Intercultural pedagogy with laboratoryModule PEDAGOGIA INTERCULTURALE
Academic Year 2025/2026 - Teacher: GABRIELLA D'APRILEExpected Learning Outcomes
The course aims to provide students with the main epistemological and methodological coordinates of intercultural pedagogy, with particular reference to community contexts. It is designed to foster the development of knowledge, skills, and competences in the field of intercultural pedagogy, understood as a practical and project-oriented science, in order to respond to the challenges of contemporary society. A specific focus will be devoted to the promotion and development of intercultural competences in education professionals, as well as to pedagogical planning in heterogeneous contexts, namely educational settings, services, and territories characterized by high socio-cultural complexity.
The course pursues the following learning objectives, articulated according to the Dublin Descriptors:
Knowledge and understanding (DD1)
To know theories and models of pedagogical knowledge in order to interpret educational and training events in multicultural and heterogeneous contexts.
To understand the historical development of intercultural pedagogy in Italy, in Europe, and overseas.
To acquire knowledge of the theoretical and methodological foundations of intercultural pedagogy, and the distinctions between multicultural, intercultural, and transcultural pedagogy.
Applying knowledge and understanding (DD2)
To acquire knowledge, skills, and intercultural competences to operate in community-based educational contexts.
To be able to design educational actions appropriate to different contexts and evaluate their effectiveness.
To analyze and interpret social and educational situations in heterogeneous contexts.
To formulate personal reflections and evaluations in managing intercultural educational relationships that characterize the complexity of the contemporary world.
Making judgments (DD3)
To interpret critically and autonomously the different approaches present in theories of intercultural education.
To develop an understanding of the pedagogical dimension of working with individuals from migratory backgrounds, through a critical, reflective, and interdisciplinary perspective.
To enhance critical and judgmental abilities through participation in educational activities that value the role of the “student as researcher.”
Communication skills (DD4)
To be able to communicate the results of one’s study using language that is both specific and accessible.
To activate processes of sharing professional knowledge.
To be able to identify and communicate the pedagogical motivations, purposes, and methodological framework of intercultural education interventions.
Learning skills (DD5)
To develop the capacity for learning to learn and for adapting habitual learning styles.
To learn processes, study methods, and professional practices in heterogeneous social, cultural, and professional contexts.
To promote self-assessment actions of one’s own learning, oriented towards the development of professional practice in heterogeneous and multicultural contexts.
Course Structure
The course will be delivered through a combination of active learning strategies in addition to the traditional teaching methods. These may include group discussions, student pair work, collaborative activities, debate and other peer learning and assessment activities.
Required Prerequisites
Detailed Course Content
The course addresses the main themes and issues of interculturality from two pedagogical perspectives: on a theoretical level, it explores the challenges and emergent issues that cultural change poses to complex and multicultural societies; on a practical level, the contextualization focuses on culturally heterogeneous educational settings, on the professionalism of the socio-pedagogical educator, and on intercultural educational planning, with specific reference to lines of action for community-based learning contexts.
Textbook Information
- 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.
- D'Aprile G., Bufalino G. Intercultural leadership in education, Lecce, Pensa multimedia, 202.
Learning Assessment
Learning Assessment Procedures
The assessment criterion is based on a grade expressed on a 30-point scale and takes into account the following aspects: knowledge and mastery of the proposed contents, the level of in-depth understanding of the topics studied, the appropriateness of technical and disciplinary language, clarity and effectiveness of exposition, and critical-argumentative skills. During the course, formative assessment tests will be administered. Furthermore, it is specified that only after attending the laboratory and successfully completing the related assessment may the student sit for the final examination of the course, of which the laboratory is an integral part. The final evaluation of the integrated course is unique and is recorded by the examination committee members of the course simultaneously with the registration of the exam.