15579 - Intercultural Pedagogy

Course Unit Page

  • Teacher Stefania Lorenzini

  • Credits 8

  • SSD M-PED/01

  • Teaching Mode Traditional lectures

  • Language Italian

  • Campus of Bologna

  • Degree Programme First cycle degree programme (L) in Educator In Childhood Social Services (cod. 8775)

Academic Year 2017/2018

Learning outcomes

After completing the course the student knows: the concepts of multiculturalism and interculturalism and major transformations in multicultural sense of contemporary societies; - Knows and distinguishes different pedagogical models (assimilation, separation, integration) in comparison with the intrcultural perspective; - It includes concepts of intercultural education objectives and instruments; - Analyzes the complexity of the contemporary migratory phenomena; - Recognizes the categorization processes related to the formation of stereotypes and prejudices; - Comprises the historical dynamics, social, cultural, leading to attitudes and racist behavior; - It includes issues related to the meeting between families and children of foreign origin and early childhood services; - Knows how to translate the theoretical reference criteria of intercultural education in educational work with children and families in services for early childhood; - Knows how to build reception paths and educational projects for children and families (foreign and indigenous origin) in educational services 0-3 years in view of the appreciation of differences and similarities, the exposure to diversity, cultural decentralization, the containment of the formation of stereotypes and prejudices; - Knows the main issues / problems related to the creation of families through the paths of international adoption; - Applies a key to intercultural reading to reality international adoptive starting from the direct experience of the adopted.

Course contents

Course contents

Starting from a theoretical approach that focuses attention on the individual and not on cultures considered in a strict and unchangeable way, as well as the concepts of difference and diversity as  means which allow us to understand the individual identity in continual redefinition and founded on plural belongings (national, local, family, professional, gender, linguistic, religious, cultural), the course aims to offer elements of knowledge and reflection  about the multitude of factors that generate transformations in multicultural sense in contemporary societies, of educational processes that are carried out, of the current characteristics of an attitude and an intercultural educational way of planning. We will analyse the following issues: pedagogical models, assimilation, separation and integration; sterotypes and prejudices, both in adults and children; forms of racism in the relationship with those coming from far away (but not only); relations between immigration images and messages spread by the media. Furthermore, we will  deepen specific themes related to concrete operational contexts in nurseries; namely, “to do" interculture through a way of planning that makes the nursery reception concrete, considered as a privileged place of meeting and intercultural relationships, where differences/peculiarities of every one as well as similarities can find recognition, expression, valorisation and exchange. We will analyse intercultural education experiences with children and families in order to provide students with new theoretical insights and practical tools for achieving educational pathways that are capable of "embrace the culture of every child." Further details will be dedicated to the reality of international adoption: legislative aspects and educational issues of intercultural importance concerning the family and school reception.



For the oral exam the students need to know in depth 4 texts and 2 articles.


Bolognesi I. e Lorenzini S. (2017). Pedagogia interculturale. Pregiudizi, razzismi, impegno educativo, BOLOGNA:Bononia University Press


Bolognesi I., Di Rienzo A., Lorenzini S., Pileri A. (2005), Di cultura in culture: esperienze e percorsi interculturali nei Nidi d'Infanzia, MILANO: Franco Angeli.

3 e 4

Lorenzini S. (2013) Adozione e origine straniera. Problemi e punti di forza nelle riflessioni dei figli, PISA: ETS.

Lorenzini S. (2012), Famiglie per adozione. Le voci dei figli, PISA: ETS.

1 e 2 Articles

  • Cardellini M., Le parole per nominare i colori della pelle: conversazioni con alunni di scuola primaria, tra 9 e 11 anni – The words to name skin colors: conversations with 9-10 years old primary school children, «EDUCAZIONE INTERCULTURALE», 2017, 15, pp. 1 - 10. http://rivistedigitali.erickson.it/educazione-interculturale/
  • Cardellini M., Colori della pelle: cosa pensano bambine e bambini? Uno studio su stereotipi e pregiudizi nelle scuole primarie della città di Bologna, «EDUCAZIONE INTERCULTURALE», 2015, 13, pp. 1 - 12. http://rivistedigitali.erickson.it/educazione-interculturale/archivio/vol-13-n-2/

Further literature on the adoption of international

Students who wish to deepen the knowledge and the study of international realities adoptive they might, optionally, also the following documentation:


.     Lorenzini S., Adozioni internazionali: un nucleo interculturale di affetti, ma non sempre. Storie di adozioni impossibili o fortemente problematiche (in collaborazione con M.P. Mancini), Bologna, Regione Emilia Romagna 2007, p. 167.

.      Lorenzini S., Adozioni internazionali: alcuni cenni al contesto italiano, Appendice a J.-F. Chicoine, P. Germain, J. Lemieux, Genitori adottivi e figli del mondo. I vari aspetti dell'adozione internazionale, Erickson Trento, 2004, pp. 267-276.

.      Lorenzini S., Adozioni internazionali e scuola. Riflessioni e testimonianze da una prospettiva di Pedagogia Interculturale, in Educazione Interculturale. Culture, esperienze, progetti, ottobre 2004, n. 3, pp. 311-324.

.      Lorenzini S., Adozione internazionale: mobilità della prole nel mondo e nascita di nuovi cittadini, in A. Colombo, A. Genovese, A. Canevaro (a cura di), Educarsi all'interculturalità. Immigrazione e integrazione dentro e fuori la scuola, Erickson, Trento, 2005, 139-154.

.      Lorenzini S., Adozioni internazionali. Alcuni cenni legislativi al contesto italiano . In Ricerche di pedagogia e didattica (deposited 02 Febbraio 2007 )

.      Lorenzini S., Adozione internazionale. L'approccio educativo e interculturale. In Ricerche di pedagogia e didattica (deposited 02 Febbraio 2007)

.      Lorenzini S., Costruire familiarità nell'incontro adottivo, in  Infanzia, n. 4, luglio-agosto 2008, pp. 264- 268.

.      Lorenzini S., Famiglie adottive multiculturali: rapporti tra fratelli e sorelle e ruoli genitoriali, in corso di stampa in Rivista Italiana di Educazione Familiare, n. 2, 2009, pp. 23-33

.      Lorenzini S.,Genitori e Figli che arrivano da lontano: l'adozione internazionale, in Mariagrazia Contini (a cura di), Molte infanzie, molte famiglie. Interpretare i contesti in pedagogia, Carocci, Roma, 2010, pp. 119 – 138.

 .      Lorenzini S., Focus Adozione nazionale e internazionale: alcune tematiche di un universo familiare a cura di Stefania Lorenzini in Infanzia, n. 6, novembre-dicembre 2010

.      Lorenzini S., Cosa non è l'adozione: rappresentazioni diffuse, idee e parole scorrette, in Infanzia, n. 6, novembre-dicembre 2010.


Teaching methods

Teaching methods

The course includes both classroom lessons and group works. Attending students will be invited to contribute to the educational path through critical reflection and reworking of their experience and knowledge.

Assessment methods

Oral examination

Teaching tools


The assessment is done by an oral interview. Students are expected to know in a timely manner all the exam papers. It will be appreciated the ability to twist the content of the texts with the reflections developed and additional knowledge gained in class attendance. The achievement by students from an organic vision of the issues (in class and in the texts) in a joint capacity for critical reflection, the proof of possession of an expressive and specific language proficiency will be evaluated with marks of excellence. Knowledge for the more mechanical and / or mnemonics of matter, synthesis and analysis not articulated and / or a proper language but not always appropriate to bring discrete assessments; training gaps and / or inappropriate language - albeit in a context of minimal knowledge of exam material - will lead to votes that will not exceed sufficiency. Training gaps, inappropriate language will only be evaluated negatively.

Office hours

See the website of Stefania Lorenzini