B2087 - Intercultural Law

Learning outcomes

The course equips students with the conceptual tools needed to understand and analyse issues arising within intercultural and multi-religious societies, with particular attention to the conflicts generated by the coexistence of different cultural systems. Class sessions, which rely on intensive, dialogue-based interaction, are conducted in a manner that respects the diversity of perspectives expressed—both in substance and in language.

By the end of the module, students will be able to develop an independent critical judgment on human-rights questions from an intercultural standpoint and to apply the skills acquired to concrete cases that vary according to cultural and religious background. They will also be able to present their analyses with a sound command of the appropriate argumentative techniques.

Course contents

The course investigates how religious phenomena and the human-rights system interact—at times clashing, at times reinforcing one another. It begins with an overview of the legal foundations of freedom of religion, focusing on the International Covenant on Civil and Political Rights and the European Convention on Human Rights, as well as the main patterns that structure relations between states and religious communities.

Building on this framework, the class examines the most common areas of tension: the public display of religious symbols—Islamic head-scarves, Jewish kippot, Sikh kirpans, the classroom crucifix—and practices that affect bodily integrity, such as female genital mutilation, highlighting the boundaries set by public order, security and human dignity.

Attention then turns to religious cultural heritage, both tangible and intangible. Through the lens of UNESCO conventions and emblematic cases of either safeguarding or destruction of sacred sites in zones of tension or armed conflict, students explore the role of international law in reconciling identity claims with global cultural cooperation.

 

The final segment addresses major contemporary bioethical debates—end-of-life decisions, voluntary termination of pregnancy, conscientious objection, assisted-reproduction techniques—assessing, from a comparative perspective, how different religious traditions engage with the fundamental-rights standards developed by international and constitutional courts.

 

Case-law files, guided debates and in-class simulations accompany the entire syllabus, enabling students to test the legal tools studied and to gauge their effectiveness in the concrete protection of human rights.

Readings/Bibliography

Attending students may prepare for the course using the materials uploaded to the course page on Virtuale.

Non attending students

P. Consorti, Diritto e religione.Basi e prospettive, Laterza (ultima edizione)

Teaching methods

The course combine lecture-based teaching with in-class discussions.

Sessions will include guided readings of selected texts, the screening of visual materials, and short documentaries.

The specific discussion formats—group work, plenary debates, or presentations followed by Q&A—will be determined at the start of the course, taking into account class size.

The teaching methodology is designed to foster critical analysis and informed debate among students while promoting continuous interaction with the instructor.

Assessment methods

ATTENDING STUDENTS

“Attending students” are those who take part in at least 70 % of the lectures. Attendance is verified by the lecturer using the procedure explained in class.

The final assessment consists of an oral examination on the topics listed in the “Programme / Contents” section.

Attending students may replace parts of the syllabus with the study of course materials made available by the lecturer (see “Teaching methods”).

This option is agreed during the course for attending students and, for working students who cannot attend, by prior arrangement (in office hours or by e-mail) with the lecturer.

Parts of the syllabus may also be replaced by writing a short essay (minimum 5 pages).

The topic must be approved in advance by the lecturer (see the bibliography section for attending students).

The essay must be submitted one week before the oral exam.

The lecturer will return the essay with any required additions or corrections; the student must incorporate these changes in the final version.

Essays must follow strictly the “Writing guidelines” file uploaded on Virtuale (section “Materials for the written exam”), especially as regards footnotes.

If the essay is approved, its contents become an integral part of the oral exam. The student will be questioned on the essay and on the other parts of the syllabus agreed with the lecturer.

Grading criteria for attending students (and working students who submit an essay)

• Fail: serious gaps in basic knowledge; inability to interpret texts (including the essay) or issues discussed.
• Pass (18-22): minimal knowledge of exam materials, slides, notes and (where applicable) essay; generally correct interpretation, though imprecise and lacking autonomy.
• Good (23-27): intermediate knowledge; correct but not always precise or autonomous interpretation; limited analytical skills; mainly rote learning, including the essay.
• Excellent (28-30 L): organic understanding of the topics, used critically and thoughtfully; precise, specialist vocabulary.

NON-ATTENDING STUDENTS

The oral exam covers the topics listed in “Programme / Contents” and the books indicated in the section “Required texts / Bibliography”.

Grading criteria for non-attending students

• Fail: major knowledge gaps, inappropriate language, lack of orientation within the bibliography.
• Pass (18-22): minimal knowledge of the bibliography; generally correct interpretation, though imprecise and lacking autonomy.
• Good (23-27): largely mechanical or rote knowledge; weak synthesis and analysis; correct but not always appropriate language.
• Excellent (27-30 L): coherent, thorough understanding of the bibliography, critical evaluation, precise and appropriate language.

WORKING STUDENTS

Working students may submit a short essay (minimum 5 pages) after agreeing the topic with the lecturer (by e-mail or MS Teams).

The essay must be submitted one week before the oral exam.

Essays are corrected by the lecturer with indications for revision; the student must incorporate the required changes in the final version.

Writing must follow the “Writing guidelines” file on Virtuale → section “Materials for the written exam”.

If approved, the essay becomes part of the oral exam; the student will be questioned on the essay and on the agreed parts of the syllabus.

Working students may use the slides available on Virtuale to prepare for the oral exam.

Required readings are those listed in the “Texts / Bibliography” section.

STUDENTS WITH DSA / BES

Please refer to the information in the section “Teaching support tools” for students with Specific Learning Disorders (SLD) or Special Educational Needs (SEN).

GENERAL GRADING GUIDELINES

Level

Description

Fail

Insufficient knowledge; inability to interpret texts or problems correctly.

Pass (18-22)

Basic knowledge; generally correct interpretation with imprecision and limited independence.

Good (23-27)

Intermediate knowledge; correct but sometimes imprecise interpretation; limited analytical ability; mainly rote learning.

Excellent (28-30 L)

Comprehensive and critical understanding; ability to develop autonomous arguments; precise, discipline-specific language.

These criteria apply to attending students (including working students with an essay) and to non-attending students, with the distinctions outlined above.

Teaching tools

Additional teaching material and lecture presentations will be available on the online course web page.

Students with a specific learning profile or a temporary or permanent disability, may get in touch with the Student Disability and DSA Office as soon as possible: https://site.unibo.it/studenti-con-disabilita-e-dsa/en/for-students . They will help identify any accommodations they may need.

To ensure any adjustments can be implemented in time, please submit your requests at least 15 days before the exam date to the course instructor. The instructor will assess the requests in light of the learning objectives and confirm the appropriate arrangements.

Students are warmly encouraged to contact the course instructor as early as possible—ideally at the start of the term—to co-design effective strategies for engaging with class activities and course materials.

Office hours

See the website of Federica Botti