96354 - INNOVAZIONE, SVILUPPO LOCALE E AZIONE COLLETTIVA

Learning outcomes

The course aims to analyze and deepen the structuring processes of collective action (including that of social movements) and its logic in a perspective of social innovation and local development. At the end of the course, students will acquire the theoretical and empirical knowledge necessary for the analysis of collective actions, of their typologies, of the mechanisms that encourage or hinder the processes of social innovation.

Course contents

BLOCK 1

Presentations and "icebreaking" activities.

Introduction to the course and program.

THEMATIC BLOCK 2

The ongoing socio-economic transformations. What are the consequences for the three main actors involved (market, community / families, state)?

THEMATIC BLOCK 3

The emergence of new actors and new levels of action in social intervention policies: what risks and what opportunities?

THEMATIC BLOCK 4

Empowerment as a key to social intervention.

THEMATIC BLOCK 5

The problem of inclusion and exclusion in social intervention.

THEMATIC BLOCK 6

The process of social mobilization.

THEMATIC BLOCK 7

Some decisive concepts for social intervention in Europe and North America: social innovation, community development, social and territorial development.

BLOCK 8

INTERMEDIATE TEST.

WRITTEN EXAM: in-depth answers to two open questions (at least one page each). The questions will lead on the theories, concepts and definitions presented in class and / or in the texts in the bibliography.

THIS TEST IS OPTIONAL BUT IT IS NECESSARY TO BE CONSIDERED ATTENDING STUDENTS. CARRYING OUT AND PASSING THIS TEST WILL IN FACT ALLOW STUDENTS TO WRITE AND PRESENT THE ESSAY IN GROUP, INSTEAD OF INDIVIDUALLY AND NOT TO TAKE THE ORAL EXAMINATION.

THEMATIC BLOCK 9

A "focus" on local development and social innovation in Italy.

THEMATIC BLOCK 10, 11, 12

Presentations of social innovation cases in different geographical contexts and sectors: education, food and agriculture, social cooperatives, immigration etc.

Some external guests are expected in these sessions (researchers who are experts in the specific topic, policy actors, operators of associations, etc.).

COMPULSORY TEST (FOR ALL STUDENTS).

This test is compulsory for everyone, with the only difference that the attending students who have completed the intermediate test will carry out the work in a group and will have a public presentation of about 15 minutes per group (max 4) without having to take the oral exam (please see below).

Choose an organization that is active in the social sector (association, cooperative, etc.). Through 1) an interview with an organization manager and 2) an analysis of documents (website, annual reports, etc.) you can briefly reconstruct the history and path of the organization, to understand its daily social intervention activity. Please consider the advantages, limitations and difficulties (social, institutional, territorial, etc.) of the chosen group.

For the analysis and drafting of the thesis, please refer to the concepts presented in class (for attending students), present in the bibliography and in particular to those of local and territorial development, social innovation and community / association interventions.

Among the various information to collect, be sure to answer the following questions. However, please note that the questions given here are only examples to guide your reflection. The thesis may also deal with other points not covered by these questions.

Attention, the essay must be an analytical and explanatory elaboration and not a simple list of answers to these questions.

Further explanations can be provided by the teacher at the request of the students.

• When was the association / organization created?

• For what needs was it created and in what context?

• Currently, does the body still respond to these needs?

• If not, what motivated the change and who participated in this decision?

• Who are the people or groups at the origin of the association / organization?

• What are the key moments in the history of the association / organization?

• What are the chosen orientations (global, feminist, class approach, etc.)?

• What are the difficulties facing the organization today (funding, involvement of the population, lack of new recruits, etc.)?

• How do you try to respond to these difficulties and limitations? With what results?

FINAL PRODUCT: in-depth and discursive thesis (not simple answers to questions) of max. 2000 words, which explain the chosen case.

The essay must not only report a description of the case but must make an in-depth analysis.

Work structure:

Cover page with date, course title, name (s), surname (s) and matriculation (s).

Index.

Bibliography.

In the report, please take care to include quotes from the person interviewed and / or documents analyzed.

Attention: respect the rules of university work regarding citations!

THEMATIC BLOCK 13, 14, 15

PRESENTATION OF GROUP WORKS IN THE CLASSROOM.

These presentations will take place during the course and will be an integral part of the course itself. The idea behind this pedagogical choice is that learning is not done only in a vertical perspective, from the teacher to the students but also horizontally between the students themselves.

During the presentations of each group the teacher can intervene with question and reactions to boost the dialogue.

Readings/Bibliography

Alberio M., Moralli M. (2021). Social innovation in alternative food networks. The role of co-producers in Campi Aperti. Journal of rural studies (in press).

https://crises.uqam.ca/wp-content/uploads/2020/11/ALBERIO-MORALLI-PUBLISHED.pdf

Moralli M., Alberio M., Klein J-L (2017). L’innovazione sociale tra sviluppo territoriale e innovazione sociale: il caso del Québec. SOCIOLOGIA URBANA E RURALE, n.113, pp. 30-46

Moulaert F., Van der Broeck, P., Manganelli A. (2017). Innovazione sociale e sviluppo territoriale.

https://www.rivistaimpresasociale.it/rivista/articolo/innovazione-sociale-e-sviluppo-territoriale

Moulaert F., Mehmood A., Manganelli A. (2017), “Spazi d’innovazione sociale”, in Monteduro G. (a cura di), Sussidiarietà e innovazione sociale. Costruire un welfare societario, Franco Angeli, Milano, pp. 71-93.

Vicari Haddock S., Mingione E. (2017). Innovazione sociale e città. SOCIOLOGIA URBANA E RURALE, n. 113, P. 13-29. DOI: 10.3280/SUR2017-113002

Vitale T. (2010a), “Building a shared interest. Olinda Milan: social innovation between strategy and organizational learning”, in Moulaert F., Swyngedouw E., Martinelli F., Gonzalez S. (eds.), Can Neighbourhoods Save the City? Community Development and Social Innovation, Routledge, New York and London, pp. 81-92.

Vitale (2010b). Socialità, mobilitazione e innovazione sociale nelle città europee.

https://spire.sciencespo.fr/hdl:/2441/53r60a8s3kup1vc9k4mchd14l/resources/vitale-innovazione-x-auser.pdf

Teaching methods

The lessons of this course are organized according to thematic blocks. However, it should be noted that some themes, as well as their order, may be subject to changes by the teacher, in order to adapt the course as much as possible to the profile of the class, the pedagogical needs and the evolving context (COVID-19).

Although the lessons have a traditional format, students’ participation remains key. They will be able to intervene with questions for clarification but also with examples and pertinent comments that can boost individual and collective learning.

The debate and discussion must always be carried out with the most respect for everyone (students, teacher, external guests).

The presentations (PPT) of the papers of the attending students will take place during the course and will be an integral part of the course itself. The idea behind this pedagogical choice is that learning is not done only in a vertical perspective, from the teacher to the students but also horizontally between the students themselves.

Assessment methods

TESTS REQUIRED FROM ATTENDING STUDENTS:

1. INTERMEDIATE TEST.

WRITTEN EXAM: in-depth answers to two open questions (at least one page each). The questions will lead on the theories, concepts and definitions presented in class and or in the texts in the bibliography. This exam counts for 50% of the final grade.

2. GROUP WORK (2000 words) + GROUP PRESENTATION (15 min max).

Each attending student will be assigned a single grade which includes the sum of the grade of the mid-term exam and the essay (80% for the written thesis and 20% for its presentation (the grade for the presentation may vary between group members))

The essay counts for 50% of the final grade.

Delivery times of the essay by attending students:

Attending students must deliver the essay no later than 2 weeks after the end of the last class (so that the results of the tests taken up to that moment are still considered valid). In this way, students will be able to integrate the teacher's comments made during their presentation into the essay, in order to improve the work of their group.

TESTS REQUIRED FROM NON-ATTENDING STUDENTS:

1. INDIVIDUAL THESINE TO BE DELIVERED AT LEAST 2 WEEKS BEFORE THE ORAL (2000 words)

2. ORAL EXAM.

At the end of the oral exam the teacher will indicate a single grade which will include both the evaluation of the written paper (50% of the grade) and the answer to the oral exam (50% of the grade). In the oral, the teacher may ask some clarification questions on the thesis and some questions on the concepts and theories presented in the texts in the bibliography.

Delivery times of the essay by non-attending students:

Non-attending students must deliver the thesis at least two weeks before the exam (via email to the teacher).

Attention! In case of non-receipt of the thesis on schedule, the teacher will not be able to read the thesis and the exam cannot therefore be taken.

Teaching tools

PPT of the course that will be made available to students.

PPT of eventual guests (if provided).

Possible further information with audiovisual supports presented during the course and reported in the PPT.

Compulsory bibliography.

Office hours

See the website of Marco Alberio