Semisonic’s “Closing Time” ends with the following quote by Seneca: “Every new beginning comes from some other beginning’s end.” As this semester comes to a close, I’d like to thank each of you for your thoughtful reflections and contributions to this course. Thanks, especially, for continuing to be present and discuss timely issues that impact Italy and our global society during a period of uncertainty. I hope that “Viewing Italy in 20/20” has motivated you to think critically about Italy , to question tired clichés of Italian identity, and to be open to new visions of community and belonging. More importantly, I hope this course has helped you to refine skills that will be useful for your “new beginnings.” Formal responses aren’t necessary, but well wishes to your classmates are welcome.

Films of migration from the 90’s focus primarily on the “journey” to Italy and/or migrants’ inability to “pass” as Italian (i.e. assimilate to dominant Italian culture). More recent features, like Vergine giurata and Bangla, center on different kinds of “journeys” experienced by second-generation Italians and migrants (introspection, internal conflicts, intrapersonal growth). Pick one key scene from each film and explain how each episode conveys a migrant character’s/ second-generation Italian’s personal “journey.”

Citizenship legislation in Italy continues to be a topic of debate for politicians and everyday people. Of the three current and/or proposed approaches to citizenship (jus sanguinis, jus soli, jus culturae), which offers the best solution? Why? What role do advocates, like Amir Issaa, play in shoring up new notions of belonging and being Italian?

What are some of the most pressing issues/obstacles young Italians face in the present-day? How do these issues/obstacles shape youth culture? Should youth culture(s) be separated from broader social practices and customs in Italy? Why or why not?

We’ve now reached the midpoint of the semester. Along the way, we’ve grappled with understanding, complicating, and building on generally held conceptions of being Italian. Use this space to reflect on the discoveries that have been most meaningful to you. Consider this an opportunity to begin brainstorming for your creative final project.

In class we’ve investigated the topic of aging in Italy from multiple perspectives (medical, scientific, ethnographic, demographic, political, socio-cultural, etc.). Why is it important to study this sub-population in a multidisciplinary framework? Explain, with at least one example, how this kind of research approach has impacted your understanding of aging (how it is perceived, projected, and treated) in Italy.

How is the LGBTQ+ community represented in Italian media? Are media representations of “gay love” political acts? Think about specific scenes in, and discourses surrounding, films like Io e lei and Call Me by Your Name. Consider, also, our Skype conversation with Julia, Sole, and Dee.

Why have LGBTQ+ rights/policies become a topic of discussion for politicians? Keeping present the fundamental principles listed in the Constitution of the Italian Republic (especially articles 3, 4, & 7), as well as comments shared in the YouTube video and NPR podcast, do you understand the Catholic Church’s position on LGBTQ+ rights/identities as intrinsically religious, cultural, or something else entirely? Do you think the Catholic Church and/or politicians should be in involved in addressing and/or creating policies that would impact the LGBTQ+ community in Italy? Why or why not?

Merriam-Webster defines constitution in the following way:

1a: the basic principles and laws of a nation, state, or social group that determine the powers and duties of the government and guarantee certain rights to the people in it

b: a written instrument embodying the rules of a political or social organization

Do these definitions create the potential for biases? How so? Consider, among other questions: (1) Are all people within a nation, state, or social group guaranteed certain rights? (2) What kinds of rights are guaranteed? Are there rights that should be guaranteed but aren’t? (3) Who can access (legally, socially, intellectually) this document (reflect on the language in which it is written) (4) Who participates in creating and amending the constitution?