Knowledge and ability to understand
- Know and understand the methodology of sociology and sociology of education and education
- Know and understand how education and education systems have changed, following social transformations
- Know and understand the relationship that exists in the current social context between representation of the self, lifestyles, food styles, world of young people and educational and educational systems
Knowledge and understanding skills applied
- Interpret the sense of the organizational forms of basic education systems
- Develop educational and socialization projects aimed at awareness of the relationship between lifestyle and food and the social and communicative context of reference
Autonomy of judgment
- Observe and critically self-evaluate the institutionalized socialization contexts
Communication skills
- Know how to manage some aspects of the content of social analysis of education systems
Ability to learn
- Know how to analyze and grasp the transformations of institutionalized systems of primary socialization
The course will propose the following contents:
- An approach to the sociological approach (methodology, language) with particular reference to the world of educational social institutions
- The study of social transformations with the analysis of the implications of these transformations on educational institutions
- The study of primary socialization and the main primary socialization agencies
- The study of current cultural models that guide the world of consumption and the construction of the self, as a construction of one's lifestyle
- The study of youth food dynamics, in relation to the construction of the self and the body as a visiting card of the subject, analyzing the media and communication influences
| Author | Title | Publisher | Year | ISBN | Note |
| Douglas M. | Antropologia e simbolismo (Edizione 1985) | il mulino bologna | solo capitolo 6 e capitolo 7 | ||
| Cobalti Antonio | Globalizzazione e istruzione (Edizione 1) | Il Mulino | 2007 | ISBN 978-88-15-11283-5 | |
| Bourdieu P. | La distinzione (Edizione 2001) | il mulino - bologna | solo capitolo 3 | ||
| Secondulfo D. , Viviani D. | Mangiar simboli. Cibo, benessere e cultura materiale | QuiEdit Verona | 2013 | solo capitolo 1 e capitolo 3 | |
| Steven Brint | Scuola e società | Il Mulino | 2007 | 978-88-15-11957-5 | |
| Vigarello G. | Storia della bellezza (Edizione 2007) | donzelli editore | solo capitolo XIV | ||
| Lipovetsky G. | Una felicità paradossale. Sulla società dell'iperconsumo | Raffaello Cortina | 2007 | solo i capitoli 1, 7, 8, 9, 10, 11 |
The evaluation consists in the verification that the student has acquired:
1. Course contents (with specific reference to recommended texts);
2. The ability to activate a critical and personal thought of the proposed contents;
3. The adequately argued written production capacity;
4. The ability to synthesise the thinking and argumentation of the required themes, with rich interventions also on the level of personal critical judgment
To achieve these objectives, two evaluation methods are proposed, among which the student can choose.
1. "Traditional" mode:
- Production of a text written on open questions starting from the recommended texts.
The final evaluation will be expressed in thirtieths.
2. "Step" mode mainly aimed at attending students:
- Works in the classroom with respect to the contents presented during the course of the lessons with oral presentation;
- Final group work with the creation of a formative planning project, relative to the monographic part of the course;
- Oral exam on specific parts of the program
The final evaluation, expressed in thirtieths, derives from the average of the results obtained in each test (in turn evaluated individually in thirtieths).
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