13220 - General and Social Pedagogy

Learning outcomes

At the end of the course, the student knows the basic elements related to educational aspects.

Course contents

Adopting a systemic view: recognising the connections between personal, interpersonal and collective levels

Pedagogy of communication

Nonviolent Communication

Group dynamics: roles, power and leadership

Community approach to health and care practices: social determinants of health, cultural and gender dimensions, intersectionality

 

 

Students with SLD or temporary or permanent disabilities: it is suggested that they get in touch immediately with the University office responsible (https://site.unibo.it/studenti-con-disabilita-e-dsa/it) and with the lecturer, in order to seek together the most effective strategies for following the lessons and/or preparing for the exam.

Readings/Bibliography

During the lectures, the lecturer will provide a selection of materials to be studied.



An extensive bibliography is presented below, from which the texts used during the course will be taken:

Briggs, B. (2014). Guida pratica a facilitazione e metodo del consenso: Terra Nuova Edizioni.

Fiorilli O. (2012). Biomedicina. Affari di donne. In "Femministe a parole. Grovigli da districare" Mascat J, Marchetti S., Perrilli V. (a cura di) Ediesse. Disponibile al link: https://www.academia.edu/7205620/Biomedicina_Affari_di_donne_In_Femministe_a_parole_Grovigli_da_districare_Mascat_J_Marchetti_S_Perrilli_V_a_cu_ra_di

Forsyth, D. R. (2018). Group Dynamics: Cengage Learning.

Fragnito M., Tola M. (a cura di) (2021). Ecologie della cura. Prospettive transfemministe. Napoli: Orthotes.

Macy J. (2014). Coming back to life: the updated guide to the Work that Reconnects. Gabriola Island: New Society.

Popay J., Whitehead M., Ponsford R., Egan M., Mead R.. (2021). Power, control, communities and health inequalities I: theories, concepts and analytical frameworks, Health Promotion International, Volume 36, Issue 5, pp. 1253–1263. https://doi-org.ezproxy.unibo.it/10.1093/heapro/daaa133

Quaranta I. (a cura di) (2006). Antropologia medica. I testi fondamentali. Milano: Raffaello Cortina.

Rosenberg M. B. (1999/2017). Le parole sono finestre (oppure muri): introduzione alla comunicazione nonviolenta. Reggio Emilia: Esserci.

Watzlawick P., Beavin J. H., Jackson D. (1967/1976), Pragmatica della comunicazione umana, Roma: Astrolabio.

WHO. (2008). Closing the gap in a generation: health equity through action on the social determinants of health - Final report of the commission on social determinants of health. https://www.who.int/publications/i/item/WHO-IER-CSDH-08.1

Teaching methods

Lessons will be composed of moments of frontal explanation, discussion in subgroups and workshop activities.

Assessment methods

Written examination with closed multiple-choice questions, consisting of 16 questions with 4 answer options (only one of which is correct). If all answers are correct, the mark is 31, which is equivalent to 30 cum laude. A mark will be deducted for each wrong or ungiven answer, up to a maximum of 7 wrong answers allowed: if more than 7 wrong answers are given, the examination is failed.

 

Students with SLD or temporary or permanent disabilities: it is advisable to contact the University office responsible (https://site.unibo.it/studenti-con-disabilita-e-dsa/it) in good time: it will be its task to propose any possible adaptations to the students concerned, which must in any case be submitted 15 days in advance for approval by the lecturer, who will assess the appropriateness also in relation to the teaching objectives.

Teaching tools

Slides and teaching materials available on the platform Virtuale.

Office hours

See the website of Pietro Corazza