Programme

The intercultural perspective in Italian schools: interculturalism as a paradigm aimed at all pupils, based on dialogue, the exchange between cultures and the celebration of differences.
Principles and strategies for the educational inclusion of pupils from migrant backgrounds: universalism, mainstream schooling, a person-centred approach, equal opportunities for access, educational success and career guidance.
Institutional documents on intercultural education: an analysis of the main ministerial guidelines, including the sections dedicated to adopted pupils and unaccompanied foreign minors.

Prerequisiti

No specific prior knowledge is required.

Core Documentation

Online documents:
 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 
 MIUR,Linee di indirizzo per favorire il diritto allo studio degli alunni adottati, Roma 2014
 MIUR, Diversi da chi? Raccomandazioni per l’integrazione degli alunni stranieri e per l’intercultura, Roma 2015  
  MIUR, Linee Guida Diritto allo Studio MSNA, Roma 2017
  MI, Orientamenti interculturali. Idee e proposte per l’integrazione di alunne e alunni provenienti da contesti migratori, Roma 2022

Attendance

Attendance is not compulsory. Students engage with course content and participate in the activities provided through the online learning platform. An in-person session is also planned.

Type of evaluation

Learning is assessed through a test covering the entire Educational Cluster “EC6_Option A Intercultural and Psychosocial Theories and Methods in Education” (Professors Carrus and Catarci). The test comprises a total of 61 questions: 60 closed-ended questions and 1 open-ended question (specifically, 20 closed-ended questions for each of modules 1, 2 and 4, and 1 open-ended question for module 3). The total duration of the test is 90 minutes. Closed-ended questions assess knowledge and understanding of the principles of intercultural education, strategies for school inclusion and the contents of the documents examined. Open-ended questions assess the ability to compare institutional guidance, apply it to the analysis of school situations, formulate inclusive educational proposals and justify independent judgements using appropriate disciplinary terminology. Assessment takes into account the accuracy and completeness of answers, the ability to connect pedagogical principles with practical guidance, the relevance of proposals to the cases analysed, independent judgement, coherence of argument and clarity of expression. For grading purposes, a pass reflects essential knowledge of the principles and documents and the ability to identify inclusive strategies in straightforward school 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 of documents and educational practices, proposals consistent with the principles of intercultural education and non-discrimination, well-supported arguments and precise use of disciplinary terminology.