15579 - Intercultural Pedagogy

Learning outcomes

At the end of the course the student - knows the main connections between the migration event and the learning processes, in particular of the second generation of immigrants; - knows multicultural family models with particular attention also to international adoption; - understands the development processes of children and adolescents of foreign origin and of those adopted internationally; - knows the issues related to multiculturalism and interculturalism in the contemporary debate; - understands and knows how to apply the categorisation processes related to the formation of stereotypes and prejudices with a view to overcoming ethnic conflicts; - understands the historical, social and cultural dynamics that lead to racist attitudes and behaviour.

Course contents

In the light of the multicultural transformation of contemporary societies, in view of the heterogeneity and differences in culture, language, religion, values, etc. present in social contexts and in educational and scholastic contexts, it is necessary to constantly question what values should be promoted in education, what objectives should be pursued, what contents should be conveyed and what methods should be used. The course aims to provide knowledge and to provoke reflection on what characteristics pedagogy should take on in the era of globalisation and the meeting/clashing of differences and similarities.

The theoretical approach focuses on the individual and not on "cultures" as rigid and unchangeable entities; it focuses on a conception of "differences" that helps to understand the peculiarities of cultural and individual identities in continuous redefinition and based on plural belonging (gender, family, professional, linguistic, religious, cultural, local, national....

The course offers elements of knowledge and reflection about

. the multiple factors that generate transformations in a multicultural sense in contemporary societies.

The following will be addressed

. the pedagogical models of assimilation, separation, integration and the principles of intercultural pedagogy as a necessary approach in the era of globalisation;

. the competences of the educator relevant in an intercultural sense

. Stereotypes and prejudices, in particular ethnic and gender prejudices, in adults and children;

. racism as a phenomenon specific to western modernity;

. the relationship between widespread images of immigration and messages conveyed by the mass media.

. processes of identity construction in relation to the migratory experience.

In-depth studies will be devoted to

. one or more of the following specific realities: "mixed or bicultural families"; "second generations"; unaccompanied foreign minors (MSNA). Realities that can directly involve the professionalism of the educator.

Special attention will be devoted to the reality of international and interethnic adoption: legislative aspects, educational issues of intercultural relevance in family and school reception. Problems in identity building processes.

Readings/Bibliography

In order to prepare for the oral examination, students, whether attending or not, must have a thorough knowledge of the following 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.

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 who owe 3-4 credits may choose 2 of the 4 texts above.



Students in ERASMUS are required to

- to study 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 production of a written report of about 5 pages on the reality of intercountry adoption in their country of origin.



CLASS ATTENDANCE IS PARTICULARLY RECOMMENDED

 

 

 

Teaching methods

Lectures

Group work

Interactive methods. The participants will be invited to contribute to the training course through critical reflection and reworking of their own experiences and knowledge.
Power points will be used and video documents will be projected and commented.

Assessment methods

Students are tested by an oral exam.

Students are expected to have a thorough and detailed knowledge of all examination texts.

The following will be appreciated

. the ability to interweave the contents of the texts with the reflections developed and the additional knowledge acquired during the lessons.

. The achievement of an organic vision of the themes dealt with (in the lessons and in the texts) together with the capacity for critical reflection.

The precise knowledge of the contents together with the mastery of expression and specific language will be assessed with marks of excellence.

The mostly mechanical and/or mnemonic knowledge of the subject, the unarticulated analyses and a correct but not always appropriate language will lead to fair grades;

Inadequate training and/or inappropriate language - albeit in the context of minimal knowledge of the examination material - will lead to grades below satisfactory.

Inadequate training and inappropriate language will lead to negative marks.

Teaching tools

Power point

Video documents
Materials with updated statistical data

Office hours

See the website of Stefania Lorenzini