15579 - Intercultural Pedagogy

Academic Year 2022/2023

  • Teaching Mode: Traditional lectures
  • Campus: Bologna
  • Corso: Single cycle degree programme (LMCU) in Primary Teacher Education (cod. 5711)

    Also valid for Single cycle degree programme (LMCU) in Primary teacher education (cod. 8540)

Learning outcomes

Students will broaden their knowledge and skills in order to analyze and understand cultural and social changes in a multicultural society. This introduction will help the students understand which processes lie behind the development of foreign children's identity.Students will also be trained to deal with issues related to children and foreign families' reception in school contexts in the light of intercultural pedagogy and its methodology.

Course contents

The course intends to offer elements of knowledge and reflection around the development of the following themes

-Migration and globalism

-Multicultural and Intercultural

-Intercultural pedagogical models

-Stereotypes, prejudices and racism

-School contexts and relationships with immigrant families

- Processes which lie behind the development of foreign children's identity

-Learning processes for pupils of foreign origin

-Intercultural projects in kindergarten and primary school

-Integration of Roma and Sinti pupils

Period of the lessons

The course will be run during in the first semester

Laboratories

All students must attend a laboratory that is 8 hours long. Attendace is mandatory.

The laboratories offer three different topics and the student only has to choose one of them.

The aim of the laboratories is to introduce teaching methodologies and strategies to tackle the conflicts, the communication and the relationship between children highlighting how important educational aims of intercultural pedagogy such as dialogue and listening can be reflected in the didactic practices of kindegarten and primary school.

The detailed programs and the dates of the workshops can be viewed on the teachers' pages.

The topics are:

Laboratory "The coopertive methodologies in multicultural educational contexts" (dott.ssa Barbara Ciccola)

This laboratory explores cooperative games and cooperative learning for children in kindergarden and primary school. The connection between these methodologies and the aims of intercultural pedagogy will be identified.

Laboratory "The communication in multicultural educational contexts" (dott. A. Zanchettin)

This laboratory explores the communication and the relationship between teachers and both Italian and immigrant parents who have children in kindergarden and primary school.

Some exercises will be carried out to comprehend various conflicts and educational alliance between families and school

Laboratory "Cooperative methodologies and Philosophy for Children"(dott.ssa M. Scarpini)

Cooperative methodologies will be introduced and tested (cooperative games and Philosophy for Children -P4C- in particular) for the creation of community of inquiry and dialogue on Intercultural Issues at School (3-11). Cooperative games and P4C move to create an alternative mood of non-violent confrontation, dialogue and conflict management.


Workshop "Gender issues in pre-school and primary school" (Prof. Silvia Leonelli)

The workshop develops the intertwining of 'school' and 'gender issues', from an intersectional perspective (i.e. attentive to the level of asymmetries/multiple discriminations that can arise from the interaction between gender and ethnic dimensions, and beyond). The objectives are to learn, through group work and guided discussions: 1) how to deconstruct the gender conditionings present in textbooks, illustrated books, toys, cartoons, etc.; 2) how to recognise one's own gender implicit biases, since they can parasitise the educational relationship with girls and boys; 3) how to make educational choices and propose classroom activities that are attentive to equal opportunities.



Workshop "Educating for conflict: social skills and cooperative learning" (Prof. I. Bolognesi)

The workshop aims to explore some principles of conflict education through cooperative exercises and games. Some cases will be analysed with reference to Margalit Cohen-Emerique's intercultural approach.
The workshop will be held in the summer period (June-July)

Laboratory assessment

Attendence is compulsory and the student gets 1 credit.

Evaluating laboratory partecipation is:

-1 (insufficient): doesn't partecipate and/or collaborate;

0 (good):partecipates and collaborates;

+1 (very good): good partecipation and collaboration; plus a written report approved by the laboratory teacher. This report must be handed in on the day of the oral exam.

Period of the laboratories

The laboratories will be organized between October and December 2022.
Another laboratory will be organized in July 2023.

Readings/Bibliography

Students (attending, not attending and Erasmus) must study three texts

First  text:

 E. Nigris (a cura), Pedagogia e didattica interculturale. Culture, contesti, linguaggi, Person, Milano, 2015

Second text, one chosen from the following:

L. Mortari, Educazione ecologica, Laterza, Bari-Roma, 2020.

I. Bolognesi, Insieme per crescere. Scuola dell'infanzia e dialogo interculturale, FrancoAngeli, Milano, 2013.

M. Cohen-Emeriqu, Per un approccio interculurale nelle professioni sociali e educative, Erickson, Trento, 2017

Third text,  one chosen from the following

P.A. Taguieff, Il razzismo. Pregiudizi, teorie, comportamenti, Cortina, Milano, 1997.

H. Arendt, La banalità del male. Eickmann a Gerusalemme.

C. Bove, Capirsi non è ovvio. Dialogo tra insegnanti e genitori in contesti educativi interculturali, FrancoAngeli, 2020.

V. Francis, A. Pileri, I. Bolognesi, I. Biemmi, V. Barbosa, Colori della pelle e differenze di genere negli albi illustrati. Ricerche e prospettive pedagogiche, FrancoAngeli, 2018.

 

For students who, following recognition, must support only 3 CFU and for Erasmus students the program is as follows:

I. Bolognesi, A. Di Rienzo, Io non sono proprio straniero. Dalle parole dei bambini alla progettualità interculturale, Milano, FrancoAngeli, 2007.

Two articles of your choice among the following published in open acces reviews:

G. Burgio, M. Muscarà, Educazione, laicità e pluralismo religiosoL'IRC e le attività alternative in una prospettiva interculturale, in

https://educazione-interculturale.unibo.it/article/view/10980/10933

I. Bolognesi, Fare i compiti a casa. Uno studio etnografico di un'attività quotidiana svolta in famiglia, in

https://oaj.fupress.net/index.php/rief/article/view/7561

L. Bellatalla, Sulla tolleranza ovvero elogio dell'intolleranza, in

https://www.edizionianicia.it/docs/RP/215-2020/3-%20Bellatalla.pdf

 

Laws (to consult)

Linee guida per l'accoglienza e l'integrazione degli alunni stranieri, Circolare Ministeriale n. 4233 del 19 febbraio 2014

La via italiana per la scuola interculturale e l'integrazione degli alunni stranieri, Ministero della Pubblica istruzione, 2006

Optional texts

M. Fiorucci, F. Pinto Minerva, A. Portera, Gli alfabeti dell'intercultura, ETS, Pisa, 2017.

M. Livi Bacci, In cammino. Breve storia delle migrazioni, il Mulino, Bologna, 2014.

J. Diamond, Da te solo a tutto il mondo. Un ornitologo osserva le società umane, Einaudi, Torino, 2015.

A. Gosh, La grande cecità. Il cambiamento climatico e l'impensabile, Neri-Pozza, Milano, 2016

G. Mastrojeni, A. Pasini, Effetto serra, effetto guera, Chiarelettere, Milano, 2017

L.L. Cavalli-Sforza, Razzismo e Noismo. Le declinazioni del noi e l'esclusione dell'altro, Einaudi, Torini, 2013.

V. Maher (a cura di), Genitori migranti, Rosenber&Sellier, Torini, 2012

M. Catarci, E. Macinai, Le parole-chiave della pedagogia interculturale, ETS, 2015

Teaching methods

The contents are introduced with different didactic methods: lectures, group work, film and discussion.

Some seminars are organized on specific topics with external experts.

Due to the health emergency, lessons will be conducted on the Teams platform in remote mode.


Assessment methods

The final mark will be out of 30.

The final mark will be assigned only when the laboratory is completed.

It is necessary to sign up, before the exam date, through the electronic blackboard system (Almaesami) to take the exam.

Students who weren't able to sign up by the deadline because of technical problems must inform the school office's secretary before the exam sign-up deadline has officially closed.

It will be up to the faculty to admit those students.

The final exam is an oral exam.

The student should submit an analysis of conflicts, projects and evidence presented in the texts of reference.

The exam will be evaluated on the following objectives:
-to know the contents of the program

-to know to reflect on the contents of the program;

- to know to connect didactic plans and current critical events in school contexts to the aspects theorists.

The students can take the examination on any the dates during the same session.

The exam grade and the frequency of the laboratory are unlimited validity

Erasmus students are required to take the test in Italian

Teaching tools

Film, Power point, video observations

Office hours

See the website of Ivana Bolognesi