Learning outcomes

Course aims
The course hopes to offer three cultural perspectives with the goal of orienting pedagogical approaches towards children and their families.
The first perspective concerns the ability to "situate" oneself in both a geopolitical and historical worldview as well as starting from One's Self.
The second will aid in developing sensitivities to the risks of racialization in childhood educational contexts.
The third will focus on the practice of cultural mediation when negotiating important contrasting educational modalities for boys and girls.
Educational aims
At the end of the course the student must be able to:
1 ) To learn to situate oneself in both a geopolitical viewpoint as well as in one's own conceptions of Immigrant, Foreigner, Family, Motherhood and Fatherhood.
2) To contextualize one's own role as educator, to be able to detect critical situations between parents and children (0-11years), and between families and institutions.
3) To be familiar with the principal theoretical models of Cultural Mediation in order to identify educational paths that take linguistic and cultural family dynamics into account.
4) To learn to identify and nourish the educational resources of the families and communities concerned.

Program

Contents:
1) Introduction to decolonial thought
2) Cultural Mediation: theories and methods
3) Childhood educational paths with Cultural Mediation
The theoretical part will be tied to real world contexts in educational services, core social services and the analysis of concrete situations involving children and their parents.
Didactic methods: frontal instruction; small-group research; in-depth seminars. Identification of qualitative tools for the revision and communication of feedback about the course experience. Cultural mediators, ethnographers, educational service experts specialized in multicultural contexts will take part in the instruction of the course.
Throughout the academic year, the dates and times of reception are also indicated on my webpage (without the need to set a specific appointment).
It will be placed on the teaching-learning platform and the lessons calendar, and teaching materials related to the program.
Study texts
1) Gennaro Ascione (a cura), America latina e modernità. L’opzione decoloniale: saggi scelti, Edizioni Arcoiris, 2014, (studiare da pag. 73 a pag 96 e da pag. 151 a pag. 170). Reperibile in: http://www.lavoroculturale.org/america-latina-e-modernita/
2) Adrienne Rich, La politica del posizionamento, reperibile in: http://www.medmedia.it/review/numero2/it/art3.htm
3) Donna Haraway, Manifesto cyborg. Donne, tecnologie e biopolitiche del corpo. Traduzione di L. Borghi, Feltrinelli – SOLO IL CAPITOLO “Saperi situati: la questione della scienza nel femminismo e il privilegio di una prospettiva parziale”.
4) Cima Rosanna, Abitare le diversità, Carocci 2005
5) Rosanna Cima, Rita Finco, Imparare e insegnare tra lingue diverse, La Scuola 2014. (studiare da pag. 5 a pag. 88)

A choice between these texts:
1) Elena Gianini Belotti, Dalla parte delle bambine. L’influenza dei condizionamenti sociali nella formazione del ruolo femminile nei primi anni di vita (qualsiasi edizione)Un libro a scelta
2) Vanessa Maher (a cura di), Genitori migranti, Rosemberg & Sellier, 2012
3) Paola Tabet, La pelle giusta, Einaudi, 1997.
4) Rosita Deluigi, Tracce migranti e luoghi accoglienti. Sentieri pedagogici e spazi educativi, Pensa Multimedia, 2012.
5) Tahar Ben Jelloun, Le pareti della solitudine, Einaudi.
6) Fatima Mernissi, La terrazza proibita. Vita nell’harem, Giunti.

Examination Methods

There will be a final written exam FOR ALL STUDENTS consisting of "open answer" and multiple choice questions regarding obligatory texts. An open question on the chosen text.
The final evaluation is expressed in 30/30.
ERASMUS students are requested to contact the teacher at the beginning of the courses to agree on the teaching and examination procedures together.