General Sociology

Childcare educator curriculum

The main objective of the General Sociology course is to provide students with the essential knowledge and reference concepts of sociology as a discipline that studies society in its relational and institutional dimensions. The course is divided into three basic modules which are added a module on classroom activity in group work (this module can also be taken individually for students who cannot attend). The first is dedicated to the fundamentals of the discipline; the second module is anthological in nature. In fact, a specific area of attention has been devoted to the history of sociology in Italy, which with the work on Luigi Sturzo aims to update the interpretative categories of one of the classics of the Italian sociological panorama; the third module aims to represent the current debate in the social sciences through the possibility for the student to choose from a list of OER (open educational resources) articles from class A scientific journals for the scientific field General Sociology through a selection of four or more articles organised in two papers (a multimedia presentation and a written report of 10. 000 characters including spaces) of theoretical and/or research contributions from the indicated journals. Students who use materials in English will have an additional mark determined by the committee on the basis of their performance. Specific space will be given during the lectures to module 3 to enable students to carry out their work to the best of their ability.   

All modules are aimed at enabling students to acquire discipline-specific language, fundamental concepts and theories. In addition, but not least, students can explore social reality from a purely scientific perspective through numerous activities, seminars and working groups that provide the opportunity to co-construct the discipline's learning path. 

The course is divided into three modules. The first is dedicated to the sociological fundamentals 

The second module is a monographic exploring a classic of the Italian sociological panorama: Luigi Sturzo

The third module aims at representing the current debate in the social sciences through the possibility for the student to choose from a list of OER (open educational resources) articles from class A scientific journals for the ERC sector 14 / C1 "Sociolgia Generale". The selection of the resources of the third module was carried out in compliance with the educational objectives of the social educator and community curriculum. The class mission is: giving to the students the specific language of the discipline, the fundamental concepts and theories.

For ERASMUS students, it will be possible to integrate (in accordance with the Lecturer) the list with items in English, French, Spanish. 

If the teaching is given in a blended or full-online mode, the necessary changes with respect to what was previously stated may be introduced, in order to respect the program indicated in the Syllabus

Certainly! Here is your translated text:

"Basic Topics: 

- Introduction to sociology: subject, method, research, and typology of sociological theories;

- Social elements and processes that influence the development of the individual during childhood: culture, socialization, social interaction, groups and organizations, deviance and social control, stratification and social classes, social and ethnic inequality.

- Main social institutions where the individuality of the subject is realized in the early years of inclusion in school institutions: family, education, religion;

- Society and change: collective behavior and social movements.

Monographic topics:

- Social change and research methodology in the classics of sociology, authors, and issues

- Childhood and adolescence in contemporary sociological debate - issues - challenges - new processes."

MODULE 1:

- N. J. Smelser, Manuale di sociologia, il Mulino, Bologna 2011 ; Capitoli: I; II; III; IV; V; VI; VII; IX, X; XIII; XIV; XV; XIX

MODULE  2:

- Luigi Sturzo, Sulle questioni sociali, Bonanno, Acireale-Roma 2011 pp, 7-95

MODULE  3:  

• (QUADERNI DI SOCIOLOGIA - ITA) https://journals.openedition.org/qds/ 

Maria Carmen Belloni, « L’infanzia è diventata un fenomeno sociale? Contributi al dibattito sulla fondazione di un nuovo paradigma sociologico », Quaderni di Sociologia, 42 | 2006, 7-39. URL: https://journals.openedition.org/qds/967 ;

Debora Mantovani e Giancarlo Gasperoni, « Il divario di genere nell’interazione fra genitori e docenti nelle scuole italiane », Quaderni di Sociologia, 74 | 2017, 53-76. URL: https://journals.openedition.org/qds/1703 ;

Carlo Barone, Giovanni Abbiati e Davide Azzolini, « Quanto conviene studiare? », Quaderni di Sociologia, 64 | 2014, 11-40. URL: https://journals.openedition.org/qds/391 ;

Giovanni Abbiati, Gianluca Argentin, Giulia Assirelli, Carlo Barone e Antonio Schizzerotto, « Orientamento educativo e disuguaglianze di fronte all’istruzione universitaria in Italia: risultati da un esperimento randomizzato », Quaderni di Sociologia, 74 | 2017, 7-31. URL: https://journals.openedition.org/qds/1698 ;

Pitzalis, M., De Feo, A. (2019). Micropolitics of School Innovation: Recruiting, Mobilizing and Converting Teachers. Italian Journal of Sociology of Education, 11(1), 69-90. doi: 10.14658/pupj-ijse-2019-1-4 in: http://ijse.padovauniversitypress.it/system/files/papers/IJSE-2019-1-04.pdf ;

Segatto, B., Dal Ben, A. (2019). Gender and Affectivity Awareness in Kindergarten: An Educational Pathway for Boys, Girls and Their Teachers. Italian Journal of Sociology of Education, 11(1), 184- 204. doi: 10.14658/pupj-ijse-2019-1-9 in: http://ijse.padovauniversitypress.it/system/files/papers/IJSE-2019-1-09.pdf ;

Federica Cornali, « Tutti in classe! », Quaderni di Sociologia, 47 | 2008, 69-96. URL: https://journals.openedition.org/qds/861;

Antonio de Lillo, « Preadolescenza: un’età problematica », Quaderni di Sociologia, 62 | 2013, 7-21. URL: https://journals.openedition.org/qds/441 ;

Manuela Olagnero e Dario Rei, « L’ascolto dei bambini da principio normativo a pratica sociale: osservazioni dal contesto torinese », Quaderni di Sociologia, 42 | 2006, 101-131. URL: https://journals.openedition.org/qds/971 ;

Luca Bianchi e Serena Liani, « Fidarsi della fiducia? », Quaderni di Sociologia, 74 | 2017, 127-140. URL: https://journals.openedition.org/qds/1709 ;

Michelangelo Pascali, « Estetica ed etica del “cibo-senza cibo” », Quaderni di Sociologia [Online], 74 | 2017; DOI : 10.4000/qds.1705 URL: https://journals.openedition.org/qds/1705 ;

Davide Azzolini e Anna Ress, « Quanto incide il background migratorio sulle transizioni scolastiche? », Quaderni di Sociologia, 67 | 2015, 9-27. URL: https://journals.openedition.org/qds/338 ;

Debora Mantovani, « Legami e origini », Quaderni di Sociologia, 67 | 2015, 49-81. URL: https://journals.openedition.org/qds/343 ; Ivana Acocella, « Un viaggio tra le fonti ufficiali in materia di immigrazione », Quaderni di Sociologia, 67 | 2015, 107-132. URL: https://journals.openedition.org/qds/348 ;

Merico, M., Crescenzo, N., Quarta, S. (2019). Training, Recognition and Professionalisation of Youth Workers in Italy: the Contribution of Erasmus+/Youth in Action. Italian Journal of Sociology of Education, 11(1), 115-140. doi: 10.14658/pupj-ijse-2019-1-6 in: http://ijse.padovauniversitypress.it/system/files/papers/IJSE-2019-1-06.pdf ;

Salmieri, L. (2019). The Rhetoric of Digitalization in Italian Educational Policies: Situating Reception among Digitally Skilled Teachers. Italian Journal of Sociology of Education, 11(1), 162-183. doi: 10.14658/pupj-ijse-2019-1-8 in: http://ijse.padovauniversitypress.it/system/files/papers/IJSE-2019-1-08.pdf ;

Marco Gui, « Le trasformazioni della disuguaglianza digitale tra gli adolescenti: evidenze da tre indagini nel Nord Italia », Quaderni di Sociologia, 69 | 2015, 33-55. URL: https://journals.openedition.org/qds/515 ;

Marina Micheli, « L’appropriazione di Internet da parte degli adolescenti: tra riproduzione sociale e mutamento culturale », Quaderni di Sociologia, 69 | 2015, 7-32. URL: https://journals.openedition.org/qds/513 ;

Davide Sparti, « Il disordine dell’interazione », Quaderni di Sociologia [Online], 81- LXIII | 2019, online dal 01 juin 2020, consultato il 29 septembre 2020. URL: http://journals.openedition.org/qds/3493; DOI: https://doi.org/10.4000/qds.3493

Enrica Amaturo e Biagio Aragona, « Per un’epistemologia del digitale: note sull’uso di big data e computazione nella ricerca sociale », Quaderni di Sociologia [Online], 81- LXIII | 2019, online dal 01 juin 2020, consultato il 29 septembre 2020. URL: http://journals.openedition.org/qds/3508; DOI: https://doi.org/10.4000/qds.3508

Maurizio Bonolis e Lorenzo Sabetta, « Verso una congiunzione funzionale delle due “etiche” weberiane », Quaderni di Sociologia [Online], 81- LXIII | 2019, online dal 01 juin 2020, consultato il 29 septembre 2020. URL: http://journals.openedition.org/qds/3483; DOI: https://doi.org/10.4000/qds.3483

Debora Mantovani e Giancarlo Gasperoni, « Il divario di genere nell’interazione fra genitori e docenti nelle scuole italiane », Quaderni di Sociologia, 74 | 2017, 53-76. URL: https://journals.openedition.org/qds/1703 ;

Carlo Barone, Giovanni Abbiati e Davide Azzolini, « Quanto conviene studiare? », Quaderni di Sociologia, 64 | 2014, 11-40. URL: https://journals.openedition.org/qds/391 ;

Giovanni Abbiati, Gianluca Argentin, Giulia Assirelli, Carlo Barone e Antonio Schizzerotto, « Orientamento educativo e disuguaglianze di fronte all’istruzione universitaria in Italia: risultati da un esperimento randomizzato », Quaderni di Sociologia, 74 | 2017, 7-31. URL: https://journals.openedition.org/qds/1698 ;

Luca Bianchi e Serena Liani, « Fidarsi della fiducia? », Quaderni di Sociologia, 74 | 2017, 127-140. URL: https://journals.openedition.org/qds/1709 ;

Michelangelo Pascali, « Estetica ed etica del “cibo-senza cibo” », Quaderni di Sociologia [Online], 74 | 2017; DOI : 10.4000/qds.1705 URL: https://journals.openedition.org/qds/1705 ;

Davide Azzolini e Anna Ress, « Quanto incide il background migratorio sulle transizioni scolastiche? », Quaderni di Sociologia, 67 | 2015, 9-27. URL: https://journals.openedition.org/qds/338 

• (SOCIOLOGIA ITALIANA - ITA) https://sociologiaitaliana.egeaonline.it/it/21/archivio-rivista/rivista/3448053  

​Scienza, coscienza e democratizzazione della conoscenza. La presenza pervasiva della scienza nella società (Science, awareness and knowledge democratisation: The pervasiveness of science in society), di Massimo Pendenza  -

Algoritmi, cigni neri e virus: la crisi della pianificazione sociale nella modernità avanzata (Algorithms, black swans and virus: the crisis of social planning in advanced modernity), di Roberto Lusardi, Stefano Tomelleri  -

The time of emergency. On the governmental logic of preparedness, di Luigi Pellizzoni 

Scienza, expertise e senso comune: dimensioni simboliche e sociomateriali della pandemia (Science, expertise and commonsense: Symbolic and socio-material dimensions of the pandemic experience), di Olimpia Affuso, Maria Carmela Agodi, Flavio Antonio Ceravolo

Politiche e sistemi sanitari al tempo della pandemia da Covid-19: una lettura sociologica (Health policies and systems at the time of Covid-19 pandemy: A sociological interpretation), di Guido Giarelli, Giovanna Vicarelli

Studiare le disuguaglianze di salute in tempo di pandemia: una cornice teorica (A theoretical framework for studying health inequalities in pandemic times), di Marco Terraneo

Comunicare la scienza al tempo del Coronavirus: tra domanda e offerta di informazione (Science communication at the time of the coronavirus at the intersection of information demand and offer), di Barbara Saracino

La rivincita della scienza sul senso comune? Gli orientamenti di fiducia degli italiani all’inizio dell’emergenza Covid 19 (A revenge of science on common sense? Italians’ attitudes and trust towards science at the beginning of the Covid-19 emergency), di Monia Anzivino, Flavio Ceravolo, Michele Rostan

Parlare della pandemia su Facebook: un’analisi comparata del contenuto su dati generati dagli utenti a Bergamo, Milano e Padova (Talking about the pandemic on Facebook: A comparative content analysis of users’ contents from Bergamo, Milan and Padua), di Giuseppe Tipaldo, Renzo Carriero, Fabio Bruno, Giada Pasquettaz, Sara Rocutto

Una nuova centralità? La famiglia al tempo della pandemia tra ordinarietà e straordinarietà (A new centrality? The family at the time of a pandemic within ordinary and extraordinary practices), di Caterina Satta

Bambin@ nel lockdown: dematerializzazione e alleanze dei corpi nello spazio pubblico dell’emergenza pandemica (Children in lockdown: Disembodiment and re-embodiment through new kinships and alliances in the public space of the pandemic experience), di Ilenia Picardi

La pubblicità al tempo del Coronavirus (Advertising at the time of the coronavirus), di Francesco Giorgino

Frammenti di un discorso sociologico. Ovvero come la pandemia mette alla prova le scienze sociali (Fragments of a sociological discourse. The pandemic as a challenge for the social sciences), di Assunta Viteritti

• (SOCIOLOGICA - ENG) https://sociologica.unibo.it/ 

Systemic Integration and the Need for De-Integration in Pandemic Times - Elena Esposito

Interactional Anomie? Imaging Social Distance after COVID-19: A Goffmanian Perspective - Vincenzo Romania

Testing and Being Tested in Pandemic Times - David Stark

Complex Social Networks are Missing in the Dominant COVID-19 Epidemic Models - Gianluca Manzo

Making Bonds of Solidarity from Economic Exchange. A Review Essay - Federico Bianchi

Pandemic Practices, Part One. How to Turn “Living Through the COVID-19 Pandemic” into a Heuristic Tool for Sociological Theorizing - Tobias Werron, Leopold Ringel

On #BlackLivesMatter and Journalism - Sarah J. Jackson

•  (ITALIAN SOCIOLOGICAL REVIEW - ENG)  http://www.italiansociologicalreview.com/ojs/index.php?journal=ISR&page=issue&op=view&path%5B%5D=34

1. The Polish Peasant in Europe and America. Some Remarks after One Hundred Years - Giuseppina Cersosimo

2. Understanding, Explaining and Interpreting the Process of Shaping a Woman’s Subjectivity on the Example of Bell Hooks Autobiography. A Study of Women’s Autobiographies in the Context of Thomas and Znaniecki’s Research -Aneta Ostaszewska

3. Female Citizenship in Poland in the Light of Florian Znaniecki’s Ideas - Justyna Tomczyk

4. William Thomas and the Growth of American Sociology Between the 19th and 20th Century - Raffaele Rauty

5. Definition of the Situation – a Misunderstood and Undervalued Concept. The Contribution of Literature - Rosalba Perrotta

6. The Chicago School of Sociology and Youth Research: The Legacy of W. I. Thomas. From the Polish Peasant in Europe and America to the Child in America - Maurizio Merico

7. Maintaining Close and Intimate Relationships by Migrant Peasant Families at the Beginning of the 20th Century - Anna Dolińska

8. The Concept of Values in Florian Znaniecki’s Early Work - Michal Kaczmarczyk

9. Narrating the Self between Heterodoxy and Tradition. The Use of Personal Documents in Late Modernity - Giuseppe Toscano

10. When I Hear the Word Migrant... Research on Images and Stereotypes with Sentence Completion Technique - Maria Fobert Veutro

11. Inspired by ‘The Polish Peasant’. Autobiographies of Successful Students with an Immigrant Background - Mariagrazia Santagati

12. What is the Relationship between Theory and Research? Current Points from The Polish Peasant - Silvia Cataldi, Gennaro Iorio

13. Scientistic Prejudice and Methodological Pluralism - Angela Maria Zocchi

14. An Ethnic Relations between Immigrant-based Groups in the Light of Florian Znaniecki’s Theory. (Ethnic Relations as a Type of Social Relations: Case Study on Polish-Ukrainian Relations in Diaspora Situation) - Anna Fiń

15. The Polish Peasant after One Hundred Years: An Approach from the History of Sociology - Martin Bulmer

For Students coming from other Countries: Other options can be considered if the student presents a sociological scientific article discussed and approved by the lecturer in different EU languages such as (but not limited to) English, French or Spanish. 

Certainly! Here is your translated text:

"The course aims to encourage the effective participation of students through the planning of a midterm exam. Within the course, a midterm (ongoing) optional exam is scheduled, i.e., a written test on topics covered in Module 2. The midterm exam can be taken by all enrolled students, even those not attending the lectures. The result is evaluated out of thirty and is valid for one academic year (i.e., in the subsequent exam sessions of the 2023-2024 academic year). The result is communicated to each student individually during the oral examination and integrated into the final evaluation. The value of the exam of the 2019-2020 academic year expires with the December 2024 session. All exams from previous years are no longer valid. However, students enrolled in courses from previous years can access the midterm exam by agreeing with the teacher on a possible alternative. The date of the midterm exam and the respective booking method will be communicated during the lectures and published in a timely manner.

Students who have not taken the midterm exam (or the validity of their test has expired) must undergo the assessment of module/s 2 during the ORAL exam.

Regarding Module 3, students will have to select 2 papers from the list of resources indicated in the program and summarize them according to the reference structure (available at https://prezi.com/view/AdNgkpAceucUZgpIs5tS/) in a report and a PowerPoint presentation that must be thematically and semantically linked. This activity can be carried out both individually and in a group. In the event that the student decides to create the documents (report and PowerPoint) in a group, the number of essays to select increases by one unit as the group size increases (e.g., 1 student= 2 essays; 2 students= 3 essays; 3 students= 4 essays).

The exam consists of a written test and an oral test, conducted during a single call according to the procedures established by the examination commission. The written test consists of multiple-choice questions and covers the themes contained in the manual (Module I). Each exam begins with a written test on the day indicated as the appeal date on the exam calendar and is followed by an oral exam on the same day or on the days indicated by the examination commission. The result of the written test is valid only for the oral exam of the same appeal. Candidates who did not achieve a passing mark in the written test (18/30) are advised not to attend the oral exam. The absence at the oral exam of the student who passed the written test with a positive result is understood by the commission as a waiver of the exam.

The oral test covers the entire subject program with questions that, starting from the written test on Module I, will integrate with those on the works carried out during the midterm exams on the text indicated in Module II (if the midterm exam was not held, the text can be presented orally), and finally the presentation of a paper that considers 3 articles taken from the list of those available in Module III.

Criteria for assigning grades:

Adequacy of expression regarding content and method

Ability to reprocess knowledge

Systematic treatment

Extent of thematic awareness and lexical correctness

Capacity for critical depth

Interdisciplinary connection ability

Ability to transfer theoretical knowledge to operational contexts"