The course aims to give students tools to understand and master the backgroung knowledge of the thory of socialisation processes.

The aim of this course is giving a background about general aspects and problems in socialisation processes. A) First, an introduction to the concept of socialisation will be given. B) Secondly, attention will be focused on the socialisation to gender identity. C) Lastly, attention will be focused on a research devoted to gender in pre-primary education.

Course topics.

A) First part (socialisation):

1) Modernity and identity.

2) Socialisation and society.

3) Culture and patterns of socialisation.

4) Reflectivity tools.

B) Second part (gender identity):

1) Socialisation and gender roles: classical and modern theories.

2) Socialisation and gender differences in the post-modern society: interactionist-comunicative turn and its limits.

3) Relational turn and post-modernity.

C) Third part (gender in pre-primary education):

1) A research devoted to gender in pre-primary education: hypothesis, concepts and project.

2) Stereotypes, reproduction and change.

3) Female and male: traces, styles and covering.

4) Preparing to the labour market.

No one.

It is expected that students will acquire:
1. knowledge and understanding: mastery of basic knowledge about the theory of  socialisation processes, with particular reference to gender socialisation.
The students will attain these basic knowledge: by participating in lessons and through the analytical study of the texts proposed by the teacher and discussed in the classroom.
2. Applying knowledge and understanding: The student will demonstrate an understanding of the concepts and theories provided by the course; developing new insights, both from a theoretical and empirical point of view.
To be achieved through classroom discussions, interacting with the teacher, reading texts.
3. Capacity of judgment: critical reflection on themes, topics, texts presented.
This capability will mature in the interaction in the classroom, with the teacher and with fellow students, in reading essays, articles, scientific papers.
4. Communication skills: the ability to communicate their knowledge in a clear and correct manner.
Outcomes to be achieved by discussions in the classroom, interacting actively during lectures, workshops, seminars, asking and answering questions, and also through written contributions.
5. Learning Skills: methods of analysis of the problems, independent judgment. Skills to be acquired primarily discussing with other students and with the teacher the themes of the course. Knowledge of the study materials will offer a greater capacity for further learning. The teacher in the course will encourage the acquisition of such skills, which will be evaluated during the exam.

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

Through the Moodle platform will be made available to students numerous materials, consisting both in texts and in significant pictures and photographs to allow them to put in context the social and legal changes that will be covered in the course. 
The teaching material made available by the lecturer can be found, together with other supporting activities, inside the Moodle platform › blended.uniurb.it 
The teaching material and specific communications from the lecturer can be found, together with other supporting activities, inside the Moodle platform › blended.uniurb.i

Teaching

Frontal lessons. Contextual study, in all the parts shown, of the course texts and materials provided by the teacher. Explanation of the best use of the work materials uploaded by the teacher in the Moodle platform.

Attendance

No one.

Course books

1) A. Censi, Percorsi di socializzazione e identità, Franco Angeli, Milano 2013.

2) I. Crespi, Processi di socializzazione e identità di genere: teorie e modelli a confronto, Franco Angeli, Milano 2008 (excluding pages 139-176).

3) E. Abbatecola - L. Stagi, Pink is the new black. Stereotipi di genere nella scuola dell'infanzia, Rosenberg & Sellier, Torino 2017.
 

Assessment

The assessment is done individually on the occasion of regular exams by a committee chaired by the form teacher, by oral examination.

The assessment is done on an individual basis and is maintained by a committee chaired by the owner of the form teacher.
It seeks to establish the ability to use knowledge and concepts acquired during the course, with particular reference to the following aspects: mastery of basic knowledge about the theory of  socialisation processes; awareness of its constituent elements (problems and methods); acquisition of cultural foundations as to develop capacity for critical evaluation.

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.

Teaching

Individual study of the course program in all its part.

Attendance

Not required.

Course books

1) A. Censi, Percorsi di socializzazione e identità, Franco Angeli, Milano 2013.

2) I. Crespi, Processi di socializzazione e identità di genere: teorie e modelli a confronto, Franco Angeli, Milano 2008 (excluding pages 139-176).

3) E. Abbatecola - L. Stagi, Pink is the new black. Stereotipi di genere nella scuola dell'infanzia, Rosenberg & Sellier, Torino 2017.
 

Assessment

The assessment is done individually by oral examination on the occasion of regular exams by a board chaired by the form teacher.

The examination aim is to establish the ability to use knowledge and concepts acquired during the course, with particular reference to the following aspects: mastery of basic knowledge about the theory of socialisation processes; awareness of its constituent elements (problems and methods); acquisition of cultural foundations as to develop capacity for critical evaluation.

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.