DIFFERENCE AND EDUCATION

The time of complexity and planetary interdependence opens up new horizons of reflection, all equally oriented towards building an idea of citizenship that escapes both abstract cosmopolitanism and short-sighted internationalism. It is in this horizon of meaning, which expands individual and collective responsibilities, that it becomes crucial to start a pedagogical reflection on the sense of universalism starting from the nuclear category of difference. The course aims, therefore, to critically analyze the phenomenology of the differences that characterize the subjects of training (whether they are gender, individual, social or cultural), to examine the problems related to the social perception of diversity and to propose a re-reading in an ecological perspective as a value and as a resource.
The specificity and role of pedagogy in building new spaces for meeting and dialogue under the banner of a culture of sustainability will also be highlighted.

Knowledge and understanding
- Know and understand the fundamental problems related to planetary complexity
- Know and understand the meaning of the crucial questions posed to education by the multicultural configuration of the complex society
- Know and understand the biological and historical-cultural matrix of difference
- Know and understand the phenomenology of differences
- Know and understand the meaning of planetary citizenship
- Know and understand the meaning of deep ecology
- Know and understand the pedagogy / sustainability link

Ability to apply knowledge and understanding
- Knowing how to analyze the needs of the educational context with reference to gender and ethnicity issues
- Knowing how to design multidisciplinary educational paths oriented towards the respect and enhancement of differences
- Knowing how to promote a culture of prevention in a longlife learning perspective

Autonomy of judgment
- Know how to analyze case studies taking into account the complex issues related to them
- Know how to analyze the same situation from multiple interpretative perspectives

Communication skills
- Know how to communicate the results of exercises and group activities carried out during the lessons to colleagues
- Knowing how to manage the difference of views and opinions during a comparison regarding the proposed topics or the choices to be made

Learning ability
- Know how to manage self-directed processes, both in traditional learning situations and in flipped mode, through which students transform their mental abilities into skills related to activities and practiced in this specific context

No prerequisites are required

- The biological roots of the concept of difference
- Historical review of diversity’s evolution
- The phenomenology of differences (gender, individual, social, cultural)
- From the Cartesian (unity / diversity) approach to the dialogic one (unitas multiplex)
- The ecological paradigm
- Planetary education and citizenship
- Design for competences
- The "spaces" of encounter and dialogue

M. Catarci, E. Macinai (2015). Le parole-chiave della Pedagogia interculturale. Firenze: ETS.
Materials provided by the teacher.

For ATTENDING STUDENTS: oral discussion on the materials provided by the teacher and made available on the moodle platform. In particular, the contents of the power point and the flipped material explicitly indicated as such are MANDATORY. All the others are to be considered OPTIONAL.
Furthermore, the involvement of students in the classroom and online, the relevance of the interventions, the commitment during the exercises on the proposed contents, as well as the willingness to actively participate in the discussion and moments of intermediate collegial review are considered fundamental components for a profitable attendance and they constitute evaluation elements that contribute to the outcome of the final exam.

For NON ATTENDING STUDENTS: oral discussion on the reference TEXT and on the materials provided by the teacher and made available on the moodle platform. Even for non-attending students, the contents of the power point and the flipped material explicitly indicated as such are MANDATORY. All the others are to be considered OPTIONAL.

The course will adopt the "Partially Flipped Learning" approach and will be delivered in web-enhanced mode with the support of the University Moodle platform. Attendance is strongly recommended.

Italian

Accessibility, Disability and Inclusion

Ca' Foscari abides by Italian Law (Law 17/1999; Law 170/2010) regarding support services and accommodation available to students with disabilities. This includes students with mobility, visual, hearing and other disabilities (Law 17/1999), and specific learning impairments (Law 170/2010). If you have a disability or impairment that requires accommodations (i.e., alternate testing, readers, note takers or interpreters) please contact the Disability and Accessibility Offices in Student Services: disabilita@unive.it.

oral

This subject deals with topics related to the macro-area "Human capital, health, education" and contributes to the achievement of one or more goals of U. N. Agenda for Sustainable Development