42780 - Pedagogy of Interculturalism

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 the issues related to multiculturalism and interculturalism in the contemporary pedagogical debate; - is able to understand and apply the categorisation processes related to the formation of stereotypes and prejudices with a view to overcoming ethnic conflicts and understands the historical, social and cultural dynamics that lead to racist and discriminatory attitudes and behaviour.
Furthermore, - knows how to assess the risks associated with possible authoritarian drifts in education - knows the main connections between the exercise of critical thinking and the promotion of supportive and emancipatory educational environments.

Course contents

The teaching of 'Pedagogy of Interculturality' is divided into two structurally integrated modules

Module 1: 36 hours, taught by Morena Cuconato
Module 2: 24 hours, taught by Marta Ilardo

The examination will consist of a single test.

 
In particular:

- the module held by Morena Cuconato aims to offer the fundamentals of knowledge related to the consolidation of contemporary multicultural societies and to activate reflection on possible new approaches to active coexistence. The themes proposed are as follows:
- globalisation and its repercussions on countries of the South and North
- multiculturality and interculturality;
- pedagogical models: assimilation, segregation and integration;
- intercultural education: construction and evaluation of pathways in extra-curricular contexts;
- stereotypes, prejudices and educational processes
- second generations of immigrants
- diversity, difference and valorisation of differences
- xenophobia and racism;
- conflict management.
- migration in literature

-The module held by Marta Ilardo aims to offer some pedagogical foundations of knowledge related to the relationship between power and educational contexts in the era of multiculturalism and to activate reflection on the 'complex', fragile and ambivalent dimensions of the educational experience and possible approaches to an active and emancipatory education. The themes proposed are as follows:
- The authoritarian drifts of education
- The relationship between power and educational environments
- Education as a practice of freedom and the fight against social and cultural oppression
- Education for critical thinking

The topics of the two modules will also be explored in depth through a series of seminars held by experts. These seminars will form an integral part of the syllabus for participants.

Readings/Bibliography

For the entire examination (including both modules), the student must attest to his or her knowledge and understanding of the following texts and materials (also highlighting analysis and argumentation skills) in the examination:

Fundamental texts valid for attending students (together with the contents exposed in the lecture and any materials provided in the course of the lectures).

 

1. Bolognesi I., Lorenzini S. (2017), Pedagogia interculturale. Pregiudizi, razzismi, impegno educativo, Bologna: Bononia University Press.
2. Cuconato, M. (2017), Pedagogia e letteratura della migrazione. Sguardi sulla scrittura che cura e resiste, Carocci, Roma.
3. Ilardo, M. (2021), Dove costruiamo pensiero? Hannah Arendt e la cura degli ambienti educativi, Milano: Franco Angeli.

In addition to the three aforementioned texts, non-attenders should bring a text of their choice from:

1. Burgio, G. (2022), Pedagogia postcoloniale. Prospettive radicali per l'intercultura, Milano: Franco Angeli.
2. Hooks, B. (2020), Insegnare a trasgredire. L’educazione come pratica della libertà, Milano: Meltemi.
3. Iori V. & Bruzzone D. (a cura di) (2015), Le ombre dell’educazione. Ambivalenze, impliciti, paradossi, Franco Angeli, Milano.
4. Salinaro, M. (2021), Temporanei permanenti. Migranti e operatori dell’accoglienza: paradossi politici e traiettorie pedagogiche, Foggia: Edizioni del Rosone. (Acquistabile sul sito della casa editrice con il 15% di sconto)

Teaching methods

Methods used: lectures / interactive sessions / seminars with experts.

The basic texts will be presented and analysed through lectures, with moments and activities aimed at in-depth study and discussion with the students.
The presentation of the contents through lectures will then be flanked by seminars, film and video viewings and in-depth readings.

Assessment methods

For attending students, the written examination will consist of 10 open-ended questions on the three fundamental texts with the content of the lectures and any materials provided in the course.

For non-attending students, the written examination will consist of 10 open-ended questions on the three fundamental texts and a text of their choice.

 

The lecturers expect an adequate and coherent preparation on both modules.

Assessment criteria: The test aims to ascertain the knowledge of the contents learned from the reading of the texts. The relevance of the answers to the course content and the ability to synthesise and analyse will be assessed. The final grade is expressed in thirtieths and each question is awarded a maximum mark of 3/30.

Honours (Lode) will be awarded in cases where all the answers, in addition to being correct (both in form and content), present elements of particular depth or notes of reflective-argumentative originality, with particularly effective writing.

Erasmus students may take the examination by means of an oral exam. Please, in this case contact the professor by e-mail.

Teaching tools

Texts/handouts, videos, images, slides, presentations by external experts.

Office hours

See the website of Morena Cuconato

See the website of Marta Ilardo