Università Roma Tre

The course intends to insist on even the smallest right to become readers and the educational potential of narrative and narrate, recovering the size of the imaginary to cultivate its own space where they can regenerate and start over.
Educators today are called to work in multicultural reality and in the contexts at educational disadvantages risk ; for this we aim to discover the vocation of intercultural children's literature, emphasizing such as books for children and teens to change because have always been a bridge between cultures and a great tool for promoting the respect, recognition of differences, availability the multiple points of view.
Through reading routes targeted, students will be able to discover the power of imagination and reflect on the meanings of certain words (travel, departure, return, hold, border, home, shelter, friendship, conflict, meeting, reception, migrant, walker, etc.), to overcome stereotypes and prejudices, to encourage change and take on new looks, against any attempt to conformation, to build new paths and educational models.

The course aims to provide:
 
• a brief overview of the different languages and on methodological aspects of the discipline;
• knowledge of the promotion of reading and animation tools for the formation of an '' earth's identity";
• an model of reading education for contexts "at risk".

The organization of the course consists of lectures and seminars and workshop activities. We will therefore use participatory teaching methods and will be organized meetings with booksellers, specialized publishers, experts on the subject.

Basic course: 6 CFU
Aidan Chambers, Siamo quello che leggiamo. Crescere tra lettura e letteratura, trad. it. Equilibri, Modena 2011.
Elena Zizioli, I tesori della lettura sull’isola. Una pratica di cittadinanza possibile, Sinnos, Roma 2017.
The study of texts must be integrated with the choice of one of the three paths.

First:
1. Ribka Sibbatu, Aulò, canto-poesia dall’Eritrea, Sinnos, Roma 2009 (terza edizione)
2. Cecilia Bartoli, Gli amici nascosti, Topipittori, Milano, 2014
3. Manuel Salvi (a cura di), illustrazioni di Cristina Spanò, A braccia aperte. Storie di bambini migranti, Mondadori, Milano 2016.
4. An silent book of the Lampedusa library*

Second:
1. Daniela Valente, Ilaria Bochicchio, Adrian vuole andare a scuola, Edizioni Coccole e Caccole, Castrovillari (CS) 2012.
2. Pina Varriale, illustrazioni di Ilaria Urbinati, Yusuf è mio fratello, Mondadori, Milano 2015.
3. AA.VV., Centrifuga. Fughe, ritorni e altre storie, Sinnos, Roma 2016.
4. An silent book of the Lampedusa library*

Third:
1. Fabrizio Silei, Maurizio A.C. Quarello, L’autobus di Rosa, Orecchio Acerbo, 2011.3.4
2. Alessio Surian, Diego Di Masi, Emiliano Martino, Lorenzo Martino, Danilo Dolci. Verso un mondo nuovo, Mediterraneo, Becco Giallo, Sommacampagna (VR) 2015.
3. 4. two silent books of the Lampedusa library*

The Lampedusa library, together with its reference, is in the text Elena Zizioli, I tesori della lettura sull’isola. Una pratica di cittadinanza possibile, Sinnos, Roma 2017.

The integration (3 CFU):
Gianni Rodari, Grammatica della fantasia (complete edition).

The children's literature allows you to discover the world through different eyes, from different perspectives, to recover the imaginary dimension.
But the educator is able to turn the stories into a '"educational adventure": the plunge into reading fairy tales and stories, inventing stories and build tools are available to children and young people to conquer the reality, to "grow". Today it is increasingly necessary to broaden our vision to explore, with courage, curiosity and interest, new poetry and new languages. These are often new products and narrative works not fully explored and analyzed, as in the case of migrant writers for children's fiction.
The course aims to provide students with:
• an overview of the main theories of children's literature;
• an overview of the different narrative genres and their contamination;
• knowledge of the promotion of reading and animation tools;
• a discussion of the issues dealt with in fiction for children from migrant writers;
• an analysis of the educational potential of narrative and narrate in uncomfortable contexts.