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Course
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Credits
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Scientific Disciplinary Sector Code
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Contact Hours
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Exercise Hours
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Laboratory Hours
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Personal Study Hours
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Type of Activity
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Language
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22901947 -
ELEMENTS OF PUBLIC LAW (L39/40)
(objectives)
Objectives of the course are to provide a) the conceptual bases of a legal and institutional nature to understand the fundamentals of the Italian, state and regional regulations; b) tools for the analysis of legal texts; c) the knowledge to understand the role and competences of the State, Regions, Local Bodies.
At the end of the course the student knows:
- the sources of national law and the criteria for resolving disputes between them
- the structure and main contents of the Italian Constitution and the historical-political events that led to its approval
- the relationships between the governing bodies, the methods of election or appointment and the main competences of each of them and the main prerogatives of the judiciary
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|
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22901947-1 -
ISTITUZIONI DI DIRITTO PUBBLICO (L39/L40)
(objectives)
Objectives of the course are to provide a) the conceptual bases of a legal and institutional nature to understand the fundamentals of the Italian, state and regional regulations; b) tools for the analysis of legal texts; c) the knowledge to understand the role and competences of the State, Regions, Local Bodies.
At the end of the course the student knows:
- the sources of national law and the criteria for resolving disputes between them
- the structure and main contents of the Italian Constitution and the historical-political events that led to its approval
- the relationships between the governing bodies, the methods of election or appointment and the main competences of each of them and the main prerogatives of the judiciary
-
FARES GUERINO MASSIMO OSCAR
( syllabus)
What is Public Law; The rule of law; Legal entities and subjective positions; The legal system; The forms of State; The forms of Government; The sources of law; The resolution criteria for antinomies; International law and European law; The Constitution; The principle of legality; The legal reserve; The revision of the Constitution; The Constitutional Court; The economic constitution; State and economy; The regulation of economic sectors; Fundamental rights; The principle of equality; The guarantee of LEPs; The subsidiarity principle; The principle of proportionality; Freedom rights and social rights (Constitution and "welfare state": birth and evolution in Italy); Right to work; Right to education; Right to health and national health system: definition, content and protection of the law, evolution of the Healthcare National Service and organization, cross-border healthcare; The right to health recognized to immigrants; The balancing of rights (with cases taken from the jurisprudence of the Constitutional Court); Living wills (Law no. 219/2017 and cases taken from jurisprudence); The so-called new rights: from the right to privacy to the right to the protection of personal data (analysis of the new EU Regulation 679/2016 and national legislation; right to be forgotten, right to portability, right of opposition); The Italian Parliament: perfect bicameralism, composition, functions, internal organization, status of parliamentarians; Parliament in joint session; The functions of Parliament and the relationship of trust; The Government: formation process, relationship of trust, composition, functions; The President of the Republic: election, functions, responsibilities.
( reference books)
1) R. Bin – D. Donati – G. Pitruzzella, Lineamenti di diritto pubblico per i servizi sociali, Giappichelli, 2019;
in addition
2) E. Codini – A. Fossati – S.A. Frego Luppi, Manuale di diritto dei servizi sociali, Giappichelli, 2019;
in addition
3) C. Colapietro, Il diritto alla protezione dei dati personali in un sistema delle fonti multilivello, Editoriale Scientifica, 2018.
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6
|
IUS/09
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36
|
-
|
-
|
-
|
Core compulsory activities
|
ITA |
|
22901947-2 -
ISTITUZIONI DI DIRITTO PUBBLICO (L39/L40)
(objectives)
Objectives of the course are to provide a) the conceptual bases of a legal and institutional nature to understand the fundamentals of the Italian, state and regional regulations; b) tools for the analysis of legal texts; c) the knowledge to understand the role and competences of the State, Regions, Local Bodies.
At the end of the course the student knows:
- the sources of national law and the criteria for resolving disputes between them
- the structure and main contents of the Italian Constitution and the historical-political events that led to its approval
- the relationships between the governing bodies, the methods of election or appointment and the main competences of each of them and the main prerogatives of the judiciary
-
FARES GUERINO MASSIMO OSCAR
( syllabus)
What is Public Law; The rule of law; Legal entities and subjective positions; The legal system; The forms of State; The forms of Government; The sources of law; The resolution criteria for antinomies; International law and European law; The Constitution; The principle of legality; The legal reserve; The revision of the Constitution; The Constitutional Court; The economic constitution; State and economy; The regulation of economic sectors; Fundamental rights; The principle of equality; The guarantee of LEPs; The subsidiarity principle; The principle of proportionality; Freedom rights and social rights (Constitution and "welfare state": birth and evolution in Italy); Right to work; Right to education; Right to health and national health system: definition, content and protection of the law, evolution of the Healthcare National Service and organization, cross-border healthcare; The right to health recognized to immigrants; The balancing of rights (with cases taken from the jurisprudence of the Constitutional Court); Living wills (Law no. 219/2017 and cases taken from jurisprudence); The so-called new rights: from the right to privacy to the right to the protection of personal data (analysis of the new EU Regulation 679/2016 and national legislation; right to be forgotten, right to portability, right of opposition); The Italian Parliament: perfect bicameralism, composition, functions, internal organization, status of parliamentarians; Parliament in joint session; The functions of Parliament and the relationship of trust; The Government: formation process, relationship of trust, composition, functions; The President of the Republic: election, functions, responsibilities.
( reference books)
1) R. Bin – D. Donati – G. Pitruzzella, Lineamenti di diritto pubblico per i servizi sociali, Giappichelli, 2019;
in addition
2) E. Codini – A. Fossati – S.A. Frego Luppi, Manuale di diritto dei servizi sociali, Giappichelli, 2019;
in addition
3) C. Colapietro, Il diritto alla protezione dei dati personali in un sistema delle fonti multilivello, Editoriale Scientifica, 2018.
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3
|
IUS/09
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18
|
-
|
-
|
-
|
Core compulsory activities
|
ITA |
|
22901946 -
CONTEMPORARY HISTORY (L39/40)
(objectives)
The aim of the course is to provide students with the knowledge of political, institutional, socio-economic and cultural transformations, which occurred during the nineteenth and twentieth centuries. It also intends to provide the spatial and temporal coordinates along which European and global history unfolds, with the aim of giving impetus to a critical and interpretative capacity of the contemporary.
At the end of the course the student:
- has acquired the knowledge of the facts that characterize contemporary history and the profound changes that have occurred in society between the nineteenth and twentieth centuries.
- has developed a functional analytical capacity for understanding the political, institutional and cultural changes of the contemporary world.
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|
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22901946-2 -
STORIA CONTEMPORANEA (L39/L40)
(objectives)
he aim of the course is to provide students with the knowledge of political, institutional, socio-economic and cultural transformations, which occurred during the nineteenth and twentieth centuries. It also intends to provide the spatial and temporal coordinates along which European and global history unfolds, with the aim of giving impetus to a critical and interpretative capacity of the contemporary.
At the end of the course the student:
- has acquired the knowledge of the facts that characterize contemporary history and the profound changes that have occurred in society between the nineteenth and twentieth centuries.
- has developed a functional analytical capacity for understanding the political, institutional and cultural changes of the contemporary world.
-
SERGIO MARIALUISA LUCIA
( syllabus)
The course analyzes the most relevant themes in the history of the 19th and 20th centuries, such as the rise and fall of the European empires, nation building and nationalisms, totalitarianisms, cold war, colonialism / decolonization, democratic transitions, European integration, with a particular attention to the issue of minorities, migrations and human rights.
The course also takes into account the political and cultural process at the foundation of the Italian Republic and the main social change dynamics since the Second World War to the present day; it offers a workshop on historiographic sources, aimed at introducing students to the knowledge of the historical research foundations and getting them to acquire a critical understanding of reality.
( reference books)
Giovanni Sabbatucci, Vittorio Vidotto, Il mondo contemporaneo, Laterza [latest edition]
Marialuisa Lucia Sergio, ALCIDE DE GASPERI. Diario. 1930-1943, il Mulino Bologna 2018
Carlo Felice Casula, SALVATORE SATTA. Lettere a Piero Calamandrei 1939-1956, il Mulino Bologna 2021
Massimiliano Fiorucci, Roberto Sardelli, Dalla parte degli ultimi: Una scuola popolare tra le baracche di Roma, Donzelli 2020
|
3
|
M-STO/04
|
18
|
-
|
-
|
-
|
Core compulsory activities
|
ITA |
|
22901946-1 -
STORIA CONTEMPORANEA (L39/L40)
(objectives)
he aim of the course is to provide students with the knowledge of political, institutional, socio-economic and cultural transformations, which occurred during the nineteenth and twentieth centuries. It also intends to provide the spatial and temporal coordinates along which European and global history unfolds, with the aim of giving impetus to a critical and interpretative capacity of the contemporary.
At the end of the course the student:
- has acquired the knowledge of the facts that characterize contemporary history and the profound changes that have occurred in society between the nineteenth and twentieth centuries.
- has developed a functional analytical capacity for understanding the political, institutional and cultural changes of the contemporary world.
-
SERGIO MARIALUISA LUCIA
( syllabus)
The course analyzes the most relevant themes in the history of the 19th and 20th centuries, such as the rise and fall of the European empires, nation building and nationalisms, totalitarianisms, cold war, colonialism / decolonization, democratic transitions, European integration, with a particular attention to the issue of minorities, migrations and human rights.
The course also takes into account the political and cultural process at the foundation of the Italian Republic and the main social change dynamics since the Second World War to the present day; it offers a workshop on historiographic sources, aimed at introducing students to the knowledge of the historical research foundations and getting them to acquire a critical understanding of reality.
( reference books)
Giovanni Sabbatucci, Vittorio Vidotto, Il mondo contemporaneo, Laterza [ultima edizione]
Marialuisa Lucia Sergio, ALCIDE DE GASPERI. Diario. 1930-1943, il Mulino Bologna 2018
Carlo Felice Casula, SALVATORE SATTA. Lettere a Piero Calamandrei 1939-1956, il Mulino Bologna 2021
Massimiliano Fiorucci, Roberto Sardelli, Dalla parte degli ultimi: Una scuola popolare tra le baracche di Roma, Donzelli 2020
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6
|
M-STO/04
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36
|
-
|
-
|
-
|
Core compulsory activities
|
ITA |
|
22902572 -
'SOCIAL RESEARCH METHODOLOGY AND LABORATORY OF SOCIAL RESEARCH METHODOLOGY
(objectives)
The teaching aims to learn epistemological assumptions and some operational techniques of social research, introducing the foundations of scientific and sociological knowledge and analyzing the methodological alternatives of qualitative and quantitative empirical investigation.
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|
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22902572-1 -
METODOLOGIA DELLA RICERCA SOCIALE
(objectives)
"The teaching aims to learn epistemological assumptions and some operational techniques of social research, introducing the foundations of scientific and sociological knowledge and analyzing the methodological alternatives of qualitative and quantitative empirical investigation".
-
ACCORINTI MARCO
( syllabus)
The teaching is aimed at providing students an introduction of the methodologies, theoretical approaches, tools and practices of applied social research. It also intends to present in an organic way the elements of application of research techniques to the "social services".
At the end of the course the students will have acquired the awareness and the ability to reflect on: a) which research question can be set on a given social phenomenon, b) which methodological tools are useful for the production of scientific knowledge, c) the importance of the culture and professional responsibility of the researcher and of the social researcher.
( reference books)
David Silverman, 2022, Doing Qualitative Research, Sage, London.
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6
|
SPS/07
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36
|
-
|
-
|
-
|
Basic compulsory activities
|
ITA |
|
22902572-2 -
LABORATORIO DI METODOLOGIA DELLA RICERCA SOCIALE
(objectives)
The teaching aims to learn epistemological assumptions and some operational techniques of social research, introducing the foundations of scientific and sociological knowledge and analyzing the methodological alternatives of qualitative and quantitative empirical investigation.
-
BILOTTI ANDREA
( syllabus)
The teaching is aimed at providing students an introduction of the methodologies, theoretical approaches, tools and practices of applied social research. It also intends to present in an organic way the elements of application of research techniques to the "social services".
At the end of the course the students will have acquired the awareness and the ability to reflect on: a) which research question can be set on a given social phenomenon, b) which methodological tools are useful for the production of scientific knowledge, c) the importance of the culture and professional responsibility of the researcher and of the social researcher.
( reference books)
David Silverman, 2022, Doing Qualitative Research, Sage, London.
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3
|
SPS/07
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18
|
-
|
-
|
-
|
Basic compulsory activities
|
ITA |
|
22902435 -
english
(objectives)
The objective of the course is to acquire a communicative competence in the intermediate level of English, corresponding globally to the B1 / B2 level of the Common European Framework of Reference. Skills for this level are described on the CEFR website (see table on page 24 of https://rm.coe.int/1680459f97). Specialized knowledge will also be introduced with respect to English for Special Purposes (ESP) related to HR and the employment world.
At the end of the course the student:
- has become familiar with the basic concepts of linguistic and sociolinguistic dynamics implemented in work contexts (in particular in the HR sector)
- is able to consciously orient himself towards his own and others soft-skills, and to express the contents related to the construction of his own CV and experiential and lived baggage.
-
Derived from
22910131 Lingua e traduzione inglese in Scienze dell'educazione per Educatori e Formatori L-19 LEPRONI RAFFAELLA
( syllabus)
The course is structured as to allow the implementation of the students’ linguistic competences, requiring on the side of the student to develop a professional-oriented awareness of the L2 learning and practicing modalities, as well as some cultural analysis skills.
The reading of different types of texts – intended to show students both the pedagogic models of the English culture and the specific jargon of their field of interest (HR and Social Sciences) – will allow the student to enrich his/her lexical and grammar-syntactical competences through constant exercise (pre-reading and post-reading activities, reading and listening comprehension), stimulating the students’ reflection and discussion on general-interest themes and providing useful topics for class-work both at written and oral level. The constant use of English in the classroom will be encouraged, also by the use of multimedia materials; students will be fostered to noticing the differences and similarities between L2 and L1 also by providing and analyzing different translations of the texts proposed.
- Linguistic aspects will be focused on as well; grammar texts with answer-keys and monolingual and bilingual dictionaries are suggested in bibliography. Online language exercises links will be suggested too.
*N.B.: Students belonging to DISSAIFE and SERSS previous courses MUST stick to this program; they will also follow the exam modalities prescribed for this year. Those who need to obtain 4, 5 or 10 CFU must contact the teacher to agree on their specific exam modalities.
* N.B.: All changing concerning the program or the lessons, or any other news will be posted on the teacher’s page on the Department website.
The Teacher meets the students at the end of classroom, or via Teams/Skype/Zoom (appointment needed). For more information or further details, or to ask for an appointment, please contact the teacher via e-mail [ raffaella.leproni@uniroma3.it ].
( reference books)
** Reading texts (mandatory):
- G. Sandford, Cambridge English for Human Resources, Cambridge University Press, 2011
- C. Downes, Cambridge English for Job-hunting, Cambridge University Press, 2008 (2013)
- Maria Edgeworth, The Little Merchants (any complete original language edition) [Italian edition: I Piccoli Mercanti, in R. Leproni (ed.) Due racconti di Maria Edgeworth, Kappa, Roma, 2009]
Students are requested to focus in particular on the following texts/parts of the texts:
- THE LITTLE MERCHANTS introduction to The Parent’s Assistant (whole) + chap. 1-2
- CAMBRIDGE ENGLISH FOR HUMAN RESOURCES Units 1-3-6 + glossary
- CAMBRIDGE ENGLISH FOR JOB HUNTING Units 1-2-3-4 (5 optional) + appendix 1-2-3
NB. As for the two Cambridge English books, the program includes the texts reported in the AUDIOSCRIPT section concerning the Units specified above.
** Methodology texts:
- C. Taylor, Language to Language, Cambridge University Press (last edition)
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6
|
L-LIN/12
|
36
|
-
|
-
|
-
|
Related or supplementary learning activities
|
ITA |
Optional group:
1 ANNO - ESAMI OBBLIGATORI A SCELTA SOCIOLOGIA L40 - (show)
 |
6
|
|
|
|
|
|
|
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22902476 -
sociology of education
(objectives)
The aim of the course is to analyze the main current classical and contemporary sociological adopting an analytical perspective of the educational process focused on the social aspect of education, beyond the issues related to education.
At the end of the course the student:
- has become familiar with the basic concepts of the sociology of education and knows the different interpretative theories of educational processes, formal and informal, in contemporary society
- is able to orientate himself critically between the different approaches regarding education and sociality in a globalized, technological and multicultural society
|
|
|
22902476-2 -
SOCIOLOGIA DELL'EDUCAZIONE (L39/40)
(objectives)
The aim of the course is to analyze the main current classical and contemporary sociological adopting an analytical perspective of the educational process focused on the social aspect of education, beyond the issues related to education.At the end of the course the student:- has become familiar with the basic concepts of the sociology of education and knows the different interpretative theories of educational processes, formal and informal, in contemporary society- is able to orientate himself critically between the different approaches regarding education and sociality in a globalized, technological and multicultural society
Group:
A - L
-
GIARDIELLO MAURO
( syllabus)
Classical and contemporary theories; Cultural capital and school; Educational contexts; Educational processes and communities; Civil quality of education and public space; Socialization, belonging and identity; School belonging; Education and marginality; Social and educational inequalities; Youth cultures and subcultures; Marginality and second generation of migrants; Social research and educational planning.
( reference books)
Besozzi, E., Società, cultura, educazione, Carocci, Roma, 2016, pp.17-73; 91-103;127-153; 275-406.Bourdieu, P., Forme di Capitale. Santoro, M., (a cura di), Armando, Roma, 2015 Caiazza, K., Gagliardo, M., Sulle tracce dell'educazione, Edizioni Gruppo Abele, Torino.Giancola, O., Salmieri, L., Educazione, istruzione e diseguaglianze, in Giancola, O., Salmieri, L. (a cura di), Sociologia delle disuguaglianze, Carocci, Roma, 2020, pp. 141-150 (disponibili in pdf su formonline)Giardiello, M., Sociologia della marginalità. Il contributo di Gino Germani, Carocci, Roma 2012.Orioles, M., La seconda generazione di migranti. Verso Quale integrazione? Carocci, Roma, 2014
Group:
M - Z
-
RUSPINI PAOLO
( syllabus)
The course is divided into two parts: a first general part dedicated to a review of topics pertaining to sociology of education with reference to the construction of social identity in multicultural context and to the processes of primary, secondary and peer socialization; a second monographic part, dedicated to an in-depth study of international migration dynamics and their impact on formal and informal educational processes from a comparative perspective.Relevant issues in this area are, among others, the second migrant generations, discrimination in education and work, intercultural competences, the role of transnational networks and migrant diasporas as educational and development agents, intergenerational dialogue and the impact of training / work dynamics on emigration processes. The importance of historical memory and the transmission of knowledge on migration through diversity education facilitate the fight against the problematization of migration and thus allow the initiation of citizenship and naturalization practices appropriate to the new multi-ethnic reality and hybrid identities of transnational migrants. To this end, case studies derived from empirical research on female migration from sub-Saharan Africa to Europe and from the analysis of old and new emigration flows from Italy will be proposed in a comparative perspective.Lesson calendar and themesThursday 3 (11.00-13.00) and Friday 4 March 2022 (14.00-17.00)Presentation of the course and the theme "Society and education"Thursday 10 (11.00-13.00) and Friday 11 March 2022 (14.00-17.00)Society and education: a theoretical and interpretative frameworkThursday 17 (11.00-13.00) and Friday 18 March 2022 (14.00-17.00)Society and education: models of socializationThursday 24 (11.00-13.00) and Friday 25 March 2022 (14.00-17.00)Identity in the multicultural societyThursday 31 March (11.00-13.00) and Friday 1 April 2022 (14.00-17.00)Socialization, inequalities and migrationThursday 7 (11.00-13.00) and Friday 8 April 2022 (14.00-17.00)International migration: a theoretical and empirical frameworkScreening of Dreamwork China (2011) by Tommaso Facchin and Ivan Franceschin. Duration: 56 min.Thursday 28 (11.00-13.00) and Friday 29 April 2022 (14.00-17.00)Memory and migration: transnational migration networks and diversity education Thursday 5 (11.00-13.00) and Friday 6 May 2022 (14.00-17.00)Interculturality, discrimination and educational processes: the second generationsDuring the lesson on Friday 6 May (from 15.00 to 17.00, Room 11, Didactic Pole, Department of Education, Via Principe Amedeo 184, Rome) there will be a meeting entitled:"I want my voice to be heard": foreign minors and second migrant generations in ItalyPresentation of the activities of the Directorate General for Immigration and Integration Policies of the Ministry of Labour and Social Policies in collaboration with the National Coordination of New Italian Generations (CoNNGI), a network of associations of young people with a migratory background.With the participation of:Stefania CongiaDivision II Manager - Directorate General for Immigration and Integration Policies - Ministry of Labor and Social PoliciesStefano ScrimaMigrants Integration Portal Editor - Directorate General for Immigration and Integration Policies - Ministry of Labor and Social PoliciesSimohamed KaabourPresident of CoNNGI - National Coordination of New Italian Generations(connecting from Genoa)Thursday 12 (11.00-13.00) and Friday 13 May 2022 (14.00-17.00)Female migration from sub-Saharan Africa: gender and participatory pathsThursday 19 (11.00-13.00) and Friday 20 May 2022 (14.00-17.00)“Why are they leaving?”: Italian emigrationsThursday 26 (11.00-13.00) and Friday 27 May 2022 (14.00-17.00)Ethnographic path and course conclusions
( reference books)
Bibliographic references (attending and non-attending students)Various teaching materials will be suggested by the lecturer during classes together with ad hoc readings. Others are available online.General part:Besozzi, E. (2017), Società, cultura, educazione. Teorie, contesti e processi, Roma: Carocci.Monographic part:Koser, K. (2009), Le migrazioni internazionali, Bologna: Il Mulino (Edizione originale: International Migration: A Very Short Introduction, Oxford: Oxford University Press, 2007)A text to be chosen from:Lapov, Z., Campani, G. (2017), Donne africane oltre le frontiere. Percorsi partecipativi in prospettiva di genere, Firenze: Nerbini.Pugliese, E. (2018), Quelli che se ne vanno. La nuova emigrazione italiana, Bologna: Il Mulino.
|
3
|
SPS/08
|
18
|
-
|
-
|
-
|
Basic compulsory activities
|
ITA |
|
22902476-1 -
SOCIOLOGIA DELL'EDUCAZIONE (L39/40)
(objectives)
The aim of the course is to analyze the main current classical and contemporary sociological adopting an analytical perspective of the educational process focused on the social aspect of education, beyond the issues related to education.At the end of the course the student:- has become familiar with the basic concepts of the sociology of education and knows the different interpretative theories of educational processes, formal and informal, in contemporary society- is able to orientate himself critically between the different approaches regarding education and sociality in a globalized, technological and multicultural society
Group:
A - L
-
GIARDIELLO MAURO
( syllabus)
Classical and contemporary theories; Cultural capital and school; Educational contexts; Educational processes and communities; Civil quality of education and public space; Socialization, belonging and identity; Education and marginality; Social and educational inequalities; Youth cultures and subcultures; Marginality and second generation of migrants; Social research and educational planning.
( reference books)
Besozzi, E., Società, cultura, educazione, Carocci, Roma, 2016, pp.17-73; 91-103;127-153; 275-406.Bourdieu, P., Forme di Capitale. Santoro, M., (a cura di), Armando, Roma, 2015 Caiazza, K., Gagliardo, M., Sulle tracce dell'educazione, Edizioni Gruppo Abele, Torino.Giancola, O., Salmieri, L., Educazione, istruzione e diseguaglianze, in Giancola, O., Salmieri, L. (a cura di), Sociologia delle disuguaglianze, Carocci, Roma, 2020, pp. 141-150 (disponibili in pdf su formonline)Giardiello, M., Sociologia della marginalità. Il contributo di Gino Germani, Carocci, Roma 2012.Orioles, M., La seconda generazione di migranti. Verso Quale integrazione? Carocci, Roma, 2014
Group:
M - Z
-
RUSPINI PAOLO
( syllabus)
The course is divided into two parts: a first general part dedicated to a review of topics pertaining to sociology of education with reference to the construction of social identity in multicultural context and to the processes of primary, secondary and peer socialization; a second monographic part, dedicated to an in-depth study of international migration dynamics and their impact on formal and informal educational processes from a comparative perspective.Relevant issues in this area are, among others, the second migrant generations, discrimination in education and work, intercultural competences, the role of transnational networks and migrant diasporas as educational and development agents, intergenerational dialogue and the impact of training / work dynamics on emigration processes. The importance of historical memory and the transmission of knowledge on migration through diversity education facilitate the fight against the problematization of migration and thus allow the initiation of citizenship and naturalization practices appropriate to the new multi-ethnic reality and hybrid identities of transnational migrants. To this end, case studies derived from empirical research on female migration from sub-Saharan Africa to Europe and from the analysis of old and new emigration flows from Italy will be proposed in a comparative perspective.Lesson calendar and themesThursday 3 (11.00-13.00) and Friday 4 March 2022 (14.00-17.00)Presentation of the course and the theme "Society and education"Thursday 10 (11.00-13.00) and Friday 11 March 2022 (14.00-17.00)Society and education: a theoretical and interpretative frameworkThursday 17 (11.00-13.00) and Friday 18 March 2022 (14.00-17.00)Society and education: models of socializationThursday 24 (11.00-13.00) and Friday 25 March 2022 (14.00-17.00)Identity in the multicultural societyThursday 31 March (11.00-13.00) and Friday 1 April 2022 (14.00-17.00)Socialization, inequalities and migrationThursday 7 (11.00-13.00) and Friday 8 April 2022 (14.00-17.00)International migration: a theoretical and empirical frameworkScreening of Dreamwork China (2011) by Tommaso Facchin and Ivan Franceschin. Duration: 56 min.Thursday 28 (11.00-13.00) and Friday 29 April 2022 (14.00-17.00)Memory and migration: transnational migration networks and diversity education Thursday 5 (11.00-13.00) and Friday 6 May 2022 (14.00-17.00)Interculturality, discrimination and educational processes: the second generationsDuring the lesson on Friday 6 May (from 15.00 to 17.00, Room 11, Didactic Pole, Department of Education, Via Principe Amedeo 184, Rome) there will be a meeting entitled:"I want my voice to be heard": foreign minors and second migrant generations in ItalyPresentation of the activities of the Directorate General for Immigration and Integration Policies of the Ministry of Labour and Social Policies in collaboration with the National Coordination of New Italian Generations (CoNNGI), a network of associations of young people with a migratory background.With the participation of:Stefania CongiaDivision II Manager - Directorate General for Immigration and Integration Policies - Ministry of Labor and Social PoliciesStefano ScrimaMigrants Integration Portal Editor - Directorate General for Immigration and Integration Policies - Ministry of Labor and Social PoliciesSimohamed KaabourPresident of CoNNGI - National Coordination of New Italian Generations(connecting from Genoa)Thursday 12 (11.00-13.00) and Friday 13 May 2022 (14.00-17.00)Female migration from sub-Saharan Africa: gender and participatory pathsThursday 19 (11.00-13.00) and Friday 20 May 2022 (14.00-17.00)“Why are they leaving?”: Italian emigrationsThursday 26 (11.00-13.00) and Friday 27 May 2022 (14.00-17.00)Ethnographic path and course conclusions
( reference books)
Bibliographic references (attending and non-attending students)Various teaching materials will be suggested by the lecturer during classes together with ad hoc readings. Others are available online.General part:Besozzi, E. (2017), Società, cultura, educazione. Teorie, contesti e processi, Roma: Carocci.Monographic part:Koser, K. (2009), Le migrazioni internazionali, Bologna: Il Mulino (Edizione originale: International Migration: A Very Short Introduction, Oxford: Oxford University Press, 2007)A text to be chosen from:Lapov, Z., Campani, G. (2017), Donne africane oltre le frontiere. Percorsi partecipativi in prospettiva di genere, Firenze: Nerbini.Pugliese, E. (2018), Quelli che se ne vanno. La nuova emigrazione italiana, Bologna: Il Mulino.
|
6
|
SPS/08
|
36
|
-
|
-
|
-
|
Basic compulsory activities
|
ITA |
|
Università Roma Tre