SF/0104 - SOCIOLOGIA DELL'EDUCAZIONE E POLITICHE DI WELFARE
Academic Year 2021/2022
Free text for the University
EMANUELA SPANO' (Tit.)
- Teaching style
- Lingua Insegnamento
|[30/34] EDUCATION STUDIES||[34/00 - Ord. 2019] PERCORSO COMUNE||6||30|
Program title: Education and Society
The course aims to:
- provide the epistemological, theoretical and methodological tools to interpret the education/ society relationship, in the light of the transformation of contemporary contexts and identities;
- provide planning indications to use this knowledge in the management of contemporary educational processes.
The course aims to provide:
• Disciplinary skills of a theoretical and methodological nature related to the sociology of education, especially with regard to childhood.
• Critical skills and independent judgment: through specific didactic activities the student is asked to formulate his own point of view starting from the elements offered during the didactic and study activities;
• Learning skills: analysis and criticism of the course texts.
• Communication skills: the student will be encouraged to actively participate with interventions and exhibitions during the lessons.
• Theoretical / practical skills: educators and teachers will be invited to class to tell their experiences to highlight the connection between theoretical concepts learned and daily practices.
Students should have the following prerequisite skills: basic knowledge of the historical and methodological debate in sociology. Basic knowledge of philosophical and educational concepts.
No formal academic prerequisites are required.
The course entitled Education and society is aimed at training students from a content and methodological point of view for the understanding of the social and organizational dynamics concerning education and socialization in contemporary society.
The main areas on which the teaching activity will focus are the following:
- Socialization processes and agencies.
- Theories of education.
- Comparison of education models and systems.
- Education systems and reproduction of social inequalities.
- Education and digitization processes.
- Educational inequalities from a gender perspective.
- Times, spaces and bodies inside and outside the classroom.
- Education as the practice of freedom.
- Lectures on the contents of the program.
- Interventions of professional teachers and educators bringing their witnesses ‘from the field’.
- Oral presentations by students on the materials made available that will be used to create a collective and open debate on the issues addressed in the course.
Verification of learning
Attending students (students who participated in 80% of the activities) will often be asked to present and discuss with colleagues the contents discussed during the lessons.
The oral presentations are aimed at developing the student's critical skills and autonomy of judgment and at the same time reinforcing the communicative skills of the student.
In these activities the student will have to demonstrate knowledge of the contents selected by him, analytical and synthesis skills, critical ability and autonomy of judgment.
These activities will be evaluated on the basis of a written group paper of in which attempts to critically link the various theoretical concepts learned must be highlighted.
The score of the exam is attributed by means of a mark expressed out of thirty.
The assessment of ongoing exposures and of the collective report each contribute 50% to the overall assessment.
Non-attending students. They will be able to take the oral exam.
The questions will focus on the contents of the texts indicated for the course.
The student must demonstrate that he has understood the theoretical and methodological aspects underlying the readings indicated as mandatory.
The student must have understood the articulation / structure of the books and be able to explain the cultural and scientific objectives that the author has set himself, he must also know how to place them on a theoretical and methodological level.
Both for attending students and for non-attending students. In evaluating the tests, the determination of the final grade takes into account the following elements:
1. Conceptual accuracy and clarity in the presentation of the course contents.
2. Analytical ability which is expressed in the ability to articulate the discourse in its main points, distinguishing the different parts and making the appropriate connections between them.
3. Critical skills related to the analysis of contents which is expressed in the ability to critically place the readings made in a broader theoretical and methodological framework
4. Autonomy of judgment which is expressed in the originality of the reading and analysis.
5. Ability to synthesize.
6. In the case of attending students: ability to work collectively.
The final vote expressed out of thirty.
From 18 to 22. The marks between 18 and 22 reflect the elementary or barely sufficient acquisition of basic knowledge relating to contents and methods. The student showed modest analytical and synthesis skills. The student expresses himself in a way that is not entirely appropriate and presents gaps in training and conceptual clarity.
From 23 to 26. The marks between 23 and 26 reflect the more than sufficient acquisition of knowledge relating to contents and methods. The student showed sufficient analytical and synthesis skills. The student expresses a point of view of the conceptual and terminological expression in a sufficiently appropriate and clear manner.
From 27 to 30. The grades between 27 and 30 account for the acquisition of good to excellent knowledge relating to content and methods. The student showed good or excellent analytical and synthesis skills.
The student expresses himself appropriately from a conceptual and terminological point of view.
For attending students:
- Bagnasco A., Barbagli M., Cavalli A., Corso di sociologia: capitoli VI, XIII, XVII
Articoli e contributi (che saranno condivisi nel gruppo Teams del corso):
1. M. Pitzalis (2017), ‘Ritorno sulla riproduzione sociale. Famiglia, capitale culturale e campo scolastico’, in E. Susca (a cura di), Pierre Bourdieu. I mondi dell’uomo, i campi del sapere.
2. M. Pitzalis, A. De Feo, (2016), ‘La Logica delle cose. Per una socioanalisi dell’innovazione tecnologica in classe’, Scuola Democratica, n.1.
3. M. Pitzalis, E. Spanò (2022), ‘Il corpo assente: Riflessioni sulla scuola ri-materializzata’, Scuola Democratica, n.1.
4. E. Cintioli, F. Farruggia (2021), ‘Educazione di genere e scuola dell’infanzia. Due approcci’, Scuola Democratica, n.1.
5. Siobhan Dytham (2018): ‘The construction and maintenance of exclusion, control and dominance through students’ social sitting practices, British Journal of Sociology of Education, DOI: 10.1080/01425692.2018.1455494
6. H. Bell, Insegnare a trasgredire, Meltemi Editore (capitoli a scelta).
For NOT attending students:
- Bagnasco A., Barbagli M., Cavalli A., Corso di sociologia, Il Mulino: capitoli 6, 13, 17.
- H. Bell, Insegnare a trasgredire, Meltemi Editore: capitoli 1, 2, 3, 4, 10, 11, 12, 13.
For attending students slides and didactic materials could be shared in the Teams group created for the course.
Non-attending students can always contact me by email and arrange an online appointment for further clarifications or questions about the exam program.