• Getting to acknowledge the educational needs in multicultural contests.
• Getting to plan educational speech for adolescents and adults from a different cultural origin.
• Getting to activate transformation conflict processes.

The study program is meant to deepen the meaning and the role of the cultural mediation in socio – educational contests where possible conflicts are nearly to occur because of the diversity of the people relating so that the following themes are going to be faced:

• The teacher ’s intercultural education
• The constriction of new identity between origin culture and welcoming one
•  Feminine migration of first and second immigrant adolescents
• The diversities and obstacles of the intercultural communication
• Theories and general classification of the conflicts
• The transformative potential of the conflicts
• The Cultural Mediator‘s role and competences in socio – educational contests.

Relating to the ‘ Cultural mediation Pedagogy’  the student has to display to have achieved :

• The knowledge  and capacity of comprehension: the mastery  of the proposed contents through the  textbooks adopted .
• The  applied comprehension  mastery and capacity :the aptitude\competence to substain argument and to face problems both on a theorical level and a didactic – educational one.
• Judgemental autonomy : the capacity of achieving information  from the field of intercultural problematics useful for reflections , to formulate ipothesys and the determination of autonomous judgments;
• Communicative skills : The capacity to communicate knowledges ideas , problems  dealing with education to expert and non expert interlocutors.
• The capacity to learn : the capacity to use knowledge an concepts to reason in an autonomous way about the discipline and what is transversal to it.

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

The didactic tools and the  Teacher ‘ s specific communications can be found, together to the other supportive activities within the Moodle platform › blended.uniurb.it

Teaching

• Front lesson
• Didactic devices of prtecipative type
• The use of audiovisual and informatics supports
• Supportive lessons
• Follow-up seminar

Attendance

 Lesson attendancy is not compulsory

Course books

Ariellli E., Scotto G., Conflitti e mediazione. Introduzione a una teoria generale, Bruno Mondadori, Milano 2007. *

D'Ignazi P., Ragazzi immigrati. L'esperienza scolastica degli adolescenti attraverso l'intervista biografica, FrancoAngeli, Milano 2008.

Cohen-Emerique M., Rothberg A., Il metodo degli shock culturali. Manuale di formazione per il lavoro sociale e umanitario, FrancoAngeli 2007.

Cima R., Mediazione interculturale: prospettiva decoloniale e pedagogia dell'in-contro, in Fiorucci M., Pinto Minerva F., Portera A.  (a cura di), Gli alfabeti dell'intercultura, Edizioni ETS, Pisa 2017, pp. 409-416.

D'Ignazi P., Comunicazione interculturale, in Fiorucci M., Pinto Minerva F., Portera A.  (a cura di), Gli alfabeti dell'intercultura, Edizioni ETS, Pisa 2017, pp. 121-130.

D'Ignazi P., Il ruolo del mediatore culturale nella scuola di base, in "Riforma & Didattica", Anno IV - n. 1 Febbraio/Marzo, Falzea Editore Reggio Calabria 2003. (pdf)

Assessment

  Way of assessment: oral test 

Assessment criteria:

- relevance and effectiveness of the responses in relation to the content of the program;

- level of response articulation;

- adequacy of the disciplinary language used.

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.

Attendance

 Lesson attendancy is not compulsory

Course books

Ariellli E., Scotto G., Conflitti e mediazione. Introduzione a una teoria generale, Bruno Mondadori, Milano 2007. *

D'Ignazi P., Ragazzi immigrati. L'esperienza scolastica degli adolescenti attraverso l'intervista biografica, FrancoAngeli, Milano 2008.

Cohen-Emerique M., Rothberg A., Il metodo degli shock culturali. Manuale di formazione per il lavoro sociale e umanitario, FrancoAngeli 2007.

Cima R., Mediazione interculturale: prospettiva decoloniale e pedagogia dell'in-contro, in Fiorucci M., Pinto Minerva F., Portera A.  (a cura di), Gli alfabeti dell'intercultura, Edizioni ETS, Pisa 2017, pp. 409-416.

D'Ignazi P., Comunicazione interculturale, in Fiorucci M., Pinto Minerva F., Portera A.  (a cura di), Gli alfabeti dell'intercultura, Edizioni ETS, Pisa 2017, pp. 121-130.

D'Ignazi P., Il ruolo del mediatore culturale nella scuola di base, in "Riforma & Didattica", Anno IV - n. 1 Febbraio/Marzo, Falzea Editore Reggio Calabria 2003. (pdf)

Assessment

  Way of assessment: oral test 

Assessment criteria:

- relevance and effectiveness of the responses in relation to the content of the program;

- level of response articulation;

- adequacy of the disciplinary language used.

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.

Regarding the textbook Ariellli E., Scotto G., Conflitti e mediazione. Introduzione a una teoria generale, Bruno Mondadori, Milano 2007, further communications about the following – up sections will be delivered.