82309 - Pedagogy and Social Marginalization

Learning outcomes

At the end of the course the students:

- know the theorical framework and skills of phenomenology applied to pedagogics and educational act; they have an adequate knowledge of different users, with particular regards to "diffucult youth".
- they are able to apply the acquired skills in the organisation of educational acts that include social unease.

Course contents

From a detailed selection of crucial educational keywords the purpose is to outline major issues of deviance and social marginality, with particular regards to “difficult youth”. The theoretical-interpretative reading of the themes under study and the operative hypotheses linked to recovery programmes will be dealt with in the context of the phenomenological paradigm. This perspective will be employed to the wider context of distress/marginality/discomfort than the only one related to youth.

Readings/Bibliography

- L. Cavana, R. Casadei, Pedagogia come direzione. Ricerca di senso tra dinamiche esistenziali ed esigenze professionali, Roma, Aracne, 2016, Introduzione, Conclusioni, Capitoli 1 e 2.

- A. Augelli, Erranze. Attraversare la preadolescenza, Milano, Franco Angeli, 2011.

- P. Bertolini, Le direzioni intenzionali originarie dell'esperienza educativa, in P. Bertolini, L'esistere pedagogico, La Nuova Italia, 1988, ( cap. IV, paragrafi 45-62).

- V. Pranzini e altri (a cura di), Leopardo spensierato. Piero Bertolini e lo scautismo, Roma, Edizioni fiordaliso, 2011, capitoli 2 e 4.

- L. Cavana, Autonomia e dipendenza nella dimensione educativa: spunti per una riflessione sul problema droga, in "Rivista di Criminologia, Vittimologia e Sicurezza", Anno V, n. 2, Maggio/Agosto 2011, pp. 61-64; NB: La Rivista è on line.

6) un libro a scelta tra i seguenti:

- G. Magro, La comunità per tossicodipendenti, un progetto pedagogico, Milano, Franco Angeli, 2004.

- R. Bisi (a cura di), Tossicodipendenze, comunità e trattamento, Bologna, Clueb, 2006 (pp. 1 – 115; 169 – 195; 299 – 313)

- D. Pennac, Diario di scuola, Milano, Feltrinelli, 2007.

Teaching methods

The contents of the course are focussed from a crucial keywords frame they mainly refer to, in order to attend to a double target: first, fostering thinking process and synthesis, second learning the specific language of the subject at issue. The undertaken educational strategy is “frontal lecture” bound to inspire teacher-students interactions: arousing students hands-on during lessons and individual study. Occasionally in team or individual works will be employed during lectures.

Assessment methods

Text will be oral discussion aiming to check the understanding of subjects as well as the ability of making critical analysis of them.

Office hours

See the website of Laura Cavana