15579 - Intercultural Pedagogy

Learning outcomes

Students will broaden their knowledge and skills in order to analyze and understand cultural and social changes in a multicultural society. This introduction will help the students understand which processes lie behind the development of foreign children's identity.Students will also be trained to deal with issues related to children and foreign families' reception in school contexts in the light of intercultural pedagogy and its methodology.

Course contents

The course intends to offer elements of knowledge and reflection around the development of the following themes

- Globalisation, lifestyles and consumption: social and cultural changes affecting schools

-Pedagogical paradigms: from multiculture to interculture

-The principles of intercultural pedagogy

-Stereotypes, prejudice and racism

-Parent-teacher dialogue in multicultural schools

-Childhood identity construction processes, with particular reference to children of foreign origin

-Bilingualism and learning processes

-Intercultural projects in pre-school and primary schools

 Period of the lessons

The course will be run during in the first semester

Laboratories

All students must attend a laboratory that is 8 hours long. Attendace is mandatory.

The laboratories offer three different topics and the student only has to choose one of them.

The aim of the laboratories is to introduce teaching methodologies and strategies to tackle the conflicts, the communication and the relationship between children highlighting how important educational aims of intercultural pedagogy such as dialogue and listening can be reflected in the didactic practices of kindegarten and primary school.

The detailed programs and the dates of the workshops can be viewed on the teachers' pages.

The topics are:

Laboratory "The coopertive methodologies in multicultural educational contexts" (dott.ssa Barbara Ciccola)

This laboratory explores cooperative games and cooperative learning for children in kindergarden and primary school. The connection between these methodologies and the aims of intercultural pedagogy will be identified.

Laboratory "The communication in multicultural educational contexts" (dott. A. Zanchettin)

This laboratory explores the communication and the relationship between teachers and both Italian and immigrant parents who have children in kindergarden and primary school.

Some exercises will be carried out to comprehend various conflicts and educational alliance between families and school

 

Workshop "Gender issues in pre-school and primary school" (Prof. Silvia Leonelli)

The workshop develops the intertwining of 'school' and 'gender issues', from an intersectional perspective (i.e. attentive to the level of asymmetries/multiple discriminations that can arise from the interaction between gender and ethnic dimensions, and beyond). The objectives are to learn, through group work and guided discussions: 1) how to deconstruct the gender conditionings present in textbooks, illustrated books, toys, cartoons, etc.; 2) how to recognise one's own gender implicit biases, since they can parasitise the educational relationship with girls and boys; 3) how to make educational choices and propose classroom activities that are attentive to equal opportunities.

 
Workshop "Understanding and managing conflicts in multicultural schools" (Prof. Ivana Bolognesi)

The workshop focuses on understanding conflicts that can occur in multicultural school contexts. Some conflicts experienced by the participants at school will be analysed using Margarit Cohen Emerique's intercultural approach, which involves: decentralisation of the teacher, discovery of the cultural frame of reference and negotiation. 

Laboratory assessment

Attendence is compulsory and the student gets 1 credit.

Evaluating laboratory partecipation is:

-1 (insufficient): doesn't partecipate and/or collaborate;

0 (good):partecipates and collaborates;

+1 (very good): good partecipation and collaboration; plus a written report approved by the laboratory teacher. This report must be handed in on the day of the oral exam.

Period of the laboratories

The laboratories will be organized between October and December 2024.
Another laboratory will be organized in July 2025.

Readings/Bibliography

All students (attending, non-attending) must prepare THREE TEXTS.

First  text:

1. I. Bolognesi, Percorsi interculturali per la scuola dell'infanzia e per la scuola primaria. Costruire dialogo e relazione a partire dai bambini, FrancoAngeli, Milano, 2022.

Second text, one of the following:

A. Taguieff, Il razzismo. Pregiudizi, teorie, comportamenti, Cortina, Milano, 1997.

P. Villano, Stereotipi e Pregiudizi, Carocci, Bologna, 2013

Third Text, one to be chosen from the following:

 Caronia, V. Colla, I compiti a casa. Linguaggio e apprendimento quando la scuola entra in famiglia, Cortina, Milano 2024.

C. Bove, Capirsi non è ovvio. Dialogo tra insegnanti e genitori in contesti educativi interculturali, FrancoAngeli, Milano, 2020.

M. Cohen-Emerique, Per un approccio interculturale nelle professioni sociali e educative, Erickson, Trento, 2017.

F. Codello, I. Stella, Liberi di imparare. Le esperienze di scuola non autoritaria in Italia e all'estero raccontate dai protagonisti, TearraNuova, Firenze, 2011.

For students who need to recover 2-3 CFU and for ERASMUS students, the syllabus is as follows:

Compulsory text:

I. Bolognesi, Percorsi interculturali per la scuola dell'infanzia e per la scuola primaria. Costruire dialogo e relazione a partire dai bambini, FrancoAngeli, Milano, 2022.

Two articles of your choice from the following published in open access journals:

  S. Alessandrini, Politiche linguistiche familiari: interazione intergenerazionale e trasmissione nella/e lingua/e e nella/e cultura/e di origine nelle famiglie immigrate dell'Africa francofona, in https://educazione-interculturale.unibo.it/article/view/15854

L. Bellatalla, Sulla tolleranza ovvero elogio dell'intolleranza, in https://www.edizionianicia.it/docs/RP/215-2020/3-%20Bellatalla.pdf

E. Bini, Disabilità, genitori e fratelli con background migratorio. Dinamiche socioculturali e prospettive inclusive, in https://educazione-interculturale.unibo.it/article/view/15853

G. Burgio, M. Muscarà, Educazione, laicità e pluralismo religiosoL'IRC e le attività alternative in una prospettiva interculturale, in https://educazione-interculturale.unibo.it/article/view/10980/10933

I. Bolognesi, C. Dalle Donne Vandini, Fare i compiti a casa. Uno studio etnografico di un'attività quotidiana svolta in famiglia, in https://oaj.fupress.net/index.php/rief/article/view/7561

I. Bolognesi, L. Grasso, M. Scarpini, Scoprire differenze e somiglianze. Il dialogo come pratica educativa nella scuola primaria,in https://ojs.pensamultimedia.it/index.php/studium/article/view/6806

Laws (to consult)

Orientamenti interculturali. Idee, proposte per l'integrazione dei alunni e alunne provenienti da contesti migratori, Ministero dell'Istruzione, 2022. 

Linee guida per l'accoglienza e l'integrazione degli alunni stranieri, Circolare Ministeriale n. 4233 del 19 febbraio 2014.

La via italiana per la scuola interculturale e l'integrazione degli alunni stranieri, Ministero della Pubblica istruzione, 2006.

Teaching methods

The contents are introduced with different didactic methods: lectures, group work, film and discussion.

Some seminars are organized on specific topics with external experts.

Due to the health emergency, lessons will be conducted on the Teams platform in remote mode.

Assessment methods

The final mark will be out of 30.

The final mark will be assigned only when the laboratory is completed.

It is necessary to sign up, before the exam date, through the electronic blackboard system (Almaesami) to take the exam.

Students who weren't able to sign up by the deadline because of technical problems must inform the school office's secretary before the exam sign-up deadline has officially closed.

It will be up to the faculty to admit those students.

The final exam is an oral exam.

The student should submit an analysis of conflicts, projects and evidence presented in the texts of reference.

The exam will be evaluated on the following objectives:
-to know the contents of the program

-to know to reflect on the contents of the program;

- to know to connect didactic plans and current critical events in school contexts to the aspects theorists.

The students can take the examination on any the dates during the same session.

The exam grade and the frequency of the laboratory are unlimited validity

Erasmus students are required to take the test in Italian

Teaching tools

Film, Power point, video observations

Office hours

See the website of Ivana Bolognesi