Educational Value of Autobiographical Writings for Self-identity Development and Orienteering

Abstract

The following paper will report back an implementation of a broader research project based on the acknowledged value in education (and self-education too) of autobiographical writings, as recognized at national and international level, for example by Demetrio, Alberici, Merrill, West, etc. The present section of the research had been performed on a sample consisting of adult immigrants (half male and half female of 20-40 years old) in a class who were attending training courses within a CTP (Permanent Territorial Centre) in Italy. Most of immigrants were from East Europe, South America, Africa and China. So, such class was characterized by heterogeneous histories and experiences which initially may be perceived by the same students as problematic and an obstacle, but that have always been transformed into an opportunity for share and discussions about peculiar differences as a resource and a value both in an intercultural and in educational perspective. An original autobiographical format had been administered to them and it had been considered by participants as very useful for development of self identity, to enhance their own experiences and for a better orienteering too.