Acting interculture in a framework of new complexity. Service Learning as a perspective of intercultural education

This contribution reflects on the usefulness of Service-Learning in an intercultural perspective. Based on the acceptance of a paradigm of complexity, capable of grasping the super-diversity of contemporary contexts, two examples to the limits of our simplifications are presented: only by considering the category of “young foreigners” in the Italian case, we realize what we can understand from children born and raised in Italy to Unaccompanied Foreign Minors. This complexity, of contexts and subjects, challenges intercultural pedagogy towards its essential integrative purpose: in the tension of fulfilling this purpose, Service-Learning appears to be one of the most logically effective and promising tools for intercultural education.