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
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) Introduction to feminism thought
3) Cultural Mediation: theories and methods
4) 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.

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)

one a scelta:
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) GeneviéveMakaping, Traiettorie di sguardi. E se gli altri foste voi?, Rubettino 2001
3) Vanessa Maher (a cura di), Genitori migranti, Rosemberg&Sellier, 2012
4) AminataTraoré, L’immaginario Violato, Ponte alle Grazie, 2002
5) Paola Tabet, La pelle giusta, Einaudi, 1997.
6) Le fantasticherie della donna selvaggia di Helene Cixous, tr. Nadia Setti, Boringhieri, 2005.
7) Obehi Peter Ewanfoh, Amende. Acqua di fiume, BEKS, 2015

Examination Methods

There will be a final written exam FOR ALL STUDENTS consisting of "open answer" and multiple choice questions.

Teaching materials e documents

•   Calendario LEZIONI M - Z   (octet-stream, it, 31 KB, 10/6/16)