94352 - Intercultural Communication and Pedagogy

Learning outcomes

The course addresses issues related to the consolidation of contemporary multicultural societies, with a specific focus on debate and reflections this implies for teaching/learning and communication of natural sciences' contents. At the end of the course, the student knows the scientific debate on globalization and its repercussions on the countries of the Global South and North; the concepts of multiculturalism and interculturalism; pedagogical models: assimilation, segregation and integration; how to construct and assess intercultural science teaching unites (deconstruction of stereotypes and prejudices, valorization of differences, conflict management, fight against xenophobia and racism). He/she is able to illustrate through group work and multimedia presentations issues related to science education and communication aimed at multicultural targets.

Course contents

he first part of the course introduces the key concepts and theoretical foundations for understanding the development of contemporary multicultural societies, encouraging critical reflection on new approaches to active and inclusive coexistence. The main topics include:

• Globalization and its impact on countries in both the Global North and the Global South;

• Multiculturalism and interculturalism;

• Pedagogical models: assimilation, segregation, and integration;

• Intercultural education: the design and evaluation of educational pathways in non-formal learning contexts;

• Stereotypes, prejudice, and educational processes;

• Second-generation migrants;

• Diversity, difference, and the recognition of diversity;

• Xenophobia and racism;

• Conflict management.

These topics will be introduced through lectures, which are conceived as interactive sessions fostering continuous dialogue between the instructor and students. This participatory approach allows the course content to be further developed and enriched according to students' interests and contributions.

The second part of the course, specifically designed for this degree programme, explores the pedagogical representation of migration through literature, focusing on the German and Italian contexts. Students will engage in group work and presentations on literary works by migrant authors published in Italy and in the countries whose languages they study. These presentations, followed by plenary discussion, constitute an integral component of the final assessment.

Readings/Bibliography

1. Cuconato, M. (2017). Pedagogia e letteratura della migrazione. Sguardi sulla scrittura che cura e resiste. Carocci, Rome.
2. Bolognese, I., Lorenzini, S. (2017). Pedagogia interculturale. Pregiudizi, razzismi, impegno educativo. Bononia University Press, Bologna.

Students who cannot attend lessons are required to study the following two books:

1. Ilardo, M. (2021). Dove costruiamo pensiero? Hannah Arendt e la cura degli ambienti educativi. Milan: Franco Angeli.
2. Salinaro, M. (2021). Temporanei permanenti. Migranti e operatori dell’accoglienza: paradossi politici e traiettorie pedagogiche. Foggia: Edizioni del Rosone (available on the publisher’s website with a 15% discount).

Teaching methods

Lectures, group discussions, workshops, and seminars.

Assessment methods

The final examination consists of a written test to be completed in 90 minutes.

The exam aims to assess students' achievement of the following objectives:

• to uncover and analyse the meaning and role of the intercultural approach in contemporary multicultural societies;
• to evaluate the interrelation of intercultural pedagogy with other educational sciences;
• to identify key conceptual theories in scientific investigations on multiculturalism;
• to address emerging issues related to sports education in multicultural environments;
• to understand the main challenges concerning the social and work integration of migrant youth;
• to be familiar with the principal models governing migrants’ access and residence in European countries.

The test is designed to assess knowledge of the course content, as well as students' synthesis and analytical skills. The final mark is expressed in thirtieths. Honours (cum laude) will be awarded to students whose answers are entirely correct and demonstrate particularly effective writing, depth of analysis, and original reflective-argumentative skills.

Teaching tools

Power point and films chosen both by the teacher and students, literary pieces, and newspaper articles on the topic of migration and social integration in multicultural societies

Office hours

See the website of Morena Cuconato