South Tyrol: Institutional Architecture and Socio-political Trajectories of a Divided Educational Regime in the Alps

Within Italy the German-speaking minority inhabiting the northernmost Italian autonomous province of Bolzano/Bozen (South Tyrol) enjoys the highest degree of protection and a broad range of rights thanks to its Autonomy Statute (1972). Together with the autonomous province of Trento, the autonomous province of Bolzano/Bozen forms the autonomous region Trentino-Alto Adige/South Tyrol. The quasi totality of competences is vested within the two provinces. The whole institutional setting of the province of Bolzano/Bozen is a power-sharing system based upon the separation of its language groups (70% German speakers, 69% Italian speakers and 4% Ladin speakers). Accordingly, detailed regulations taking into account the strength of the major language groups apply in the whole public sphere (ethnic quota system for public posts, proportional representation of language groups at political level and with regard to the allocation of finances). The whole system evolved because of specific historical circumstances, translating in a system in which the two major languages, German and Italian (and Ladin in some territories), are set on a par in public administration and with regard to education. The article focuses on the linguistic regime in South Tyrol through the lens of its educational system. Education in South Tyrol is informed by the principle of separation and by the principle of mother tongue instruction (with the solely exception of the plurilingual system in force in two small Ladin valleys). Thus, the educational system in the autonomous province of Bolzano/Bozen is also based on a separated institutional architecture with regard to German and Italian. Put simply and viewed through the lens of history, South Tyrol’s institutional architecture functions thanks to the separation of its society on the basis of linguistic criteria. Recently, ever more societal segments (especially in urban areas) are openly questioning the principle of strict separation in education. Calls for a more integrated system between the language groups arise, aiming at the creation of plurilingual answers within legally monolingual spheres. This article offers an analysis of the institutional architecture and socio-political trajectories of a divided educational regime in a small border area in the Alps (518.518 inhabitants, data as to 31.12.2014). It does so by both focusing on the legal provisions in primary, secondary and tertiary education, and by highlighting political discourses on schooling. Moreover, references to other subnational ethnically divided education models help to better understand and assess South Tyrol’s changing linguistic landscapes with its inherent socio-political dynamics and frameworks.