62438 - Workshop on Intercultural Pedagogy (G.C)

Learning outcomes

At the end of the workshop, the student: - will be able to apply what is addressed in the integrated course within a simulated learning environment; - will be able to reflect critically in groups on the themes proposed.

Course contents

The workshop will focus on communication and the relationship between Italian and immigrant, teachers and parents, aimed at building an educational alliance between teachers within the team work. Exercises will be carried out (guided discussions, group work and simulations) aimed at individual and group activation to promote reflection and discussion on the themes of conflicts and the educational alliance between school and families.

Readings/Bibliography

The student can refer to one or more of the proposed texts, or use others of his/her choice.

Conflitti

Bonino S., Bambini e nonviolenza, EGA, Torino, 1987.

Patfoort P., Costruire la nonviolenza: per una pedagogia dei conflitti, La Meridiana, Bari, 1992.

Contini M., Dis-alleanze nei contesti educativi, Carocci, Roma, 2012.

Staccioli G., Culture in gioco, Carocci, Roma, 2004.

Gigli A., Orientarsi nei conflitti. Teorie e strumenti per conoscerli e gestirli in contesti educativi, Junior, Azzano San Paolo (BG), 2022.

Novara D., Scegliere la pace. Educazione ai rapporti, EGA, Torino, 1989.

Novara D., La gestione maieutica dei conflitti, in Pedagogika, n. 2, 2002.

Miscioscia D., Novara D., Le radici affettive dei conflitti, La Meridiana, Molfetta (BA), 1998.

Scaparro F. (a cura di), Il coraggio di mediare, Guerini, , Milano, 2001.

Novara D, Passerini E., La strada dei bambini. 100 giochi di strada, EGA, Torino, 2002.

Novara D., Passerini E., Ti piacciono i tuoi vicini?, EGA, Torino, 2003.

Novara D., Abbracci e litigi, EGA, Torino, 2004.

Beretta F., Martinelli A., Novara D., (a cura di) Il litigio. Materiali per l’attività didattica e l’animazione, EMI, Bologna, 1990.

Di Rienzo A. (2003), Giochi, tecniche, strategie per la gestione non violenta del conflitto, in Educazione Interculturale, n.3, 2003.

Montevecchi S., Una lite nell’Arca di Noè, EMI, Bologna, 1993.

Teatro educativo

Boal A., Metodo e pratica per un teatro politico, Audino Ed., Roma, 2021.

Gigli A. Tolomelli A., Zanchettin A., Il Teatro dell’Oppresso in educazione, Bussole Carocci, Roma, 2008.

Giochi e intercultura

Di Modica V., Di Rienzo A., Mazzini R., Le forme del gioco, Carocci, Roma, 2005.

Cassanmagnago M., Ravot F., Il metodo albicocca. Manuale del “bravo” animatore, La Meridiana, Molfetta (BA), 2001.

D’Andretta P., Il gioco nella didattica interculturale, EMI, Bologna, 1999.

Barilla G., Benzo M., Porta R., Così giocano i bambini del mondo, EMI 2001.

Bucci M., Gambacurta F., (2002) Tra cielo e terra: 32 giochi per educare i bambini al mondo interiore, La Meridiana, Molfetta (Ba), 2002.

Maniotti P., Il mondo in gioco: percorsi ludici e repertorio di giochi per l’educazione interculturale, EGA, Torino, 2000.

Filosofia e pratica filosofica con i bambini

Striano M., La filosofia come educazione del pensiero. Una conversazione pedagogica con Matthew Lipman, in “Scuola e città”, 1, 2000.

Santi M., Ragionare con il discorso. Il pensiero argomentativo nelle discussioni in classe, Liguori Editore, Napoli, 2006.

Lipman M., Educare al pensiero, Vita e Pensiero, Milano, 2005.

Lipman M., Elfie, Liguori Editore, Napoli, 2000 (testo e manuale).

Lipman M., Pixie, Liguori Editore, Napoli, 2000 (testo e manuale).

Lipman M., Kio e Gus, Liguori Editore, Napoli, 2000 (testo e manuale).

Giochi cooperativi

Gordon T., Né con le buone né con le cattive. Bambini e disciplina, La Meridiana, Molfetta (BA), 2001.

Angiolino A., Giuliano L., Sidoti B., (2003) Inventare destini: i giochi di ruolo nell’’educazione, La Meridiana, Molfetta (Ba), 2003.

Loos S., Novantanove giochi cooperativi, EGA, Torino, 1990.

Loos S., Il giro del mondo in 101 giochi, EGA, Torino, 1998

Morozzi M., Valer A., L’economia giocata. Giochi di simulazione per percorsi educativi verso una società sostenibile, EMI, Bologna, 2001.

Teaching methods

Active methodologies: guided discussions, case studies, role playing.

Assessment methods

The workshop must be attended for all scheduled hours. In addition to the 8 hours of in-person work, 17 hours of homework will be completed. These hours will be used to prepare a report on the workshop topics. The report is mandatory.

Expected Outcomes
· Ability to select and organize the necessary content within the required timeframe and methods;
· Ability to argue the various content items using data, ideas, and theories;
· Ability to connect theoretical concepts to the workshop experience;
· Ability to offer a personal concluding reflection;
· Ability to express the content clearly with correct syntax and appropriate terminology;
· Ability to distribute contributions equally (if working in pairs)

Guidelines for Writing the Final Report
The report should be approximately 4 pages (2,000 characters per page) and include a bibliography.

The report can be written alone or in pairs (please indicate in the report which sections each student wrote).

Content Development:
· Select one or more specific topics developed during the workshop;
· Identify reference texts (see bibliography in the workshop program);
· Develop arguments and reflections based on the selected topics, comparing them with theoretical references selected from the bibliography or researched personally.

The report must be submitted within 20 days of the workshop's conclusion.

Evaluation Criteria
The report score is as follows: -1.0.+1

-1: Failure to adhere to the required deadlines and methods; references to insufficient and/or missing data and theories; lack of connections to the workshop topics; inappropriate syntax and terminology; uneven workload.

0: Presence of both negative (-1) and positive (+1) indicators

+1: Organization of the content required for writing within the required timeframe and methods; content argued with reference to relevant data, ideas, and theories; connection to theoretical concepts that emerged from the workshop experience; personal concluding critical reflection; Correct syntax and appropriate terminology; equal distribution of contributions (in the case of paired work).

A +1 will be awarded to papers that meet the evaluation criteria and, in addition, demonstrate originality of thought and critical thinking regarding the topics covered.

Teaching tools

Students with DSA or disabilities: it is recommended that they contact the responsible University office (https://site.unibo.it/studenti-con-disabilita-e-dsa/en/for-students) as soon as possible. The request for adaptation must be submitted in advance (15 days before the exam date) to the lecturer, who will assess the appropriateness of the adjustments, considering the teaching objectives.

Office hours

See the website of Alessandro Zanchettin