Pedagogia interculturale e legislazione scolastica - Pedagogia interculturale (2014/2015)

Learning outcomes

UNIVERSITY of Verona
CORSO DI LAUREA INTERATENEO PADOVA-VERONA
IN SCIENZE DELLA FORMAZIONE PRIMARIA
Insegnamento di Intercultural Education
Modulo Pedagogia Interculturale e Legislazione Scolastica


Prof.ssa Paola Dusi
Semestrino IIA (02.03/02.04.15):
Martedì 14.00/16.30 aula T14 - Mercoledì 8.30/11.00 aula T14


The contemporary multicultural society requires the acquisition of intercultural competences. The course proposes cultural themes, activities and discussion points designed to ensure that students acquire knowledge about the complexity of multiethnic societies and intercultural competences, with precise reference to the scholastic situation and the teacher’s role.
Contents: intercultural education as self-awareness; multiplicity of cultural frameworks; wider involvement of families and society; current standards governing intercultural education and inclusion and the Italian school-system.

1. The other: difference vs. equality
2. Intercultural Pedagogy and Intercultural Education
3. The Italian ‘road’ towards an Intercultural School System
4. Intercultural Competences

Knowledge and skills. Expected educational results:

1. Acquisition of awareness about the relations among our own culture, our own representations and our own conception of ‘difference’.
2. Knowledge of the conceptual evolution of Intercultural Pedagogy.
3. Knowledge of the epistemological foundations of Intercultural Pedagogy and Education.
4. Knowledge of the Intercultural Education in the Italian School system (theory, laws, practices)
5. The Integration of students with an immigrant background
6. Development of some Intercultural Competences
7. Development of communicative-relational skills with migrant families.

Syllabus

1. - My representation of the other (stereotypes, prejudices, cultural and personal frames)
- Recognition and inclusion vs. stigmatization and emargination
- Knowledge vs. Recognition

2. - Multiethnic societies
- from Compensative Education to Intercultural Education
- Antinomies of Intercultural Pedagogy
- Intercultural Citizenship Education

3. – Intercultural Education and School System: Law
- The ‘difference’ in the classroom.
- Children with an immigrant background
- Spanish school system


4. - Intercultural Competence: some theoretical frames
- Intercultural Competences and teaching
- Teacher-parents communication


Bibliography

1. Todorov, T., La conquista dell’America, Einaudi, Torino.
2. Dusi P., Verso una pedagogia interculturale, Vita e Pensiero, Milano, pages about intercultural antinomies (on-line).
3. Damiano, E., “Intercultura a scuola: Stato dell’arte”, in Pedagogia e Vita, 1, 2008, pp. 104-123, (on-line).
4. Portera, A., Dusi, P., Guidetti, B.(a cura di), L’educazione interculturale alla cittadinanza. La scuola come laboratorio, Carocci, Roma, 2010. Capitoli 1-6-8-9-10.
5. Moro, M.R., I nostri bambini domani, Franco Angeli, Milano, 2010 (chapter 3).
6. Dusi, P. Competenze interculturali nella letteratura anglosassone, in A. Portera (a cura di), Competenze Interculturali. Franco Angeli, Milano, pp. 40-55.
8. Dusi, P. La comunicazione docenti-genitori. FrancoAngeli, Milano, 2012. (Il testo sarà parte integrante anche della Bibliografia relativa all’insegnamento di Pedagogia della Famiglia – V° anno).


Letture per approfondire:

- Portera, A. “Aspetti epistemologici della Pedagogia Interculturale”, in Pedagogia e Vita, 1, 2008, pp. 8-28, (on-line).

- Dusi, P., “La scuola: un’educazione per tutti”, in Pedagogia e Vita, 1, 2008, pp. 85-103, (on-line).

- Moro, M.R., Bambini di qui venuti da altrove. Franco Angeli, Milano 2005.

- Reggio, Santerini (a cura di), Le competenze interculturali nel lavoro educativo, Carocci, Roma, 2014.

- Goffman, E., Stigma. L’identità negata.

- Ben Jelloun, J., Il razzismo raccontato a mia figlia, Bompiani, 1998.

- Geda, F., Nel mare ci sono i coccodrilli. Storia vera di Enaiatollah Akbari. Baldini & Castoldi, 2010.

Exams:

The course includes in-progress verification and evaluation of learning through some mandatory methods:

1. Group research: The written project consists of an argumentative essay through which the students examines and analyzes the best practices fot the integration of the ‘difference’ in school. Each group should chose a school system – European or in the World - (each choice has to be agreed upon with the teacher).

2. Written-test relative to bibliography.


1. The essay must be subdivided into sections, footnotes and a final bibliography.
It will be composed of a cover page (containing: student’s first and last name, student ID number, major, employment position, employment position, e-mail and telephone number);

The essay has to contain:

• a brief summary;
• introduction, the principal hypothesis, and conclusion:
• bibliography
• appendix (with the transcription of the conducted interview or a scientific paper related to the chosen topic)