12872 - General Pedagogy (2)

Learning outcomes

After completing the course, the student is able to self-analyze and rationalize personal representations and implicit theories on issues relating to general pedagogy

Course contents

Important notice. Students who intend to take only one of the two modules (General Education 1 and General Education 2) must enrol in General Education 1. It is not possible to attend General Education 2 as a standalone module.

Following an introduction to the course themes and methodology, the course is organised into two units.

1. Critical Education

• Theoretical foundations of American critical pedagogy
• The life and work of Paulo Freire
• Pedagogy of the Oppressed
• Freire and bell hooks

2. Intercultural Education and Global Citizenship Education

• Globalization and education
• Intercultural education and cultural difference in educational contexts
• Postcolonial pedagogy
• Global Citizenship Education and sustainability

Readings/Bibliography

Required Reading

• Catarci, M. (2016). La pedagogia della liberazione di Paulo Freire. Educazione, intercultura e cambiamento sociale. Milan: FrancoAngeli (Chapters 1 and 2).
• Tarozzi, M. (2025). Coltivare la speranza. Percorsi di educazione alla cittadinanza globale. Bologna: Il Mulino.
• Freire, P. (2022). Pedagogia degli oppressi. Turin: Edizioni Gruppo Abele (Chapters 1 and 2).

Further readings will be recommended during the course.

Lecture slides provide useful support for individual study and cover topics included in the syllabus; however, they do not replace the required readings listed above.

Students should refer to the detailed syllabus available on the Virtuale platform for comprehensive information on course content and examination requirements.

Teaching methods

The course adopts a highly interactive and participatory approach. Teaching activities include critical discussion of academic texts, practical exercises, and group work. Guest lecturers will contribute to selected sessions.

Given the strongly participatory and interactive nature of the course, regular attendance and active engagement are strongly encouraged.

Assessment methods

Assessment

The examination is designed to assess students' achievement of the following learning outcomes and their ability to establish logical and conceptual connections:

1. Comprehensive knowledge of the topics covered during the course and the required readings.
2. Ability to apply theoretical concepts to practical educational contexts.
3. Capacity for critical and independent thinking based on an informed understanding of the course themes.
4. Appropriate use of academic terminology.
5. Ability to engage in interdisciplinary reflection.

Assessment Method

Assessment consists of an oral examination.

Assessment Criteria

Marks are awarded on a 30-point scale, according to the following criteria:

• 18–19: Knowledge is limited to a very small number of course topics; analytical ability emerges only with substantial guidance from the instructor; language is generally correct but critical reflection is insufficient.
• 20–24: Knowledge covers a limited range of course topics; independent analysis is confined to straightforward issues; limited ability to apply concepts to practical cases; language is only partially accurate.
• 25–29: Broad knowledge of the course content; ability to undertake independent critical analysis; sound command of disciplinary terminology; ability to connect theoretical concepts to practical cases and other academic disciplines.
• 30–30 cum laude: Comprehensive and thorough knowledge of all course topics; excellent independent critical thinking; ability to establish sophisticated conceptual connections; outstanding mastery of disciplinary terminology together with strong argumentative and reflective skills.

Examination Sessions (Academic Year 2026–27)

• December 2026 (attending students only)
• January 2027
• February 2027
• June 2027
• July 2027
• September 2027

Teaching tools

Teaching Resources

Course materials (General Education Course Reader), supplementary readings, and lecture slides will be available through the University's Virtuale learning platform.

The platform will also provide additional materials and resources to support examination preparation for attending students.

Students with Disabilities and Specific Learning Disorders (SLD)

Students with disabilities or specific learning disorders (SLD) are entitled to reasonable accommodations, subject to assessment by the University's Disability and SLD Support Service. Students are asked not to contact the course instructor directly regarding accommodations, but instead to arrange an appointment with the University's support service, which will determine the appropriate measures.

Further information is available at:

http://site.unibo.it/studenti-con-disabilita-e-dsa/it/per-studenti

Students are encouraged to contact the service well in advance. Any approved accommodations must be submitted to the course instructor at least 15 days before the assessment to allow consideration of their appropriateness in relation to the course learning outcomes.

Office Hours

Wednesday, 10:00–11:00 (in person) or by appointment via Microsoft Teams.

Appointments should be arranged by email.

The instructor responds by email only to urgent enquiries, submitted with the student's full signature, that cannot be answered through information available on the University of Bologna website or the Virtuale platform. Questions concerning lecture topics or examination content should be discussed during office hours.

Office hours

See the website of Massimiliano Tarozzi