Teaching code

4S006164

Credits

9

Coordinatore

Lara Vannini

Language

Italian

Moodle Seminars

The teaching is organized as follows:

Learning outcomes

------------------------
MM: TEORIE DEL DIALOGO E DELL'INTEGRAZIONE
------------------------
Acquire theoretical and methodological knowledge that allows you to design and conduct "good dialogic experiences" within school contexts. To know how to offer educational environments to help people think for themselves and learn to think together. Knowing how to effectively guide conversations with and between children in preschool and elementary school, according to the maieutic approach. To this end, the course aims to support students in the acquisition of knowledge and skills with respect to: - to the philosophies and theoretical references used in research on dialogue in school settings; - methods and techniques useful for the analysis of conversational styles; - discursive practices that facilitate the development of independent thinking in children;
------------------------
MM: PEDAGOGIA INTERCULTURALE
------------------------
The goals of the course are: 1. to provide students with a broad understanding of Intercultural Pedagogy, and how it can offer the best response to issues associated with pluralism, globalisation, and the presence of multiculturalism and multiple ethnicities within our societies (with particular focus on the relationships between diversity and social injustice, between ethnocentrism and prejudice, and between language and identity). 2. To explore what intercultural education means in practice in the context of the Italian school system (pre-school and primary level). What forms does it take? What specific challenges do educators face? 3. To provide pre-service teachers with methodological tools for cultivating both their own intercultural competences and those of their students. With this in mind, participants (pre-service teachers) will be encouraged to develop better personal awareness and learn how to help their students acquire a greater level of intercultural sensitivity. Required learning outcomes: acquisition of knowledge and abilities Kindergarten and Prymary School 1st descriptor: Knowledge and Understanding B y the end of the course, students will be expected: - to understand the epistemological foundations of pedagogy and intercultural education; - to understand what forms, modes and characteristics intercultural education adopts in the Italian school and pre-school system (in theoretical, regulatory and methodological terms); - to understand the relationship between identity and a person’s first language; - to be familiar with the principal models of intercultural competence. 2nd descriptor: Understanding and application of acquired knowledge By the end of the course, students will be expected to have developed: - the ability to analyse the governmental publications that are of greatest relevance to an intercultural approach to education, and use these documents to guide their own work in the classroom; - the ability to use models of intercultural competence to are been tailored for/addressed to a specific group or class.

Program

------------------------
MM: TEORIE DEL DIALOGO E DELL'INTEGRAZIONE
------------------------
The course will present the principles of a dialogic practice understood as an education of inner and intersubjective thought inspired by the principle of caring. Specifically, the following themes will be addressed: The value of dialogue within the educational process and the social construction of knowledge. The Socratic Dialogue: a cognitive practice for reasoning together and learning to think for oneself in depth. The maieutic approach in school: experiences and current research. The theoretical foundations and training techniques of the MelArete project. The role of the adult in the dialogue with children within school contexts: recognizing and reflecting on different communication styles. Methods and techniques for analyzing group conversations.
------------------------
MM: PEDAGOGIA INTERCULTURALE
------------------------
Contents: Ist part Starting from ourselves Recognition in educational contexts - Difference as a constitutive element of human life - The theory of recognition The three steps for an intercultural approach - Decentralization - The reference framework of the other - Negotiation and intercultural mediation Obstacles to understanding the other - The representations - The forms of ethnocentrism - Limits of human judgment - Professional models and techniques IInd part The school context: ‘a mixed bag’ - Life and experiences of children and families - Insights: the ‘second generations’ - School ‘a mixed bag’ - Micro-aggressions - The teachers’ point of view on diversity - Ministerial documents IIIrd part Teachers intercultural training and competences - The construct of intercultural competence. - A model of intercultural competence for primary and infant school teachers - First level intercultural competence - Second level intercultural competence IVth part Relationship with parents from here and from elsewhere Teaching methods and learning settings Traditional lectures using additional materials (slides, video clips, extracts from government documents, other texts, etc.), individual exercises (personal skills and competencies) and group exercises (case studies, interviews, etc.) Bibliography 1. P. Dusi (2012). la comunicazione docenti-genitori. Milano: Franco Angeli. 2. Recommended reading list This list of titles applies equally to the programs for attending students and for non-attending students. Additional recommendations will be provided to attending students during the course of the lessons.

Bibliography

Examination Methods

------------------------
MM: TEORIE DEL DIALOGO E DELL'INTEGRAZIONE
------------------------
Several options are available: written papers for those attending the course or oral presentations for those not attending the course. In the written essay the attending students will be able to present: - an educational-didactic project characterized by a maieutic approach (preschool or elementary school); - the analysis of a group dialogue recorded within the school context in order to highlight the conversational moves and communicative styles. Students will be assessed on their ability to thoroughly and critically re-elaborate the content presented during the course, and on their understanding of the fundamental concepts present in the reference texts.
------------------------
MM: PEDAGOGIA INTERCULTURALE
------------------------
Exams: Learning outcomes will be assessed through an individual written essay Nature of the assessment and material covered: - An individual written report, which – taking as its starting point the collected interviews (at least 2) - should critically analyse them using, as appropriate, the concepts, theoretical models and interventions covered during the course. Assessment criteria The assessment result will be expressed as a score out of a possible thirty marks Marks will be awarded on the basis of the following performance criteria: -command of specialist terminology pertaining to the sector in question; - the rigorousness in the administration and transcription of the interviews (using the format posted in moodle). - by analyzing and discussing the collected interviews; - by citing the texts indicated in the bibliography and other texts identified during the research process, - demonstration of personal reflection on the material studied and the ability to reconcile theory and practice; - by providing a personal interpretation of, and reflection on, the lessons attended bibliographical sources. - correct grammar and syntax. Instructions for drafting the report* The data analysis process should be supported by references to the texts covered during the course (and to other works and studies known to the student or students). The length of the report is to be decided by the student himself. The recommended minimum length, however, is 10 pages (each of 3,000 characters) plus the bibliography and appendices (which should include a complete transcription of the data collected through interviews) The report should include: - a cover (with full names and matriculation numbers of the student or students, the name of the degree course, the project title, and a contact email address and telephone number; - an abstract/brief summary of the project; - introduction; - data analysis; - discussion of data analysis; - conclusion; - bibliography - appendices: all data collected via interviews. The text should be subdivided into paragraphs and supplemented, in a proper academic fashion, by footnotes and final bibliography. The report must be submitted by email to the course leader at least five days prior to the exam date selected by the student.