The course allows to acquire a) theoretical knowledge and basic operational skills in the fields of pedagogy and education and training sciences to analyze social, cultural and territorial realities and to develop, implement and manage educational interventions and projects; b) intervention, planning and training skills in the fields of early childhood and school and extracurricular education, with reference to the issues of integration of migrants and intercultural education.
With the study of Intercultural Pedagogy the student will be able to achieve the following educational objectives.
In terms of knowledge and understanding:
- the critical knowledge and understanding of the historical, epistemological and methodological foundations of the discipline.
In terms of ability to apply knowledge and understanding:
- To analyse the best educational practices of intercultural education in the school and extracurricular context.
In terms of autonomy of judgment:
- ability to analyse a problematic situation from different points of view;
- ability to reconstruct the causes that determined a certain problematic situation, also attributing them relative weights appropriately differentiated.
In terms of communication skills:
- prevent and mediate conflicts;
- adopt a positive attitude based on open-mindedness and extroversion.
In terms of learning ability:
acquire the learning skills necessary for cultural growth, for professional development and updating and to undertake new studies with a high degree of autonomy.
With the study of Intercultural Pedagogy the student will be able to achieve the following educational objectives.
In terms of knowledge and understanding:
- the critical knowledge and understanding of the historical, epistemological and methodological foundations of the discipline.
In terms of ability to apply knowledge and understanding:
- To analyse the best educational practices of intercultural education in the school and extracurricular context.
In terms of autonomy of judgment:
- ability to analyse a problematic situation from different points of view;
- ability to reconstruct the causes that determined a certain problematic situation, also attributing them relative weights appropriately differentiated.
In terms of communication skills:
- prevent and mediate conflicts;
- adopt a positive attitude based on open-mindedness and extroversion.
In terms of learning ability:
acquire the learning skills necessary for cultural growth, for professional development and updating and to undertake new studies with a high degree of autonomy.
Programme
The course is organised into three thematic units.1. Foundations and practices of intercultural pedagogy
Historical, epistemological and methodological foundations of intercultural pedagogy. Multicultural society, cultural identity, migration and inclusion processes. Stereotypes, prejudices, racism and discrimination in social and educational contexts. Intercultural education as an approach intended for everyone, based on dialogue, a person-centred perspective and recognition of the value of differences. Analysis and planning of intercultural interventions in early childhood services, schools and out-of-school settings, with attention to family participation, conflict prevention and local community resources.
2. Paulo Freire: education, intercultural perspectives and emancipation
Foundations of Paulo Freire’s pedagogy of liberation. Critique of the banking conception of education and the problem-posing approach to education. Conscientisation, dialogue and the relationship between reflection and action. The oppressor–oppressed relationship and the non-neutrality of education. The principle of unity in diversity and the connections between intercultural education, participation, emancipation and social justice. Analysis of the implications of Freire’s perspective for educational practices and efforts to address exclusion.
3. Institutional documents and strategies for intercultural education
Analysis of the documents included in the course reader: “La via italiana per la scuola interculturale e l’integrazione degli alunni stranieri” (2007); “Una sfida salutare. Come la molteplicità delle lingue potrebbe rafforzare l’Europa” (2008); “Linee guida per l’accoglienza e l’integrazione degli alunni stranieri” (2014); “Diversi da chi? Raccomandazioni per l’integrazione degli alunni stranieri e per l’intercultura” (2015); “Orientamenti interculturali” (2022). Principles and strategies for welcoming, including and providing educational guidance to pupils from migrant backgrounds. Equal opportunities for access, participation and school achievement. Plurilingualism and recognition of the value of linguistic diversity. Comparison of institutional guidance and its application to the analysis of educational situations and the development of proposals for intervention.
Prerequisiti
No specific prior knowledge is required.Core Documentation
1. Catarci M., Fiorucci M., Il mondo a scuola. Per un’educazione interculturale, Edizioni Conoscenza, Roma 20152. Catarci M., La pedagogia della liberazione di Paulo Freire, Angeli, Milano 2016
3. Documents available from platform
- Ministero Pubblica istruzione-Osservatorio nazionale per l’integrazione degli alunni stranieri e per l’educazione interculturale, La via italiana per la scuola interculturale e l’integrazione degli alunni stranieri, Roma 2007;
- Maalouf A., Una sfida salutare. Come la molteplicità delle lingue potrebbe rafforzare l'Europa, Commissione Europea, Bruxelles 2008
- MIUR, Linee guida per l'accoglienza e l'integrazione degli alunni stranieri (2014), Roma 2014
- MIUR, Diversi da chi? Raccomandazioni per l'integrazione degli alunni stranieri e per l'intercultura, Roma 2015
- MI, Orientamenti interculturali. Idee e proposte per l'integrazione di alunne e alunni provenienti da contesti migratori, Roma 2022).
Attendance
Attendance is not compulsory. Activities take place remotely through the Moodle learning platform and involve engaging with course content, studying the materials and participating in the proposed discussion and further learning activities.Type of evaluation
Learning is assessed through a written examination lasting 90 minutes. The test comprises 42 questions: 40 closed-ended multiple-choice questions and 2 open-ended questions. The questions cover the three thematic units of the syllabus and the assigned texts. Closed-ended questions assess knowledge and understanding of the foundations of intercultural pedagogy, the concepts of Paulo Freire’s pedagogy of liberation and the contents of the institutional documents examined. Open-ended questions require reasoned responses and assess the ability to connect course topics, compare approaches and guidance, apply knowledge to the analysis of educational situations and formulate proposals for inclusive interventions. Assessment takes into account the accuracy and completeness of answers, the ability to connect theoretical principles with educational practices, the relevance of analyses and proposals, independent judgement, coherence of argument and clarity of expression, including the use of appropriate disciplinary terminology. For grading purposes, a pass reflects essential knowledge of the course content and the ability to use fundamental concepts to interpret straightforward educational situations. Intermediate grades reflect increasingly comprehensive knowledge and a greater ability to compare perspectives, make connections and apply concepts. The highest grades require in-depth knowledge, critical analysis, educational proposals consistent with the principles of intercultural education and non-discrimination, well-supported arguments and precise use of disciplinary terminology.