15579 - Intercultural Pedagogy

Course Unit Page

SDGs

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

No poverty Quality education Gender equality Reduced inequalities

Academic Year 2021/2022

Learning outcomes

After completing the course the student knows: the concepts of multiculturalism and interculturalism and major transformations in multicultural sense of contemporary societies; - Knows and distinguishes different pedagogical models (assimilation, separation, integration) in comparison with the intrcultural perspective; - It includes concepts of intercultural education objectives and instruments; - Analyzes the complexity of the contemporary migratory phenomena; - Recognizes the categorization processes related to the formation of stereotypes and prejudices; - Comprises the historical dynamics, social, cultural, leading to attitudes and racist behavior; - It includes issues related to the meeting between families and children of foreign origin and early childhood services; - Knows how to translate the theoretical reference criteria of intercultural education in educational work with children and families in services for early childhood; - Knows how to build reception paths and educational projects for children and families (foreign and indigenous origin) in educational services 0-3 years in view of the appreciation of differences and similarities, the exposure to diversity, cultural decentralization, the containment of the formation of stereotypes and prejudices; - Knows the main issues / problems related to the creation of families through the paths of international adoption; - Applies a key to intercultural reading to reality international adoptive starting from the direct experience of the adopted.

Course contents

 

In the light of the multicultural transformation of contemporary societies, in view of the heterogeneity and differences in culture, language, religion, values, etc. present in social contexts and in educational and scholastic contexts, it is necessary to constantly question what values should be promoted in education, what objectives should be pursued, what contents should be conveyed and what methods should be used. The course aims to provide knowledge and to provoke reflection on what characteristics pedagogy should take on in the era of globalisation and the meeting/clashing of differences and similarities.

The theoretical approach focuses on the individual and not on "cultures" as rigid and unchangeable entities; it focuses on a conception of "differences" that helps to understand the peculiarities of cultural and individual identities in continuous redefinition and based on plural belonging (gender, family, professional, linguistic, religious, cultural, local, national....

The course offers elements of knowledge and reflection about

. the multiple factors that generate transformations in a multicultural sense in contemporary societies.

The following will be addressed

. the pedagogical models of assimilation, separation, integration and the principles of intercultural pedagogy as a necessary approach in the era of globalisation;

. the competences of the educator relevant in an intercultural sense

. Stereotypes and prejudices, in particular ethnic and gender prejudices, in adults and children;

. racism as a phenomenon specific to western modernity;

. the relationship between widespread images of immigration and messages conveyed by the mass media.

. processes of identity construction in relation to the migratory experience.

Specific themes linked to the concrete operational contexts in nurseries will be explored; that is, to "doing" interculture thanks to a project that makes the reception in the nursery a concrete and privileged place of encounter and intercultural relations, in which the differences/peculiarities of each, as well as the similarities and points in common, can find recognition, creative spaces of expression, enhancement and exchange. Experiences of intercultural education with children and families will be analysed in order to provide students with new theoretical awareness and concrete tools for the realisation of educational paths capable of "welcoming the culture of each child".

 

Special attention will be devoted to the reality of international and interethnic adoption: legislative aspects, educational issues of intercultural relevance in family and school reception. Problems in identity building processes.

Readings/Bibliography

 

In order to prepare for the oral examination, students, whether attending or not, must have a thorough knowledge of the following texts.

1

Bolognesi I. e Lorenzini S. (2017). Pedagogia interculturale. Pregiudizi, razzismi, impegno educativo, BOLOGNA:Bononia University Press

2


Stefania Lorenzini e Margherita Cardellini (a cura di), Discriminazioni tra genere e colore. Un’analisi critica per l’impegno interculturale e antirazzista, Milano: Franco Angeli 2018, IN PRESS.

OPPURE

Bolognesi I., Di Rienzo A., Lorenzini S., Pileri A. (2005), Di cultura in culture: esperienze e percorsi interculturali nei Nidi d'Infanzia, MILANO: Franco Angeli.

3 e 4

Lorenzini S. (2013) Adozione e origine straniera. Problemi e punti di forza nelle riflessioni dei figli, PISA: ETS.

Lorenzini S. (2012), Famiglie per adozione. Le voci dei figli, PISA: ETS.

 

 

Students who owe 3-4 credits may choose 2 of the 4 texts above.



Students in ERASMUS are required to

- to study two texts:

1

Bolognesi I. e Lorenzini S. (2017). Pedagogia interculturale. Pregiudizi, razzismi, impegno educativo, BOLOGNA: Bononia University Press


2
Lorenzini S. (2013) Adozione e origine straniera. Problemi e punti di forza nelle riflessioni dei figli, PISA: ETS.


- the production of a written report of about 5 pages on the reality of intercountry adoption in their country of origin.



CLASS ATTENDANCE IS PARTICULARLY RECOMMENDED

 

Optional bibliography for further information on international adoption students who wish to deepen their knowledge and study of the international adoptive reality can refer, optionally, also to the following bibliography:

  1. Lorenzini S. (2019), La centralità dei diritti dei bambini/e nell’adozione nazionale e internazionale. Riferimenti normativi e concezioni di infanzia e famiglia in una lettura educativa interculturale. «Pedagogia e vita.Rivista di problemi pedagogici, educativi e didattici», n. 1/2019, pp. 43-59.
  2. Lorenzini S. (2019), Dark-skinned foreign origin young people, adopted by Italian parents. Stereotypes, prejudices and problems in identity construction. «Civitas Educationis. Education, Politics and culture», Vol. 8, n. 1/2019, pp. 115-129.
  3. Lorenzini S. (2019), I ricordi dei figli nell’adozione. Un triplice diritto: ricordare, dimenticare ed entrambi insieme. «I problemi della pedagogia», n. 2/2019, pp. 285-308.
  4. Lorenzini S. (2018), Mémoire et continuité: donner du sens au veçu des enfants adoptés. «Enfance & Familles d’Adoption», Paris (France), n. 187/2018, pp. 33-35.
  5. Lorenzini S. (2017), Educazione Interculturale per la Pluralità nell’Identità. Il colore della pelle è parte dell’identità. In Loiodice I. e Ulivieri S. (a cura di), Mondi educativi – 2017, Per un nuovo patto di solidarietà. Il ruolo della Pedagogia nella costruzione di percorsi identitari, spazi di cittadinanza e dialoghi interculturali «Speciale “MeTis”», pp. 152-163.
  6. Lorenzini S., Adozioni internazionali: un nucleo interculturale di affetti, ma non sempre. Storie di adozioni impossibili o fortemente problematiche (in collaborazione con M.P. Mancini), Bologna, Regione Emilia Romagna 2007, p. 167.
  7. Lorenzini S., Adozioni internazionali: alcuni cenni al contesto italiano, Appendice a J.-F. Chicoine, P. Germain, J. Lemieux, Genitori adottivi e figli del mondo. I vari aspetti dell'adozione internazionale, Erickson Trento, 2004, pp. 267-276.
  8. Lorenzini S., Adozioni internazionali e scuola. Riflessioni e testimonianze da una prospettiva di Pedagogia Interculturale, in Educazione Interculturale. Culture, esperienze, progetti, ottobre 2004, n. 3, pp. 311-324.
  9. Lorenzini S., Adozione internazionale: mobilità della prole nel mondo e nascita di nuovi cittadini, in A. Colombo, A. Genovese, A. Canevaro (a cura di), Educarsi all'interculturalità. Immigrazione e integrazione dentro e fuori la scuola, Erickson, Trento, 2005, 139-154.
  10. Lorenzini S., Adozione internazionale. L'approccio educativo e interculturale. In Ricerche di pedagogia e didattica (deposited 02 Febbraio 2007)
  11. Lorenzini S., Costruire familiarità nell'incontro adottivo, in Infanzia, n. 4, luglio-agosto 2008, pp. 264- 268.
  12. Lorenzini S., Famiglie adottive multiculturali: rapporti tra fratelli e sorelle e ruoli genitoriali, in corso di stampa in Rivista Italiana di Educazione Familiare, n. 2, 2009, pp. 23-33.
  13. Lorenzini S.,Genitori e Figli che arrivano da lontano: l'adozione internazionale, in Mariagrazia Contini (a cura di), Molte infanzie, molte famiglie. Interpretare i contesti in pedagogia, Carocci, Roma, 2010, pp. 119 – 138.
  14. Lorenzini S., Focus Adozione nazionale e internazionale: alcune tematiche di un universo familiare a cura di Stefania Lorenzini in Infanzia, n. 6, novembre-dicembre 2010.
  15. Lorenzini S., Cosa non è l'adozione: rappresentazioni diffuse, idee e parole scorrette, in Infanzia, n. 6, novembre-dicembre 2010.


Teaching methods

The course includes both frontal classes and group work and interactive modes. Attending students will be invited to contribute to the training course through critical reflection and re-elaboration of their experiences and knowledge.

Power points will be used and video documents will be projected and commented.

Assessment methods


The assessment is done by an oral interview. Students are expected to know in a timely manner all the exam papers. It will be appreciated the ability to twist the content of the texts with the reflections developed and additional knowledge gained in class attendance. The achievement by students from an organic vision of the issues (in class and in the texts) in a joint capacity for critical reflection, the proof of possession of an expressive and specific language proficiency will be evaluated with marks of excellence. Knowledge for the more mechanical and / or mnemonics of matter, synthesis and analysis not articulated and / or a proper language but not always appropriate to bring discrete assessments; training gaps and / or inappropriate language - albeit in a context of minimal knowledge of exam material - will lead to votes that will not exceed sufficiency. Training gaps, inappropriate language will only be evaluated negatively.

Teaching tools

Power point

Video documents

Materials with updated statistical data

Office hours

See the website of Stefania Lorenzini