Teaching code

4S003489

Teacher

Paola Dusi

Coordinatore

Paola Dusi

Credits

9

Scientific Disciplinary Sector (SSD)

M-PED/01 - PEDAGOGY, THEORIES OF EDUCATION AND SOCIAL EDUCATION

Language

Italian

Period

Sem. 1A, Sem. 1B

Lessons timetable Moodle Seminars

Learning outcomes

Conoscere le principali teorie sul riconoscimento e sulla relazione oppresso/oppressore, riattualizzate alla luce delle forme da queste assunte nelle società contemporanee. Conoscere il ruolo fondativo della relazione riconoscitiva nei processi educativi, con particolare attenzione alle forme di misconoscimento che si manifestano in famiglia (maltrattamento e forme di negligenza familiare) e relativi modelli interpretativi. Conoscere il processo socio-storico-culturale e legislativo che ha portato alla nascita delle comunità per minori, i requisiti che una comunità per minori deve soddisfare e le competenze dell’educatore che in esse presta servizio. Saper riconoscere, individuare e analizzare forme di oppressione/misconoscimento presenti nella società contemporanea a livello macro, meso e micro. Saper riconoscere la presenza di relazioni caratterizzate da misconoscimento nei contesti educativi primari e saperne analizzarne sintomi, manifestazioni, fattori di rischio e fattori protettivi. Aver acquisito competenze comunicativo-relazionali con particolare riferimento a compiti e funzioni proprie dell’educatore in servizio presso comunità per bambini e adolescenti.

Program

Prerequisites
In order to fully benefit from the course, students should already have a basic grasp of pedagogic and education theories, and be familiar with the principal methods and techniques used in education research.


Expected educational outcomes

By the end of the course, students will be expected to:
Part I

1. Show an understanding of the political dimensions of existence, and cultivated greater personal agency: education as awareness-raising (increased awareness of oppression in contemporary contexts).
2. Understand the tenets of Recognition Theory – the need for recognition

Part II
3. Demonstrate an understanding of the family as a “place of recognition”
4. Be familiar with the main interpretive and theoretical models of the contemporary family.
5. Understand the fundamental constitutive dimensions of relationships of recognition in education contexts (family, school, residential communities).
6. Understand the factors that characterise the experience of adolescents in the world today (e.g. in regard to the body, rules, awareness of boundaries, etc.).
7. Understand the issues and implications of correctional or therapeutic residential communities for young people (comunità per minori), as compared with in-family solutions.
8. Be familiar with the “casa-famiglia” model (family foster homes)

Part III (across all learning units)

9. Develop and demonstrate related communicative-relational skills (professional competences):
10. Develop and demonstrate an awareness of their own, personal communicative style.
11. Develop and demonstrate communicative skills (listening, decentring, reflective practice)




Topics covered

 Multicultural Society
 Paulo Freire's “liberation pedagogy”
 Recognition
 Recognition in education contexts
 Families today
 Adolescens
 Residential communities for young people (comunità per minori)
 Family foster homes (case-famiglia).
 Professional competences: communicative-relational skills


Teaching methods and learning settings

Traditional lectures using additional materials (slides, video clips, extracts from government publicaitons, other texts, etc.), individual exercises (personal skills and competences) and group exercises (case studies, interviews, etc.); invited speakers (accounts from experts and professional educators); group discussions (micro and macro-groups).



Bibliography

Part. I
1. P. Freire, Pedagogia degli oppressi, Ega, Torino, 2004.
2. P. Dusi, Il riconoscimento nei contesti educativi, F. Angeli, Milano, 2017.

Part II
3. M. Saglietti, Organizzare le case famiglia. Strumenti e pratiche nelle comunità per minori. Carocci, Roma, 2012.
4. P. Dusi, Una storia esemplare ‘Parada’. Dispensa a cura della docente.

Part III
There is no bibliography related to this module

The Bibliography applies equally to the programmes for attending students and for non-attending students. Additional recommendations will be provided to attending students during the course of the lessons and research activities.


Teaching Materials
The course uses the Moodle platform to allow students to download certain course materials (e.g. PowerPoint presentations, handouts, further reading, interview templates, etc.)

Bibliografia

Examination Methods