The form of government in Italy - Sources of law - The bodies of political direction: the Parliament and the Government - The guarantee bodies: the President of the Republic, the Constitutional Court and the Judiciary - Territorial autonomies and their role in guaranteeing rights - Public Administration and Administrative activity - Foundamental rights and freedoms - Social rights in the Italian Constitution: conditional and unconditional social rights - The effectiveness of social rights as proof of the economic-financial crisis - The constitutional classification of social rights under the thematic profile: the rights inherent in the world of work; the right to health; the right to study - The social security system outlined by art. 38 Cost.: the distinction between assistance and social security - The historical evolution of the Welfare State: from birth, to maximum development, to the crisis - The model of the Social state accepted in the Italian legal system - Administrative transparency - Public contracts - Risk management - e-Government - Rights of the disabled persons and the Constitution - The protection of the rights of persons with disabilities in the logic of a multilevel protection: the right to assistance with the related economic provisions; the "new right" to socialization and effective participation in social life.

For the students of the Degree courses of the Department of Law who have to take the 7 CFU exam, the programme is reduced as follows:
Territorial autonomies and their role in guaranteeing rights - Public Administration and Administrative activity - Foundamental rights and freedoms - Social rights in the Italian Constitution: conditional and unconditional social rights - The effectiveness of social rights as proof of the economic-financial crisis - The constitutional classification of social rights under the thematic profile: the rights inherent in the world of work; the right to health; the right to study - The social security system outlined by art. 38 Cost.: the distinction between assistance and social security - The historical evolution of the Welfare State: from birth, to maximum development, to the crisis - The model of the Social state accepted in the Italian legal system - Administrative transparency - Public contracts - Risk management - e-Government - Rights of the disabled persons and the Constitution - The protection of the rights of persons with disabilities in the logic of a multilevel protection: the right to assistance with the related economic provisions; the "new right" to socialization and effective participation in social life.

General part
- A. BARONE – C. COLAPIETRO – G. SERGES, "Diritto pubblico per l’economia e gli studi sociali", Giappichelli, Torino, 2024 (being published); the "General part" in full and the "Special part" limited to chapters I, II, III e IV.

Special part
- C. COLAPIETRO - F. GIRELLI, Persone con disabilità e Costituzione, Editoriale Scientifica, Napoli, 2020.

Ø Theories of organization and development of organizational models
Ø From the concept of organization as a "machine" to the new explanatory paradigms (culturalist and cognitivist approach)
Ø Historical evolution of organizational studies
Ø The development of organizational models: from the mechanistic model to that of lean production
Ø Change in organizational models in public administrations
Ø Non-profit organizations and social enterprises
Ø People in productive contexts and the dynamics of collaboration and competition. Elements of Human Resources management
Ø Strategic variables of organizational systems: training, communication, evaluation. In particular: evolution of the concept of communication in work organizations.
Ø Elements of analysis, planning and organizational development

1. Cocozza A. (2014), Organizations. Cultures, models, governance (excluding chapter 4), FrancoAngeli, Milan;

2. Dafano F. (2014), Individual and Organization: suggestions and interpretation keys (excluding chapters IV and VI) (2014), Aracne Editrice, Rome;

3. Dafano F. (2022), Man without necessity. The possible freedom of the organized individual, A&S Avio Edizioni Scientifiche, Rome;

4. Dafano F., edited by Cecchini G. (2018), Business Organization Lessons – Teaching support handout (in PDF).

Study of groups in social psychology
Roles, norms, status and group functions
Phenomena in group dynamics
Power and leadership
Intra-groups and inter-groups interactions
Inter-groups relationships and social categorization
Inter-groups conflicts
Stereotype decostruction and prejudice reduction
Communication and social influence in group

- Donelson R. Forsyth. Psicologia dei gruppi (a cura di Livi, Maricchiolo, Mosso) EDRA. 2022
- Monografia:
Brambilla, Sacchi. Psicologia sociale del pregiudizio. Raffaello Cortina 2022

In the first part of the course, starting from the definition of international migrant adopted by the United Nations, we will try to deconstruct the perception and reality of migratory phenomena under observation with a brief historical excursus from the second post-war period. Emphasis will be placed on the current multimodal character of international migration and on migrant transnationalism and diaspora in economic, political, social and educational contexts. Multiculturalism, cosmopolitanism and different models of inclusion will be compared and analyzed in view of the social and political evolution of contemporary societies.

In the second part, the European context highlights, through statistical and ethnographic materials, the ongoing contrast between the migration control and integration policies' dimension, the impact of transnational migration on integration processes, the absence of adequate common migration and asylum policies and finally the need for suitable intercultural and intergenerational communication practices. The importance of historical memory and the transmission of knowledge on migration through diversity education facilitate the fight against problematization and thus allow the initiation of citizenship and naturalization practices appropriate to the new multi-ethnic reality and hybrid identities of transnational migrant communities.

Among others, the following topics will be covered:

 Perception and reality of international migration

 The multimodal nature of contemporary migration

 The transnational turn in the study of migration

 From 'guest workers' to 'long-term residents': a brief overview of the history of immigration to Europe (1950-1989)

 The 'third wave': irregular migration, refugees and asylum seekers in the post-cold war era (1989-)

 The Mediterranean model: migratory flows and policies in the new immigration countries of southern Europe (since the early 1980s)

 Immigration from the east and the EU neighborhood policies: the pre- and post- enlargement framework

 Comparison of models of social inclusion: differentiated exclusion, assimilation, multiculturalism and cosmopolitanism

 Immigration, cultural diversity and integration: what common standard for different migratory experiences?

 Migration and intercultural competences: training needs and integration practices of organizations in the multi-ethnic sector

Bibliographic references (attending and non-attending students)

Koser, K. (2009), Le migrazioni internazionali, Bologna: Il Mulino (Edizione originale: International Migration: A Very Short Introduction, Oxford: Oxford University Press, 2007).

Ruspini, P. (2024), Memoria e migrazioni. Percorsi di ricerca tra Svizzera e Italia in prospettiva transnazionale, Milano: Mimesis.

Ruspini, P. (2021), “Transnationalism”, in M. Colombo and G. Gilardoni (Eds), Intercultural Issues and Concepts. A Multi-Disciplinary Glossary, Europe of Cultures/Dialogues, Vol. 22, Brussels: Peter Lang, pp. 277-92.

Ruspini, P. (2019), Migrants Unbound, London: Transnational Press London.

Eade, J., Ruspini, P. (2014), “Multicultural Models”, in M. Martiniello, J. Rath (Eds) An Introduction to Immigrant Incorporation Studies: European Perspectives, IMISCOE Textbook Series, Amsterdam: Amsterdam University Press, pp. 71-89.

Finally, other teaching materials will be suggested by the lecturer during the course together with ad hoc readings.

Ø Theories of organization and development of organizational models
Ø From the concept of organization as a "machine" to the new explanatory paradigms (culturalist and cognitivist approach)
Ø Historical evolution of organizational studies
Ø The development of organizational models: from the mechanistic model to that of lean production
Ø Change in organizational models in public administrations
Ø Non-profit organizations and social enterprises
Ø People in productive contexts and the dynamics of collaboration and competition. Elements of Human Resources management
Ø Strategic variables of organizational systems: training, communication, evaluation. In particular: evolution of the concept of communication in work organizations.
Ø Elements of analysis, planning and organizational development

1. Cocozza A. (2014), Organizations. Cultures, models, governance (excluding chapter 4), FrancoAngeli, Milan;

2. Dafano F. (2014), Individual and Organization: suggestions and interpretation keys (excluding chapters IV and VI) (2014), Aracne Editrice, Rome;

3. Dafano F. (2022), Man without necessity. The possible freedom of the organized individual, A&S Avio Edizioni Scientifiche, Rome;

4. Dafano F., edited by Cecchini G. (2018), Business Organization Lessons – Teaching support handout (in PDF).

Methodological, ethical, technical problems concerned with socio-educational training; valorisation of human resources as a professional model; the educational communication as an active strategy in different cultural, social, professional contexts and processes. Transferrable professional models in socio-educational services. Organizational and projectual strategies based on the network model. Performance flexibility and expertise in programming and interacting within systems. Models of educational observation and of clinical diagnosis concerned with child's and adolescent's psychopathologies, disabilities, diseases, problematic learning, behaviours, attitudes. Use of innovative technological tools aiming at strengthening social integration. Definition of the projectual characteristics of educational plans, strategies, methodologies and of their consistency with the requirements of organizations and institutions providing training, education, schooling, health and social services. Programming, scheduling and planning as lifelong learning. 12 scheduled seminars are concerned with specific issues; these seminars have a different and specific work programme.

Bauman Z., Le sfide dell'etica, Feltrinelli, Milano 2018
Bauman Z., Cecità morale. La perdita di sensibilità nella modernità liquida, Laterza, Roma - Bari 2019
Lucangeli D., Il tempo del Noi. Giganti del pensiero che ci hanno indicato la via, Mondadori, Milano 2023
Faggin F., Irriducibile: La coscienza, la vita, i computer e la nostra natura, Mondadori, Milano 2022
Pugliese E., Nella mente dei dipendenti affettivi. Assessment e trattamento, Franco Angeli, Milano 2024

The course intends to reflect on Welfare Systems in the light of a threefold historical, legal and sociological perspective.
Firstly, we will devote ourselves to reconstructing historically and conceptually the birth and development of social rights. It is thus intended to show how these rights occupy a peculiar place in the history of thought, capable of prompting both modern law and sociology on their disciplinary foundations. The emergence and development of social rights has in some ways suggested the need to focus on the relations between law and sociology in light of their mutual engagement in qualifying a new legal-political reality capable of profoundly transforming theories and systems of modern law and equally defining some of the main analytical and critical objectives of sociological knowledge.
Secondly, we will interrogate the social reflexivity component of modern law, understanding it as one of the places through which legal reflection on rights has developed. We will reflect on the ambivalent ways through which modern law thought of society as consisting of individuals separate from each other, but also allowed for the extension of the concept of the liberal individual to that of the socialized legal person. From this perspective, the emergence and development of social rights and the political and legal centrality of labor in law between the 19th and 20th centuries will be conceived in light of the aspirations and limitations of modern law in coping with the issue of social change and the redefinition of demands for equality immanent to modern society.
Thirdly, we will ask how sociology, from its birth and in the light of its open dialogue with law, has picked up the limits and aspirations of modern law by conceiving its role as a reflexive and critical supplement to the "science of law,". If in a significant part of the critical languages of the 20th century law had been thought of as subordinate to the power of states, classes or economics, thus assuming an irremediable alternative between the formalism of law and the materiality of social relations, sociology has to a large extent rejected this alternative. In this regard, the development of welfare systems will be interpreted as a privileged perspective for understanding the peculiar forms through which sociology has interpreted the emergence, affirmation and crisis of social rights.

The course will consist of an anthology selection of the following texts:

T. H. Marshall, Cittadinanza e classe sociale, Roma-Bari, Einaudi, 2002
R. Castel, Le metamorfosi della questione sociale. Una cronaca del salariato, Milano, Mimesis, 2019K.
K. Polanyi, La grande trasformazione. Le origini economiche e politiche della nostra epoca, Roma-Bari, Einaudi, 1974M.
M. Foucault, Nascita della bio-politica, Milano, Feltrinelli, 2004
D. Garland, La cultura del controllo. Crimine e ordine sociale nel mondo contemporaneo, Milano, il Saggiatore, 2004- Dardot e Laval, Il comune, Seconda parte, Capitoli 6-7-8-9-10,
---
G. Radbruch, Lo spirito del diritto inglese, Milano, Giuffrè, 1962
S. Rodotà, Il diritto di avere diritti, Roma-Bari, Laterza, 2012
A. Supiot, Homo juridicus. Saggio sulla funzione antropologica del diritto, Milano, Bruno Mondadori, 2006
H. Berman, Diritto e Rivoluzione, Volume II, Bologna, il Mulino, 2010
P. Glenn, Tradizioni giuridiche nel mondo, Bologna, Il Mulino, 2011
---
E. Durkheim, Lezioni di sociologia, Napoli-Salerno, Orthotes, 2016
M. Mauss, Una categoria dello spirito umano: la persona, Brescia, Morcelliana, 2016
G. Gurvitch, La dichiarazione dei diritti sociali, Catanzaro, Rubettino, 2004
P. Bourdieu, La forza del diritto, Roma, Armando, 2017
N. Luhmann, Teoria politica nello stato del benessere, Milano, Franco Angeli, 1987
P. Dardot e C. Laval, Del Comune o della rivoluzione del XXI secolo, Roma, Deriveapprodi, 2015

This study program proceeds and is articulated starting from the recognition of the fact that the educational dimension carries with it a need aimed at favoring, promoting and activating processes of integration of the person within family, school, social, cultural, historical contexts - reference politicians. An integration that goes hand in hand with the consideration of the crucial importance of the psycho-affective dynamics that characterize the process of identity development, emotional literacy, the construction of emotional and interpersonal ties, as well as meeting and dialogue within the social space and shared communication. Integration, therefore, which, however, must not end within dynamics of passive assimilation, of homologating conformation, of dispossession and loss of self. Within this framework, the notion of "care" is central (see Giosi's text), as a pedagogical-educational category/strategy aimed at promoting processes and paths of self-analysis, awareness-raising, construction of significant relationships for the person. Crucial, within this notion of care, are those "roots" constituted by "vulnerability", "pain", "empathy" with particular reference to the condition of adolescents and families. Within a pedagogical perspective of care, in fact, it appears evident how the redefinition, today (and for several years already), of the family space, of the relative roles, maternal and paternal, of the social representations of this sphere, has generated a new and complex phenomenology of problems concerning the parent-child educational relationship.
The so-called "new parents" are currently living in a situation of relational disorientation. When a man and a woman enter paternity/maternity status, there is the establishment of a gray area, within which the spouses find themselves involved in a process of profound transformation of communication schemes. The anthropological fact on which education is based is there for all to see: the human person is not, but becomes. To become herself, the person needs someone to accompany her on this journey, because she does not "become" alone. The first "other" that the newborn encounters in its becoming are the parents. Throughout human history, parents have always passed on their cultural, economic and relational heritage to the younger generations; the older generations have, albeit often in radically different ways, expressed some form of care towards the new generations. Sometimes, and certainly more and more in recent decades, this care has been intentional, that is, parents have expressed an explicit will to educate their children by directing them towards the goods, values, orientations proper to their era. When the parent takes care of the growth process of a child in a conscious and intentional way, going beyond the practice of breeding, which every animal species implements towards its own puppies, we can believe that a properly educational act is being carried out . Education is therefore a function inherent in the family, in the process of intergenerational transmission. Working on these questions, we immediately come across a sort of paradox: if, on the one hand, the educational task of the family is considered increasingly indispensable, on the other, the inadequacy of the current family in exercising this function effectively.
At the same time, the same condition of the adolescent appears increasingly exposed to multiple criticalities: forms of toxicological and technological addiction; juvenile depressions; eating disorders; social withdrawal; difficulties that are linked to the "effort of being oneself".

Testi d’esame
1)M. Giosi, Le radici pedagogiche della cura. Empatia, Vulnerabilità, Dolore, Roma, Anicia, 2022
2)M.Lancini-L. Cirillo- T. Scodeggio-T. Zanella; L’adolescente. Psicopatologia e psicoterapia evolutiva, Raffaello Cortina Editore, Milano, 2020
3)P. Perillo, Pedagogia per le famiglie. La consulenza educativa alla genitorialità in trasformazione, Franco Angeli, 2019

Laboratorio
4)Un film a scelta, tra i seguenti, sul quale scrivere un elaborato di circa due pagine, almeno.
Il posto delle fragole di Ingmar Bergman
Noi siamo infinito di Stephen Chbosky
Favolacce di D e F. D’ Innocenzo
Christiane F. Noi, i ragazzi dello zoo di Berlino di Uli Edel
Ragazze interrotte di Jane Mangold
Truman Show di Peter Weir
L'attimo fuggente di Peter Weir
Farenheit 451 di François Truffaut 
American beauty di Sam Mendes
Sweet Sixteen di Ken Loach
Quadrophenia di Franc Roddam
Ladri di biciclette di Vittorio De Sica
Farenheit 451 di François Truffaut
Un angelo alla mia tavola di Jane Campion
Gente comune di Robert Redford

After an initial presentation of the main analytical paradigms for interpreting the NGO Sector, the main approaches developed within three traditions of reflexive thought will be illustrated: a) economic theories; b) political theories; c) sociological theories. The second part will address the question of how the NGO Sector functions in Italy, and thus what are the operational and management characteristics that determine its specificity/distinctiveness. A specific part will deal with the professional profiles of NGO professionals. Finally, specific areas of development of the NGO sector in Italy will be analysed.

At the beginning of the course, students will receive the reference bibliography for the exam.
Evers A., Laville J.L. (eds) (2004), The Third Sector in Europe, Chentelham, EdwardElgar

A specific programme will be defined for Erasmus students.

The form of government in Italy - Sources of law - The bodies of political direction: the Parliament and the Government - The guarantee bodies: the President of the Republic, the Constitutional Court and the Judiciary - Territorial autonomies and their role in guaranteeing rights - Public Administration and Administrative activity - Foundamental rights and freedoms - Social rights in the Italian Constitution: conditional and unconditional social rights - The effectiveness of social rights as proof of the economic-financial crisis - The constitutional classification of social rights under the thematic profile: the rights inherent in the world of work; the right to health; the right to study - The social security system outlined by art. 38 Cost.: the distinction between assistance and social security - The historical evolution of the Welfare State: from birth, to maximum development, to the crisis - The model of the Social state accepted in the Italian legal system - Administrative transparency - Public contracts - Risk management - e-Government - Rights of the disabled persons and the Constitution - The protection of the rights of persons with disabilities in the logic of a multilevel protection: the right to assistance with the related economic provisions; the "new right" to socialization and effective participation in social life.

For the students of the Degree courses of the Department of Law who have to take the 7 CFU exam, the programme is reduced as follows:
Territorial autonomies and their role in guaranteeing rights - Public Administration and Administrative activity - Foundamental rights and freedoms - Social rights in the Italian Constitution: conditional and unconditional social rights - The effectiveness of social rights as proof of the economic-financial crisis - The constitutional classification of social rights under the thematic profile: the rights inherent in the world of work; the right to health; the right to study - The social security system outlined by art. 38 Cost.: the distinction between assistance and social security - The historical evolution of the Welfare State: from birth, to maximum development, to the crisis - The model of the Social state accepted in the Italian legal system - Administrative transparency - Public contracts - Risk management - e-Government - Rights of the disabled persons and the Constitution - The protection of the rights of persons with disabilities in the logic of a multilevel protection: the right to assistance with the related economic provisions; the "new right" to socialization and effective participation in social life.

General part
- A. BARONE – C. COLAPIETRO – G. SERGES, "Diritto pubblico per l’economia e gli studi sociali", Giappichelli, Torino, 2024 (being published); the "General part" in full and the "Special part" limited to chapters I, II, III e IV.

Special part
- C. COLAPIETRO - F. GIRELLI, Persone con disabilità e Costituzione, Editoriale Scientifica, Napoli, 2020.

Ø Theories of organization and development of organizational models
Ø From the concept of organization as a "machine" to the new explanatory paradigms (culturalist and cognitivist approach)
Ø Historical evolution of organizational studies
Ø The development of organizational models: from the mechanistic model to that of lean production
Ø Change in organizational models in public administrations
Ø Non-profit organizations and social enterprises
Ø People in productive contexts and the dynamics of collaboration and competition. Elements of Human Resources management
Ø Strategic variables of organizational systems: training, communication, evaluation. In particular: evolution of the concept of communication in work organizations.
Ø Elements of analysis, planning and organizational development

1. Cocozza A. (2014), Organizations. Cultures, models, governance (excluding chapter 4), FrancoAngeli, Milan;

2. Dafano F. (2014), Individual and Organization: suggestions and interpretation keys (excluding chapters IV and VI) (2014), Aracne Editrice, Rome;

3. Dafano F. (2022), Man without necessity. The possible freedom of the organized individual, A&S Avio Edizioni Scientifiche, Rome;

4. Dafano F., edited by Cecchini G. (2018), Business Organization Lessons – Teaching support handout (in PDF).

The course aims to provide students with the theoretical framework and the conceptual instrumentation necessary to be able to operate competently within the planning processes of territorial social services, in particular using a strategic perspective based on governance and participation. At the end of the course the student will be able to: analyze and describe in a competent way the ways in which social planning processes are carried out in the territories, identifying in them the characteristics of the different models; formulate proposals for the definition and implementation of the tools and processes that characterize social planning; evaluate the appropriateness and quality of the analyzed programming processes; propose suitable actions to support social planning processes in the process of being activated or in progress; formulate with appropriate terminologies and concepts proposals or evaluations concerning the theoretical and operational foundations of social programming.

The course is divided into three parts.

The first describes and discusses the concepts and tools that define the field of social programming. In particular, the following topics are covered: the principles and models of social programming; the peculiarities of social programming in local welfare; the concepts and practices of governance and participation; programming in a framework of outsourcing of services.

The second part illustrates the logic governing the outsourcing of services and the procedures by which outsourcing is carried out. In particular, the following topics are dealt with: the distinction between management and production of social services; the main tools for outsourcing (contracting out and cash for care); award procedures through the most economically advantageous offer; the possibility of using the agreement with the SB; the PPP scenario (public private partnership).

The third part presents the cornerstones of social planning and management of services in the model of the Lazio Region. In particular, the following topics are dealt with: the bodies and levels of social programming in the Regional Law 11/2016; the indications of the Regional Social Plan.

a) Burgalassi M., Politica sociale e welfare locale, Carocci, 2012
b) Giovannetti M, Gori C. e Pacini L., La pratica del welfare locale, Maggioli, 2014 (cap. 3)
c) Bertin G. e Fazzi L., La governance nelle politiche sociali in Italia, Carocci, 2010 (capp. 4 e 5)
d) Fazzi L., Co-progettazione e welfare locale in Italia: innovazione o ancora un caso di dipendenza da percorso?, in "Autonomie Locale e Servizi Sociali", 1, 2023, pp.119-135
e) Gualdani A., Il sistema delle esternalizzazioni nei servizi sociali: antiche questioni e nuove prospettive, “Federalismi. Rivista di Diritto Pubblico Italiano, Comparato, Europeo”, 2018
f) Legge Regionale 11/2016 per la realizzazione del sistema integrato di interventi e servizi sociali nella Regione Lazio
g) Piano Sociale Regionale “Prendersi cura, un bene comune” Delibera Consiglio Regionale 1/2019

Study of groups in social psychology
Roles, norms, status and group functions
Phenomena in group dynamics
Power and leadership
Intra-groups and inter-groups interactions
Inter-groups relationships and social categorization
Inter-groups conflicts
Stereotype decostruction and prejudice reduction
Communication and social influence in group

- Donelson R. Forsyth. Psicologia dei gruppi (a cura di Livi, Maricchiolo, Mosso) EDRA. 2022
- Monografia:
Brambilla, Sacchi. Psicologia sociale del pregiudizio. Raffaello Cortina 2022

Ø Theories of organization and development of organizational models
Ø From the concept of organization as a "machine" to the new explanatory paradigms (culturalist and cognitivist approach)
Ø Historical evolution of organizational studies
Ø The development of organizational models: from the mechanistic model to that of lean production
Ø Change in organizational models in public administrations
Ø Non-profit organizations and social enterprises
Ø People in productive contexts and the dynamics of collaboration and competition. Elements of Human Resources management
Ø Strategic variables of organizational systems: training, communication, evaluation. In particular: evolution of the concept of communication in work organizations.
Ø Elements of analysis, planning and organizational development

1. Cocozza A. (2014), Organizations. Cultures, models, governance (excluding chapter 4), FrancoAngeli, Milan;

2. Dafano F. (2014), Individual and Organization: suggestions and interpretation keys (excluding chapters IV and VI) (2014), Aracne Editrice, Rome;

3. Dafano F. (2022), Man without necessity. The possible freedom of the organized individual, A&S Avio Edizioni Scientifiche, Rome;

4. Dafano F., edited by Cecchini G. (2018), Business Organization Lessons – Teaching support handout (in PDF).

The family as a system, as a source of fiduciary relationships and networks, is the perspective through which so much to analyze the changes in society, the phenomenon of anomie, crumbling solidarity as the marginality of material and immaterial problems of the contemporary family. Particular attention is given to the relationship between the theory of individualization, the family transformation primarily and the generativity of social bonds. To this purpose we refer to the theory of social capital as a primary source of family and social networks. In this context, it analyzes the theory of networks as an analytical concept and social resource through the paradigm of generativity. It is an analysis that aims to highlight the role of networks in producing social well-being, in 'implement the process of social support, in responding to the marginalization processes and in determining Community regeneration processes and relational. Second it is analyzed the quality of primary and secondary networks in generating social cohesion inclusive or exclusive especially compared to households and marginal. This also implies a reflection on the role and social role of intervention in relation to the family no longer seen as isolated atom or as the subject of consumption but as a complex system that is in network with other families in the neighborhood, in services, in schools, educational spaces and socialization, central interlocutors to build a supportive community.
With regard to application, the course aims to provide examples of quantitative and qualitative studies, encouraging micro research on topics covered in the course.
The course also intends to consider quantitative and qualitative researches about families and social networks.
• The family and the sociological research;
• The sociological definition of family;
society individualization and new families;
• The concept of social generativity;
• Family, marginalization and family networks;
• Social cohesion and social networks;
• The network resources: gift and reciprocity;
• Families and primary capital;
• primary and secondary networks and social capital;
• networks and social support;
• Third network sector and intervention;
• Margins, families and social networks;
• Privatization of family life: the crisis of sociability;
• Design and operation of networks in the peripheral and marginal contexts
• Family, preteens, generative and degenerative processes of social and civic spaces.

Saraceno, C., Coppie e famiglie, Feltrinelli, Milano, 2016, pp.33-69, pp. 131-160.
Beck, U., I rischi della libertà. L'individuo nell'epoca della globalizzazione, Il Mulino, Bologna, capp.1, 3, 5.
Giardiello, M., Riconsiderare la coesione sociale e l’integrazione civica nella prospettiva della generatività sociale, Scienze e Ricerca, 37, 2016, pp.22-34 (disponibile su formonline);
Scabini E., Manzi C., Famiglia, identità e rapporti tra le generazioni, in P. Catellani a cura di , Identità e appartenenza nella società globale, Vita e Pensiero, Milano, 2005, pp.73-102 (file scaricabile dalla bacheca docenti in documenti);
Giardiello, M., Sociologia della marginalità. Il contributo di Gino Germani, Carocci, Roma 2012.

Testi di approfondimento (uno a scelta)

S. Mazzucchelli, S. Nanetti, A. Scisci, Le nuove dinamiche partecipative delle famiglie in Italia e in Europa, Quaderni del Centro Famiglia, Vita e Pensiero, 2020;
S. Piccone Stella, L. Salmieri, Convivere in Italia. La famiglia fuori dal matrimonio, Carocci, 2016
M. Magatti, C Giaccardi, Generativi di tutto il Mondo Unitive ! Manifesto per la società dei liberi, Feltrinelli, 2014
L. Pasqualotto, Rendere generativo il lavoro sociale, Meridiana, 2016
B.C., Han, La scomparsa dei riti. Una tipologia del presente, Nottetempo, Milano, 2021
A.L. Zanatta, Nuove madri e nuovi padri, Il Mulino, 2011.
F. Folgheraiter, La cura delle reti. Nel Welfare delle relazioni (oltre i Piani di zona), Erickson.
A. Sapio, Famiglie reti familiari e cohousing. Verso nuovi stili del vivere, del convivere e dell’abitare, FancoAngeli, 2015.
A. Censi, Nuove Famiglie, in Censi A., Famiglia e Sociologia. Dai Classici al pensiero contemporaneo, Pearson, Milano, 2014 (disponibile su formonline).

The course intends to reflect on Welfare Systems in the light of a threefold historical, legal and sociological perspective.
Firstly, we will devote ourselves to reconstructing historically and conceptually the birth and development of social rights. It is thus intended to show how these rights occupy a peculiar place in the history of thought, capable of prompting both modern law and sociology on their disciplinary foundations. The emergence and development of social rights has in some ways suggested the need to focus on the relations between law and sociology in light of their mutual engagement in qualifying a new legal-political reality capable of profoundly transforming theories and systems of modern law and equally defining some of the main analytical and critical objectives of sociological knowledge.
Secondly, we will interrogate the social reflexivity component of modern law, understanding it as one of the places through which legal reflection on rights has developed. We will reflect on the ambivalent ways through which modern law thought of society as consisting of individuals separate from each other, but also allowed for the extension of the concept of the liberal individual to that of the socialized legal person. From this perspective, the emergence and development of social rights and the political and legal centrality of labor in law between the 19th and 20th centuries will be conceived in light of the aspirations and limitations of modern law in coping with the issue of social change and the redefinition of demands for equality immanent to modern society.
Thirdly, we will ask how sociology, from its birth and in the light of its open dialogue with law, has picked up the limits and aspirations of modern law by conceiving its role as a reflexive and critical supplement to the "science of law,". If in a significant part of the critical languages of the 20th century law had been thought of as subordinate to the power of states, classes or economics, thus assuming an irremediable alternative between the formalism of law and the materiality of social relations, sociology has to a large extent rejected this alternative. In this regard, the development of welfare systems will be interpreted as a privileged perspective for understanding the peculiar forms through which sociology has interpreted the emergence, affirmation and crisis of social rights.

The course will consist of an anthology selection of the following texts:

T. H. Marshall, Cittadinanza e classe sociale, Roma-Bari, Einaudi, 2002
R. Castel, Le metamorfosi della questione sociale. Una cronaca del salariato, Milano, Mimesis, 2019K.
K. Polanyi, La grande trasformazione. Le origini economiche e politiche della nostra epoca, Roma-Bari, Einaudi, 1974M.
M. Foucault, Nascita della bio-politica, Milano, Feltrinelli, 2004
D. Garland, La cultura del controllo. Crimine e ordine sociale nel mondo contemporaneo, Milano, il Saggiatore, 2004- Dardot e Laval, Il comune, Seconda parte, Capitoli 6-7-8-9-10,
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G. Radbruch, Lo spirito del diritto inglese, Milano, Giuffrè, 1962
S. Rodotà, Il diritto di avere diritti, Roma-Bari, Laterza, 2012
A. Supiot, Homo juridicus. Saggio sulla funzione antropologica del diritto, Milano, Bruno Mondadori, 2006
H. Berman, Diritto e Rivoluzione, Volume II, Bologna, il Mulino, 2010
P. Glenn, Tradizioni giuridiche nel mondo, Bologna, Il Mulino, 2011
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E. Durkheim, Lezioni di sociologia, Napoli-Salerno, Orthotes, 2016
M. Mauss, Una categoria dello spirito umano: la persona, Brescia, Morcelliana, 2016
G. Gurvitch, La dichiarazione dei diritti sociali, Catanzaro, Rubettino, 2004
P. Bourdieu, La forza del diritto, Roma, Armando, 2017
N. Luhmann, Teoria politica nello stato del benessere, Milano, Franco Angeli, 1987
P. Dardot e C. Laval, Del Comune o della rivoluzione del XXI secolo, Roma, Deriveapprodi, 2015

Introduction to Social and Intercultural Education: Origins, Developments, Theories and Methods.
Intercultural Education in School and Society. Educational policies in an intercultural perspective. Multilingualism, Interculturalism and Citizenship.
From multicultural society to intercultural society: the role of education. Models and types of integration: assimilation, coexistence, partner coexistence. The notion of integration of immigrants
Culture, culture and identity
School and the Difference of Cultures.
Educational strategies for social inclusion.

1. CATARCI M., Le forme sociali dell’educazione. Servizi, Territori, Società, Franco Angeli, Milano
2013.
2. GIANTURCO G., L’intervista qualitativa. Dal discorso al testo scritto, Guerini, Milano 2005.
3. CATARCI M., La pedagogia della liberazione di Paulo Freire. Educazione, intercultura e
cambiamento sociale, Franco Angeli, Milano 2016.
4. SAYAD A., La doppia assenza. Dalle illusioni dell'emigrato alle sofferenze dell'immigrato,
Raffaello Cortina, Milano 2001;
5. STILLO L., Periferie dell’esclusione. Contesti, soggettività, riflessioni in prospettiva pedagogico-sociale, Pensa Multimedia, Lecce, 2023;
6. RICCARDI V., L’educazione per tutti e per tutta la vita. Il contributo pedagogico di Ettore Gelpi,
ETS, Pisa 2014.

The course examines the theories and the categories of social evaluation. In the second part, an evaluation analysis project of a service or a social project will be defined.
The aim is to allow students to acquire theoretical and analytical skills which, in an analogical sense, have a reflection in practice for a theory of practice.

of your choise:
Mahzarin R. Banaji and Susan A. Gelman, Navigating the Social World: What Infants, Children, and Other Species Can Teach Us, Oxford Scholarship Online: May 2013
Deshun Li, Value Theory, Springer-Verlag, Berlin Heidelberg, 2014

After an initial presentation of the main analytical paradigms for interpreting the NGO Sector, the main approaches developed within three traditions of reflexive thought will be illustrated: a) economic theories; b) political theories; c) sociological theories. The second part will address the question of how the NGO Sector functions in Italy, and thus what are the operational and management characteristics that determine its specificity/distinctiveness. A specific part will deal with the professional profiles of NGO professionals. Finally, specific areas of development of the NGO sector in Italy will be analysed.

At the beginning of the course, students will receive the reference bibliography for the exam.
Evers A., Laville J.L. (eds) (2004), The Third Sector in Europe, Chentelham, EdwardElgar

A specific programme will be defined for Erasmus students.

The Stage can be carried out by students within bodies, organizations, social and health services, and involves the realization of a social research activity which constitutes an important study opportunity on which to base a valid thesis work and from other represents a valid experience in the field for the acquisition of specific professional and operational skills.
During the research path, students will be able to develop reflective, analytical and research skills, which will favor the possibility of understanding the organizational context of social policies and services, professional practices and the complexity of social needs and services for valid contributions and quality interventions.
The student will find himself observing, analyzing and evaluating organizational contexts and processes, professional tools, professional practice, training processes and intervention planning.
The research carried out during the internship may have the main purpose of describing and understanding social phenomena or aiming at hypothesizing strategies for change within services and social policies.This path in the field requires reflection on the research methodology and the results obtained in
order to acquire a critical and aware look at the state of the services and the profession. The internship is preceded and introduced by the lessons of the Laboratory which will support and accompany the path of social research.
Individual student meetings and three internship start meetings in plenary form will be planned during the academic year to communicate the modalities/procedures of activation of the internship, the agreement with the facilities and the assignment of the tutor. An IT platform will also be used for remote meetings between student, internal tutor, external tutor in order to follow the students in the activity.

I advise: CORBETTA P., Metodologia e tecniche della ricerca sociale, Il Mulino.
Carlo De Rose e Luciana Taddei, Introduzione ai metodi della ricerca sociale, Maggioli Editore.