{'fraction_non_alphanumeric': 0.033083370092633436, 'fraction_numerical': 0.0176444640494045, 'mean_word_length': 5.851963746223565, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Religious Conflicts in Multi-Cultural Schools: a Generational Divide between Students and Adults

For several decades, European countries have been undergoing a transformation towards greater cultural and religious pluralization: in the public debate, religious diversity –deriving from the growing presence of immigrants– has generated concern, misunderstanding, and has been perceived as a threat to the cultural identity of host societies (Foner, Alba, 2008; Wieviorka, 2001). One of the most consolidated approaches to explain the diffusion of these negative attitudes toward immigrants and their diversities, in the field of social sciences, is the Group Conflict Theory, that predicts that increased ethnic diversities exacerbate in-group/out-group distinction and foster a state of perpetual conflict and competition for limited resources (Blumer, 1958; Blalock, 1967). Hostility toward immigration is considered a defensive and collective reaction to perceived inter-group competition for scarce goods: from the one hand, in a realistic perspective the immigrants are considered competitors in the labor market and in the Welfare system (Zanfrini, 2019). From the other hand, in a symbolic perspective the most violent conflicts arise in the cultural sphere and assume the shape of an identity fear, since the increase of cultural diversity weakens the national identity and could cause a growing clash between civilizations (Huntington, 1996; Bergamaschi, Santagati, 2019). From a sociological point of view, however, we have to point out that conflict is not necessary negative per se, but is a fundamental element of social life, corresponding to the coexistence of contradictory orientations about motivations, goals, representations, world view, etc. Conflicts include existential, personal, relational, political controversies (Hirschberger et al., 2016), and represent the constitutive dynamics of the individual and collective, material and symbolic dimensions of societies. Undoubtedly, conflict has an ambivalent function, it could be disruptive and violent, but at the same time fruitful and transformative (Simmel, 1968; Dahrendorf, 1959). Within multi-cultural societies, conflict has not a univocal meaning; it does not necessarily coincide with