15579 - Intercultural Pedagogy

Learning outcomes

Students will broaden their knowledge and skills in order to analyze and understand cultural and social changes in a multicultural society. This introduction will help the students understand which processes lie behind the development of foreign children's identity.Students will also be trained to deal with issues related to children and foreign families' reception in school contexts in the light of intercultural pedagogy and its methodology.

Course contents

The course intends to offer elements of knowledge and reflection around the development of the following themes

-Migration, climate change and the environment

-Multicultural and Intercultural

-Intercultural pedagogical models

-Stereotypes, prejudices and racism

-School contexts and relationships with immigrant families

- Processes which lie behind the development of foreign children's identity

-Learning processes for pupils of foreign origin

-Intercultural projects in kindergarten and primary school

-Integration of Roma and Sinti pupils

Period of the lessons

The course will be run during in the first semester

Laboratories

All students must attend a laboratory that is 16-hours long. Attendace is mandatory.

Students who choose to attend the Pedagogy Intercultural Laboratory will have also completed the Childhood Literature requirement and for those who attend the Childhood Literature Laboratory will be credited also for the Pedagogy Intercultural Laboratory.

The laboratories offer three different topics and the student only has to choose one of them.

The aim of the laboratories is to introduce teaching methodologies and strategies to tackle the conflicts, the communication and the relationship between children highlighting how important educational aims of intercultural pedagogy such as dialogue and listening can be reflected in the didactic practices of kindegarten and primary school.

The detailed programs and the dates of the workshops can be viewed on the teachers' pages.

The topics are:

Laboratory "The coopertive methodologies in multicultural educational contexts" (dott.ssa Barbara Ciccola)

This laboratory explores cooperative games and cooperative learning for children in kindergarden and primary school. The connection between these methodologies and the aims of intercultural pedagogy will be identified.

Laboratory "The communication in multicultural educational contexts" (dott. A. Zanchettin)

This laboratory explores the communication and the relationship between teachers and both Italian and immigrant parents who have children in kindergarden and primary school.

Some exercises will be carried out to comprehend various conflicts and educational alliance between families and school

Laboratory "Cooperative methodologies and Philosophy for Children"

(dott.ssa M. Scarpini)

Cooperative methodologies will be introduced and tested (cooperative games and Philosophy for Children -P4C- in particular) for the creation of community of inquiry and dialogue on Intercultural Issues at School (3-11). Cooperative games and P4C move to create an alternative mood of non-violent confrontation, dialogue and conflict management .

Laboratory assessment

Attendence is compulsory and the student gets 1 credit.

Evaluating laboratory partecipation is:

-1 (insufficient): doesn't partecipate and/or collaborate;

0 (good):partecipates and collaborates;

+1 (very good): good partecipation and collaboration; plus a written report approved by the laboratory teacher. This report must be handed in on the day of the oral exam.

Period of the laboratories

The laboratories will be organized between October and December 2020.
Another laboratory will be organized in July 2021.

Readings/Bibliography

Students (attending, not attending and Erasmus) must study four texts (two compulsory and two of their choice):

There are four Compulsory texts.

First and second text

1. E. Nigris (a cura), Pedagogia e didattica interculturale. Culture, contesti, linguaggi, Person, Milano, 2015

2.P.A. Taguieff, Il razzismo. Pregiudizi, teorie, comportamenti, Cortina, Milano, 1997.

 

The third text to be chosen from the following texts

3. L. Mortari, Educazione ecologica, Laterza, Bari-Roma, 2020.

or

I. Bolognesi, Insieme per crescere. Scuola dell'infanzia e dialogo interculturale, FrancoAngeli, Milano, 2013.

 

The fourth text to be chosen from the following

H. Arendt, La banalità del male. Eickmann a Gerusalemme (una qualsiasi edizione)

P. Freire, La pedagogia degli oppressi (una qualsiasi edizione).

C. Bove, Capirsi non è ovvio. Dialogo tra insegnanti e genitori in contesti educativi interculturali, FrancoAngeli, 2020.

V. Francis, A. Pileri, I. Bolognesi, I. Biemmi, V. Barbosa, Colori della pelle e differenze di genere negli albi illustrati. Ricerche e prospettive pedagogiche, FrancoAngeli, 2018.

G. Peano, Bambini rom, alunni rom. Un'etnografia della scuola, Roma, Cisu, 2013.

Laws (to consult)

Linee guida per l'accoglienza e l'integrazione degli alunni stranieri, Circolare Ministeriale n. 4233 del 19 febbraio 2014

La via italiana per la scuola interculturale e l'integrazione degli alunni stranieri, Ministero della Pubblica istruzione, 2006

Optional texts

M. Fiorucci, F. Pinto Minerva, A. Portera, Gli alfabeti dell'intercultura, ETS, Pisa, 2017.

M. Livi Bacci, In cammino. Breve storia delle migrazioni, il Mulino, Bologna, 2014.

J. Diamond, Da te solo a tutto il mondo. Un ornitologo osserva le società umane, Einaudi, Torino, 2015.

A. Gosh, La grande cecità. Il cambiamento climatico e l'impensabile, Neri-Pozza, Milano, 2016

G. Mastrojeni, A. Pasini, Effetto serra, effetto guera, Chiarelettere, Milano, 2017

L.L. Cavalli-Sforza, Razzismo e Noismo. Le declinazioni del noi e l'esclusione dell'altro, Einaudi, Torini, 2013.

V. Maher (a cura di), Genitori migranti, Rosenber&Sellier, Torini, 2012

M. Catarci, E. Macinai, Le parole-chiave della pedagogia interculturale, ETS, 2015

For students who, following recognition, must support only 3 CFU the program is as follows:

I. Bolognesi, A. Di Rienzo, Io non sono proprio straniero. Dalle parole dei bambini alla progettualità interculturale, Milano, FrancoAngeli, 2007.

Two articles of your choice among the following published in open acces reviews:

G. Burgio, M. Muscarà, Educazione, laicità e pluralismo religiosoL'IRC e le attività alternative in una prospettiva interculturale, in

https://educazione-interculturale.unibo.it/article/view/10980/10933

I. Bolognesi, Fare i compiti a casa. Uno studio etnografico di un'attività quotidiana svolta in famiglia, in

https://oaj.fupress.net/index.php/rief/article/view/7561

L. Bellatalla, Sulla tolleranza ovvero elogio dell'intolleranza, in

https://www.edizionianicia.it/docs/RP/215-2020/3-%20Bellatalla.pdf

Teaching methods

The contents are introduced with different didactic methods: lectures, group work, film and discussion.

Some seminars are organized on specific topics with external experts.

Due to the health emergency, lessons will be conducted on the Teams platform in remote mode.

 

Laboratory NOS (New horizons for the species)

During the course of the teaching there are some lessons that are part of the activities of the Laboratory NOS (New horizons for the species): ecosystems, cultures, diversity. The lessons have as objectives the education to environmental sustainability and social inclusion, dealing with a transdisciplinary approach. Interdisciplinary dialogues will be organized with colleagues in evolutionary anthropology (Prof. Maria Giovanna Belcastro) and cultural (Prof. Giovanna Guerzoni), engineering (Prof. Alessandra Bonoli) and history of science (Prof. Paola Govoni) and with their students and female students.

Assessment methods

The final mark will be out of 30.

The final mark will be assigned only when the laboratory is completed.

It is necessary to sign up, before the exam date, through the electronic blackboard system (Almaesami) to take the exam.

Students who weren't able to sign up by the deadline because of technical problems must inform the school office's secretary before the exam sign-up deadline has officially closed.

It will be up to the faculty to admit those students.

The final exam is an oral exam.

The student should submit an analysis of conflicts, projects and evidence presented in the texts of reference.

The exam will be evaluated on the following objectives:
-to know the contents of the program

-to know to reflect on the contents of the program;

- to know to connect didactic plans and current critical events in school contexts to the aspects theorists.

The students can take the examination on any the dates during the same session.

The exam grade and the frequency of the laboratory are unlimited validity

Teaching tools

Film, Power point, video observations

Office hours

See the website of Ivana Bolognesi