45209 - Sociology of Risk

Learning outcomes

The course intends to transmit the lexicon, concepts and interpretative models on the theme of “risk”, which progressively found a space within sociology such that now we can speak of a specific subdiscipline. The course also concentrates on the knowledge of the main processes which seem to induce deep changes in the definition and perception of risks, and in the ways to prevent then, within post-industrial societies. Various are the expected knowledge and abilities. First of all, there is the attainement, on the part of the student, of the lexicon and terminology of this new disciplinary branch. In the second place, there is knowledge of the main approaches and models which try to explain the most important characterics of the concept of risk. In the third place, there is the capacity to analyse the reasons for the affirmation, diffusion, scope of different approaches, relating them also to the ways in which given social processes affect the definition, perception and prevention of specific risks.

Course contents

The course proposes an in-depht itinerary as follows:

1)      an historical excursus of the changes undergone by the concept of risk in the passages from the pre-modern world to the modern society and the presentation of the main interpretative hypotheses elaborated by social sciences to explain social changes in most recent decades;

2)       the presentation, analysis and discussion of the main approaches to risk in the field of social sciences:

- the techno-scientific perspective;
- the cognitive approach;
- the structural-functional approach (Mary Douglas);
- the structuralistic critical approach (Ulrich Beck and Anthony Giddens);
- the post-structuralist perspective (Michel Foucault, Robert Castel and François Ewald);
- other approaches, such as the phenomenological and psychoanalytic ones;

3)      the presentation of some themes of major sensibility of late-modern societies to risks and discussion of possible policies of risk management, with special attention to:

- accidents and disasters in organizations and workplace safety;

- social insecurity and situational crime prevention;

- young people, risk behaviours, attitudes and subjective norm.

Readings/Bibliography

Institutional part:

D. Lupton, Il rischio. Percezioni, simboli, culture, il Mulino, Bologna, 2003.

R. Castel, L'insicurezza sociale. Che cosa significa essere protetti?, Einaudi, Torino, 2004.

M. Trentini, Rischio e società, Carocci, Roma, 2006.

Monographic part. Students will choose one of a couple of articles among these:

Accidents and disasters in organizations and workplace safety

Ø  M. Catino e S. Albolino, “Colpa ed errore. Logiche d'analisi in aeronautica e in medicina”, Studi organizzativi, n. 1/2008.

Ø  M. Catino, “Logiche dell'indagine: oltre la cultura della colpa”, Rassegna Italiana di Sociologia, n. 1/2006.

Ø  S. Gherardi, D. Nicolini, F. Odella, “La cultura della sicurezza sui luoghi di lavoro”, Sviluppo & Organizzazione, n. 162, 1997.

 

Social insecurity and situational crime prevention

Aa.Vv, Città, Criminalità, Paure. Sessanta parole chiave per capire e affrontare l'insicurezza urbana, Liguori, Napoli, 2008.

 

Young people, risk behaviours, attitudes and subjective norm

Anna Rosa Favretto (a cura di), Il delitto e il castigo. Trasgressione e pena nell'immaginario degli adolescenti, Donzelli, Bari, 2006.

 

Teaching methods

The course will pay attention to definitions and concepts of sociology of risk so as to favour the attainment of both the disciplinary perspective and the code which it uses in organizing its contents. During the lesson, multimedial instruments are to be used, along with statistic-descriptive materials (also in Internet) so that students learn to relate to data and empirical-documental materials.

Assessment methods

The exam will be oral. During the course the participation ot the student to teaching activities will be favoured through researches and papers on the themes of the course, especially concerning empirical researches and statistical data, and also the analysis of communicative strategies concerning the risks to which Western social groups pay more attention.

Teaching tools

Projector, overhead projector, PC

Office hours

See the website of Nicola De Luigi