15579 - Intercultural Pedagogy

Course Unit Page

Academic Year 2017/2018

Learning outcomes

After completing the course the student: - you know the main connections between the migratory event and learning processes, particularly the second generation of immigrants; - Knows the multicultural family models with special attention to international adoption; - Includes the development processes of children and adolescents of foreign origin and those adopted internationally; - Knows the issues related to multiculturalism and interculturalism in the current debate; - It is able to apply techniques for the construction and evaluation of intercultural education in non-school contexts; - Understands and knows how to apply the categorization processes related to the formation of stereotypes and prejudices in view of overcoming ethnic conflicts; - Comprises the historical dynamics, social and cultural factors that lead to racist attitudes and behavior.

Course contents

Starting from a theoretical approach that focuses attention on the individual and not on cultures considered in a strict and unchangeable way, as well as the concepts of difference and diversity as means which allow us to understand the individual identity in continual redefinition and founded on plural belongings (national, local, family, professional, gender, linguistic, religious, cultural), the course aims to offer elements of knowledge and reflection about the multitude of factors that generate transformations in multicultural sense in contemporary societies, of educational processes that are carried out, of the current characteristics of an attitude and an intercultural educational way of planning. We will analyse the following issues: pedagogical models, assimilation, separation and integration; sterotypes and prejudices, both in adults and children; forms of racism in the relationship with those coming from far away; relations between immigration images and messages spread by the media. Further details will be dedicated to the reality of international adoption: legislative aspects and educational issues of intercultural importance concerning the family and school reception.

Readings/Bibliography

For oral exam preparation, students need to know in depth 3 texts, 3 book chapters, 2 articles in online revue.

 

1

Bolognesi I. e Lorenzini S. (2017). Pedagogia interculturale. Pregiudizi, razzismi, impegno educativo, BOLOGNA:Bononia University Press

2 e 3

Lorenzini S. (2013) Adozione e origine straniera. Problemi e punti di forza nelle riflessioni dei figli, PISA: ETS.

Lorenzini S. (2012), Famiglie per adozione. Le voci dei figli, PISA: ETS.

1, 2, 3 capitoli del libro
Massimiliano Fiorucci, Franca Pinto Minerva,
Agostino Portera (a cura di), Gli alfabeti dell’intercultura, PISA: ETS.

- Genere, etnia e identità
Simonetta Ulivieri

- Minori stranieri non accompagnati e richiedenti asilo
Luca Agostinetto

- Parole che includono. L’italiano per (non essere) stranieri
Graziella Favaro

1 e 2 Articoli in rivista on-line

  • Cardellini M., Le parole per nominare i colori della pelle: conversazioni con alunni di scuola primaria, tra 9 e 11 anni – The words to name skin colors: conversations with 9-10 years old primary school children, «EDUCAZIONE INTERCULTURALE», 2017, 15, pp. 1 - 10. http://rivistedigitali.erickson.it/educazione-interculturale/
  • Cardellini M., Colori della pelle: cosa pensano bambine e bambini? Uno studio su stereotipi e pregiudizi nelle scuole primarie della città di Bologna, «EDUCAZIONE INTERCULTURALE», 2015, 13, pp. 1 - 12. http://rivistedigitali.erickson.it/educazione-interculturale/archivio/vol-13-n-2/

Teaching methods

The course includes both classroom lessons and group works. Attending students will be invited to contribute to the educational path through critical reflection and reworking of their experience and knowledge.

Assessment methods

The exam is done by an oral interview. Students are expected to know in a timely manner all the exam papers. It will be appreciated the ability to twist the content of the texts with the reflections and knowledge acquired in other class attendance. The achievement by students / students of an organic vision of the issues addressed (in class and in the texts) joint capacity for critical reflection, the proof of possession of a mastery of expression and specific language will be evaluated with rating of excellence. The knowledge mostly mechanical and / or mnemonics of matter, capacity of synthesis and analysis must not articulated and / or a proper language but not always appropriate lead to discrete evaluations; training gaps and / or inappropriate language - albeit in a context of minimal knowledge of the exam material - lead in votes that do not exceed sufficiency. Training gaps, inappropriate language will only be evaluated negatively. [http://www.google.it/url?source=transpromo&rs=rsmf&q=http://translate.google.com/toolkit%3Fhl%3Dit] [http://www.google.it/url?source=transpromo&rs=rsmf&q=http://translate.google.com/manager/website/%3Fhl%3Dit]

Teaching tools

Pc, videoproiettore

Power point (the slides will not be given to students as is the explanation tool exclusively linked to the presence in lessons)

Video

Office hours

See the website of Stefania Lorenzini