• The course is aimed to deeply analyze the rising issues in multicultural educational contests such as : the anthropolocical transformations of the educational subjcet,  the Immigrants ‘ schooling , relational and communicative issues in multicultural educational contexts, the identity redefinition process of the  foreign educational subject . The course learning objectives substantially consist of promoting the development  of the critical reflection capacity about intercultural matters and the adequate competences to intervene in socio – educational context .

The program , according to a critical reflection about the intercultural nature of  Pedagogy , is meant to be developped towards a direction including two different contexts :

a) The issues and the new educational patterns  in the multicultaral school.

b) The principles and the obstacles of the intercultural communication.

The following themes , therefore , are going to be faced : the theoretical foundations of the educational intercultural project ; the inclusive process Complexity, the cultural and learning needs of foreign young people, the communication difficulties in educational multicultural and multiethnic contexts; the linguistic  and communicative ; the theorical reflection role  and the empirical research in a intercultural contest . the qualitative research in education , the biographical method competences. 

Presentation of the course and study texts; Introductory lesson on "Elements of the Philosophy of Education"

In relation to the Intercultural Pedagogy, students must demonstrate: the mastery of knowledge of specialized disciplines; the understanding of the advanced concepts of the discipline; the ability to use knowledge and concepts to think independently on the issues of the discipline.

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 teaching material and specific communications of the teacher are available, together with other support activities, (such as for instance slides, lecture notes, exercises) and specific communications from the lecturer can be found, together with other supporting activities, inside the Moodle platform

Teaching

Frontal lesson and participatory teaching methods; use of computer and audiovisual media.

Attendance

There are no frequency obligations

Course books

Study texts: 

D'Ignazi P., Ragazzi immigrati. L'esperienza scolastica deglin adolescenti attraverso l'intervista biografica, FrancoAngeli, Milano 2008 (pp. 180). 

D'Ignazi P, Ripensare l'intercultura tra conflitti, antinomie e utopie, Aracne, Roma 2020 (pp. 240; ISBN 978-88-255-3578-5) .

Cohen- Emerique M., Per un approccio interculturale nelle professioni sociali e educative. Dagli inquadramenti teorici alle modalità operative, Erickson, Trento 2017. (during the course will be marked sections of text to deepen).

Suggested reading:  

Benhabib S., La rivendicazione dell'identità culturale. Eguaglianza e diversità nell'era globale, Il Mulino, Bologna 2005.

Djouder A., Disintegrati. Storia corale di una generazione di immigrati, il Saggiatore, Milano 2007.

D’Ignazi P., La pedagogia interculturale tra ricerca teorica ed empirica, in Loiodice I. e Ulivieri S. (a cura di), Per un nuovo patto di solidarietà. Il ruolo della pedagogia nella costruzione dei percorsi identitari, spazi di cittadinanza e dialoghi interculturali, Progedit, Bari 2017. 

D’Ignazi P., Il pensiero narrativo come ponte tra culture: autobiografia, rappresentazione culturale e dispositivi d’accoglienza,The narrative hought as a bridge between cultures: autobiography, cultural representation and welcoming practicesin Biografie dell’esistenza “MeTis”. Mondi educativi, (6/1) Progedit, 2016.

D’Ignazi P., Persi R., Migrazione femminile. Discriminazione e integrazione tra teoria e indagine sul campo, FrancoAngeli, Milano, 2004. 

Fiorucci M., Pinto Minerva F., Portera A. (a cura di), Gli alfabeti dell’intercultura, Edizioni ETS, Pisa, 2017. 

Assessment

Evaluation methods: oral exam

Evaluation 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

There are no frequency obligations

Course books

Study texts: D'Ignazi P., Ragazzi immigrati. L'esperienza scolastica deglin adolescenti attraverso l'intervista biografica, FrancoAngeli, Milano 2008 (pp. 180). 

D'Ignazi P, Educazione e comunicazione interculturale, Carocci, Roma 2005 (pp. 120) .

Cohen- Emerique M., Per un approccio interculturale nelle professioni sociali e educative. Dagli inquadramenti teorici alle modalità operative, Erickson, Trento 2017. (during the course will be marked sections of text to deepen).

Suggested reading: 

Benhabib S., La rivendicazione dell'identità culturale. Eguaglianza e diversità nell'era globale, Il Mulino, Bologna 2005.

Djouder A., Disintegrati. Storia corale di una generazione di immigrati, il Saggiatore, Milano 2007.

D’Ignazi P., La pedagogia interculturale tra ricerca teorica ed empirica, in Loiodice I. e Ulivieri S. (a cura di), Per un nuovo patto di solidarietà. Il ruolo della pedagogia nella costruzione dei percorsi identitari, spazi di cittadinanza e dialoghi interculturali, Progedit, Bari 2017. 

D’Ignazi P., Il pensiero narrativo come ponte tra culture: autobiografia, rappresentazione culturale e dispositivi d’accoglienza,The narrative hought as a bridge between cultures: autobiography, cultural representation and welcoming practicesin Biografie dell’esistenza “MeTis”. Mondi educativi, (6/1) Progedit, 2016.

D’Ignazi P., Persi R., Migrazione femminile. Discriminazione e integrazione tra teoria e indagine sul campo, FrancoAngeli, Milano, 2004. 

Fiorucci M., Pinto Minerva F., Portera A. (a cura di), Gli alfabeti dell’intercultura, Edizioni ETS, Pisa, 2017. 

Assessment

Evaluation methods: oral exam

Evaluation 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 volume  Cohen- Emerique M., Per un approccio interculturale nelle professioni sociali e educative. Dagli inquadramenti teorici alle modalità operative, Erickson, Trento 2017, during the course will be marked sections of text to deepen.