ANTHROPOLOGY IN TRAINING (2014/2015)

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Course code
4S001382
Name of lecturer
Marcella Milana
Coordinator
Marcella Milana
Number of ECTS credits allocated
6
Academic sector
M-PED/01 - PEDAGOGY, THEORIES OF EDUCATION AND SOCIAL EDUCATION
Language of instruction
English
Location
VERONA
Period
Sem. IIB dal Apr 20, 2015 al Jun 7, 2015.

Lesson timetable

Learning outcomes

The course aims to provide students with theoretical and methodological tools to understand and interpret adult and lifelong education, through the investigation of contemporary policy developments taking place in national and transnational contexts.

Syllabus

The main theoretical premise of this course is that adult and lifelong education across the world are inherently entangled in wider socio-, political and cultural perspectives and the changes experienced by individual countries and, in some cases, entire regions. However, contemporary developments in adult and lifelong education policy are not any more the result of exclusively national perspectives, conditions and experiences. National states no longer function as components of an inter-national system in which national boundaries are clearly distinguished. They are parts of trans-national systems which contains national policies, whereas national policies intermingle with transnational systems. Major transnational institutions, to which most states belong, have increased in visibility and capacity to contribute to national policy developments and are important contexts in which national directions in adult and lifelong education are drawn.
Students will have the opportunity to reflect on what it is to think and research adult and lifelong education within and across national boundaries by considering: Who makes policy in this field? Where and how is policy made? What are the influences and constraints upon it? How is it implemented or translated into practice? What are its effects on sites of learning? How does it affect adult education professionals and learners?
Moreover, the course will give students the chance to comprehend the role and functioning of major state-led organizations (e.g. OECD, UNESCO, EU) and reflect on the ways these organizations promote, advocate or condition global and national developments in adult and lifelong education. Within this frame, however, special attention will be paid to EU-Italy relations.
This course draws on knowledge acquired through research that has been supported by a Marie Curie International Outgoing Fellowship (IOF) under contract number 297727.

Reference book and other readings
1. Marcella Milana and Tom Nesbit (Eds.)(forthcoming). Global Perspectives on Adult Education and Learning Policy. NY, USA: Palgrave Macmillan.
Note: Access to this book will be facilitated by the teacher through the e-learning platform.
2. Marcella Milana e John Holford (Eds.) (2014). Adult Education Policy and the European Union: Theoretical and Methodological Perspectives. Rotterdam: Sense.
Note: E-book available open source at: https://www.sensepublishers.com/media/1971-adult-education-policy-and-the-european-union.pdf
3. Additional readings (i.e. journal articles and book chapters) will be available by the start and during the course through the e-learning platform.

Teaching methods
In addition to lectures, always complemented by active discussions, the course includes group work on topics addressed in class.

Assessment methods and criteria

Grading will be based on the quality of classroom participation, a group presentation, a final individual paper and interview.

(1) Class participation: 20% of the final grade.
Students are expected to participate in the classroom discussions. Students should not only be thought provoking in their participation, but should be respectful to their fellow classmate.

(2) Group Presentation: 20% of the final grade.
At the beginning of the course, a group of two to three students will select a chapter from the reference book. The presentation should include:
• an outline and introduction of the chapter,
• feedback and critique of the chapter,
• and how does the chapter relate to other chapters of the reference book and/or additional literature presented during the course.

All group members are expected to actively contribute in the preparation and oral presentation (30 minutes in total).

(3) Final Paper: 40% of the final grade
Students are encouraged to select any topic of interests as the subject for an individual essay of critical reflection. The final paper should have a minimum of 5 pages (double-spaced), excluding bibliographical references.

(4) Interview: 20% of the final grade
Students will be interviewed on the final paper and its relations with the bibliography for this course.

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