91867 - Educational Anthropology

Learning outcomes

By the end of the course, the student will be able to: identify the main theoretical and methodological approaches that the have been characteryzing the field of anthropology of education; - identify the transformation of the concept such as culture, identity and ethnicity; - apply the theoretical knowledge for the analyses of social processes (inculturation, social marginality, migration ecc,) - the process of inculturation/acculturation and childhood social services; anthropology of childhood and families.

Course contents

The course aims to provide a general introduction to history of anthropology of education, to the key concepts as well as to the main theoretical and methodological issues and debates that have been that have been characterizing the discipline of Anthropology of education. The first field will focus on the origin end development of the anthropology, especially on the research dedicated on childhood and education. The second part of the course in focus to introduce some anthropological fields particularly on anthropological research dedicated on processes on inculturation/acculturation, processes migration, mobility and globalization.
- the anthropology of education and the life contexts for early childhood and families
- the anthropology of gender and processes of construction of identities

- the ethnography of childhood by different cultures

- Childhood and social services today and migration processes

Readings/Bibliography

• Manuela Tassan, Antropologia per insegnare, Bologna, Zanichelli, 2020
• G. Semi, L'osservazione partecipante. Una guida pratica, Bologna, il Mulino, 2010
  

or alternatively:

Bradley A. U. Levinson, Mica (eds), A Companion to the Anthropology of Education, PollockFirst published, 2011

http://https//onlinelibrary-wiley-com.ezproxy.unibo.it/doi/epub/10.1002/9781444396713

 

 

 

Teaching methods

Tought-classes and lectures, papers, seminars on case-studies, group-works on ethnographic materials, explore different form of ethnographic diary etc. The active student participation is appreciated.

Assessment methods

The final examen consist of: 

- the interview in Italian Language, that aim at assessing students' knowledge the teaching programme contents.

The question deal with general issues; it is up to students demonstrating their in-depth and detailed preparation through their anwers. The assessment procedure is grounding on the following criteria: a) detailed knowledge of the teaching program contents and, specifically, of the books contents; b) language proficiency; c) ability to be consistent with the issue proposed; d) ability to argue and apply the theoretical background to concrete case studies and examples related to childcare settings. 

- Or, alternatively, a 10-page paper (25000 characters including spaces) on a topic agreed upon with the teacher (text may be in Italian or French or English); to be submitted via e-mail in pdf format at least 5 days before the exam date. The paper evaluation criteria are: a) detailed knowledge of the program contents and, specifically, of the books contents; b) language proficiency; c) ability to be consistent with the issue proposed; d) ability to argue and apply the theoretical background to concrete case studies and examples related to childcare settings.

Final score based on ../30 (18 is considered the minimum to pass the exam).

Inscription to the exam on Almaesami website.

Students must sign-up to the Alma Esami Portal by the set deadlines in order to attend the exam. Those who failed to enroll in due times for technical-related issues, must promptly report the problem to the Student Administration Office (before the official closing date of the enrollment procedure). The lecturer can allow them accessing the exam.

Teaching tools

The course makes use of audiovisual material, exercises, case studies, papers etc. and form also using forms of active teaching.

Office hours

See the website of Giovanna Guerzoni