hurry like the landscapes flashing by through the windows of the metro.  It takes a long time to penetrate the fabric of the soul” (55).  This quote shows that the character things before he speaks.  Many have walls build up around them, ideas that are hard to change.  People are sometimes very set in their ways and the ideas of others may not be able to break through those walls. 

The Beggar by Christiana De Caldas Brito

The Beggar tells the story of an old beggar as he seeks for more words.  In the beginning I believed he was in need of money, like many of the beggars I see, but instead I was surprised to find that he wanted only words and saw himself as a poet.  The pivotal point in the story is when he states “a poet does not live by words alone…” (60).  This quote expressed that words alone do not make a person.  Experiences are what create who someone is.  Throughout the narrative, the poet is presented with many words, but he finds little use with those that are just tossed to him, he savors the words that are presented to him with meaning and purpose.  In the conclusion of the story, the poet respects each word, no matter how he got them.  Some he treasures more than others, but in the end each word holds a special meaning to someone. 

artist statement

My artwork reflects the time I’ve spent in Rome.  From seeing historical sites to little neighborhoods, my time here has been full of eye opening experiences.  The box represents some of the things that have made an impact in my time studying abroad.  It also relates to the reading, “The Beggar” and his box of words.  Studying here and being submersed in this environment has made me more aware of the issues Italy is facing.  Themes like “identity” and “difference” have been constant ideas.  I included little figures of everyone in the class to show that everyone is making a difference and an impact in my experiences here.  The sunset in the background represents the beauty I’ve seen here.  Everyday I look out my window and there have been blue skies, and every evening an amazing sunset.  One of my favorite sunsets has been the one I’ve seen near the Amalfi Coast, represented by the water under the sunset.  Altogether it represents the time and experiences I’ve had in Italy and how it’s made an impact on my life.

assignment 6

Regola; one of Rome’s riones.  Situated on near the Ponte Sisto on the Tiber River.   Some of Regola’s famous sites include Piazza Navona, Piazza Farnese, and Campo dei Fiori.  Campo dei Fiori is where many of us call home and where many of our clasess are held since it’s where the UW Rome Center is located.  I remember the first time I saw the Campo, when I first arrived in Rome.  The market was in full swing and people were everywhere!  I loved seeing all the stalls with their bright colored fruits and vendors advertising their merchandise.  I couldn’t believe that I would be living in such a bustling, beautiful area! 

Now that I’ve lived here for a couple of weeks, I’ve gotten used to the daily market, although I still marvel at all the delicious fruits and veggies.  I love walking around the Campo seeing all the different people and I especially love it when musicians come out and fill the square with beautiful music.  Even the noise of the nightlife, which often carries on late into the night, has a feeling of homeliness.  It’s normal to see people walking around and hanging out with Bruno almost every night.  Between the bustling days and chill nights, I feel so lucky to live in such a lively place.

When we tried to find a resident to find out more about our rione, we went into a couple shops, and even a shoe store, but everyone that we asked said they didn’t live in the Campo.  Roberto would have been an ideal candidate to ask our questions to, but he has been absent.  We’ll have to ask him when he gets back.  One person who we did get to talk to was Bill, the chef, who has lived in the Campo for almost 20 years now. For Bill living in Campo dei Fiori is very convenient for him.  With all the fresh fruits, veggies, and meat, he is able to get the best ingredients for his cooking.  During his cooking class, he told us about the residents in Julie and Manka’s apartment had at first found it hard to sleep there with al the noise from the square.  After they had left though, they found it hard to sleep without background noise, so they tied cans to their dog’s tail in order to help them sleep.  Nightlife in the Campo can get pretty wild!  Between the Drunken Ship at the opposite end of the Campo, and a few smaller bars scattered throughout, the evening volume can get noisy.  It seems as soon as 11 pm rolls around, teenagers and young people come and gather by the Bruno statue.  They bring their own drinks and often talk and play around until the wee hours of the morning.  The busiest evenings seem to be Thursday thru Saturday and the noise lasts almost all night.  It can be fun when we are able to join in the fun, but other times it makes it hard for us to fall asleep. 

Campo dei Fiori seems to be quite the tourist attraction.  Tourists come from all over to see the amazing marketplace.  We were able to talk to two girls from Finland.  They thought the market was lively and had a wide variety of foods, from fresh foods to clothing and everything in between.  Although they were only passing though they said they would be interested in coming back to check out the goods. 

Campo dei Fiori is not only an active site for tourists and vendors, but has become my home.  I’ve grown to love the activity of the daytime with the countless vendors and merchants and the nightlife that often has people out till late into the evening.  I can’t wait to explore more of Regola and see what else this majestic Rione has to offer!