C9677 - SEM. GLOBAL CITIZENSHIP: LEGAL PERSPECTIVES FOR A BETTER FUTURE - SOLIDARITY

Learning outcomes

At the end of the lectures, students will be able to correctly construct a research project, starting from the research question, will have acquired mastery of the comparative analysis method, and will be able to work in a team with students from other European universities.

Course contents

In the current historical moment of wars and divisions, through "solidarity" global citizenship can open glimpses for a better future. For this very reason, the theme of the BIP is "Solidarity," a key word to be analyzed from a comparative and multidisciplinary perspective, which each member of the teaching staff will associate with a specific topic of their own subject. Whether from a private law, public law, labor law, or historical perspective, "solidarity" "breaks down barriers, demolishes the bare logic of power, builds connections. The principle of solidarity is the antidote to a resigned realism that leaves no hope, that leaves no rights." (S. Rodotà)

Readings/Bibliography

The study material consists of videos, slides, documents, and readings. It will be provided to students through a specific platform reserved for the project, which will be accessible only to the selected students.

Teaching methods

Participants are given a list of topics on the theme of "Solidarity" so that they can indicate their preferences and small groups of students from different universities can be formed. Each group is assigned the task of developing a research project on the chosen topic under the guidance of a coach. The research project must have a specific structure (topic, state of the art, problem statement, relevance, limitations, central and sub research questions, methodology, provisional table of contents), agreed upon by the project's scientific committee.

In the first phase (February-May 2026), the work is carried out primarily through participation in online lessons aimed at explaining the method to be followed in preparing the project and the comparative method. Since each project will need to address the chosen topic from a comparative perspective, students must understand what comparison is for and how to perform it.   

Once the common training path is completed, each group organizes meetings on the specific topic with the assigned coach: the instructor may organize one or more meeting on the topic to provide students with a basic overview and to guide them in their readings. These training meetings  assume close interaction between the instructor and the students. Periodic meetings, usually weekly or biweekly, are also organized to guide the preparation of the research project.

In the final phase of remote work, students prepare a draft presentation of the work done for the in-person week. The teacher provides support by explaining the best techniques for preparing an effective presentation. The training program concludes with a week in presence (May 2026) when each group presents its research project. A 30-minute presentation is planned, at the end of which another group of students is called upon to act as discussant. 

Assessment methods

The assessment of the learning takes place in the in-person week when presentations and the related discussions are held.

Teaching tools

The teaching support tools consist of videos, slides, documents, and readings that will be provided through a specific platform reserved for the project (accessible only to the selected students).

Office hours

See the website of Elena Ferioli

See the website of Ester Villa