15579 - Intercultural Pedagogy

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 the preparation of the written exam the students must know in depth and punctually 4 texts.

1

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

2

Stefania Lorenzini e Margherita Cardellini (a cura di), Discriminazioni tra genere e colore. Un’analisi critica per l’impegno interculturale e antirazzista, Milano: Franco Angeli 2018. IN PRESS

3

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

4

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

 

Students in ERASMUS are requested to

- the study of two texts:

1

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

2

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

- the realization of a written report of about 5 folders, on the reality of international adoption in their country of origin.

Teaching methods

The course includes both frontal classes and group work and interactive modes. Attending students will be invited to contribute to the training course through critical reflection and re-elaboration of their experiences and knowledge.

Power points will be used and video documents will be projected and commented.

Assessment methods

Verification of learning takes place through an oral interview. Students are required to be familiar with all examination texts in depth and on time.

The following will be appreciated

. the ability to intertwine the contents of the texts with the reflections developed and the further knowledge acquired in attending the lessons.

. The achievement of an organic vision of the themes addressed (in the lessons and in the texts) combined with the ability of critical reflection.

The mastery of expression and specific language will be evaluated with marks of excellence. Knowledge mostly mechanical and/or mnemonic of the subject, unarticulated synthesis and analysis skills and/or correct but not always appropriate language will lead to discrete assessments; educational gaps and/or inappropriate language - even in a context of minimal knowledge of the examination material - will lead to grades that will not exceed the sufficiency. Educational deficiencies, inappropriate language can only be evaluated negatively.

Teaching tools

Power point

Video documents

Materials with updated statistical data

Office hours

See the website of Stefania Lorenzini