INTERCULTURAL AND CITIZENSHIP PEDAGOGY A - L

The course aims to enable students to recognize the educational and cultural needs of all citizens, both native and foreign, and to understand the importance of educational interventions in contexts where prejudice and marginalization, categorization, and the risk of stereotyping exist. Furthermore, the course aims to pedagogically guide students in the ability to apply knowledge and understanding from an intercultural perspective to support the challenging processes of integration. The main objectives are therefore: 1. To be able to formulate opinions and appropriate critical assessments within the cultural and social complexity of the contemporary world. 2. Through pedagogical reflections on individuals and contexts, to seek out in specific educational situations the intercultural theoretical and methodological elements essential for building intercultural educational projects. 3. Using the tools of intercultural pedagogy, to develop the ability to listen and engage in dialogue within heterogeneous social, cultural, and professional contexts, thus achieving the recognition of otherness and conflict resolution. As indicated by the Dublin Descriptors, the course focuses specifically on the development of

- Knowledge and understanding (DD1)

- Applied knowledge and understanding (DD2)

- Independent judgment (DD3)

- Comunication skills (DD4)

- Learning ability (DD5)

The course program focuses on various aspects of general pedagogy, from the definition of the discipline itself to the determination of its scope, and the discussion of intercultural pedagogy through its close connection to education for diversity. This includes definitions of politics as active participation in the pursuit of full sociocultural integration, and ultimately, an analysis of migration phenomena from an educational and planning perspective. The course aims to stimulate reflection on the key aspects of pedagogy, through the meanings of instruction, education, and training, and then examine its epistemological status in times of complexity. Particular attention will be given to the interaction between school and family, and between them and the local community, in an era of rapid cultural change and longer life expectancies, making the lifelong learning perspective crucial from an educational perspective. The course addresses several issues in contemporary multicultural societies, with particular reference to the contexts of education and schooling. Areas covered include: historical and recent migrations; elements of intercultural teaching; The use of museums, libraries, websites, and historical sites as potential avenues for interaction between diverse groups living in the same area; possible contributions from students and other scholars, or discussions with immigrant students and parents present in educational settings, to foster individual reflection on intercultural issues.

The course will follow a planned path combining textbook topics, in-depth content, and classroom activities with student participation.

The course aims to contribute to some of the goals set out in the "2030 Agenda for Sustainable Development": GOAL 4: QUALITY EDUCATION. Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. GOAL 11: SUSTAINABLE CITIES AND COMMUNITIES. Make cities and human settlements inclusive, safe, resilient, and sustainable. GOAL 16: PEACE, JUSTICE, AND STRONG INSTITUTIONS. Promote peaceful and more inclusive societies for sustainable development; provide access to justice for all; and build effective, accountable, and inclusive institutions at all levels.

• A. Portera (2022). Educazione e pedagogia interculturale. Bologna: Il Mulino
• Fiorucci M., Pinto Minerva F., Portera A. (2017) (a cura di). Gli Alfabeti dell’intercultura. Pisa: Edizioni ETS. Solo i saggi dei seguenti autori: Portera Agostino, Tomarchio Maria, D’Aprile Gabriella, Dusi Paola,  Silva  Clara, D’Ignazi Paola ,  Riccardi Veronica, Burgio Giuseppe, Macinai Emiliano, Zannoni Federico,  Zizioli Elena, Santerini Milena, Agostinetto Luca, Catarci Marco,  Fiorucci Massimiliano.
• Annino A., The multicultural context in Eastern Sicily: Experiences, orientations and integration practices, in Nektaria E. Palaiologou, Eleni P. Samsari, eds, Intercultural Education on the Move: Facing Old and New Challenges, Taylor & Francis 2022 (available on Studium)
• Ministero dell'Istruzione (2022). Orientamenti interculturali. Idee e proposte per l’integrazione di alunni e alunne provenienti da contesti migratori, a cura dell’Osservatorio nazionale per l’integrazione degli alunni stranieri e l’educazione interculturale 

- Prevalent pedagogical models in intercultural studies

- Intercultural policies

- Language teaching in integration processes

- The issue of pedagogical problematicism

- The issue of intercultural education in Italy

- The meanings of multiculturalism and interculturalism

- Interculturalism in schools;

- The term "education";