Learning objectives
This course aims to provide students with a theoretical framework for a pedagogy of differences, with a specific focus on the deconstruction of stereotypes and misconceptions, as well as the study of the cultural and methodological foundations necessary for a meaningful approach to otherness and the appreciation of diversity.
Prerequisites
None.
Course unit content
The course explores the theme of differences in the educational field, with particular attention to situations in which differences become inequalities. Pedagogy, especially if enriched by an intersectional perspective, offers a critical viewpoint and fosters reflection on the concepts of difference and diversity as key topics in contemporary debate. The pedagogy of differences is, at the same time, an education to differences, as it supports the deconstruction of stereotypes and promotes the development of listening skills and meaningful encounters.
Full programme
The course is structured around three main thematic areas: gender (sexism and LGBTQIA+ discrimination), “race” (racism from a postcolonial and decolonial perspective), and disability (ableism and the neurodiversity paradigm). Through the analysis of discrimination and power dynamics—both historical and contemporary—associated with these axes of oppression, the course aims to foster critical reflection on relational dynamics and educational methodologies necessary, in the contemporary context, to promote a “coexistence of differences”.
Bibliography
Mandatory readings:
Ghigi, R. (2023). Fare la differenza. Educazione di genere dalla prima infanzia all’età adulta. Il Mulino. [150 pp]
Burgio, G. (2022). Pedagogia postcoloniale. Prospettive radicali per l'intercultura. FrancoAngeli. [100 pp]
Roberti, V., & Selmi, G. (2021). Una scuola arcobaleno. Dati e strumenti contro l’omotransfobia in classe. Settenove. (ONLY CHAPTERS: 1, 2, 3, 4 – from p. 17 to p. 78) [60 pp]
Bellacicco, R., Dell’Anna, S., Micalizzi, E., & Parisi, T. (2022). Nulla su di noi senza di noi. Una ricerca empirica sull’abilismo in Italia. FrancoAngeli (open access: https://series.francoangeli.it/index.php/oa/catalog/book/808) (ONLY THE FIRST PART – from p. 17 to p. 64). [50 pp]
Marocchini, E. (2024). Neurodivergente. Capire e coltivare la diversità dei cervelli umani. Tlon. (ONLY CHAPTERS: 1, 2, 3, 4 – from p. 15 to p. 88). [73 pp]
D’Alessio, S. (2015). Disability Studies in Education: che cosa sono e perché sono importanti per lo sviluppo di una scuola e un’università inclusive. L’integrazione scolastica e sociale, 14(2), 119-127. (open access: https://rivistedigitali.erickson.it/integrazione-scolastica-sociale/it/visualizza/pdf/1094) [7 pp]
Additional materials will be uploaded to Elly to facilitate study and provide opportunities for further exploration.
Optional Essays/Novels*:
Uyangoda, N. (2021). L’unica persona nera nella stanza. 66thand2nd.
Crippi, I. (2024). Lo spazio non è neutro. Tamu.
Cicconetti, F. (2022). Scheletro femmina. Mondadori.
*Reading one of the optional essays or novels offers the possibility of earning additional points on the exam.
Teaching methods
The course will be conducted through dialogic lectures supported by the analysis of the bibliographic texts recommended for study. In addition to some traditional lectures aimed at deepening key concepts, interactive activities (such as group work, brainstorming sessions, and video stimuli) will be proposed, and personal reflection will be encouraged, given the nature and content of the course.
Some sessions will be enriched by guest speakers, particularly professionals who engage daily with the issues of difference and inequality addressed in the course through their work in educational, socio-educational, or socio-healthcare settings.
Assessment methods and criteria
The examination consists of a written test (75 minutes) with both multiple-choice and open-ended questions. Students with Specific Learning Disorders (DSA), Special Educational Needs (BES), or disabilities must follow the guidelines available on the website cai.unipr.it.
The exam is considered passed with a minimum score of 18/30. Honors (lode) are awarded for answers demonstrating critical and personal elaboration, supported by relevant reflection and presented with terminology appropriate to the discipline.
Other information
Contacts: chiara.borelli@unipr.it
Student reception: by appointment
2030 agenda goals for sustainable development
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