Course Unit Page


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

Good health and well-being Quality education Reduced inequalities Sustainable cities

Academic Year 2021/2022

Learning outcomes

At the end of the course the student: - knows the results of the sociological contribution to the study of institutions and training processes in the field of territorial educational services; - knows how to collaborate in the planning and evaluation of the impact of training interventions built in the hypothesis of an integration between formal, informal and non-formal education agencies; - knows how to collaborate in the mapping of the actors and in the construction of operational synergies between school and extra-curricular training agencies; - can contribute to initial and in-service training activities of operators and professionals in the field of extracurricular education; - possesses specific sociological knowledge and skills functional to the evaluation of the impact of training interventions in the sector; - can identify and manage independently its own paths, methodologies and tools for updating and professional development in the field of sociological studies in the sector; - knows the conceptual tools fundamental for the analysis of educational policies; - knows the institutions and public and private actors involved in the educational sector; - knows the articulation, the dynamics of operation and the critical nodes of educational services and is able to place them within the broader dimension of social policies; - knows how to read social policies in a relational and social planning perspective; - knows the fields of intervention of social policies, the reference models, the fundamental problems ; - is able to analyze the problems of modernization of social policies and to identify the trends towards the future 

Course contents

The course, starting from the fondations of the sociology of education, introduces and explores studies and analyses on the training processes that take place in extracurricular contexts. The areas of reference are the social and educational policies that contribute to the development of a polycentric-integrated training system and the everyday contexts of life (the environment, the city, the peer group, etc.).

The course id divided into three parts:

- the first part will be aimed at building knowledge about the various actors and training systems, the relationship between training and life cycles (initial education-training, adult education, lifelong learning), the interaction between social actors/stakeholders and local context within a welfare system.

- the second part will analyse the themes of social policies and welfare with specific reference to the evolution of social policies aimed at children and  families

- the third part will deal with the theme of social participation practices in people's training itineraries, street education and community development.


The bibliography includes:

- An introductory text on the sociological approach to the analysis of educational processes:

Tagliaventi Maria Teresa (2021), L'educazione diffusa, FrancoAngeli, Milano

- a collection of essays by various authors related to social policies made available on iol

- a text of your choice among:

Baraldi Claudio (2008), Bambini e società, Carocci, Roma


Belotti Valerio e Ruggiero Roberta (a cura di) (2008), Vent'anni di infanzia. Retorica e diritti dei bambini dopo la convenzione dell'89, Guerini Studio, Milano, pagine 11- 94; 157-172; 219-238, ovvero saggi scelti di Belotti, Cantwell, Verhellen, Freeman, David, Lucker-Babel, Qvortrup.


Tramma Sergio (2009), Che cos'è l'educazione informale, Carocci, Roma


Corsaro William (2020), Sociologia dell'infanzia, Franco Angeli, Milano, pagine 39-92 e 187-199

Attending students will have the possibility to choose other texts as an alternative to these and they can also agree with the teacher to write a thesis on a topic discussed in class (as an alternative to the texts of their choice).


Teaching methods

Frontal lectures, seminar activities and classroom discussions.

There will be special lectures, conducted in collaboration with experts, aimed at providing concrete examples of what has been learned theoretically.

If possible, an educational visit to Scampia (Naples) will be made for students attending

Assessment methods

The exam is oral. The student will be asked to answer  3 or 4 questions.
Students will be able to bring an essay on a topic discussed during the lessons (in agreement with teacher).

Erasmus students are kindly requested to contact the teacher for an explanation of the course and, in any case, before the exam.

Teaching tools

Synthetic schemes, slides and videos will be used during the lessons.

During the lessons the discussion of the topics will be accompanied by suggestions of texts, documents and empirical research materials that can be used by the students to build individual preparation of the exam under the guidance of the teacher.

Office hours

See the website of Maria Teresa Tagliaventi