03554 - History of Schooling

Learning outcomes

At the end of the course the student: - knows the evolution of the Italian school system from Unification to the present day, in the dialectic between legislation and 'real' schools; - knows and understands the history of the teaching profession, with particular regard to initial and in-service training, career mobility, associationism and the practical tools of the profession, also from a gender perspective; - knows and understands the historical dimension of the tools of teaching such as school manuals, schoolchild outillage, and classroom discipline management; - understands the historical dimension of the content and tools of the disciplines taught at school; - knows the current debate related to educational and school historiography.

Course contents

Why and when was school born? Who invented the classroom, the desk, and the textbook? Why are there posters hanging on the wall?

How were geography, Italian and math taught before today? What textbooks to choose and what is actually a textbook?

Most importantly: who was and is the teacher today? How has the teaching profession been historically constructed? Why are there more teachers than teachers today?

What usefulness of school history for today's school?

The School History Course intends to promote knowledge of the genesis and development of the school as a complex institution consisting of spaces, time, teaching tools, material culture, subjects, teachers, pupils and parents, in order to offer elements for a historical-critical reflection that will make teachers more aware of the transformations that have occurred and that have defined the profile of today's Italian school.

The Course will offer the essential coordinates of the evolution of the Italian school system from the Unification of Italy to the present day in its legislative (useful for competitions and to critically navigate the current school), institutional, cultural and pedagogical-didactic aspects, with specific attention to curricula, teaching subjects, textbooks and school materiality, with particular regard to the indoor/outdoor dialectic and a special focus on outdoor schools.


The guiding thread will be the analysis of the evolution of teaching professionalism, including female teachers (initial and in-progress training, identity and social mobility, associationism and political participation) with a focus on magisterial biographies of elementary school and kindergarten teachers, including Alberto Manzi, whose birth centenary falls in 2024 with a Conference organized by the Department of Educational Sciences and the Diaprtimento di Filosofia of the University of Bologna on November 5.

Participation is expected in the November 12, 2024 Conference on Historical Educational Heritage as a Community Resource. The case of the 'Luigi Bombicci' Educational Science Museum in Bologna, in Sala Borsa.

Individual research on magisterial biographies and histories of local schools will be promoted, also intended as a form of education for active citizenship and enhancement of historical-educational heritage.

N. B. This Program is 8 CFU for the a. y. 2024-2025. Students in examination debt should refer to the Program of their academic year of Course, which can be identified through the drop-down menu.

Attendance at the Course is particularly recommended, as it allows for active and participatory participation, with the opportunity to individualize study paths and in-depth study. During the Course, the study texts and recommended ways to study them will be extensively explained.

Readings/Bibliography

The attendance is highly recommended. During the course, the volumes to sudy and the best way to do it will be extensively explained.

A) Attending students (students who will attend 2/3 of the lessons) must study the following 3 texts:

Mandatory for everyone

• M. D’Ascenzo, Alberto Calderara. Microstoria di una professione docente tra Otto e Novecento, Bologna, CLUEB, 2011.

• M. D’Ascenzo, Per una storia delle scuole all’aperto in Italia, Pisa, ETS, 2018.

A text chosen from the following

A. Ascenzi Drammi privati e pubbliche virtù. La maestra italiana dell'Ottocento tra narrazione letteraria e cronaca giornalistica ETS, Pisa, ETS, 2019.

A.Bernardini, Un anno a Pietralata, Firenze, La Nuova Italia, 1968 (oppure Edizioni Conoscenza, 2019).

P. Bianchini, Le origini delle materie. Discipline, programmi e manuali scolastici in Italia, Torino, SEI, 2011 (solo introduzione e due capitoli a scelta).

G. Chiosso, Il fascismo e i maestri, Milano, Mondadori Education, 2023.

B. Ciari, I modi dell’insegnare, Roma, Editori Riuniti, 1972.

F. Codello, I. Stella, Liberi di imparare. Le esperienze di scuola non autoritaria in Italia e all’estero raccontate dai protagonisti, Firenze, Aam Editrice Terra Nuova, 2011.

M. D’Ascenzo, Col libro in mano. Maestri, editoria e vita scolastica tra Otto e Novecento, Torino, SEI, 2013 (escluso il capitolo II). Il volume è scaricabile al seguente link http://campus.unibo.it/id/eprint/293742

M. D'Ascenzo, R. Vignoli, Scuola, didattica e musei tra Otto e Novecento. Il Museo didattico 'Luigi Bombicci' di Bologna, Bologna, CLUEB, 2008 (primi tre capitoli).

M. D’Ascenzo, Tra centro e periferia. La scuola elementare a Bologna dalla Daneo-Credaro all’avocazione statale (1911-1933), Bologna, Clueb, 2012 (esclusi i capp. 1 e 2).

M. D’Ascenzo (a cura di), Tutti a scuola? L’istruzione elementare nella pianura bolognese tra Otto e Novecento, Bologna, CLUEB, 2013 (studiare fino a p. 69 e scegliere altri due saggi).

M. D’Ascenzo, F. Ventura, Cento anni della Scuola Sacro Cuore di Borgo Panigale a Bologna. Un’esperienza di storia e memoria scolastica collettiva, Roma, TAB, 2022.

M. D'Ascenzo, C. De Santis, S. Loiero (a cura di), L'eredità di Mario Lodi per la scuola del Duemila, Roma, Tab edizioni, 2023 in open access al link https://www.tabedizioni.it/shop/product/leredita-di-mario-lodi-per-la-scuola-del-duemila-1312

M. D’Ascenzo, G. Ventura (a cura di), Dalla parte delle maestre. La stagione pedagogica di Virginia Predieri, Lecce, Pensa Multimedia, 2016 (solo introduzione e primi tre capitoli).

Borghi, B.Q. (a cura di), Loris Malaguzzi. Il gioco delle parti. Scritti di Loris Malaguzzi dal 1969 al 1993, Beramo, Zeroseiup, 2024.

R. Farnè, Alberto Manzi. L’avventura di un maestro, Bologna, BUP, 2011.

R. S. Di Pol, L’istruzione infantile in Italia. Dal Risorgimento alla Riforma Moratti, Torino, MarcoValerio, 2005.

R. S. Di Pol, Cultura pedagogica e professionalità nella formazione del maestro italiano. Dal Risorgimento ai giorni nostri, Torino, Marco Valerio, 2003.

A.Escolano Benito, La cultura empirica della scuola, Ferrara, Volta la Carta, 2016.

J. Meda, Mezzi di educazione di massa. Saggi di storia della cultura materiale della scuola tra XIX e XX secolo, Milano, FrancoAngeli, 2016 (solo introduzione e due capitoli a scelta).

R. Nigrisoli, La mia scuola, a cura di F. Borruso, Milano, Unicopli, 2011.

L. Paciaroni Memorie di scuola. Contributo a una storia delle pratiche didattiche ed educative nelle scuole marchigiane attraverso le testimonianze di maestri e maestre (1945-1985) Eum, Macerata, 2020.

D. Ragazzini, Tempi di scuola e tempi di vita. Organizzazione sociale e scolarizzazione dell’infanzia, Versione 2.0., GoWare, 2012 (versione digitale).

M. Rossi Doria, Di mestiere faccio il maestro, Napoli, L'ancora del Mediterraneo, 1999.

O. Rossi Casottana, Giuseppina Pizzigoni e la ‘Rinnovata’ di Milano, Brescia, La Scuola, 2004.

M. I. Salviati, Mario Lodi maestro, con pagine scelte da "C'è speranza se questo accade al Vho" Giunti, Firenze, 2015.

S. Santamaita, Storia della scuola. Dalla scuola al sistema formativo, introd. di R. Laporta, Milano-Torino, Pearson, 2021.

A. Serio (a cura di), Una scuola sostenibile Itinerari pedagogici e tendenze evolutive, Roma, Armando Editore, 2023.

A. Ventura, “Incorreggibilmente birboni? La vita nelle scuole elementari nel quartiere Barca di Bologna nelle carte degli archivi scolastici, Macerata, eum, 2021.

G. Zavalloni, La pedagogia della lumaca. Per una scuola lenta e nonviolenta
Bologna, EMI, 2008.

B) Non attending students (students who will not attend 2/3 of the lessons) must study:

• S. Santamaita, Storia della scuola, Torino, Pearson, 2021.
• M. D’Ascenzo, Alberto Calderara. Microstoria di una professione docente tra Otto e Novecento, Bologna, Clueb, 2011.
• M. D’Ascenzo, Per una storia delle scuole all’aperto in Italia, Pisa, Edizioni ETS, 2018.

Erasmus students who are coming from different courses of study are invited to contact the professor directly by mail or during the weekly teacher's office hours to define ad hoc coursework and exam methods.

Teaching methods

Frontal lectures will introduce the Course with the help of materials and films with the function of deepening and stimulating discussion, which is highly valued for critical learning.
In addition to the frontal lecture, different methodologies are planned, aimed at acquiring the contents of school history in a more participatory way. A special focus will be on the figure of Alberto Manzi with participation in the Conference on the occasion of the centenary of the birth of the important teacher protagonist of the Italian school after World War II.

In November there will be a guided tour of the 'Luigi Bombicci' Educational Science Museum in Bologna, a jewel of nineteenth-century didactics still used today as a classroom by the Municipality of Bologna.

These initiatives will be complemented by the activity of co-constructing a semi-structured interview with a former teacher from the area to collect her school memory and reason about the continuities and discontinuities of teaching practices, useful for the preparation of the interview scheduled in the Internship of the V ano of SFP.

It will be possible to agree on individual or small group research paths on the historical educational heritage.

 

Assessment methods

The examination will consist of an oral test for attending students on the volumes and topics covered during the Course.

The examination will be in written form for non-attending students.In this case, the verification of learning and acquisition of knowledge by written test will be of 120 minutes duration.
It is structured around three questions to be answered in the short answer essay formula.

To pass the exam, all three questions must be answered.

Each single answer will be evaluated out of thirty; the final grade will be given by the arithmetic average of the partial votes. The final grade will be out of thirty.

The outcome of the exam will be communicated on the "Almaesami" platform.

The criteria used for the evaluation of the exam, both oral and written, will refer to the following indicators:

1. ability to analyze a topic in a way that is relevant to each question, well organized, concise and exhaustive

2. ability to express oneself with conceptual clarity and linguistic correctness, also using the specific language of the discipline

3. ability to critically elaborate and argue personal reflections, also with reference to meetings in the classroom and activities carried out outside.

ATTENTION: To take the exam, it is necessary to register through the "Almaesami" platform in compliance with the deadlines set. Those who fail to register due to technical problems by the scheduled date are required to promptly notify the teaching secretariat of the problem (and in any case before the official closure of the registration lists). It will be the faculty of the teacher to admit them to take the test.

Teaching tools

The lectures will make use of visual aids such as power points and inenrential films, including mateirals on the website of the Interdisciplinary Research Center for History and MEmory of School and Education - CRISMESE https://centri.unibo.it/crismese/it

A 'Virtual' platform will be set up with materials visible to students enrolled in the School History Course, also useful for exam preparation for non-attending students.
Participation in the Conference on Alberto Manzi and a guided tour of the Bombicci Museum are intended as alternative educational modes, to which will be added additional educational outings and participation in a group research activity related to intangible school heritage.

Office hours

See the website of Mirella D'Ascenzo