C9085 - ANTROPOLOGIA DELL'APPRENDIMENTO E DELL'EDUCAZIONE (LM)

Learning outcomes

By the end of the course, the students will have learned the main theoretical frameworks of the discipline, and its methods of application to various contexts and processes of learning in present-day world.

Course contents

Course start date: September 16, 2026

Class schedule

Wednesday, 9:00–11:00 – Aula Alfonso Traina

Thursday, 13:00–15:00 – Aula VI, Via Zamboni 38

Friday, 9:00–11:00 – Aula IV, Via Zamboni 38

This course explores learning as a social, situated (Lave 2019), and relational (Stengers 2022) process, adopting an anthropological perspective that integrates theories, practices, and research methodologies in educational and formative contexts.

The introductory and foundational section of the course - first and second week - traces the major stages in the development of anthropological thought, with the aim of fostering critical reflection and deeper understanding of educational practices across diverse social settings. The theoretical framework will consistently refer to ethnographic methodologies, with particular attention to the development of intercultural competencies throughout the learning process.

The second part of the course - third and fourth week - focuses on learning as a phenomenon grounded in social interaction. The theories addressed assume that learners are active agents, acquiring knowledge and skills within meaningful and relational environments. From this perspective, learning is seen as a process that unfolds across the entire life course, and not only within formal education. It includes family, community, professional, and everyday life contexts.

A monographic section of the course - last week - will be dedicated to the classroom as a learning setting. While it continues to be a vital space for the production and construction of knowledge, the university classroom has rarely been the focus of systematic investigation into its internal dynamics. It is considered here as an arena of creative transformation (Ingold 2019), as well as crucial sites for anthropological practice and for fostering processes of social change (Blum 2019; Gusterson 2017; Wies & Haldane 2023). Learning will therefore be analysed not as an abstract, individual process, but as a collective, contextual, and transformative experience.

Within this framework, the course will also explore the implications of a situated learning epistemology, grounded in practices of dialogue, listening, observation, and mutual exchange—beginning precisely with the lived experience of the classroom.

 

 

Readings/Bibliography

Program for attending and non-attending students (3 required readings)

1.Benadusi M. (2017) La scuola in pratica, Firenze: Editpress. O, in alternativa: Bonetti R. 2026, (a cura di), Esperienze di docenza situata. la didattica universitaria tra ricerca e terza missione. Editpress. Openaccess: https://www.torrossa.com/it/resources/an/6144649?digital=true#

2. Franca M. et al. (eds), New Spaces For Difference. Critical Studies of Learning Practices, Cambridge: Cambridge University Press. Or,  alternatively: Sclavi M., 2022, Arte di Ascoltare e mondi possibili, Milano: Pearson.

3.Sarah Winkler-Reid, Caroline Gatt, Tim Ingold, Elsayed E. Abdelhamid, Soumhya Venkatesan, Simone Dennis, Mariya Ivancheva, Cris Shore, Cynthia Sear and Andrew Dawson (eds) 2026. Openaccess: EDUCATING OTHERWISE Contexts, Interventions and Radical Possibilities of Anthropological Learning, Berghahn (Students are required to choose and prepare five chapters from the volume for the exam).

Additionally, the following essay is strongly recommended:
Bonetti R. 2024 “Forme di apprendimento cooperativo e trasformativo: la ricerca-azione” in Bonetti e Natali (eds.), La pratica della ricerca antropologica. Strumenti e metodologie, pp. 119–146.

 

Further readings (optional):

A.A.A.TECNOLOGIE, LINGUA, CITTADINANZA. Percorsi di inclusione dei migranti nei CPIA, Torino. Franco Angeli (scaricabile, open access) https://www.francoangeli.it/Ricerca/scheda_libro.aspx?id=24668

Antropologia, 2004: Scuola, Anno VI (4), Milano, Meltemi.

Anderson-Levitt K. M.(Ed.) 2012, Anthropologies of education. New York: Berghahn.

Basile D. e Viazzo P.P (a cura di) Alta tensione. Spazi di confronto tra antropologia e istituzioni, Milano: Unicopli.

Bateson G. 1976, Verso un'ecologia della mente, Milano, Adelphi.

Batini F. (a cura di) 2005, Manuale per orientatori, Erickson.

Batini F. e Santoni B.(a cura di) 2009, L'identità sessuale a scuola. Educare alla diversità e prevenire l'omofobia, Liguori.

Batini F., 2011, Orientare per non disperdere: le storie siamo noi, Pensa Multimedia.

Batini F. e Scierri M. D. (a cura di) 2020, In/sicurezza fra i banchi, Franco Angeli.

Batini F. e Giusti S. (a cura di) 2021, Tecniche per la lettura ad alta voce, Franco Angeli.

Benadusi M. 2012, Il segreto di Cybernella. Governance dell’accoglienza e pratiche locali di integrazione educativa. Enna:Euno.

Biscaldi, A. 2013 Etnografia della responsabilità educativa, Archetipolibri, Bologna.

Bonetti, R. 2014 La trappola della normalità. Antropologia ed etnografia nei mondi della scuola. Firenze: Seid.

Bonetti R. 2019, Etnografie in bottiglia. Apprendere per relazioni nei contesti educativi, Milano: Meltemi.

Bonetti R. 2020 (a cura di) Far volare i banchi. Ripensare l'esperienza di apprendimento in aula. Bologna. Bononia University Press (cds). SCARICABILE SUL SITO:

https://buponline.com/prodotto/far-volare-i-banchi/

Boumard P. Des ethnologues à l’école. Paris: Téraèdre.

Boyd D. 2018 It's complicated. La vita sociale degli adolescenti sul web. Roma, Castelvecchi.

Capello C. 2016 Antropologia della persona. Un’esplorazione. Torino: Franco Angeli.

Dal Fior, C. 2009 Cosmologia di una scuola dell'infanzia. Counseling etnografico e riflessione pedagogica. Roma: Cisu.

Dei Fabio (a ura di) 2018, Cultura, scuola, educazione. La prospettiva antropologica. Pisa, Pacini Editore.

Dewey J. 2014 Esperienza e educazione. Milano: Raffaello Cortina.

Galloni, F. 2009 Giovani indiani a Cremona. Esempi di successo. Roma: Cisu.

Gillen J. and Cameron A. 2010 International Perspective on Early Childhood Research. Palgrave Macmillan.

Giorgis P. 2013 Diversi da sé, simili agli altri, CISU.

Gobbo F. e Simonicca A. 2014 Etnografia e intercultura, Roma, CISU.

Gobbo F., (a cura di) 2007. Processi educativi nelle società multiculturali, Roma, CISU.

Gomes A.M.R. 2017 [1998]). “Vegna che ta fago scriver”. Etnografia della scolarizzazione in una comunità di Sinti, Roma, CISU.

Gomes A.M.R., Gobbo F., (a cura di), 2003, Etnografia nei contesti educativi, Roma, CISU.

Gomes A.M.R., Piasere L., (a cura di), 2004, “Scuola”, numero speciale della rivista Antropologia, anno IV, numero 4, Roma, Meltemi.

Guerzoni, G. & Riccio, B. (eds.) 2009. Giovani in cerca di cittadinanza. I figli dell'immigrazione tra scuola e associazionismo. Rimini: Guaraldi.

hooks b., 2020, Insegnare a trasgredire. L’educazione come pratica della libertà, Milano: Il Saggiatore.

hooks b., 2022, Tutto sull'amore, Milano: Il Saggiatore.

hooks b. 2022, La volontà di cambiare, Milano: Il Saggiatore

hooks b., 2022, Insegnare Comunità. Una pedagogia della speranza, Milano: Meltemi.

hooks b., 2023, Comunione, Milano: Il Saggiatore.

hooks b., 2023, Sentirsi a casa. Una cultura dei luoghi, Milano: Meltemi.

Ingold T. 2019. Antropologia come Educazione. Bologna. La Linea.

Lave J. Wengers E. 2006, L'apprendimento situato, Trento: Erickson, oppure

LeVine, R. A., New R. S., 2009 (a cura di), Antropologia e infanzia. Sviluppo, cura, educazione: studi classici e contemporanei. Milano: Raffaello Cortina Editore.

Mc Dermott K.A. 1999 Controlling Public Education. University Press of Kansas.

McDermott R., Varenne H. 2008 Successful Failure, Westview Press.

Novara D. 2011 La grammatica dei conflitti. Sonda.

Ongini V. 2019 Grammatica dell’integrazione. Bari, Roma. Laterza

Peano G., 2013 Bambini rom Alunni rom. Un'etnografia della scuola, Roma, CISU.

Pescarmona I. 2012 Innovazione educativa tra entusiasmo e fatica, CISU.

Piasere, L. 2010 A Scuola. Tra antropologia e educazione. Firenze: Seid.

Pontrandolfo, S., 2004 Un secolo di scuola. I rom di Melfi, Roma, CISU.

Sansoé R. 2012 Non solo sui libri, CISU.

Schön D. 1993 Il professionista riflessivo, Bari, Dedalo.

Simonicca A. a cura di (2011), Antropologia dei mondi della scuola. Questioni di metodo ed esperienze etnografiche. Roma: CISU.

Tassan E. 2020, Antropologia per insegnare. Diversità culturale e processi educativi, Bologna: Zanichelli Editore.

Turkle S. 2016 La conversazione necessaria. La forza del dialogo nell'era digitale. Torino, Einaudi.

Teaching methods

Various teaching methodologies will be adopted in order to address the range of educational needs and the diverse expectations of students attending the course. The course will be structured in a seminar format and will include group-based experiential activities, readings, presentations of ethnographic case studies, and film screenings. Active student participation is required, including discussion of selected parts of the texts assigned for the exam.

Assessment methods

A student is considered an attending student if they participate in at least 75% of the classes.

Based on the assigned bibliography, the theoretical and methodological lectures, and the contributions that emerge through participatory and seminar-style activities, students will undergo an individual oral examination to assess their learning. The evaluation will take into account the student's consistent engagement throughout all phases of the course. Active participation in class discussions and laboratory activities will be a key element contributing to the final grade.

The following aspects will be particularly considered:
– the theoretical and methodological understanding of the core concepts presented in participatory and/or frontal lectures;
– the critical comprehension of the topics covered in the required readings;
– the development of critical thinking, as well as skills in observation, description, and analysis of the discussed themes;
– the student's ability to achieve an integrated understanding of the topics addressed in class, along with their critical application and reflection.

Expressive proficiency and the appropriate use of disciplinary terminology will be rewarded with the highest marks. Oral examinations will take place during the official examination sessions scheduled at the end of the course. No fewer than six examination sessions will be offered during the academic year, in accordance with the University’s official academic calendar.

The examination is designed to assess both students’ knowledge of the specific topics covered in the course and their ability to critically engage with the themes and readings discussed in class. Overall, students are expected to demonstrate the ability to communicate the knowledge they have acquired using clear and appropriate academic language.

To pass the examination, students must obtain a minimum grade of 18/30. To achieve the highest mark (30/30 cum laude), students must demonstrate an excellent knowledge of all the topics covered and the ability to connect them in a logical, critical, and coherent manner.

Attending students will be required to complete a group project, to be presented in seminar format during the final weeks of the course. Each group will be assigned an ethnographic case study to analyze in light of the methodological guidelines provided during the lessons.

For non-attending students, no supplementary activities are provided. Since they do not participate in lectures and course activities, preparation of the required reading list will require a greater degree of independent study and will therefore constitute the sole form of assessment.

Important: No specific prior knowledge is required; however, some familiarity with the fields of anthropology (particularly socio-cultural or demo-ethno-anthropological disciplines) and basic anthropological terminology is recommended.

Teaching tools

For the laboratory activity schedule, please consult the instructor’s website.

Attending students, starting from September 2026, are invited to subscribe to the following mailing list in order to receive any urgent communications regarding changes in class times or locations, as well as useful course materials:

roberta.bonetti3.antropologia-educazione

 

Students with learning disorders and\or temporary or permanent disabilities: please, contact the office responsible (https://site.unibo.it/studenti-con-disabilita-e-dsa/en/for-students) as soon as possible so that they can propose acceptable adjustments. 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, taking into account the teaching objectives.

Office hours

See the website of Roberta Bonetti