03554 - History of Schooling

Learning outcomes

At the end of the course students will:

• know and understand the history of Italian school system since Italian unification to the present, considering both legislation and actual school;

• know and understand the history of the teaching profession with a focus on the initial training and on-the-job training, the career mobility, the teachers' associations and the practical tools of the profession, also from the gender perspective;

• know and undestand the historical dimension of didactics tools as school manuals, scholastic equipment or the management of the disscipline in the classroom;

• understand the historical dimension of contents and tools of the school subjects;

• know the recent debate related to the history of education and history of schooling.

 

Course contents

 

Why and when was the school born?

Who invented the classroom, the desk and the textbook? Why are there posters hanging on the wall?

How was geography, Italian and mathematics taught before today?

Which textbooks to choose and what is actually a textbook?

And above all: who was and who is the teacher today? How has the teaching profession been built historically?

Why are there more teachers today than there are teachers?

What is the use of school history for today's school?

The School History Course aims to promote knowledge of the genesis and development of the school as a complex institution made up of spaces, times, teaching tools, material culture, subjects, teachers, pupils and parents, in order to offer elements for historical-critical reflection. that makes teachers more aware of the transformations that have taken place and that have defined the profile of the current Italian school.

The Course will offer the essential coordinates of the evolution of the Italian school system from the Unification of Italy to today in the legislative aspects (useful for competitions and to navigate critically in the current school), institutional, cultural and pedagogical-didactic aspects, with specific attention to educational programs, teaching subjects, textbooks and school materiality, with particular regard to the indoor / outdoor dialectic and with a special focus on outdoor schools.

The leitmotif will be the historical-critical analysis of the evolution of teaching professionalism, also for women (initial and in progress training, identity and social mobility, associations and political participation) with particular attention to primary school and primary school biographies. childhood, including Mario Lodi, whose centenary marks his birth in 2022.

Individual research will be promoted on magisterial biographies and on local school stories, also intended as a form of education to active citizenship and enhancement of the historical-educational heritage. N. B. This Program is 8 CFU for the academic year to. 2022-2023. Students in debt for an exam must refer to the Program of their academic year of the Course, identifiable through the drop-down menu.

Attendance of the course is particularly recommended, because it allows you to participate in an active and participatory manner, with the possibility of individualizing study and in-depth study paths. During the course the study texts and the recommended ways to study them will be fully explained.

Readings/Bibliography

The attendance is highly recommended. During the course, the volumes to sudy and the best way to do it will be extensively explained.

A) Attending students (students who will attend 2/3 of the lessons) must study the following 3 texts:

Mandatory for everyone

• M. D’Ascenzo, Alberto Calderara. Microstoria di una professione docente tra Otto e Novecento, Bologna, CLUEB, 2011.   

• M. D’Ascenzo, Per una storia delle scuole all’aperto in Italia, Pisa, ETS, 2018.

A text chosen from the following

A. Ascenzi Drammi privati e pubbliche virtù. La maestra italiana dell'Ottocento tra narrazione letteraria e cronaca giornalistica ETS, Pisa, ETS, 2019.

A.Bernardini, Un anno a Pietralata, Firenze, La Nuova Italia, 1968 (oppure Edizioni Conoscenza, 2019).

P. Bianchini, Le origini delle materie. Discipline, programmi e manuali scolastici in Italia, Torino, SEI, 2011 (solo introduzione e due capitoli a scelta).

B. Ciari, I modi dell’insegnare, Roma, Editori Riuniti, 1972.

F. Codello, I. Stella, Liberi di imparare. Le esperienze di scuola non autoritaria in Italia e all’estero raccontate dai protagonisti, Firenze, Aam Editrice Terra Nuova, 2011.

M. D’Ascenzo, Col libro in mano. Maestri, editoria e vita scolastica tra Otto e Novecento, Torino, SEI, 2013 (escluso il capitolo II). Il volume è scaricabile al seguente link http://campus.unibo.it/id/eprint/293742

M. D'Ascenzo, R. Vignoli, Scuola, didattica e musei tra Otto e Novecento. Il Museo didattico 'Luigi Bombicci' di Bologna, Bologna, CLUEB, 2008 (primi tre capitoli).

M. D’Ascenzo, Tra centro e periferia. La scuola elementare a Bologna dalla Daneo-Credaro all’avocazione statale (1911-1933), Bologna, Clueb, 2012 (esclusi i capp. 1 e 2).

M. D’Ascenzo (a cura di), Tutti a scuola? L’istruzione elementare nella pianura bolognese tra Otto e Novecento, Bologna, CLUEB, 2013 (studiare fino a p. 69 e scegliere altri due saggi).

M. D’Ascenzo, F. Ventura, Cento anni della Scuola Sacro Cuore di Borgo Panigale a Bologna. Un’esperienza di storia e memoria scolastica collettiva, Roma, TAB, 2022.

M. D’Ascenzo, G. Ventura (a cura di), Dalla parte delle maestre. La stagione pedagogica di Virginia Predieri, Lecce, Pensa Multimedia, 2016 (solo introduzione e primi tre capitoli).

C. Edwards, L. Gandini, G. Forman, I cento linguaggi dei bambini. L’approccio di Reggio Emilia all’educazione dell’infanzia, Bergamo, Junior, 1995.

R. Farnè, Alberto Manzi. L’avventura di un maestro, Bologna, BUP, 2011.

R. S. Di Pol, L’istruzione infantile in Italia. Dal Risorgimento alla Riforma Moratti, Torino, MarcoValerio, 2005.

R. S. Di Pol, Cultura pedagogica e professionalità nella formazione del maestro italiano. Dal Risorgimento ai giorni nostri, Torino, Marco Valerio, 2003.

A.Escolano Benito, La cultura empirica della scuola, Ferrara, Volta la Carta, 2016.

J. Meda, Mezzi di educazione di massa. Saggi di storia della cultura materiale della scuola tra XIX e XX secolo, Milano, FrancoAngeli, 2016 (solo introduzione e due capitoli a scelta).

R. Nigrisoli, La mia scuola, a cura di F. Borruso, Milano, Unicopli, 2011.

L. Paciaroni Memorie di scuola. Contributo a una storia delle pratiche didattiche ed educative nelle scuole marchigiane attraverso le testimonianze di maestri e maestre (1945-1985) Eum, Macerata, 2020.

D. Ragazzini, Tempi di scuola e tempi di vita. Organizzazione sociale e scolarizzazione dell’infanzia, Versione 2.0., GoWare, 2012 (versione digitale).

M. Rossi Doria, Di mestiere faccio il maestro, Napoli, L'ancora del Mediterraneo, 1999.

O. Rossi Casottana, Giuseppina Pizzigoni e la ‘Rinnovata’ di Milano, Brescia, La Scuola, 2004.

M. I. Salviati, Mario Lodi maestro, con pagine scelte da "C'è speranza se questo accade al Vho" Giunti, Firenze, 2015.

S. Santamaita, Storia della scuola. Dalla scuola al sistema formativo, introd. di R. Laporta, Milano-Torino, Pearson, 2021.

A. Ventura, “Incorreggibilmente birboni? La vita nelle scuole elementari nel quartiere Barca di Bologna nelle carte degli archivi scolastici, Macerata, eum, 2021.

G. Zavalloni, La pedagogia della lumaca. Per una scuola lenta e nonviolenta
Bologna, EMI, 2008.

B) Non attending students (students who will not attend 2/3 of the lessons) must study:

• S. Santamaita, Storia della scuola, Torino, Pearson, 2021.
• M. D’Ascenzo, Alberto Calderara. Microstoria di una professione docente tra Otto e Novecento, Bologna, Clueb, 2011.
• M. D’Ascenzo, Per una storia delle scuole all’aperto in Italia e il caso di Bologna, Pisa, Edizioni ETS, 2018.

 

Erasmus students who are coming from different courses of study are invited to contact the professor directly by mail or during the weekly teacher's office hours to define ad hoc coursework and exam methods.

Teaching methods

In addition to lectures, in which the participation of students is stimulated, there are also the viewing of films, seminar meetings aimed at informing and involving students on the most recent scholastic historiography and guided visits.

There are also educational outings in the area and participation in events, fully relevant to the Course, included in the International History Festival in days and times that replace the lectures.

It will be possible to agree together individual or small group research work on topics of interest to the students / s if proposed in class, also with a view to understanding and safeguarding the scholastic heritage of the past. These works will eventually be illustrated during the course by the students and will contribute to the evaluation of the final exam.

Assessment methods

The exam will consist of an oral test for attending students, written for non-attending students. Verification of learning and knowledge acquisition through a written test will last 120 minutes.

It is structured around three questions to be answered in the short answer essay formula.

To pass the exam, all three questions must be answered.

Each single answer will be evaluated out of thirty; the final grade will be given by the arithmetic average of the partial votes. The final grade will be out of thirty.

The outcome of the exam will be communicated on the "Almaesami" platform.

The criteria used for the evaluation of the exam, both oral and written, will refer to the following indicators:

1. ability to analyze a topic in a way that is relevant to each question, well organized, concise and exhaustive

2. ability to express oneself with conceptual clarity and linguistic correctness, also using the specific language of the discipline

3. ability to critically elaborate and argue personal reflections, also with reference to meetings in the classroom and activities carried out outside.

ATTENTION: To take the exam, it is necessary to register through the "Almaesami" platform in compliance with the deadlines set. Those who fail to register due to technical problems by the scheduled date are required to promptly notify the teaching secretariat of the problem (and in any case before the official closure of the registration lists). It will be the faculty of the teacher to admit them to take the test.  

 

Teaching tools

The lectures make use of visual aids such as Power points and / or videos. Participation in events within the International History Festival is foreseen, and educational visits to libraries, archives, schools and museums.

Office hours

See the website of Mirella D'Ascenzo