COMPARATIVE EDUCATION

Comparative Education has a relatively recent disciplinary tradition, whose purpose is to identify and analyse, from a comparative perspective, specific educational problems and issues. From this perspective, it is a research discipline that seeks to identify new theoretical and practical knowledge through comparison between two or more educational systems (used in different countries, in different regions, in different historical periods, in different settings of formal and informal education, etc.).

The purpose of the course is to enable students to acquire knowledge and skills concerning the comparison of educational systems, with particular attention to the historical, theoretical and methodological aspects of the discipline.

During the lectures, students will be able to analyse case studies and participate in workshop activities aimed at experimenting with synchronic and diachronic comparison methods.

The learning outcomes of the course are as follows:

-        ability to define and identify the historical, theoretical and methodological foundations of Comparative Education;

-        acquisition of basic comparative analysis skills, from a historical perspective and in different educational settings (formal, non-formal, informal and community-based);

-        acquisition of the basic elements for scientific research, from a comparative perspective, in different educational contexts;

-        acquisition of theoretical and practical knowledge concerning the professions of educator, educationalist and educational researcher within the European framework.

The expected learning outcomes, according to the Dublin Descriptors, are as follows:

Knowledge and Understanding (DD1)

Knowledge of theories and models in the pedagogical field in order to interpret educational and training events from a historical-evolutionary and political-economic perspective.

Applied Knowledge and Understanding (DD2)

Ability to connect the theoretical and methodological content acquired with the interpretation of past, present and future events and processes.

Making Judgements (DD3)

Ability to assess the relevance of the theories studied in relation to the situations addressed and the actions managed and/or observed.

Communication Skills (DD4)

Ability to communicate and share the analysis of events on the basis of knowledge in one's own professional field.

Teaching activities will alternate between: lectures; group activities and exercises; research activities; workshop activities; and possible meetings with experts in the field of educational comparison or with professionals working in education.

Should the course be delivered in blended or distance-learning mode, the necessary changes may be introduced with respect to what was previously stated, in order to comply with the programme provided in and reported in the syllabus.

No particular prerequisites are required.

Although attendance is not compulsory, it is strongly recommended because of the particular way in which the study programme is delivered. During classes, students may check their learning of the basic concepts covered in the programme through various types of exercises (study groups, short reports, etc.).

-        Comparative Education: historical, theoretical and methodological foundations;

-        comparison in educational systems and in formal, non-formal and informal education systems;

-        scientific research, from a comparative perspective, in different educational contexts;

-        case studies;

-        the professions of educator and educationalist within the European framework.

A.     General section:

1. N. S. Barbieri, A. Gaudio, G. Zago (eds.), Manuale di educazione comparata, Morcelliana, Brescia 2016, pp. 7-128 (121 pp.)

2. F. Olivieri, Le professioni educative tra Italia ed Europa. Percorsi di pedagogia professionale, Il Papavero, 2020 (162 pp.)

3. S. Calaprice, Educatori e Pedagogisti tra formazione e autoformazione, FrancoAngeli, Milan 2020, pp. 17-44; 90-135 (72 pp.)

B. Case studies:

-       O. Firouzi, M. Miravalle, D. Ronco, G. Torrente, Al di fuori della prigione. I risultati dell’osservatorio europeo sulle alternative al carcere, in «Studi sulla questione criminale», 1/2018, pp. 89-116 (27 pp.). Available for consultation and download at the following link: https://www.carocci.it/files/riviste/digitali/05_firouzi.pdf

-    Comparative Report on Education in Detention Contexts. Available for consultation and download at the following link: https://cesie.org/media/freedom-comparativereport-it.pdf  (52 pp.)

-       G. Stefani, Alternative alla detenzione: quali prospettive in Europa? Analisi, buone prassi e ricerca in sette Paesi dell’Unione Europea, in «Rivista di Criminologia, Vittimologia e Sicurezza», 2/2015, pp. 100-118 (18 pp.). Available for consultation and download at the following link: http://eprints.bice.rm.cnr.it/11628/1/articolo_stefani_2015-02.pdf

-       S. Lentini, Le prime esperienze di scuola per i detenuti nelle prigioni d’Europa. Note a margine di un opuscolo di Leon Vidal riprodotto e commentato su "Effemeride carceraria", CQIA, 17, 2016, pp. 115-128 (14 pp.). Available for consultation and download at the following link.

-       G. Denaro, Formazione e carriera magistrale nell’Europa del XIX secolo, in G. Denaro, Il mestiere di maestra nel XIX secolo tra retoriche sontuose e sfide quotidiane. Il caso della Provincia di Catania (1861-1914), PensaMultimedia, Lecce 2026, pp. 31-51 (20 pp.).

-       N. S. Barbieri, La nascita dello scautismo e la sua diffusione internazionale; un caso di educazione non formale in prospettiva comparatistica, in M. Chiaranda (ed.), Storia comparata dell’educazione. Problemi ed esperienze tra Otto e Novecento, Franco Angeli, Milan 2010, pp. 244-266 (22 pp.). Available for consultation and download at the following link: https://iris.unimore.it//retrieve/handle/11380/1157511/189760/Barbieri%20in%20Chiaranda%20ed.%20comparata.pdf

The oral examination in Comparative Education takes place at the end of the course, according to an official schedule published on the DISFOR website; the final interview is assessed by the examination board, taking into overall consideration the following general criteria:

-        breadth of subject matter and coherence of the discussion;

-        correct use of specialised terminology;

-        level of depth and ability to establish theoretical connections;

-        ability to relate knowledge to the specific contexts/areas of intervention of the educator.

The grade is expressed on a scale of thirty according to the following scheme:

Fail

Insufficient knowledge of the main topics. Little or no ability to use specialised language.

18-21

Barely sufficient or sufficient knowledge and understanding of the topics; limited ability to analyse and synthesise the topics covered and present them clearly.

22-25

Fair knowledge and understanding of the main topics, and fair ability for critical analysis and synthesis. Use of appropriate language.

26-28

Good knowledge of the topics; good ability to synthesise and critically analyse; good ability to connect different topics; use of appropriate language in presentation.

29-30

Full knowledge and advanced understanding of the topics; excellent ability to connect different themes, using appropriate specialised language.

Lode

Excellent knowledge and understanding of the topics; excellent ability to critically analyse and connect themes, using appropriate specialised language.

N.B.: assessment may also be conducted remotely, should circumstances require it.

-   Historical background, theoretical and methodological foundations of Comparative Education;

-        Critical analysis of the "case studies";

-        Educational professions within the European framework.