69514 - Anthropology of Education (1) (LM)

Course Unit Page

SDGs

This teaching activity contributes to the achievement of the Sustainable Development Goals of the UN 2030 Agenda.

Quality education Gender equality Reduced inequalities Sustainable cities

Academic Year 2021/2022

Learning outcomes

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

Course contents

Important notice

The course will be taught jointly with Prof. Cristiana Natali (Methodologies of Ethnographic Research) during the second semester 2021/22.  Therefore, students will have the opportunity to interact with two professors in the classroom. The co-teaching modality is part of the pilot experimentation on the theme of learning and is itself the object of reflection and research shared with the students.

 Interested students are invited to regularly consult prof. Bonetti’s personal webpage where academic, research and laboratory initiatives related to the themes of education, training and learning will be announced.These events will also take place in the fall semester 2021/22.

 

The course will begin on the 31st January 2021

  

Classroom as a learning setting

The first part of the course, which serves as an introduction to the second, aims to survey the main anthropological theories in order to offer a common ground to think through and focus on educational practices in various social contexts, in an interdisciplinary and comparative perspective. The theoretical approach will refer to various ethnographic methodologies of investigation, with particular attention paid to the acquisition of abilities in intercultural contexts in the course of learning process.

The second part of the course deals with the topic of learning process in educational contexts and with the aid of digital technologies, from the point of view of its social interactions. The theories analysed during the course are based on the assumption that the learner is an active agent that acquires abilities in a meaningful and inter-relational environment. The study of the situated learning process is conducted in a systemic, relational and social perspective, and is therefore no longer centred on individual characteristics that would favour or harm personal developments.

Working with teaching formats that are alternative to traditional teacher-led lessons, favouring recursive interaction between theory and practice and personalized processes, is possible in the context of physical (and online) classrooms, even though it can be difficult, especially in the university environment. The educational experience that we will live together (in presence and remotely) is going to be the field on an ethnographic research that we will carry out in a participative mode. Part of the seminar will be conducted as a laboratory with working groups, so that we may elaborate on various teaching modalities and on the classroom (physical or virtual) as a potential learning setting.

Readings/Bibliography

For students who attend regularly the course (3 mandatory readings):

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

2. Lave J. 2019, Learning and Everyday Life, Cambridge: Cambridge University Press

o,alternatively

Lave J. e E. Wenger, 2006, L'apprendimento situato, Trento: Erickson.

3. Sclavi M., 2003, Arte di Ascoltare e mondi possibili, Mondadori.

 

For students who cannot attend classes (3 mandatory readings): 

1. Benadusi, M. 2017. La scuola in pratica. Prospettive antropologiche sull'educazione.

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

3. Dei F. 2021, La scuola multiculturale. Una critica antropologica, Parma: MCE.

 

Further suggested readings (not mandatory)

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.

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. 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.

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

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.

Sclavi M. 2003, Arte di Ascoltare e mondi possibili, Mondadori.

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

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


Teaching methods

A wide range of methodologies of teaching will be used to meet a varied set of needs and requests from students. The course will be conducted in a seminar-like fashion, and there will be group activities, with readings, presentations of ethnographic cases and film watchings. An active participation of students is requested, together with their willingness to contribute to the discussion of texts to be studied for the final exam.

Assessment methods

The student will have to hold an individual oral exam on the basis of the suggested bibliography, of the notes from the lectures and of the contributions made by their fellow classmates in class. The final evaluation is cumulative and will keep into account the students' involvement in any phase of the formative process. Active participation in class and in the lab activities is integral part of the final evaluation.

In particular, the following items will be tested:

command of theoretical and methodological basic knowledge as taught in lectures and seminars;

command of elements of theoretical knowledge as provided by the bibliographical leads;

capacity to critically scrutinize, observe, describe and analyze the various topics debated in the course;

the student's ability to critically integrate any topics debated in class, their critical use and the command of the scientific language will award them notes of excellence.

Students attending the course will present a group work in a seminar-like fashion during the last classes of the course: every group will be assigned an ethnographic case to analyse according to the methodology learnt during classes.

Teaching tools

Lab activities

For the schedule of the lab activities, please consult the instructor's website.

Attending students, from September, are kindly invited to subscribe to the following mailing list in order to receive information about possible variations in lecture timetable and rooms:

roberta.bonetti3.antropologia-educazione

Students will refer to the platform iol.unibo.it for the programme and group activities.

Office hours

See the website of Roberta Bonetti