Pedagogia interculturale e legislazione scolastica - PEDAGOGIA INTERCULTURALE (2016/2017)

Learning outcomes

Expected educational outcomes

1. The development of an understanding of the epistemological basis of Intercultural Pedagogy and Education
2. The development of an understanding of the various (theoretical, regulatory and practical) forms that intercultural education assumes in the Italian education system.
3. Acquisition of an awareness of one’s own cultural frame of reference and the development of certain intercultural competencies

Syllabus

1. - Multicultural Societies
- From Compensative Education to Intercultural Education
- Antinomies within intercultural pedagogy
- Intercultural Education and Citizenship Education

2. - Legal framework
- Intercultural approach at school
- Difference at school
- Children with non-Italian citizenship

3. Intercultural Competencies for Teachers

- The concept of competence
- Intercultural competencies: basic models
- Representations, stereotypes and prejudices
- Communication
- Mediation
- Language and Identity

Teaching methods
Lectures, reading, watching scenes from films, working alone and in groups.


Reading list

1. Dusi, P., Il riconoscimento. Alle origini dell'aver cura nei contesti educativi, FrancoAngeli, 2016.
2. Damiano, E., “Intercultura a scuola: Stato dell’arte”, in Pedagogia e Vita, 1, 2008, pp. 104-123.
3. Portera A., Dusi, P. (eds.), Neoliberalismo, competenze interculturali, Franco Angeli, Milan, 2016.
4. Moro, M.R., I nostri bambini domani, Franco Angeli, Milan, 2010.
5. MIUR. La via italiana per la scuola interculturale. Rome
6. M.I.U.R. Linee guida per l'accoglienza e l'integrazione degli alunni stranieri. Miur, Roma, 2014


Further reading

o Ben Jelloun, T., Il razzismo raccontato a mia figlia, Bompiani, Milan, 1998.
o Dusi, P., “La scuola: un’educazione per tutti”, in Pedagogia e Vita, 1, 2008, pp. 85-103.
o Dusi, P., Riconoscere l’altro per averne cura. La Scuola, Brescia, 2007.
o Geda, F., Nel mare ci sono i coccodrilli. Storia vera di Enaiatollah Akbari. Baldini & Castoldi, 2010.
o Goffman, E., Stigma. L’identità negata.
o Moro, M.R., Bambini di qui venuti da altrove. Franco Angeli, Milan 2005.
o Ouellet, F., Le componenti della formazione interculturale. In Santerini M, Reggio, P. (eds.), Formazione interculturale: teoria e pratica. Unicopli, Milan, 2007, pp. 129-169
o Portera A. (ed.). Le competenze interculturali. Franco Angeli, Milan, 2013.
o Portera, A., “Aspetti epistemologici della Pedagogia Interculturale”, in Pedagogia e Vita, 1, 2008, pp. 8-28.
o Portera, A., Dusi, P., Guidetti, B. (eds.). L’educazione interculturale alla cittadinanza. La scuola come laboratorio, Carocci, Rome, 2010. Chapters 1,6,8,9,10,11.
o Reggio, P., Santerini, M. (eds.). Le competenze interculturali nel lavoro educativo, Carocci, Rome, 2014.
o Santerini M, Reggio, P. (eds.). Formazione interculturale: teoria e pratica, Unicopli, Milan, 2007.
o Sidoli, R., Appartenenza culturale e apprendimento dell’italiano L2. In Santerini, M., Reggio, P. (eds.), Formazione interculturale: teoria e pratica, Unicopli, Milan, 2007, pp. 204-231.
o Todorov, T., La conquista dell’America. Einaudi, Turin, 1992.

Exams:

1) Written exam with essay questions on the texts listed in the reading list.

2) A report based on a micro-research assignment conducted in groups. The report should examine primary teachers’ intercultural competencies. This written research assignment should be in the form of an argumentative essay through which the students examine and analyse data collected by an empirical micro-research study (interview) with teachers currently in service (at least 5 years’ experience). One interview per student.

The essay will include:
• a cover page (stating for each student: first and last name, student ID number, major, employment position, e-mail and telephone number);
• a brief summary (abstract);
• introduction;
• analysis of the interviews in connection to the set texts listed in the reading list
• conclusion.

The essay must be subdivided into sections, with footnotes and a final bibliography.
Students will receive instruction over the course of the lessons on how to conduct and then analyse the interviews.
Students should decide for themselves how long their essays need to be. However, we recommend a minimum of 5 standard pages of 3,000 characters each, plus bibliography and appendices (the latter including a complete transcription of the interview).
Assessment will be based on the student’s knowledge of the set texts and the issues covered during the lessons, his or her ability to establish connections between the key concepts covered by the set texts and the taught lessons, how well, and thoroughly, the collected data is analysed, and the quality and quantity of work invested in the micro-research assignment.
The student must demonstrate that the micro-research assignment has produced one or more learning outcomes by referencing the set texts and other texts he or she has identified in the course of the assignment, and providing personal analysis and reflection regarding the set texts, the lessons and the research conducted.
The micro-research assignment must be delivered by email in advance of the day of the written exam, and a printed copy handed in on the day of the exam itself.
The micro-research assignment will serve as the final assignment for the intercultural education workshop.

STUDENT MODULE EVALUATION - 2016/2017