| Day | Time | Type | Place | Note |
|---|---|---|---|---|
| Tuesday | 9:20 AM - 11:00 AM | lesson | Lecture Hall Zorzi B | |
| Wednesday | 11:00 AM - 1:30 PM | lesson | Lecture Hall Zorzi B |
At the end of the course students will be able:
- To elaborate a proper and critical definition of what “intercultural didactic” is.
- To know and to use the more appropriate intercultural didactic methods.
- To know and to use different methods to promote: acceptance, contact and dialogue, valorization of differences, comparison, interaction and effective management of conflicts.
- To analyze critically didactical proposals and projects aimed at promoting intercultural education.
- To elaborate effective educational projects to promote intercultural education.
The course will tackle the following topics:
Pedagogy, Education, Intercultural Didactic.
Methods, contents, skills, contexts of intercultural didactic.
The right practices: from acceptance to integration.
Didactical action in educational contexts.
BIBLIGRAPHY:
LAMBERTI S., Cooperative Learning e educazione interculturale. Percorsi e attività per la scuola primaria, Erickson, Trento, 2010.
NANNI A., CURCI S., Buone pratiche per fare intercultura, EMI, Bologna, 2005.
La via italiana per la scuola interculturale e l’integrazione degli alunni stranieri, Ottobre 2007, MIUR
In addition to the general bibliography, students should choose one of the following textbooks:
DEMETRIO D., FAVARO G., Didattica interculturale. Nuovi sguardi, competenze, percorsi, Franco Angeli, Milano, 2002.
GIUSTI Mariangela, Pedagogia interculturale. Teorie, metodologia, laboratori, Laterza, Roma-Bari, 2004.
LAMBERTI S., Cooperative Learning: una metodologia per la gestione efficace dei conflitti, Cedam, Padova, 2006.
LAMBERTI S., Cooperative learning: lineamenti introduttivi, Quiedit, Verona, 2010.
PORTERA A. ( cura di), Educazione interculturale nel contesto internazionale, Guerini, Milano, 2006.
PORTERA A. (a cura di), Pedagogia interculturale in Italia e in Europa. Aspetti epistemologici e didattici, Vita e pensiero, Milano, 2003.
The exam is organized in two parts:
- A written elaboration of a didactic project.
- An oral discussion in which students will have to prove the knowledge of the textbooks.
- For students attending the course it will be possible to carry out the written elaboration using verification mode and cooperative evaluation.
Memorandum: in order to allow students to elaborate knowledge and to encourage the development of skills the teaching method used during the course will be the cooperative learning.
