Course Unit Page

Academic Year 2018/2019

Learning outcomes

Students at the end of the course will have acquired:

- a proper methodology in historical and educational research regarding formal and informal contexts of pedagogy

- an historical development of different extra-curricular services (distress, deviance, childhood, handicap etc..) identifying their changes in particular in terms of Welfare policies as well as initiatives ‘from below' (local associations, feminism etc..)

- the history of Italian school system and its connections to social policies towards different categories (teenagers, young people, women, etc...)

Students will also know how:

- to master historical knowledge of various types of educational services in order to plan, manage and evaluate new actions in this field.

- to evaluate educational centres in the light of their educational implication and their historical perspective

- to use the historical knowledge of services so that to analyze critically their quality and prepare an action plan.

- to use their skills in terms of historical and educational research to broaden autonomously their personal background.

Course contents

Our course involves a deep study of issues regarding educational extra-curricular institutions in our society from the 19th to the 20th Century. A special attention will be paid to crucial topics such as the transition from the idea of school as something philanthropic or charitable to something social-assisted. We will underline the important contribution of feminism to the birth of new educational institutions.


The following texts are suggested for different topic areas from the course

1) For the history of educational services:

-T. Pironi, Percorsi di pedagogia al femminile. Dall'Unità d'Italia al secondo dopoguerra, Carocci, 2014.

- R. Raimondo, Discoli incorreggibili. Indagine storico-educativa sulle origini delle case di correzione in Italia e in Inghilterra, Milano, Franco Angeli, 2014.

- R. Raimondo, Audaci filantrope e piccoli randagi. Il contributo di Lucy Bartlett, Alessandrina Ravizza e Bice Cammeo a favore dell'infanzia traviata e derelitta, Parma, Edizioni Junior, 2016.

- R. Raimondo, Il giudice che guardava al futuro. Gian Paolo Meucci e i diritti dei minori, Milano, Franco Angeli, 2017.

2) For the historical evolution of the childhood imagination:

- E. Beseghi, C. Laneve (a cura di), Lo sguardo della memoria. Rileggendo Il Piccolo Principe, Pisa, ETS, 2013.

- Lettura della versione originale de Il Piccolo Principe di Antoine de Saint-Exupery.

- E. Beseghi, Verso nuovi percorsi ermeneutici. Immaginario, letteratura per l'infanzia, storia dell'educazione. In "Rivista di storia dell'educazione, n. 2, 2016, pp. 45-56.

- G. Grilli, Le maschere del mondo e i buchi delle serrature, in E. Beseghi (a cura di), Infanzia e racconto, Bonomia University Press, 2003, da p. 95 a p. 130.

And you can choose:

A) E. Beseghi, Uno sguardo dalle stelle. In volo con Il Piccolo Principe, filosofo dal cuore bambino, in M. Contini, M. Fabbri (a cura di), Il futuro ricordato. Impegno etico e progettualità educativa Edizioni ETS, 2014, pp. 23-36.


B) E. Beseghi, Per una pedagogia dell’immaginario. Il contributo della letteratura per l’infanzia, in L.Guerra ( a cura di) Pedagogia sotto le due torri. Radici comuni e approcci plurali, BOLOGNA, CLUEB, 2012.

Teaching methods

Lectures with discussion; proposal of group work and individual on the issues addressed during the course.

Assessment methods

Written exam in the formula of short essay on four of these. Time required for carrying out: 90 minutes.
The examination consists on a written exam of 4 questions and the students have to answer in the formula of short essay, in an essential way on the fundamental contents provided by the program. It aims to evaluate the acquisition of knowledge, with a critical awareness on the aspects and the cultural areas of the discipline. The achievement by the student of an organic vision of the topics covered in the course, joint to a critical capacity, in addition to the proof of possession of a mastery of expression and specific language will be assessed with a mark of excellence. The knowledge expressed with capacity for synthesis and analysis not fully argued and / or correct language but not always appropriate assessments will lead to a discrete evalutation; training gaps and / or inappropriate language on the minimum content of the program will lead to marks that will not exceed the sufficiency. Training gaps and lexical inappropriate will only be evaluated negatively. Failure to respond to a question not allow you to successfully pass the exam.


Oral Exam for the second part on Children's Literature.

Teaching tools

Use of power point, dvds, ecc.

Office hours

See the website of Tiziana Pironi

See the website of Emma Beseghi