Abstract

The paper presents a reflection on the issue of geographic and social mobility of teachers in the aftermath of the implementation of several recruitment rules that have characterized the recent history of the Italian school system. What impact have these reforms had on teachers’ territorial mobility? How does the geographical mobility, induced by the norms, overlap with the social mobility strategies of teachers? What effects on the emotional, perceptual and relational spheres are linked to these processes of territorial and social mobility? These are the main questions that guide the analysis that will be developed in the paper. It starts from the observation that the huge migratory movements which, in recent years, have seen teachers as protagonists, raise important questions about the effects that the decisions taken by political and administrative authorities can produce on the strategies and constraints of mobility of individuals. The study is based, therefore, on an analytical reflection of the processes of civic stratification of school recruitment trying to interpret the link between territorial mobility and career mobility proposing, to this end, a dialogue between categories and literature designed to study different sectors and areas. The theoretical analysis is accompanied by reflections deriving from empirical material from some qualitative interviews conducted with teachers involved in these processes