00045 - Cultural Anthropology

Learning outcomes

At the end of the course, the student should be able to:

• identify the main debates and the key concepts of cultural anthropology (culture, ethnocentrism, relativism, ethnicity);
• know how the notion of "fieldwork" has been developed in the past as well as how ethnographic practice takes today place;
• critically think about the main notions of anthropological thinking (diversity, identity, multiculturalism)
• understand the ethnografic contribution to the analysis of educational context;
• translate the anthropological knowledge into his/her future professional practices; deal with the theoretical and methodological issues applied to the schools and educational settings.

Course contents

The course aims at providing the students with an introduction of the anthropological contribution to the understanding of schools/schooling and educational setting in multicultural societies, by specifically focusing on the issues and problems that the students will face in their future professional career. To this end, the course will provide students with theoretical and methodological tools peculiar to cultural anthropology tools to analyse cultural diversity, and the risks of reification. The purpose is to encourage a critical sensibility about the cultural constructs and implicit assumptions shared across school and educational contexts.

Particular attention will be devoted to studies on the school success/failure of minority groups' students and to the ethnography of educational settings. There will be a specific focus on the representations of otherness, and on the relationship between migrant families and schools/early childhood education.

Readings/Bibliography

Recommended reading (no distinction between attending and non attending students will be done): 

• Benadusi M., La scuola in pratica. Prospettive antropologiche sull’educazione, ED.it, Firenze, 2017

One among the followings:

• Antropologia e scuola handout (available on Virtuale)
  
• Gomes A.M., Vegna che ta fago scriver. Etnografia della scolarizzazione in una comunità di sinti, CISU, Roma, 1998.
• Maher V. (ed), Genitori migranti, Rosenberg & Sellier, Torino, 2012

Personal or alternative readings, in English, for international/Erasmus students have to be discussed with the professor.

Teaching methods

Interactive lectures, video analysis and plenary discussions.

Assessment methods

The exam will consist of a written test, held in presence, which will include both closed and open-ended questions closely related to the Sociology of Education course.

The criteria used to assess students' preparation will primarily focus on: a) Understanding of the theoretical-methodological issues and key debates that the discipline addresses in its current practice, with specific reference to educational processes and settings. b) The ability to use the anthropological knowledge for a critical understanding of migratory processes and intercultural mediation. c) The accuracy in using anthropological language. d) The ability to translate the theoretical and methodological knowledge of anthropology and ethnography into adopting a critical and self-critical approach within the specific professional context.

To particpate in the exam, it is necessary to register on the Alma Exams portal within the specified deadlines. Those who are unable to register by the designated date should promptly communicate the issue to the teaching office . It will be at the discretion of the lecturer to allow them to take the exam.

The final grade will be expressed on a scale of thirty points.

Erasmus students can negotiate a oral exam.

Teaching tools

Powerpoint presentations, videos, plenary discussions, Virtuale platform.

Office hours

See the website of Francesca Crivellaro