Programme

In contemporary context, the anthropological perspective offers a critical lens for understanding cultural differences and similarities, as well as the social processes that shape belonging, inequality, social hierarchies, and new forms of action and resistance. From this viewpoint, conditions such as vulnerability, marginalisation, suffering and exclusion should not be seen as individual traits or features of specific groups, but rather as the outcome of broader social processes. This kind of analysis becomes particularly important when we look at childhood, development, caregiving or neglect, intergenerational relationships, cultural transmission and learning. Educational, training and social institutions play a key role here, especially when they seek to interrupt the mechanisms that produce exclusion and marginalisation. Experiences of vulnerability, discrimination and inequality during childhood can have long-term effects. This raises important questions about the social responsibility of educational institutions and professionals who work with children and young people, in ensuring fairness and the prevention of discrimination. The course begins by offering a) an overview of key anthropological theories and concepts – particularly those related to institutions, power, society, culture, and belonging. It then traces how these debates have evolved, including newer themes such as gender, the body, subjectivity, and oppression. In the second phase, b) students will apply these theories and concepts to current global issues – such as gender, the body, violence, and migration – with the aim of developing a critical, reflective, and independent perspective and finally c) encourages active participation in analysing the social processes that create and reinforce vulnerability and exclusion.
A central question will guide this work: how can professionals working with children use anthropological insights to foster solidarity and build alliances, rather than reinforcing marginalisation and discrimination? Ethnographic examples will support reflection and discussion. The comparative method central to anthropology will help students develop an independent, reflective, and anti-ethnocentric approach.

Core Documentation

1) Only the following parts of the manual:
Palumbo Berardino, Pizza Giovanni, Schirripa Pino (2023). Antropologia culturale e sociale. Concetti, storia, prospettive. Hoepli.
Parte Prima. L’antropologia e i suoi campi (pp. 1-38).
Parte Seconda. Panoramica storica degli studi di antropologia culturale e sociale (pp. 39-114).
Parte terza. Parole chiave per un’antropologia contemporanea: Corpo (pp. 134-149); Curare (150-164); Femminismo e antropologia (pp.165-177); Mobilità (pp. 256-270); Resistenze (pp. 271-285)

Students who already have knowledge of cultural and social anthropology may opt for this text (parts one, two and three only).
LeVine Robert e New Rebecca /2000). Antropologia e infanzia. Sviluppo, cura, educazione: studi classici e contemporanei. Raffaello Cortina.

2) A text of your choice from this list
Agier, Michel (2020). Lo straniero che viene. Ripensare l’ospitalità. Raffaello Cortina. Milano.
Alunni, Lorenzo (2024) Le cicatrici di Ulisse. Corpi e frontiere nel Mediterraneo, Meltemi.
Khosravi, Shahram (2019). Io sono confine. Eléuthera.
Maida, Bruno (2020). I treni dell'accoglienza. Infanzia, povertà e solidarietà nell'Italia del dopoguerra 1945-1948. Einaudi.
Mattalucci, Claudia (a cura) (2017). Antropologia e riproduzione. Attese, fratture e ricomposizioni della procreazione e della genitorialità in Italia. Edizioni Cortina, Milano.
Quagliariello, Chiara, 2021, L’isola dove non si nasce. Lampedusa tra esperienze procreative, genere e migrazioni, Milano, Unicopli.
Tabet Paola, (2016). La pelle giusta. Disponibile in Ebook in StreetLib.
Taliani, Simona, (2015). Il bambino e il suo doppio. Franco Angeli.

3) A text of your choice from this list of short essays and fiction texts

Viola Ardone. Il treno dei bambini. Einaudi.
Ben Lawrence, La città delle spine. Nove vite nel campo profughi più grande del mondo. Brioschi.
Susan Sontag, Davanti al dolore degli altri. Nottetempo.
John Berger, Jean Mohr, Il settimo uomo. Contrasto.
Arendt Hannah. Noi rifugiati. Einaudi.
Adichie Ngozi Chimamande, Metà di un sole giallo. Einaudi.
Saidiya Hartman, Perdi la madre. Un viaggio lungo la rotta atlantica degli schiavi. Tamu.
Marco Omizzolo, Per motivi di giustizia. People.
Toni Morrison, Prima i bambini. Sperling & Kupfer.

Type of delivery of the course

Lectures will be supported by Power Point and audio-visual materials, as well as by the reading and analyzing ethnographic examples. These support tools intend to encourage the active participation of the students, dialogues, and discussions on the course topics.

Attendance

Attendance is not compulsory. However, active participation in the course is highly recommended, as it enhances understanding of the disciplinary debates, the reading materials, and encourages meaningful engagement in classroom discussions.

Type of evaluation

Oral interview (approximately 15–20 minutes): Through a question-and-answer format, the interview will assess whether: students have read the assigned materials; they are able to interpret and reflect on the concepts and perspectives presented; and they have developed independent thinking and can apply concepts to different contexts. Written examination (optional): A multiple-choice or short-answer questionnaire may be proposed or requested depending on the number of students enrolled.