Abstract

The Sardinian people have undergone a process of acculturation, initially Iberian and later Italian, which was particularly marked in the period of fascist nationalism and in that of post-fascist national centralism. Yet the Sardinian language is different from the Italian language and the Sardinian worldview is therefore equally different. It is upon this diversity that Sardinia’s special statute autonomy should have been founded, whereas nowadays most so-called “educated” people still consider Sardinian to be a dialect of Italian and, moreover, one with negative connotations. It was therefore inevitable, once it was accepted that the school system should integrate totally with the language and culture of the Italian nation, that students would continue, as they still do today, to be deprived of their own identity. One might conclude, not without a certain bitterness, that those responsible for schools in Sardinia have never even considered the problem of a ratio studiorum that takes into account the pluriculturalism and plurilingualism of the past as well as the bilingualism of the present.

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