The objectives of the course are aimed at the acquisition and consolidation of knowledge and skills capable of:
- to reconstruct and interpret the development of educational events (favouring institutions, representations and educational destinies as "places" of analysis) starting from the process of unification of the Italian state up to the present day, using the tools of the social historiography of education;
- retrace the history of comparative pedagogy by defining its epistemological and methodological structure and identifying both theoretical and empirical tools aimed at pedagogical-comparative analysis;
- to reflect on the scenario and on the socio-educational processes that characterize our contemporaneity in order to plan educational interventions also in the intercultural field.
With the study of the History of Comparative and Intercultural Education, the students will be able to achieve the following educational objectives.
In terms of knowledge and understanding:
-to know theories and operational skills of a methodological nature of European and international historical-educational and social research, both in a comparative and intercultural context;
to know models, tools and strategies of intervention aimed at fostering inclusive paths in socio-cultural and educational contexts, by virtue of the continuous and constant exercise of memory (as a pedagogical device) that defines the direction of meaning of educational action aimed at rereading and reconstructing the past, in order to understand the present and plan the future.
In terms of the ability to apply knowledge and understanding:
-use methodological tools to initiate pedagogical-comparative and intercultural analyses;
-analysing and interpreting national and international documents;
-Analyse written sources from a comparative perspective;
-Reflect on the formative processes and on the different educational practices in order to plan educational interventions also in the intercultural field.
In terms of autonomy of judgement:
- to develop the capacity to observe, detect and document the discontinuities, transformations and permanencies that, by virtue of the constant exercise of memory, allow us to restore to the historical time of education and pedagogy its characters of pluralism and problematic, its languages, its knowledge, its emotions, its identities;
- to develop the capacity to observe and document the historical and social conflict that goes through the processes investigated, highlighting the different forms of emancipation and conformation that permeate it.
In terms of communication skills:
-to contribute to the realization of educational projects in which personal reflection, discussion, exercises - both individual and group - can contribute to the understanding of the knowledge at stake and the use of scientific terminology acquired;
-to develop specific relational skills in the intercultural field;
-Reflecting on emotional skills.
In terms of learning ability:
-be able to direct the contents learned towards a method of observation, analysis and intervention in relation to the contexts in which it operates and to reflect critically on the dynamics that characterize them;
-be able to access the scientific literature of the sector, identifying reliable sources;
-be aware of the importance of continuous learning, which also comes from the comparison with other professionals and experts in the educational sector.
- to reconstruct and interpret the development of educational events (favouring institutions, representations and educational destinies as "places" of analysis) starting from the process of unification of the Italian state up to the present day, using the tools of the social historiography of education;
- retrace the history of comparative pedagogy by defining its epistemological and methodological structure and identifying both theoretical and empirical tools aimed at pedagogical-comparative analysis;
- to reflect on the scenario and on the socio-educational processes that characterize our contemporaneity in order to plan educational interventions also in the intercultural field.
With the study of the History of Comparative and Intercultural Education, the students will be able to achieve the following educational objectives.
In terms of knowledge and understanding:
-to know theories and operational skills of a methodological nature of European and international historical-educational and social research, both in a comparative and intercultural context;
to know models, tools and strategies of intervention aimed at fostering inclusive paths in socio-cultural and educational contexts, by virtue of the continuous and constant exercise of memory (as a pedagogical device) that defines the direction of meaning of educational action aimed at rereading and reconstructing the past, in order to understand the present and plan the future.
In terms of the ability to apply knowledge and understanding:
-use methodological tools to initiate pedagogical-comparative and intercultural analyses;
-analysing and interpreting national and international documents;
-Analyse written sources from a comparative perspective;
-Reflect on the formative processes and on the different educational practices in order to plan educational interventions also in the intercultural field.
In terms of autonomy of judgement:
- to develop the capacity to observe, detect and document the discontinuities, transformations and permanencies that, by virtue of the constant exercise of memory, allow us to restore to the historical time of education and pedagogy its characters of pluralism and problematic, its languages, its knowledge, its emotions, its identities;
- to develop the capacity to observe and document the historical and social conflict that goes through the processes investigated, highlighting the different forms of emancipation and conformation that permeate it.
In terms of communication skills:
-to contribute to the realization of educational projects in which personal reflection, discussion, exercises - both individual and group - can contribute to the understanding of the knowledge at stake and the use of scientific terminology acquired;
-to develop specific relational skills in the intercultural field;
-Reflecting on emotional skills.
In terms of learning ability:
-be able to direct the contents learned towards a method of observation, analysis and intervention in relation to the contexts in which it operates and to reflect critically on the dynamics that characterize them;
-be able to access the scientific literature of the sector, identifying reliable sources;
-be aware of the importance of continuous learning, which also comes from the comparison with other professionals and experts in the educational sector.
teacher profile teaching materials
- reconstruct and interpret the development of educational events starting from the process of unification of the Italian state to the present day, using the tools of the historiography of education;
- retrace the history of comparative pedagogy by defining its epistemological and methodological framework and identifying both theoretical and empirical tools aimed at pedagogical-comparative analysis;
- direct learning towards a method of observation and analysis capable of initiating comparative and intercultural research;
- reflect on the educational scenario and processes that characterize our contemporaneity in order to plan educational interventions in the intercultural field.
Part of the program is dedicated to early childhood and applications to educational contexts for children.
F. Cambi, Incontro e dialogo. Prospettive della pedagogia interculturale, Carocci, Roma, 2012.
One picture book of your choice from:
J. Mateo, J. Pedro, Migranti, Gallucci
L. Rebrovic, I. Pipal, Città blu, città gialla, Terre di Mezzo
P. Valdivia, Quelli di sopra, quelli di sotto, Kalandraka
A. Greder, Gli stranieri, Orecchio Acerbo
L. Lionni, Piccolo blu e piccolo giallo, Babalibri
Programme
The course aims to provide the conceptual and methodological foundations necessary to:- reconstruct and interpret the development of educational events starting from the process of unification of the Italian state to the present day, using the tools of the historiography of education;
- retrace the history of comparative pedagogy by defining its epistemological and methodological framework and identifying both theoretical and empirical tools aimed at pedagogical-comparative analysis;
- direct learning towards a method of observation and analysis capable of initiating comparative and intercultural research;
- reflect on the educational scenario and processes that characterize our contemporaneity in order to plan educational interventions in the intercultural field.
Part of the program is dedicated to early childhood and applications to educational contexts for children.
Core Documentation
L. Luatti, Adulti si nasceva. Immagini e metafore letterarie sull'emigrazione minorile girovaga e di lavoro dall'Ottocento ai giorni nostri, Cosmo Iannone Editore, Isernia, 2016.F. Cambi, Incontro e dialogo. Prospettive della pedagogia interculturale, Carocci, Roma, 2012.
One picture book of your choice from:
J. Mateo, J. Pedro, Migranti, Gallucci
L. Rebrovic, I. Pipal, Città blu, città gialla, Terre di Mezzo
P. Valdivia, Quelli di sopra, quelli di sotto, Kalandraka
A. Greder, Gli stranieri, Orecchio Acerbo
L. Lionni, Piccolo blu e piccolo giallo, Babalibri
Type of delivery of the course
The course aims to offer analysis tools and interpretative perspectives functional to the development of a research work in which personal reflection, discussion, exercises - both individual and group - can contribute to the understanding of the knowledge at stake. Through the reading of essays and scientific articles some key concepts will be deepened; film narration and the reading of illustrated books will also be used as an instrument of symbolic mediation and signification, as an inducer of a methodology of communication and interpretation of the "journey", in its migratory value, of interpretative nomadism. Development: - synchronous lectures on Teams in which the main themes of the course will be illustrated and deepened; - commented reading of documents, articles and illustrated books aimed at understanding the educational events and their comparison; - seminars, debates and synchronous exercises on Teams and on the Formonline platform aimed at promoting critical reading skills, expository skills and the skills necessary for personal and group study aimed at understanding comparison in the historical and intercultural context. Attendance to lectures and seminars is recommended.Attendance
The course aims to offer analysis tools and interpretative perspectives functional to the development of a research work in which personal reflection, discussion, exercises - both individual and group - can contribute to the understanding of the knowledge at stake. Through the reading of essays and scientific articles some key concepts will be deepened; film narration and the reading of illustrated books will also be used as an instrument of symbolic mediation and signification, as an inducer of a methodology of communication and interpretation of the "journey", in its migratory value, of interpretative nomadism. Development: - synchronous lectures on Teams in which the main themes of the course will be illustrated and deepened; - commented reading of documents, articles and illustrated books aimed at understanding the educational events and their comparison; - seminars, debates and synchronous exercises on Teams and on the Formonline platform aimed at promoting critical reading skills, expository skills and the skills necessary for personal and group study aimed at understanding comparison in the historical and intercultural context. Attendance to lectures and seminars is recommended.Type of evaluation
Oral exam. teacher profile teaching materials
The course aims to provide the conceptual and methodological foundations necessary to:
- reconstruct and interpret the development of educational events starting from the process of unification of the Italian state to the present day, using the tools of the historiography of education;
- retrace the history of comparative pedagogy by defining its epistemological and methodological framework and identifying both theoretical and empirical tools aimed at pedagogical-comparative analysis;
- direct learning towards a method of observation and analysis capable of initiating comparative and intercultural research;
- reflect on the educational scenario and processes that characterize our contemporaneity in order to plan educational interventions in the intercultural field.
Part of the program is dedicated to early childhood and applications to educational contexts for children.
C. Covato, Memorie discordanti. Identità e differenze nella storia dell'educazione, Unicopli, Milano, 2007.
A picturebook to choose from:
S. Tan, L'approdo, Tunué
M.C. Mateos, Migrando, Orecchio Acerbo
M. Leatherdale, E. Shakespeare, In mezzo al mare, Il Castoro
A. Greder, L'isola, Orecchio Acerbo
S. Mattiangeli, C.S. Rubio, Gli altri, Topipittori
AA.VV., 1989, Orecchio Acerbo
Programme
The course aims to provide the conceptual and methodological foundations necessary to:
- reconstruct and interpret the development of educational events starting from the process of unification of the Italian state to the present day, using the tools of the historiography of education;
- retrace the history of comparative pedagogy by defining its epistemological and methodological framework and identifying both theoretical and empirical tools aimed at pedagogical-comparative analysis;
- direct learning towards a method of observation and analysis capable of initiating comparative and intercultural research;
- reflect on the educational scenario and processes that characterize our contemporaneity in order to plan educational interventions in the intercultural field.
Part of the program is dedicated to early childhood and applications to educational contexts for children.
Core Documentation
N. Cangi, P. Di Luca, A. Triulzi (a cura di), Il confine tra noi. Storie di migranti, Terre di Mezzo, Milano, 2020C. Covato, Memorie discordanti. Identità e differenze nella storia dell'educazione, Unicopli, Milano, 2007.
A picturebook to choose from:
S. Tan, L'approdo, Tunué
M.C. Mateos, Migrando, Orecchio Acerbo
M. Leatherdale, E. Shakespeare, In mezzo al mare, Il Castoro
A. Greder, L'isola, Orecchio Acerbo
S. Mattiangeli, C.S. Rubio, Gli altri, Topipittori
AA.VV., 1989, Orecchio Acerbo
Type of delivery of the course
The course aims to offer analysis tools and interpretative perspectives functional to the development of a research work in which personal reflection, discussion, exercises - both individual and group - can contribute to the understanding of the knowledge at stake. Through the reading of essays and scientific articles some key concepts will be deepened; film narration and the reading of illustrated books will also be used as an instrument of symbolic mediation and signification, as an inducer of a methodology of communication and interpretation of the "journey", in its migratory value, of interpretative nomadism.Attendance
Development: - synchronous lectures on Teams in which the main themes of the course will be illustrated and deepened; - commented reading of documents, articles and illustrated books aimed at understanding the educational events and their comparison; - seminars, debates and synchronous exercises on Teams and on the Formonline platform aimed at promoting critical reading skills, expository skills and the skills necessary for personal and group study aimed at understanding comparison in the historical and intercultural context. Attendance to lectures and seminars is recommended.Type of evaluation
Oral exam