The course aims to take a critical historical perspective on the development of some educational institutions from the concept of diversity.  

The analysis will be carried out through a path that will focus on this theme from a historical approach to show how, in particular for some educational services, a look at the past can facilitate the understanding of the present and offer interesting reflections. 

Within this framework, the construct of diversity in places of education will be analysed, in particular:

In the world of childhood.

In the world of adolescence and adulthood.

In the world of the elderly.

a) The child and childcare services (Lessons 1-2-3-4-5)

-The concept of the child in the 20th century

-The Italian kindergarten

-Maria Montessori and the "new approach" model

b) Adolescence and adulthood (Lessons 6-7-8-9)

-The process of deinstitutionalising the different

-The care of minors outside the family

-Migrations and the educational request of the encounter

-Centres for the rehabilitation of people addicted to substances

c) In the world of the elderly (Lessons 10-11-12)

-Towards a new social policy between charity and assistance

-Intergenerational dialogue as an educational practice

Not planned

In relation to the History of Educational Institutions, at the end of the course the student must show possession:

Knowledge and understanding:

knowledge related to the development of the main educational institutions addressed during the course;

understanding, through a historical approach, of "diversity" from an educational perspective. 

knowledge of the theoretical contribution of the main authors on the topics addressed;

understanding of the historical-theoretical path leading to the definition and creation of educational services, 

Applying knowledge and understanding:

show understanding of the historical methodological approach to the analysis and understanding of educational services;

demonstrate the ability to contextualise, in the historical field, the birth and development of the constructs of pedagogy applied to educational contexts;

be able to identify the historical development of pedagogical issues in educational services. 

Autonomy of judgement (making judgements):

to recognise the historical development of pedagogical themes and problems in relation to the educational services investigated;

to evaluate historically and critically the problems related to educational contexts and services;

to be able to interpret the evolution of the concept of diversity in a historical-pedagogical key. 

to critically evaluate acquired knowledge and concepts concerning the creation or deconstruction of models of exclusion or integration.

Communication skills

to express clearly the contents of the course, explaining their meaning;

to communicate through the use of discipline-specific language;

to argue about issues and problems using the vocabulary of the historical approach.

Learning skills:

to use knowledge and concepts to reason according to the specific logic of the historical discipline;  

to use acquired knowledge and concepts to favour connections within the pedagogical discourse;

to move autonomously in the study of texts and didactic materials provided;

reworking acquired concepts in a personal and critical way.

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

Optional materials in English will be available on the blended platform during the semester. 

Seminars on specific topics related to the programme will be offered.

Teaching

The course is spread over two days per week.

Depending on the topics dealt with, the lessons may be face-to-face, dialogue-based, so as to encourage students to reflect with the lecturer, group work, exercises and simulations, individual or otherwise, seminars.

Attendance

Not required

Course books

Baldacci M. (2015), Prospettive per la scuola d’infanzia, Carocci editore, Roma 

the following chapter:

- La parabola della scuola dell’infanzia italiana (pp. 13-47)

- Maria Montessori e il modello a “nuovo indirizzo” (pp. 47-111)

Gecchele M., Dal Toso P. (Edd.) (2019), Educare alle diversità. Una prospettiva storica, Edizioni ETS, Pisa

the following chapter:

- L’immagine del “diverso” (pp. 19-49)

- Poveri e vecchi: fra carità e assistenza (pp. 49-67)

- Dagli istituti alle comunità familiari: il percorso della deistituzionalizzazione (pp. 87-119)

- L’accoglienza dei minori fuori famiglia: alle origini della comunità educativa (pp. 181-203)

- Migrazioni: la domanda educativa dell’incontro (pp. 203-223)

- I centri per recupero di persone dipendenti da sostanze (pp. 241-259)

Assessment

The expected objectives are verified through an oral interview.
The assessment criteria are as follows 
- relevance and effectiveness of the answers in relation to the programme content
- degree of articulation of the answer
- adequacy of the disciplinary language used
- The ability to critically discuss the topics covered is also an important requirement. 
The final assessment is expressed in thirtieths. 

Disabilità e DSA

Le studentesse e gli studenti che hanno registrato la certificazione di disabilità o la certificazione di DSA presso l'Ufficio Inclusione e diritto allo studio, possono chiedere di utilizzare le mappe concettuali (per parole chiave) durante la prova di esame.

A tal fine, è necessario inviare le mappe, due settimane prima dell’appello di esame, alla o al docente del corso, che ne verificherà la coerenza con le indicazioni delle linee guida di ateneo e potrà chiederne la modifica.

Teaching

The course is spread over two days per week.

Depending on the topics dealt with, the lessons may be face-to-face, dialogue-based, so as to encourage students to reflect with the lecturer, group work, exercises and simulations, individual or otherwise, seminars.

Attendance

Not required

Course books

Baldacci M. (2015), Prospettive per la scuola d’infanzia, Carocci editore, Roma 

the following chapter:

- La parabola della scuola dell’infanzia italiana (pp. 13-47)

- Maria Montessori e il modello a “nuovo indirizzo” (pp. 47-111)

Gecchele M., Dal Toso P. (Edd.) (2019), Educare alle diversità. Una prospettiva storica, Edizioni ETS, Pisa

the following chapter:

- L’immagine del “diverso” (pp. 19-49)

- Poveri e vecchi: fra carità e assistenza (pp. 49-67)

- Dagli istituti alle comunità familiari: il percorso della deistituzionalizzazione (pp. 87-119)

- L’accoglienza dei minori fuori famiglia: alle origini della comunità educativa (pp. 181-203)

- Migrazioni: la domanda educativa dell’incontro (pp. 203-223)

- I centri per recupero di persone dipendenti da sostanze (pp. 241-259)

Assessment

The expected objectives are verified through an oral interview.
The assessment criteria are as follows 
- relevance and effectiveness of the answers in relation to the programme content
- degree of articulation of the answer
- adequacy of the disciplinary language used
- The ability to critically discuss the topics covered is also an important requirement. 
The final assessment is expressed in thirtieths. 

Disabilità e DSA

Le studentesse e gli studenti che hanno registrato la certificazione di disabilità o la certificazione di DSA presso l'Ufficio Inclusione e diritto allo studio, possono chiedere di utilizzare le mappe concettuali (per parole chiave) durante la prova di esame.

A tal fine, è necessario inviare le mappe, due settimane prima dell’appello di esame, alla o al docente del corso, che ne verificherà la coerenza con le indicazioni delle linee guida di ateneo e potrà chiederne la modifica.