Do not Exclude. Practices and exeperiences of school inclusion in Calabria.

This monograph, authored by Luigi Giungato with an introductory essay by Umberto Pagano, presents the findings of the PRIN Project "Evaluating School Inclusion: a shared quality index for developing a more inclusive education for all". Focusing on the Calabrian context as a "critical laboratory," the study investigates educational inclusion not as a mere normative goal, but as a situated, processual, and relational social practice. +2 The research employs a qualitative methodology based on narrative interviews with headteachers, teachers, and social service practitioners to explore how inclusion is interpreted and negotiated within severe structural constraints. The findings reveal a significant gap between inclusive rhetoric and daily "integrative" practices, which often delegate responsibility to specialized figures. Key results highlight the "functional overload" of schools acting as informal welfare outposts to address vulnerabilities—such as material poverty and territorial isolation—that exceed formal administrative categories. Ultimately, the work challenges standardized evaluation models, proposing instead a participatory and situated approach that recognizes the "invisible work" of educational maintenance in fragile territories.