90568 - Pedagogy of Interculturality (1) (LM)

Course Unit Page


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

Reduced inequalities Sustainable cities

Academic Year 2021/2022

Learning outcomes

At the end of the course the student knows: The basics of the phenomenological paradigm and its impact on social science, especially sciences of education. The theoretical approaches to the Stranger conceived as a sociological category (i.e. Simmel, Schutz, Elias, Merton). The themes related the (social) construction of (social) reality with a particular emphasis on "Orientalism" and the social construction the "other" (E. Said). The insiderism vs outsiderism debate She /he will be able to: 1. Identify the ideological dimension of scientific knowledge and educational practices 2. Understand and analyze ordinary as well as institutional communication with a particular focus on: The communicative construction of social identities The communicative construction of the cases as problematic or non problematic cases.

Course contents

the course is comprised of four parts. The first is mainly of a theoretical nature: it concern the phenomenological paradigm in the XX century wit a particular emphasis on the phenomenology of education. The Phenomenology of education is presented as a theoretical framework for thinking and acting in high complex sociocultural contexts; The other subsequent sections of the course focus on: the stranger as a socialogical category and an anlyser of everyday life; insiderism vs outsiderism as folk theory of knowledge; Orientalism as a cultural model; Figures and images of the cultural Other; the construction of social realities, the communicative constitution of social identities; language, interaction and culture: the case of interethnic communication.


The mandatory reading are the following

1. Caronia, L. Fenomenologia dell'educazione, Milano, F.Angeli 2011

2.Fausta Sabatano, Gennaro Pagano, Libertà marginali. Le sfida educativa tra devianza, delinquenza e sistema camorristico, Milano, Guerini 2019

3. Davide Zoletto, Dall'intercultura ai contesti eterogenei. Presupposti teorici e ambiti di ricerca pedagogica, Franco Angeli, Milano, 2012.

4. Simonetta Tabboni, Lo straniero e l'altro. Napoli:Liguori, 2006

5.  Franca Orletti. La Conversazione diseguale. Potere e interazione, Roma:Carocci, 200

Suggested reading

E. Said  Sempre nel posto sbagliato. Autobiografia. Milano: Feltrinelli, 2009

G. Lerner. Scintille. Una storia di anime vagabonde. Milano: Feltrinelli, 2009

Teaching methods

lectures, classroom discussion, team work, collective assignments

Assessment methods

Written exam.

It could be either an extended essay or a test


To obtain the lowest grades (i.e. 18 or19) and pass the exam, the student should respond correctly to 55% of the items .

To obtain a low grade (20 - 23) the rate of correct answer should be comprised in the range from 62. % to 68. %

To obtain a medium grade (>24, < = 26) the rate of correct answer should be comprised in the range from 75. % to 81. %

To obtain a high grade (>27, < = 30) the rate of correct answer should be comprised in the range from 87. % to 93 %

to obtain the highest grade (30 cum laude) the rate of correct answer should be 100%

Teaching tools

Lectures, Power point presentations, video and video analysis

Office hours

See the website of Letizia Caronia