The course will be divided into two specific sections: 1) Introduction to the theoretical paradigms of social pedagogy as an autonomous discipline and as specific knowledge of the sciences of education; 2) The concept of Democracy in the social / educational planning today: the construction of educational intervention models through the principles of the Integrated Education System. The themes and study books will be further elaborated on the moodle platform for a total of 4 CFUs.
Course Content - Last names F-O
The course deals with social pedagogy, exploring the relationship between education and society. It focuses especially the processes of globalization of education that shape the local, national and international education practices. The intercultural dimension is fully embedded in the social pedagogy, given the variety of the actors that are involved today in educational processes.
Course Content - Last names P-Z
The course deals with the educational needs emerging from the current system of education and training. A multidisciplinary approach, oriented to the paradigm of complexity will be used. It will focus on the relationship between education and social inequalities, with particular reference to gender inequalities.
Cambi F., Giosi M., Mariani A., Sarsini D., Pedagogia Generale, Roma, Carocci, only the section written by Daniela Sarsini
Nussbaum M., Non per profitto, Bologna, Il Mulino, 2014
Bauman Z., La società dell’incertezza, Bologna, Il Mulino, 2014
Cambi F., Omofobia a scuola. Una classe fa ricerca, Pisa, ETS, 2015
Certini R., La famiglia: un progetto pedagogico, in “Studi sulla Formazione”,n. 2, 2013
Certini R., I nonni: per una prima formazione alla storia, in “RIEF”, n. 2, 2013
1) Catarci M., Le forme sociali dell'educazione, Franco Angeli, Milano 2012.
2) Biemmi I., Leonelli S., Gabbie di genere. Retaggi sessisti e scelte formative, Rosenberg & Sellier, Torino 2016.
3) a textbook to be chosen among
- Ulivieri S., Biemmi I. (a cura di), Storie di donne. Autobiografie al femminile e narrazione identitaria, Guerini, Milano 2011.
- Leonelli S., Selmi G. (a cura di), Generi, corpi e televisione. Sguardi di adolescenti, ETS, Pisa 2013.
4) a textbook to be chosen among
- Bichi R., L’intervista biografica. Una proposta metodologica, Vita e Pensiero, Milano 2002.
- Atkinson, L'intervista narrativa. Raccontare la storia di sé nella ricerca formativa, organizzativa e sociale, Raffaello Cortina, Milano 2002
Learning Objectives - Last names A-E
The objectives of the course are mainly three: A) to raise students' awareness of educational processes related to theories and practices of social pedagogy; B) transforming new knowledge into professional skills for the design of educational strategies that are in the situation; As regards the reflection on the personal training process; C) acquisition of a method of study and research through free discussion and reading of original texts and works presented by students
Learning Objectives - Last names F-O
1. Knowledge and understanding: Understanding the link between the education processes and society in respect to different contexts, focusing the present phase of globalization of education. Knowing and being familiar with theories and key-words connected to social pedagogy
2. Applying knowledge and understanding: being able to critically analyse concepts studied and discussed, trying to make links with contexts that students know and Authors, topics, issues they studied
3. Making judgements: being able to analyse research practices related to social pedagogy
4. Communication skills: knowing and making use of social pedagogy glossary, communicating students’ own analyses and reflections on social pedagogy issues
5. Learning skills: being able to build up an autonomous path to deepen specific issues deal with in classroom
Learning Objectives - Last names P-Z
Become acquainted with the characteristic of the current complex society on the issue of school inclusion as well as the social and educational needs expressed by the weakest.
Prerequisites - Last names A-E
It's not required profound knowledge of pedagogical disciplines but the ability to know about some key categories such as education, personal building and istruction.
Through appropriate readings and group sharing, some essential tools will be provided to reinforce the basic pedagogical skills, so needed in the educational professions
Prerequisites - Last names F-O
A basic knowledge of European and world history from the beginning of modernity.
Basic notions of social sciences (society, individual, conflict, etc...)
Elementary notions of education.
Prerequisites - Last names P-Z
Knowledge of the Italian language
Teaching Methods - Last names A-E
Lessons will take place in frontal form. After verifying the actual number of attending students, can be organized some visits to educational institutions and structures and students can participate directly in the construction of the training and study planning.
Teaching Methods - Last names F-O
Frontal lessons; thematic seminars; documentary film, videos screenings, thematic discussions and interactive sessions in classrooms.
Teaching Methods - Last names P-Z
Lectures, seminars, individual and group activities
Further information - Last names F-O
The course foresees a few lessons given by visiting professors in order to enlarge the intercultural dimension of the program.
Further information - Last names P-Z
N/A
Type of Assessment - Last names A-E
The exam will take place in written form using a multiple choice questionnaire. They will be given 50 questions and the final vote will be in thirtieth
Type of Assessment - Last names F-O
Students attending classrooms:
Written exercises discussed in clssrooms during lessons (individually/in groups).
In addition to that, students attending classrooms will need to study the following volumes:
Paolo Freire, (2002), La pedagogia degli oppressi, EGA Editore
Lapov, Z, Campani G. (2017), Donne africane oltre le frontiere, Nerbini, Firenze
Some parts of Campani G. (2016), Antropologia di genere, Rosenberg, Torino (indicazioni sulla piattaforma Moodle)
Materials available in the Moodle platform
Materials distributed in classrooms
Il diritto al risarcimento educativo dei detenuti (F. Torlone, FUP, 2016)
Moreover, each student can choose one additional book among the following ones::
L’inclusione sociale e il dialogo interculturale nei contesti europei. Strumenti per l’educazione, la formazione e l’accesso al lavoro (V. Boffo, F. Torlone, 2008)
Educational Jobs: Youth and Employability in the Social Economy (P. Federighi, V. Boffo, F. Torlone, 2015)
Innovative learning pathways for prisoners (F. Torlone, M. Vrjonides, 2016)
Low skilled take their qualifications “one step up” (P. Federighi, F. Torlone, 2010)
Paolo Freire, (2002), La pedagogia degli oppressi, EGA Editore
Ulteriori indicazioni saranno forniti nel corso delle lezioni e sulla piattaforma Moodle
Students not attending classrooms:
One written text and the following volumes:
Paolo Freire, (2002), La pedagogia degli oppressi, EGA Editore
Lapov, Z, Campani G. (2017), Donne africane oltre le frontiere, Nerbini, Firenze
Some parts of Campani G. (2016), Antropologia di genere, Rosenberg, Torino (indicazioni sulla piattaforma Moodle)
Materials available in the Moodle platform
Materials distributed in classrooms
Il diritto al risarcimento educativo dei detenuti (F. Torlone, FUP, 2016)
Moreover, each student can choose two additional books among the following ones::
L’inclusione sociale e il dialogo interculturale nei contesti europei. Strumenti per l’educazione, la formazione e l’accesso al lavoro (V. Boffo, F. Torlone, 2008)
Educational Jobs: Youth and Employability in the Social Economy (P. Federighi, V. Boffo, F. Torlone, 2015)
Innovative learning pathways for prisoners (F. Torlone, M. Vrjonides, 2016)
Low skilled take their qualifications “one step up” (P. Federighi, F. Torlone, 2010)
La formazione al rispetto dei diritti umani nel sistema penale (P. Federighi, F. Torlone, 2015)
Type of Assessment - Last names P-Z
Written and oral examinations
Course program - Last names A-E
The course will be divided in two specific sections: 1) Introduction to the theoretical paradigms of social pedagogy as an autonomous discipline and as specific knowledge of the sciences of education; 2) The concept of Democracy in the social / educational planning today: the construction of educational intervention models through the principles of the Integrated Education System. The themes and study books will be further elaborated on the moodle platform for a total of 4 CFUs.
The course will have the following structure: A) definition of social pedagogy; B) correlation with the sciences of education; C) Link between theory and practice, starting from the debate Habermas and Lhuman; D) Presentation of educational agencies; E) Educational institutions; Family, school, professional places, playgrounds, sports etc .; D) the social microcosm as a gym in Democracy; E) Practicing democratic principles as a central stage in / for the education of educational professions; F) Democracy as the first pedagogical principle.
Students will always be called to participate actively in all stages of study and research
Course program - Last names F-O
The course will start 'exploring the relationship between education and society, from the anthropological point of view, and then dwell on the formation of national states, and the inclusion of education in the nation building. The course will then move to the analysis of the historical phase that following the Second World War when education 'become a democratic instrument of equality of opportunity'. Last, it will explore the phase of globalization of educazione- in which international agencies and not the states determine the educational models.
Contents of the course aim to provide students with basic knowledge and understanding of adult learning in various contexts of society and different organisations/institutions (ie social cooperatives).
Course program - Last names P-Z
The course deals with the educational needs emerging from the current system of education and training. A multidisciplinary approach, oriented to the paradigm of complexity will be used. It will focus on the relationship between education and social inequalities, with particular reference to gender inequalities. One of the course’s specific objectives will be to acquire skills in research and intervention as part of educational and social research. For this purpose, examples of the construction of research tools in the social and educational sector, with particular reference to interview tools will be presented.