91867 - Educational Anthropology

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

Academic Year 2021/2022

Learning outcomes

By the end of the course, the student will be able to: identify the main theoretical and methodological approaches that the have been characteryzing tha anthropological studies; - identify the transformation of the conceptssunch as culture, identity and ethnicity; - apply the theoretical knowledges for the analyses of social processes (inculturation, social marginality, migration ecc,) - the process of inculturation/acculturation and childhood social services; anthropology of childhood and families.

Course contents

The course aims to provide a general introduction to history of anthropology, to the key concepts as well as to the main theoretical and methodological issues and debates that have been that have been characterizing the discipline of Anthropology of education. The first par of the course will focus on the origine end development of the anthropology especially on the researh dedicated on childhood and education. The second part of the course in focus to introduce some anthropological fields particularly on anthropological research dedicated on processes on inculturation/acculturation, processes migration, mobility and globalization.
- the anthropology onb education and the life contexts for early childhood and families
- the anthropology of gender and processes of costruction of identities

- the ethnography of childhood by different cultures

- Childhood and social services today.

Readings/Bibliography

  • M. Benadusi, La scuola in pratica. Prospettive antropologiche sull'educazione, Editpress 2017
  • chap. 1 C. Rossi, Antropologia culturale. Appunti di metodo per la ricerca nei "mondi contemporanei, Milano, Guerini, 2003 disponibile come risorsa digitale nella Biblioteca Unibo
  • Robbins Richard H., Antropologia culturale. Un approccio per problemi, Utet, 2015, 2^ ed. only chap.IX La storia degli orientamenti teorici: una sintesi

A reading of your choice between the list of reading that will present during the lessons

Teaching methods

Tought-classes and lectures, papers, seminars on case-studies, group-works on ethnographic materials, etc.

Assessment methods

The final examen consist of:

- pre-test, an online multiple choice test composed by ten (10) items multiple choice of which only one is correct (20 minutes). The test will be considered passed with 6 correct answers and it will only give access to the oral examination. The pre-test's result will not contribute to the final mark.

- and the interview in Italian Language, that aim at assessing students' knowledge the teaching programme contents.

The question deal with general issues; it is up to students demonstrating their in-depth and detailed preparation through their anwers. The assessment procedure is grounding on the following criteria: a) detailed knowledge of the teaching programme contents and, specifically, of the books contentes; b) language proficiency; c) ability to be consistent with the issue proposed; d) ability to apply the thereotical background to concrete case studies and examples related to childcare settings.

Pre-tests and interviews take place on the same appeal date; depending on the number of students enrolled in the exam, the appeal may take place over several shifts over several days.

Inscription to the exam on Almaesami website. 

Students must sign-up to the Alma Esami Portal by the set deadlines in order to attend the exam. Those who failed to enroll in due times for technical-related issues, must promptly report the problem to the Student Administration Office (before the official closing date of the enrollment procedure). The lecturer can allow them accessing the exam.

Teaching tools

The course makes use of audiovisual material, exercises, case studies, papers etc.

Office hours

See the website of Giovanna Guerzoni