INTERCULTURAL PEDAGOGY
PEDAGOGIA INTERCULTURALE
| A.Y. | Credits |
|---|---|
| 2024/2025 | 5 |
| Lecturer | Office hours for students | |
|---|---|---|
| Elisabetta Gabellini | At the end of the lessons in advance to the teacher via email. |
Assigned to the Degree Course
| Date | Time | Classroom / Location |
|---|
| Date | Time | Classroom / Location |
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Learning Objectives
The course aims to achieve the following objectives:
-Knowing the theories at the base of intercultural pedagogy;
-Deepening the analysis of multicultural educational contexts and their transformations, finding new languages and tools to understand their complexity;
-Deepening the knowledge of terms and concepts such as prejudices, stereotypes, culture, ethnocentrism;
-Knowing how to use tools to deepen the intercultural approach in educational and social contexts;
- Developing an attitude based on openness and listening;
-Knowing the potential of theater workshop as an intercultural training tool;
-Knowing and analyzing practices of intercultural mediation and acceptance;
-Changing the theoretical knowledge acquired into educational practice, and developing critical analysis skills about intercultural issues.
Program
The course program aims to provide elements of knowledge and reflection by developing a path in intercultural pedagogy through a theoretical framework and analysis of cases of studies and experiences.
The course will address the following topics:
-definition of keywords for intercultural relations (migrant, culture, identity, integration);
-concepts of prejudice, stereotype, discrimination, racism and ethnicization;
-origins of ethnocentrisms;
-individual model and its influence in social educational practices;
-intercultural approach in educational contexts and operative model;
-intercultural theater and theater workshop as a place of decentralization, openness and social growth;
-researches, theater and intercultural experiences and projects;
-intercultural acceptance practice and group management, pedagogical and didactic experimentation in relation to teenagers’ world;
In relation to what has been said here above, paths will be analyzed to create contexts of openness, listening, dialogue, valorization of diversity in reciprocal training activities, so that an active construction of knowledge can be achieved according to intercultural purposes.
Bridging Courses
No
Learning Achievements (Dublin Descriptors)
In relation to Intercultural Pedagogy, students must show that they have achieved:
- knowledge and understanding
mastery of the proposed contents through the study texts being adopted;
- knowledge and understanding applied
the aptitude/competence to support arguments and to address theoretical problems relating to educational issues;
- the autonomy of judgment
ability to acquire information in the field of intercultural pedagogy, useful for reflection, formulation of hypotheses and determination of independent judgments;
- communication skills:
ability to clearly communicate knowledge, ideas, problems concerning education to specialist and non-specialist interlocutors;
- the ability to learn
ability to use knowledge and concepts to reason independently on the issues of the discipline and transversal
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
Supporting Activities
Not provided for
Teaching, Attendance, Course Books and Assessment
- Teaching
- Frontal lessons and dialogue
- Workshop support activities and exercises
- Use of audiovisual media
- Seminars aimed to deepen knowledge
- Innovative teaching methods
Some topics of the course will be treated following "learning by doing" and "Problem based learning".
- Attendance
Not compulsory
- Course books
Cohen-Emerique M., Per un approccio interculturale nelle professioni sociali ed educative, Erickson, Trento, 2017 – (capitoli 1,2,3,4,5,6);
Gobbi L., Zanetti F. (a cura di), Teatri re-esistenti. Confronti su teatro e cittadinanze, Titivillus, Pisa, 2011. (da pag. 9 a 38 e da pag. 77 a 91)
Teatro dell’Argine (a cura di) Acting together #WithRefugees: linee guida. Suggerimenti, modelli e buone pratiche per azioni culturali e artistiche con persone richiedenti asilo e rifugiate, 2017. URL: https://static.teatrodellargine.org/ITC%20dati%20tecnici/Acting%20Together%20_WithRefugees%20Linee%20Guida_ITA.pdf
Meloni G., Il teatro per la promozione del dialogo interculturale: l’esperienza di Mus-e Roma Onlus, Vol. 15, n. 2 , Novembre 2017, Trento, Erickson. URL: https://rivistedigitali.erickson.it/educazione-interculturale/archivio/vol-15-n-2/il-teatro-per-la-promozione-del-dialogo-interculturale-lesperienza-di-mus-e-roma-onlus/
Goussot A. (a cura di), Pratiche di accoglienza interculturale e mediazione pedagogica per gruppi di allievi adolescenti. Guida ad uso dei docenti e tutor dei Centri di Formazione Professionale della Provincia di Bologna – (da pag. 6 a pag. 52). URL: https://www.cittametropolitana.bo.it/scuola/Engine/RAServeFile.php/f/Pratiche_di_accoglienza_interculturale._Guida.pdf
- Assessment
The intended objectives are verified through a written test lasting 45 minutes.
The evaluation criteria are as follows:
- relevance and effectiveness of responses to the content of the programme;
- the level of articulation of the response;
- adequacy of the disciplinary language used.
Each of the criteria is assessed on the basis of a scale of values/judgments at four levels, with equal weight assigned to each criterion. The final assessment is expressed in thirtieth.
- 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
Non-attending students are invited to consult the Moodle platform where they can find all the didactic material in the -text books- section.
- Attendance
Not compulsory
- Course books
To give students and non-attending students the opportunity to compensate all themes tackled during the lessons with independent study, here are the materials related to the same contents of the programme to promote its full understanding.
Cohen-Emerique M., Per un approccio interculturale nelle professioni sociali ed educative, Erickson, Trento, 2017 – (capitoli 1,2,3,4,5,6);
Gobbi L., Zanetti F. (a cura di), Teatri re-esistenti. Confronti su teatro e cittadinanze, Titivillus, Pisa, 2011. (da pag. 9 a 38 e da pag. 77 a 91)
Teatro dell’Argine (a cura di) Acting together #WithRefugees: linee guida. Suggerimenti, modelli e buone pratiche per azioni culturali e artistiche con persone richiedenti asilo e rifugiate, 2017. URL: https://static.teatrodellargine.org/ITC%20dati%20tecnici/Acting%20Together%20_WithRefugees%20Linee%20Guida_ITA.pdf
Meloni G., Il teatro per la promozione del dialogo interculturale: l’esperienza di Mus-e Roma Onlus, Vol. 15, n. 2 , Novembre 2017, Trento, Erickson. URL: https://rivistedigitali.erickson.it/educazione-interculturale/archivio/vol-15-n-2/il-teatro-per-la-promozione-del-dialogo-interculturale-lesperienza-di-mus-e-roma-onlus/
Goussot A. (a cura di), Pratiche di accoglienza interculturale e mediazione pedagogica per gruppi di allievi adolescenti. Guida ad uso dei docenti e tutor dei Centri di Formazione Professionale della Provincia di Bologna – (da pag. 6 a pag. 52). URL: https://www.cittametropolitana.bo.it/scuola/Engine/RAServeFile.php/f/Pratiche_di_accoglienza_interculturale._Guida.pdf
- Assessment
The intended objectives are verified through a written test lasting 45 minutes.
The evaluation criteria are as follows:
- relevance and effectiveness of responses to the content of the programme;
- the level of articulation of the response;
- adequacy of the disciplinary language used.
Each of the criteria is assessed on the basis of a scale of values/judgments at four levels, with equal weight assigned to each criterion. The final assessment is expressed in thirtieth.
- 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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