From Anthropological Observation to Integration Promotion: The Case of Egyptian Unaccompanied Minor Migrants in the SAI system

This thesis presents an ethnographic case study focused on a group of Egyptian unaccompanied minor migrants hosted in the SAI (Sistema di Accoglienza e Integrazione) Reception System of Padua. The research is grounded in a four-month internship undertaken as an Italian language assistant in a second-level SAI facility, where twelve unaccompanied minors, eight of Egyptian origin, were supported in their process of language learning and classroom interaction. While formal teaching was led by a specialized educator, I provided complementary guidance by assisting with comprehension, ensuring the accurate completion of exercises, and offering targeted help to those facing particular difficulties. Employing a participant observation methodology rooted in anthropological research, the study examines three key dimensions: the social cohesion among Egyptian minors, the development of trust and authority within educational relationships, and the dynamics underlying the acquisition of Italian as a second language. These observations are documented in the second chapter and analyzed in light of broader themes of reception and inclusion. The first chapter provides a comprehensive contextual framework by introducing the legal definition and regulatory provisions concerning unaccompanied foreign minors in Italy, with particular attention to those of Egyptian origin. The chapter further examines the structure of the national reception system, with a specific focus on the objectives and functioning of the SAI system, within which the observed educational interactions took place. Drawing on the case study, the final chapter engages with key theoretical frameworks to interpret the observed dynamics and challenges within the learning environment. Through this analysis, the closing section marks a shift from anthropological observation to promoting integration. Indeed, It offers insights to encourage Egyptian unaccompanied minors to foster inclusive relationships with peers and educators, thereby supporting broader social inclusion beyond the educational setting.