BERGAMO
Overview
Date/time interval
Syllabus
Course Objectives
At the end of the first module of the course “the student is able to grasp the interrelationships among dynamics of migration, dynamics of social and cultural change and education. The student will finally have a full knowledge of the role that education plays (together with life histories and living experiences) in the intersection of these dynamics and in the on-going change processes of contemporary societies. These interrelations will be analysed in an historical and anthropological perspective and the contemporary transnational migrations between the two sides of the Mediterranean will be studied in depth. A special attention will be devoted to the change processes unfolding in the Arab-Islamic countries and to the ways they are re-configuring migratory mobility in the area of the Mediterranean. A focus will be on the understanding of the forced migrations in relation to the on going wars in the Middle East. The student will also understand the complexification of the mobility dynamics, the redefinition of the borders, the inequalities, the relation with his/her own body and the other's body, in the time of the actual pandemia, in order to find the implications of all that within the schools and e the educational contexts of the childhood. The student will also be able to comprehend the complexity of transnational migrations and individual and collective living experiences of migrants in formal and informal educational contexts and he will analyse the interrelations among migratory experiences of the students and contemporary contexts of school. In the specific educational contexts of the first childhood the student will be able to promote the development of the child taking into consideration his eventual migratory experience and those of his parents, being able to plan individualised educational actions, also promoting networks of participation and interaction with migrant families and the territory. The student will analyse educational dynamics in the family contexts with reference to the relationships school-familyl-territory and with attention to interactions with migrants'a families. He/she will analyse educational models and strategies to develop an intercultural school.** The student will gain knowledge about the theoretical and methodological instruments used by the empirical and experimental research in the pedagogical field in order to act in a transcultural perspective in complex plural educational contexts. The student will analyse the critical aspects of the migratori mobility and change dynamics and will apprehend educational strategies for the promotion of a plural sand inclusive society, by means of mutile languages and experimenting artistic practices, with the aim of promoting a new and innovative school conceived in the mane of plurality.
Course Prerequisites
Teaching Methods
Assessment Methods
Whenever the student wishes to achieve anoptional qualitative research activity and a fieldwork he might discuss and plan aims and modalities with the professor.
Contents
The course turns to a critical analysis of migratory mobility and of contemporary transnational migrations. The module studies the education coinceived as a mutiple and complex factor of the living experiences of migrants- as being a key factor for the comprhehension of the articultatiion of dynamics of migration and dynamics of social and cultural change. An in-deopth study will focus on migratory mobility in the Mediterranean, with a special attention to migration between Maghreb and Europ. It will be analysed the reconfiguration of migratory dynamics (regular and irregular ones, of refugees and no-refugees)in connection with the r change processes of the Arabic-Islamic countries. The study will include the interrelations among change dynamics, revolutionary dynamics and migratory dynamics in the in the Euro- Mediterranean area,. Il will be analyzed the case-study of Moroccan mobility in Europe. By means of the case-study of Tunisia and of the complex relations among trasnantional migratory mobility, artistic and cultural productions and revolutiornay processes the aim will be to understand the nexus among cultural, social movements, formal and informal education and places for learning "cultures of change".Case studies of contemporary migrations and forced migrations in Europe and in the Subsaharian context will be analyzed. In the Mediterranean area the student will understand the living experiences of displaced people and forced migrants due to the wars in Lebanon, Syria, West Bank and especially in Gaza, where many scholars before talking about genocide were referring to a scholasticide. In this context it is necessary to wonder about the value of educational projects full of attention and awareness of the fragility of children in such a context and about the urgency of promoting education in such extreme conditions and situations ( refugees camps, informal contexts, areas at risk, etc.). Besides, the student will also discuss which educational approaches can be imagined and can be achieved for children coming from war- contexts and now living in our educational contexts and in our schools, here in Europe and In Italy.
In the migratory context, in Italy, the idea of a "contemporary pedagogy" involving a "conversation" among different sides of the Mediterranean will be debated. The idea of a "revolutionary pedagogy" able to include the "unforeseen" and the "unprecedent" and the continual revolutionary processes that make the history of the societies, will be debated. There will be a focus on educational dynamics in family contexts in relation to school-family-territory. It will be proposed an analysis of educational strategies and models for developing a trans-cultural school, with reference to the education to citizenship and democracy and analysis of forms of discrimination and their implication in the schools. Educational strategies for the promotion or plurality and citizenship will be analysed together with a serious consideration of discrimnatory and racist practices in the contemporary educational contexts and schools. An analyses of the terms and words of dailiy life will be proposed , in order to understand the discriminatory practices alsohidden inside the language, with the aim of finding an alternative language able to describe the reality taking into account its complexity and its humanity.