Course Unit Page


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

No poverty Gender equality Responsible consumption and production Partnerships for the goals

Academic Year 2021/2022

Learning outcomes

At the end of the course, students will be able to:

- identify and critically analyze the main research traditions in the study of globalization, diversity and with particular reference to the analysis of diversity and inequality.

- distinguish different types of tools and methodologies to analyze case studies and social inequality phenomenons.

Course contents

The course will be carried out through the explanation and understanding of three concepts: globalization, equality, and inequality.

The framework is the sociological theory.

In the first section, the concepts of globalization, diversity and inequality will be explored by referring to the contributions and theories that, starting from the classical actors up to the contemporary sociological debate, allow us to answer the following questions: What is it about? How is it possible to grasp its complexity? What are the challenges it poses?

In the second part of the course, a seminar mode of work will be adopted, dividing the students into two groups in order to deepen the effects and processes of the phenomenon of social acceleration, also analyzing the technical and individual aspects. In addition, in-depth studies will be carried out on specific dimensions in order to understand the transformations that acceleration poses in some areas of daily life (welfare; relations between gender and generation) and the results in terms of inequalities.


Regularly attending students:

Lecture part:

· Beck, U., Che cos’è la globalizzazione. Rischi e prospettive della società planetari, Roma, Carocci editore, 2018.

· Giancola, O. e Salmieri, L. (a cura di), Sociologia delle disuguaglianze. Teorie, metodi, ambiti, Roma, Carocci editore, 2020.

Workshop part:

Rosa, H., Accelerazione e alienazione. Pe runa teoria critica del tempo nella tarda modernità, Torino, Einaudi Editori, 2015.


Non regularly attending students:

Non-attending students must prepare the same texts as attending students. They must also choose a text from those listed below (list being updated)

Bech, U., Disuguaglianza senza confini, Roma-Bari, Laterza, 2011.

Bordieu, P., Il dominio maschile, Bologna, il Mulino, 2014.

Crouh, C., Identità perdute. Globalizzazione e nazionalismo, Roma-Bari, Laterza, 2019.

La lettura scelta costituirà la base per l’approfondimento richiesto che equivale al lavoro che i colleghi svolgeranno durante i seminari.


Teaching methods

The course adopts a method of organization of the teaching that provides for the division into two different sections. One section consists of frontal lessons (32) and aims at introducing students to the acquisition of basic conceptual and theoretical tools. Another section, organized in seminar mode (14 hours), is aimed at the application of knowledge and their deepening.

First part of the course (32 hours): frontal Through traditional lectures (and with the use of slides when necessary) are presented and discussed the contents of the course considered essential to understand the concepts of globalization, diversity and inequality. The first part of the course is therefore aimed at the acquisition of knowledge (of facts/events, procedures, concepts, theories).

Second part of the course (14 hours): seminar. In the seminar part of the course it is the interaction between students and with the teacher to be used: hence the division into 2 groups.

The students are asked to carry out a structured activity in the classroom to compare and verify the knowledge acquired through the reading of the indicated texts: they are therefore required to come to class having already read the assigned material, and are asked to reflect and elaborate on what they have learned.

Each seminar group participates in only one weekly lesson. In this way, the student has an adequate time to read, deepen and study the material, indicated by the teacher, in preparation for the lesson.

Translated with www.DeepL.com/Translator (free version)

Assessment methods

The exam consists of an oral test related to the essays and texts in the bibliography.

The purpose of the oral exam is to verify the student's ability to apply the notions and knowledge learned and to make the necessary logical-deductive connections. The graduation of the final grade is based on the following criteria:


Insufficient: not even approximate knowledge of the topic or incorrect, insufficient expository ability and use of appropriate vocabulary

18-21: elementary knowledge of the subject, and/or not always correct, partial expositive ability, sufficient use of appropriate vocabulary

22-25: satisfactory knowledge of the subject, fairly solid expository skills, fair use of appropriate vocabulary.

26-29: good or very good knowledge of the subject, good or very good expository skills, good use of appropriate vocabulary

30: precise knowledge of the subject, excellent exposition skills, very good use of appropriate vocabulary

30 with honors: precise knowledge of the subject, excellent exposition skills, excellent use of appropriate vocabulary and relevant personal reworking of knowledge

Translated with www.DeepL.com/Translator (free version)

Teaching tools

During the course, where deemed necessary, the teacher will make use of slides and/or other digital contributions (videos; short films; posts on social networks; presentations, etc.) useful to exemplify and actualize the concepts presented in the classroom.

Office hours

See the website of Elena Macchioni

See the website of