Social Pedagogy (2015/2016)

Learning outcomes

The course aims to:

- Introduce the students to social pedagogy as a specific area for theory development and practice.
- Make the students reflect on the similarities and differences in the theory about, and practice of, social pedagogy in different contexts from Southern Europe (e.g. Italy, Spain), Western Europe (e.g. Germany) and Northern Europe (e.g. The United Kingdom, and the Nordic countries).

In addition, through a thematic focus, the course aims to:

- Introduce the students to the work of Martha Nussbaum, and reflect on its implications for social pedagogy.

Born as an alternative to the dominant educational model, social pedagogy has developed as a particular area of theory and practice; an area that favours an understanding of education as a social fact, hence the educational value of social action. While this has made social pedagogy flourish as a distinctive area of theory and practice, from a conceptual viewpoint it has maintained a certain conceptual ambiguity between social pedagogy and education, in Italy as in other European countries.
The theoretical premise underpinning the course is that social pedagogy has been differently interpreted over time, as well as within different European traditions, as a compensatory, alternative or supplementary model to the dominant educational models. As such, social pedagogy has for the most targeted citizens that were under-privileged or excluded, when not considered ‘deviant’ from prevailing social norms and expectations. In recent years, however, several scholars, in Italy and Europe, have put under scrutiny the conceptual premises on which this interpretation of social pedagogy rests.
Specifically, a new attention on lifelong learning for all citizens, independently of age, and whether they are natives or immigrants, living freely or in institutions, as argued in this course, calls for a reconceptualization of social pedagogy based on three basic principles: 1) a holistic interpretation of social development; 2) a humanistic concern for a kind of social development that makes the social actors 'most authentically human'; and 3) an integrated approach to improving the quality of life in all its aspects, and along its entire span.
In this course, students will have the opportunity to reflect on what falls within the theory and practice of social pedagogy. In doing so they will have the opportunity to reflect on the relationship between social pedagogy and citizenship formation as well as on the different areas of socio-pedagogical intervention.

Teaching method

Students attending the course will be expected to actively participate in discussions, and to work in small groups.
At the start of the semester, they will be formed working groups of three to four students. Once established (in accordance with the lecturer), groups can organize their work autonomously.

Textbooks

▪ Catarci, M. (2013). Le forme sociali dell'educazione. Servizi, territori, società. Milano: Franco Angeli.
▪ Alessandrini, G. (a cura di) (2014). La pedagogia di Martha Nussbaum: Approccio alle capacità e sfide educative. Milano: F. Angeli.

In addtion, one book of choice between:
▪ Barone, P. (2011). Pedagogia della marginalità e della devianza: Modelli teorici, questione minorile, criteri di consulenza e intervento. Milano: Guerini Scientifica.
▪ Tarozzi, M. (2015). Dall'intercultura alla giustizia sociale: Per un progetto pedagogico e politico di cittadinanza globale. Milano: Franco Angeli.

In addtion, one book of choice between:
▪ Marcon, Giulio (2015). Lavorare nel sociale: una professione da ripensare. Edizioni dell’asino.
▪ Farné, R. (2011). Alberto Manzi: L'avventura di un maestro. Bologna: Bononia University Press.
▪ Manzi, G., Falconi, A., & Taddia, F. (2014). Il tempo non basta mai: Alberto Manzi una vita tante vite. Torino: ADD.
▪ Riccardi, V. (2014). L'educazione per tutti e per tutta la vita: Il contributo pedagogico di Ettore Gelpi.

Students NOT attending the lectures will have to integrate their study programme with two books, as specified below:
▪ Pérez, S. G. (2010). Pedagogia sociale educazione sociale: Costruzione scientifica e intervento pratico. Roma: Armando.

In addtion, one book of choice between:
▪ Nussbaum, M. C. (2012). Creare capacità: Liberarsi dalla dittatura del Pil. Bologna: Il mulino.
▪ Nussbaum, M. C. (2007). Le nuove frontiere della giustizia: Disabilità, nazionalità, appartenenza di specie. Bologna: Il mulino.

For students attending the course, the final grade will be based on a group presentation, a written test, and an essay based on group work.

(1) Group Presentation: 20% of the final grade.
Each group will present a chapter from one of the textbooks. The presentation should include:
• an outline and introduction of the chapter,
• feedback and critique of the chapter,
• remarks on how the chapter relates to what presented and discussed during the course.

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

(2) Written test: 40% of the final grade
Students will take a written test concerning the textbooks and topics analysed in class. The test is designed to assess not only the knowledge acquired through reading and listening, but also the individual’s ability to reflect critically on the knowledge acquired in order to establish meaningful connections.

(3) Essay: 40% of the final grade
Each group will have to identify a topic of interest, to be agreed with the lecturer, and write an argumentative essay, resulting from group analysis, discussion, and critical reflection.
The essay should be at least 6 pages in length (2,500 characters per page), excluding bibliography and appendices. It is desirable that the topic addressed in the essay builds on an interview with key informant (e.g. Teacher, educator, social worker, social-cultural animator or manager of a social or educational service). In this case, a transcript of the interviews shall be included as an appendix to the essay.

For students NOT attending the course, the final grade will be based on a written test, and an essay based on individual work.

(1) Written test: 60% of the final grade
Students will take a written test concerning the textbooks. The test is designed to assess not only the knowledge acquired through reading, but also the individual’s ability to reflect critically on the knowledge acquired in order to establish meaningful connections.

(2) Essay: 40% of the final grade
Each student will have to identify a topic of interest, to be agreed with the teacher, and write an argumentative essay, based on individual analysis and critical reflection.
The essay should be at least 6 pages in length (2,500 characters per page), excluding bibliography and appendices. It is desirable that the topic addressed in the essay builds on an interview with a key informant (e.g. Teacher, educator, social worker, social-cultural animator or manager of a social or educational service). In this case, a transcript of the interview shall be included as an appendix to the essay.

STUDENT MODULE EVALUATION - 2015/2016