PEDAGOGIA INTERCULTURALE CON LABORATORIO DI EDUCAZIONE INTERCULTURALE NEI CONTESTI EDUCATIVI M - Z
Module PEDAGOGIA INTERCULTURALE

Academic Year 2024/2025 - Teacher: GIAMBATTISTA BUFALINO

Expected Learning Outcomes

The course aims to provide students with the main epistemological and methodological coordinates of intercultural pedagogy, with a particular focus on key intercultural terms and the most recent school and ministerial guidelines regarding the inclusion of students from migratory backgrounds. The course intends to promote the development of knowledge, skills, and abilities in the field of intercultural pedagogy, understood as a practical-project-based science, in order to respond to the challenges of contemporary society. A particular focus will be placed on promoting and developing intercultural competences among education professionals and on pedagogical planning in diverse contexts, with specific reference to early childhood services.

The course proposes the following learning objectives, structured according to the Dublin Descriptors:

Knowledge and understanding (DD1)

  • Understand theories and models of pedagogical knowledge to interpret educational and training events in multicultural and heterogeneous contexts;
  • Understand the historical development of intercultural pedagogy in Italy, Europe, and overseas;
  • Understand the theoretical and methodological foundations of intercultural pedagogy and distinguish between multicultural, intercultural, and transcultural pedagogy.

Applied knowledge and understanding (DD2)

  • Acquire intercultural knowledge, skills, and competences to work in early childhood educational contexts;
  • Be able to design educational actions suitable for specific contexts and assess their effectiveness;
  • Be able to analyze and interpret social and educational situations in diverse contexts;
  • Be able to formulate personal reflections and evaluations in managing intercultural educational relationships that characterize the complexity of the contemporary world.

Autonomy of judgment (DD3)

  • Critically and autonomously interpret the different approaches present in the theories of intercultural education;
  • Develop an understanding of the pedagogical dimension of working with individuals from migratory backgrounds through a critical, reflective, and interdisciplinary perspective;
  • Develop critical and judgmental skills through participation in learning activities that value the role of the "student as researcher."

Communication skills (DD4)

  • Ability to communicate the results of one's study with specific and accessible language;
  • Ability to activate processes of sharing professional knowledge;
  • Be able to identify and communicate the pedagogical motivations, objectives, and methodological plan of intercultural education interventions.

Learning skills (DD5)

  • Ability to learn how to learn and to modify habitual learning styles;
  • Learn processes, methods of study, and work in diverse social, cultural, and professional contexts;
  • Be able to promote self-assessment actions of one's own learning aimed at developing professional action in diverse and multicultural contexts.

Course Structure

Active learning modes will be prioritized in teaching activities, with face-to-face lectures alternated with collaborative group activities, collective discussions and comparisons, exercises, and formative assessment activities.

Required Prerequisites

Prerequisites in general pedagogy are required.

Attendance of Lessons

Attendance at lectures is not mandatory; however, it is strongly recommended due to the unique teaching methods and methodologies through which the course is delivered. During the lectures, in order to verify learning outcomes and enhance the educational experience, active learning laboratory activities will be included, such as:
  • Exercises in small and medium groups, with plenary sharing;
  • Workgroups and in-depth study sessions on the proposed topics.

Detailed Course Content

Multiculturalism, interculturalism, educational processes; authors and evolutionary lines of Intercultural Pedagogy; the figure of the foreigner: ethics of understanding and pedagogy of hospitality; culture, dialogue, and pluralism in multicultural societies; Educational approaches and lines of action for educational planning from an intercultural perspective; key words and basic concepts of intercultural pedagogy good intercultural education practices in the context of educational contexts for children

Textbook Information

  • A. Portera (2022). Educazione e pedagogia interculturale. Bologna: Il Mulino
  • Fiorucci M., Pinto Minerva F., Portera A. (2017) (a cura di). Gli Alfabeti dell’interculturale. 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, 
  • 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 https://www.miur.gov.it/-/scuola-presentati-gli-orientamenti-interculturali-idee-e-proposte-per-l-integrazione-di-alunne-e-alunni-provenienti-da-contesti-migratori-bianchi-docu 


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Learning Assessment

Learning Assessment Procedures

The learning assessment criterion is based on a grade out of thirty and will take into account the student's mastery of the proposed content, the level of depth in the study topics, the appropriateness of the technical-specialist language of the discipline, the clarity and effectiveness of the presentation, and critical-argumentative skills. During the course, there will be formative assessment tests. Additionally, it is specified that only after attending the laboratory and passing the relevant assessment test can the student take the exam for the course in question, of which the laboratory is an integral part. The final grade for the integrated course is a single grade and will be recorded by the teaching commission at the time of the exam registration.

Examples of frequently asked questions and / or exercises

Multiculturalism, interculturalism, transculturalism; Globalisation, migration flows and educational emergencies; the figure of the foreigner; the identity-otherness dialectic nexus; Principles and foundations of intercultural pedagogy; intercultural competences; keywords of intercultural pedagogy; intercultural orientations at school