00045 - Cultural Anthropology

Learning outcomes

At the end of the course, the student will:

• know the key concepts of cultural anthropology (culture, cultural diversity, ethnic variability, identity, ethnicity, representations, multiculturalism);
• know the anthropological debate on the concept of culture;
• be able to reflect critically on the main concepts of anthropological thinking (ethnicity, culture, multiculturalism) with reference to the contemporary scenario and their use in education;
• be able to orient themselves in the main areas of analysis of contemporary culture.
• demonstrate comprehensive knowledge of the key concepts and theoretical framework of the anthropology of education;
• effectively utilizes the tools of anthropological investigation (ethnographic method) and their application in education;
• critically apply the theoretical and methodological knowledge of anthropology in educational contexts, particularly in schools;
• demonstrate the ability to interpret information emerging from the school and professional environment as data to be processed according to an ethnographic model;
• be able to apply an ethnographic approach to enhance their ability to listen and interpret communicative processes, thereby developing empathy;
• be able to integrate their own knowledge with anthropological knowledge, enabling them to enhance their analytical tools autonomously in line with the processes of change occurring in educational contexts;
• be able to undertake a critical analysis of the multiculturality inherent in educational contexts, avoiding any form of reification of differences.

Course contents

The course provides an introduction to the anthropological contribution to the analysis of educational and school contexts, with particular attention to the issues and challenges that future graduates will encounter in their professional practice as teachers.

To this end, the course equips students with the main theoretical and methodological tools of anthropology to analyse cultural diversity and to recognize the risks associated with the reification and pathologization of differences in multicultural settings. Its aim is to foster a critical awareness that enables students to question cultural constructs, taken-for-granted categories, and implicit assumptions shaping educational practices and relationships within school contexts.

The first part of the course introduces key anthropological concepts, including culture, identity, race, and ethnicity, before examining studies on school success/failure of students from minority backgrounds, as well as the contribution of ethnography to the analysis of educational contexts. Particular attention is devoted to representations of otherness and to the dynamics shaping relationships between families with a migration background and educational institutions.

Readings/Bibliography

Mandatory readings (no distinction is made between attending and non-attending students):

1. Benadusi M., La scuola in pratica. Prospettive antropologiche sull'educazione, ED.it, Firenze, 2017
2. Anthology of ethnographic readings Antropologia e scuola 2026/2027 (available on the Virtuale platform at the end of the course)

PowerPoint presentations will be accessible on the Virtuale Platform. The slides are designed to provide students with additional support during their studies and attendance at classes. It should be noted that the slides do not replace the mandatory readings.

Alternative books/readings in English for international/Erasmus students can be arranged with the lecturer.

Teaching methods

In addition to the delivery of didactic content in a frontal teaching mode, the course will include the presentation of case studies, interactive lessons characterised by moments of small group and plenary discussion focused on the analysis of the ethnographic materials provided by the lecturer.

Part of the teaching material presented in class will be shared on the Virtuale platform under the section "non-mandatory ethnographic materials."

Assessment methods

As this course is integrated with Sociology of Education, students enrolled in the 8 ECTS credits course must take both the Cultural Anthropology and the Sociology of Education examinations on the same date and during the same exam session.

For both attending and non-attending students, learning assessment consists of a two-hour, in-person written examination.

For students taking the 8 ECTS examination, the written test consists of six open-ended questions: three relating to Cultural Anthropology and three relating to Sociology of Education. Each module includes two short-answer questions and one more articulated question, designed to assess students' knowledge and understanding of the course content, as well as their ability to analyse, discuss, and appropriately apply key disciplinary concepts.

Each module is graded on a 30-point scale. Within each module, the final mark is calculated as a weighted average of the three answers: each short-answer question contributes 25% of the module mark, while the more comprehensive essay question contributes the remaining 50%. The final grade for the integrated examination is expressed on a 30-point scale and is calculated as the average of the marks obtained in the two modules.

Students taking only the 4 ECTS Cultural Anthropology module sit a one-hour written examination consisting of three open-ended questions (two short-answer questions and one more comprehensive essay question), covering only the Cultural Anthropology syllabus and assessed as described above.

Students' performance is assessed according to the following criteria:

• relevance of the answer to the question asked;
• detailed knowledge and understanding of the course content and required readings;
• appropriate use of anthropological terminology and concepts;
• logical organisation and coherence of the argument;
• ability to critically reflect on and independently elaborate upon the topics studied.

The use of artificial intelligence (AI) during the examination is strictly prohibited. Any use of AI constitutes a breach of academic integrity.

Students are not permitted to consult course materials or other resources during the examination.

Students who do not pass the examination may register for any subsequent exam session; no mandatory waiting period applies.

To sit the examination, students must register through the AlmaEsami online system within the published deadlines. Students who are unable to register by the deadline must promptly notify the Department's Academic Office. Admission to the examination after the registration deadline is at the discretion of the course instructor.

Students with Specific Learning Disorders (SLD) or disabilities are encouraged to contact the University's Disability and SLD Support Service well in advance (https://site.unibo.it/studenti-con-disabilita-e-dsa/en). The Service will propose any appropriate accommodations, which must be submitted to the course lecturer at least 15 days before the examination for approval.The lecturer will assess the proposed accommodations in relation to the intended learning outcomes of the course.

Erasmus and other international students may request to take the examination in the form of an oral examination.

Teaching tools

PowerPoint presentations, ethnographic case studies, audio-visual materials, Virtuale platform.

Links to further information

https://www.unibo.it/sitoweb/francesca.crivellar4

Office hours

See the website of Francesca Crivellaro