The teaching of Sociology of Education aims to provide students with the fundamental concepts related to traditional and new socio-identity training paradigms, the prevailing theoretical framework and the interconnections with the other social dimensions and the new informal socializing agents: the group of peers and the new communicative-digital realities. The latter constitute a sort of "intermediate sphere", along the axis of the adaptive process to the environment, intervening with their non-formal action, to give organization and coherence to the patterns of objectification of experience.
Knowledge and understanding
- provide historical, theoretical and methodological knowledge related to the transition from educational models based on the control paradigm, positivist-functionalist, to the current interaction
Applying knowledge and understanding
- develop skills and competences in the analysis of educational models regarding the socio-individual identity configuration, the development of learning and the various forms of transmission: institutional (through specific agencies, from the family to the school); inter-generational (from adults to young people) that especially today is not only vertical, from one generation to the next, but can also be horizontal, from a juvenile lever to the other.
Making judgements
- develop the critical thinking to analyse the evolution and transformation of educational models, especially regarding the passage from the traditional unidirectional, cumulative, normative, teleological model to the current more symmetrical, informative, negotiable and prone to a "form of polycentrism", to a "shared construction" of knowing, thinking and practicing education as a social relationship.
Communication skills
- know how to communicate the acquired knowledge, in terms of ideas, problems, themes and possible solutions, related to the appropriate educational strategies to the contemporary socio-cultural context and to promote the ability to manage the multiplicity of communicative and experiential challenges.
Learning skills
- to develop the learning skills that are necessary for them to undertake further studies, related to many of the sociological, pedagogical and psychological disciplines that deal with the themes of identity building, training processes and educational-communicative relationships, with a high degree of autonomy.
Knowledge and understanding
- provide historical, theoretical and methodological knowledge related to the transition from educational models based on the control paradigm, positivist-functionalist, to the current interaction
Applying knowledge and understanding
- develop skills and competences in the analysis of educational models regarding the socio-individual identity configuration, the development of learning and the various forms of transmission: institutional (through specific agencies, from the family to the school); inter-generational (from adults to young people) that especially today is not only vertical, from one generation to the next, but can also be horizontal, from a juvenile lever to the other.
Making judgements
- develop the critical thinking to analyse the evolution and transformation of educational models, especially regarding the passage from the traditional unidirectional, cumulative, normative, teleological model to the current more symmetrical, informative, negotiable and prone to a "form of polycentrism", to a "shared construction" of knowing, thinking and practicing education as a social relationship.
Communication skills
- know how to communicate the acquired knowledge, in terms of ideas, problems, themes and possible solutions, related to the appropriate educational strategies to the contemporary socio-cultural context and to promote the ability to manage the multiplicity of communicative and experiential challenges.
Learning skills
- to develop the learning skills that are necessary for them to undertake further studies, related to many of the sociological, pedagogical and psychological disciplines that deal with the themes of identity building, training processes and educational-communicative relationships, with a high degree of autonomy.
Canali
teacher profile teaching materials
Identity paths.
Actors and agencies in training processes: family and socialization; the generational meeting; the transmission of culture: the school and the teachers; informal socialization: the peer group and the mass media.
Part of the program is dedicated to early childhood and applications to early childhood education contexts.
Luisa Ribolzi, Società, persona e processi formativi. Manuale di sociologia dell'educazione, Mondadori, Milano.
The second book can be chosen among the following:
A. Caneva, C. Caneva, C. Costa, F. Orlando, L'immaginario contemporaneo. La grande pro-vocazione delle serie Tv, Mimesis, Milano.
E. Tripaldi, L'etica della cura nel counseling analitico transazionale, Aracne, Roma.
C. Caneva, I molti modi di dire persona. Africa, Cina, Europa e India in dialogo, Mimesis, Milano
S. Capogna, Oltre l'habitus. Dialogo a più voci con Pierre Bourdieu, tra destino e progetto, Aracne, Roma.
Programme
The educational system and the contribution of sociologists.Identity paths.
Actors and agencies in training processes: family and socialization; the generational meeting; the transmission of culture: the school and the teachers; informal socialization: the peer group and the mass media.
Part of the program is dedicated to early childhood and applications to early childhood education contexts.
Core Documentation
HandbookLuisa Ribolzi, Società, persona e processi formativi. Manuale di sociologia dell'educazione, Mondadori, Milano.
The second book can be chosen among the following:
A. Caneva, C. Caneva, C. Costa, F. Orlando, L'immaginario contemporaneo. La grande pro-vocazione delle serie Tv, Mimesis, Milano.
E. Tripaldi, L'etica della cura nel counseling analitico transazionale, Aracne, Roma.
C. Caneva, I molti modi di dire persona. Africa, Cina, Europa e India in dialogo, Mimesis, Milano
S. Capogna, Oltre l'habitus. Dialogo a più voci con Pierre Bourdieu, tra destino e progetto, Aracne, Roma.
Type of delivery of the course
Lessons and SeminarsAttendance
Attendance not mandatory. Lessons: First semester / Friday, from 10 to 12 Second semester / Monday, from 9am to 12pmType of evaluation
The exam will take place through an interview with the student in order to ascertain the skills acquired during the course. teacher profile teaching materials
Relevant issues in this area are, among others, the second migrant generations, discrimination in education and work, intercultural competences, the role of transnational networks and migrant diasporas as educational and development agents, intergenerational dialogue and the impact of training / work dynamics on emigration processes. The importance of historical memory and the transmission of knowledge on migration through diversity education facilitate the fight against the problematization of migration and thus allow the initiation of citizenship and naturalization practices appropriate to the new multi-ethnic reality and hybrid identities of transnational migrants. To this end, during the Laboratory, case studies derived from empirical research on second generation migrants, female migration from sub-Saharan Africa to Europe and from the analysis of old and new emigration flows from Italy will be proposed in a comparative perspective.
Lesson themes
Unit 1
Presentation of the course and the theme "Society and education"
Unit 2
Society and education: a theoretical and interpretative framework
Unit 3
Society and education: models of socialization
Unit 4
Identity in the multicultural society
Unit 5
Socialization, inequalities and migration
Unit 6
International migration: a theoretical and empirical framework
Unit 7
Memory and migration: transnational migration networks and diversity education
Unit 8
Interculturality, discrimination and educational processes: the second generations
Unit 9
Female migration from sub-Saharan Africa: gender and participatory paths
Unit 10
“Why are they leaving?”: Italian emigrations
Unit 11
Ethnographic path and course conclusions
Various teaching materials will be suggested by the lecturer during classes together with ad hoc readings. Others are available online.
General part:
Besozzi, E. (2017), Società, cultura, educazione. Teorie, contesti e processi, Roma: Carocci.
Monographic part and laboratory:
Koser, K. (2009), Le migrazioni internazionali, Bologna: Il Mulino (Edizione originale: International Migration: A Very Short Introduction, Oxford: Oxford University Press, 2007)
A text to be chosen from:
Gehnyei, A. M. (2023), Il corpo nero, Roma: Fandango Libri.
Lapov, Z., Campani, G. (2017), Donne africane oltre le frontiere. Percorsi partecipativi in prospettiva di genere, Firenze: Nerbini.
Pugliese, E. (2018), Quelli che se ne vanno. La nuova emigrazione italiana, Bologna: Il Mulino.
Programme
The course is divided into two parts: a first general part dedicated to a review of topics pertaining to sociology of education with reference to the construction of social identity in multicultural context and to the processes of primary, secondary and peer socialization; a second monographic part, including the Laboratory, dedicated to an in-depth study of international migration dynamics and their impact on formal and informal educational processes from a comparative perspective.Relevant issues in this area are, among others, the second migrant generations, discrimination in education and work, intercultural competences, the role of transnational networks and migrant diasporas as educational and development agents, intergenerational dialogue and the impact of training / work dynamics on emigration processes. The importance of historical memory and the transmission of knowledge on migration through diversity education facilitate the fight against the problematization of migration and thus allow the initiation of citizenship and naturalization practices appropriate to the new multi-ethnic reality and hybrid identities of transnational migrants. To this end, during the Laboratory, case studies derived from empirical research on second generation migrants, female migration from sub-Saharan Africa to Europe and from the analysis of old and new emigration flows from Italy will be proposed in a comparative perspective.
Lesson themes
Unit 1
Presentation of the course and the theme "Society and education"
Unit 2
Society and education: a theoretical and interpretative framework
Unit 3
Society and education: models of socialization
Unit 4
Identity in the multicultural society
Unit 5
Socialization, inequalities and migration
Unit 6
International migration: a theoretical and empirical framework
Unit 7
Memory and migration: transnational migration networks and diversity education
Unit 8
Interculturality, discrimination and educational processes: the second generations
Unit 9
Female migration from sub-Saharan Africa: gender and participatory paths
Unit 10
“Why are they leaving?”: Italian emigrations
Unit 11
Ethnographic path and course conclusions
Core Documentation
Bibliographic references (attending and non-attending students)Various teaching materials will be suggested by the lecturer during classes together with ad hoc readings. Others are available online.
General part:
Besozzi, E. (2017), Società, cultura, educazione. Teorie, contesti e processi, Roma: Carocci.
Monographic part and laboratory:
Koser, K. (2009), Le migrazioni internazionali, Bologna: Il Mulino (Edizione originale: International Migration: A Very Short Introduction, Oxford: Oxford University Press, 2007)
A text to be chosen from:
Gehnyei, A. M. (2023), Il corpo nero, Roma: Fandango Libri.
Lapov, Z., Campani, G. (2017), Donne africane oltre le frontiere. Percorsi partecipativi in prospettiva di genere, Firenze: Nerbini.
Pugliese, E. (2018), Quelli che se ne vanno. La nuova emigrazione italiana, Bologna: Il Mulino.
Reference Bibliography
Recommended reading Bourdieu, P. (2015), Forme di capitale, A cura di Marco Santoro, Roma: Armando. Colombo, M. (2007,) (a cura di), E come educazione. Autori e parole chiave della sociologia, Napoli: Liguori. Wihtol de Wenden, C. (2015), Il diritto di migrare, Roma: Ediesse (Edizione originale: Le droit d’émigrer, Paris: CNRS Éditions). Research materials Ruspini, P. (2017), “Tra passato e presente, tra memorie e mobilità: vecchia e nuova migrazione italiana in Svizzera”, Il dialogo, no. 1/17, pp. 8-9. At: https://www.acli.ch/risorse/il-dialogo/ Ruspini, P., Mauri Brusa, M. (2012), “Migrazioni, cooperazione allo sviluppo e competenze comunicative interculturali”, In Formazione, Anno V, n. 8, pp. 43-48. Ruspini, P. (2013), “Storie di Secondos nel Canton Ticino: ‘Voglio che la mia voce si senta”, Terra Cognita, n. 23, Autunno 2013, Berna: Commissione federale della migrazione CFM, pp. 86-88. At: http://www.terra-cognita.ch/fileadmin/user_upload/terracognita/documents/terra_cognita_23.pdfType of delivery of the course
The course aims to solicit curiosity and interest in educational processes, migratory phenomena, cultural diversity and their management through a path of self-reflection and discussion based on bibliographic and audio-visual materials, witness reports and time permitting, a short ethnographic visit to be carried out during classes. Participants will be invited to present their experiences and reflections in order to refine their positions on educational processes, on the perception and reality of contemporary migration, on the role and practices of inclusion and educational policies as well as of the actors involved in their implementation.Attendance
Free but recommendedType of evaluation
Oral discussion on the topics of the course during which participation in lectures and the possible presentation of reflections on their experiences in the educational field and in the field of migration and cultural diversity, participation in the ethnographic path, in-depth study of the proposed teaching materials and recommended readings will be also evaluated.