PEDAGOGY OF MARGINALITY AND DEVIANCE
PEDAGOGIA DELLA MARGINALITÀ E DELLA DEVIANZA
The professional educator who helps and takes care of individuals living in situations of social disadvantage and deviance
L’educatore professionista dell’aiuto e della cura educativa in situazioni di marginalità e di devianza
| A.Y. | Credits |
|---|---|
| 2017/2018 | 6 |
| Lecturer | Office hours for students | |
|---|---|---|
| Roberto Andreoni | At the end of lessons |
Assigned to the Degree Course
| Date | Time | Classroom / Location |
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| Date | Time | Classroom / Location |
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Learning Objectives
The professional educator, as someone who helps and takes care of people in situations of disadvantage and deviance, is supposed to:
acquire basic knowledge and method competences related to education kow-how focused on the problems of disadvantage and deviance;
develop knowkedge and competences related to the social management of didactic and educational services aiming at a global understanding of educational problems both in a methodological and operational perspective in order to face experiences of social weakness and susceptibility;
Increase the theoretical and method knowlegde related to educational planning for social inclusion and integration, divided into: adequate mastery of instruments to analyse the educational situations considered from a variety of profiles (historical, cultural, social, psychological); condignly mastery of the methods of educational planning in social disadvantage, research oriented; adequate mastery of organizational and managerial strategies for educational work, also to face emergency situations; adequate mastery of monitoring and assessment procedures of the educational actions.
Program
Introductory course
The main theoretical models of social disadvantage and deviance.
Prejudices and social and cultural stigmatisation of “ different” and disability individuals.
Integration and inclusion, objectives of special-needs teaching and of education of disadvantage and deviance.
The ecological-systemic, phenomenological, cognitive approaches.
The network logics, basic educational methods to work in situations of disadvantage and deviance.
Definition of the role of professional educator operating in the field of disadvantage and deviance.
The professional competences of the educator who is supposed to “take care” of weak and vulnerable individuals/groups.
The resilience, professional skill to face totality educational situations.
The help-based relationship in situations of disability, marginalities and deviance.
The competent support in experiences of educational weakness and social susceptibility.
The necessary synergies to face the complexity of educational action in “difficult” situations.
The life plan, in an ecological-systemic perspective, in situations of disability, weakness and risk of social marginalization.
The quality indicators in the process of social inclusion.
Bridging Courses
The phenomenology of marginality and deviance.
The educational paradigms of deviance.
The main theoretical models of deviance between normality and pathology.
Transgressive lifestyles, addiction, marginality, deviance.
The objectives of the intervention of integration and social inclusion.
The professional competences of the educator in an inclusive perspective.
The relational strategies in “difficult“ contexts.
The educational ecological-systemic intervention: from care of individual to care of territory.
The narrative approach from an inclusion point of view.
Definition of quality indicators of social inclusion.
Learning Achievements (Dublin Descriptors)
1. Knowledge and understanding skill
By the end of the course the student will be required to:
- Know the basic aspects concerning the educational knowledge and the methodological competences focused on the problems of deviance and marginality.
- Be able to identify and compare the basic features of the theoretical and methodological approaches of special needs Pedagogy and Pedagogy of social disadvantage and deviance with reference to social inclusion;
- Be able to show critical and independent thinking on the current problems of education of marginality and deviance;
- Be able to show specific competences acquired through the critical analysis of the project models of care, help and social inclusion, as described by experts in the field and privileged witnesses.
2. Applied knowledge and understanding skills
By the end of the course the student will have to:
- know and understand the concepts and the theories of the course;
- recognize the different theoretical settings and be able to work with concepts on them;
- be able to analyse the characteristics of some educational strategies in order to develop life plans based on integration and inclusion.
3. Independent judgement
By the end of the course the student will have to show attitude to:
- use knowledge and concepts that enable him to reason according to the plural and open logics of the discipline;
- identify methods of intervention suitable for different contexts;
- Advance hypothesis of intervention and face educational cases referring to integration and inclusion.
4. Communication skills
By the end of the course the student will have to:
- use the specific vocabulary of the discipline as for considerations and operational procedures;
- be able to communicate with suitable instruments that have been studied during the course;
- Be able to communicate using the specific language with professionals in the area.
5. Learning skills
By the end of the course the student will be able to:
- analyse and judge critically the constructs of the discipline, in their theoretical and epistemological aspects in relation to the social environment;
- examine independently the problems connected to the different contexts of intervention;
- find the necessary sources to develop considerations and projects aiming at integration and social inclusion;
- build hypothesis of intervention for rejected and disadvantaged individuals.
Teaching Material
The teaching material prepared by the lecturer in addition to recommended textbooks (such as for instance slides, lecture notes, exercises, bibliography) and communications from the lecturer specific to the course can be found inside the Moodle platform › blended.uniurb.it
Teaching, Attendance, Course Books and Assessment
- Teaching
Taught class, in-depth essays, seminars, debates on specific topics, group works, participation of experts in the field and of privileged witnesses.
- Attendance
A course only without the actual going to class.
- Course books
Required books:
P. Gaspari, Per una Pedagogia speciale ‘oltre’ la medicalizzazione, Guerini, Milano, 2017 (in corso di stampa), only second section.
P. Bertolini, L. Caronia, Ragazzi difficili. Pedagogia interpretativa e linee di intervento. Nuova edizione aggiornata a cura di Pierangelo Barone e Cristina Palmieri, FrancoAngeli, Milano, 2015, also in e-book.
L. Grosso e L. Camoletto (a cura di), Oltre i confini dei raves. Le spirali del divertimento fra rischio e pregiudizio, Edizioni Gruppo Abele, Torino, 2011
- Assessment
Oral exam to assess the ability to:
- use knowledge and concepts that enable the reflection according to the internal logic of the discipline;
- identify and define the main theoretical constructs related to the processes of marginality, deviance, integration, inclusion;
- prove to be able to build hypothesis of intervention related to individuals living in situations of weakness, susceptibility and social exclusion.
- Disability and Specific Learning Disorders (SLD)
Students who have registered their disability certification or SLD certification with the Inclusion and Right to Study Office can request to use conceptual maps (for keywords) during exams.
To this end, it is necessary to send the maps, two weeks before the exam date, to the course instructor, who will verify their compliance with the university guidelines and may request modifications.
Additional Information for Non-Attending Students
- Teaching
Not attending students can take advantage of educational materials (articles, essays, diagrams, videos, etc.) registered by the Teacher in the Moodle platform, blended.uniurb.it. It is possible to contact the teacher by email and by appointment.
- Course books
Required books:
P. Gaspari, Per una Pedagogia speciale ‘oltre’ la medicalizzazione, Guerini, Milano, 2017 (in corso di stampa), only second section.
P. Bertolini, L. Caronia, Ragazzi difficili. Pedagogia interpretativa e linee di intervento. Nuova edizione aggiornata a cura di Pierangelo Barone e Cristina Palmieri, FrancoAngeli, Milano, 2015, also in e-book.
L. Grosso e L. Camoletto (a cura di), Oltre i confini dei raves. Le spirali del divertimento fra rischio e pregiudizio, Edizioni Gruppo Abele, Torino, 2011.
- Assessment
Oral exam to assess the ability to:
- use knowledge and concepts that enable the reflection according to the internal logic of the discipline;
- identify and define the main theoretical constructs related to the processes of marginality, deviance, integration, inclusion;
- prove to be able to build hypothesis of intervention related to individuals living in situations of weakness, susceptibility and social exclusion.
- Disability and Specific Learning Disorders (SLD)
Students who have registered their disability certification or SLD certification with the Inclusion and Right to Study Office can request to use conceptual maps (for keywords) during exams.
To this end, it is necessary to send the maps, two weeks before the exam date, to the course instructor, who will verify their compliance with the university guidelines and may request modifications.
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