ANTROPOLOGIA DELL'EDUCAZIONE

In this course, we will delve into how anthropology can enhance our understanding of education by bridging theory and practice for more effective planning of educational and social services. By the end of the course, students will be able to:

• Develop a deep understanding of the values, relationships, and social norms that shape learning environments from an intercultural perspective.
• Recognize the crucial role of schools and educational services as agents of cultural change and social inclusion.
• Apply anthropological skills and ethnographic approaches to design and manage educational services more effectively, whether in the public sector (schools and extracurricular programs) or in private social services.

These skills will be invaluable in addressing current challenges in education and contributing to a more inclusive environment that respects and celebrates diversity.

The course is designed in a seminar style, encouraging students to actively participate in class and engage with the topics discussed. Contributing to the learning activities is essential for enhancing the educational experience and can positively impact the final assessment.

Information for students with disabilities and special needs: To ensure equal opportunities, we invite interested students to request a personal meeting. Together, we can explore the best ways to achieve the learning objectives. Students can also reach out to the course's CInAP (Center for Active and Participated Inclusion - Services for Disabilities and/or Learning Disabilities) liaison in our department.

This course takes an anthropological approach to education, examining the relationships between learning, teaching, cultural transmission, and social inclusion. It offers a holistic perspective on educational processes and employs a comparative framework to analyze the role of education across diverse social and cultural contexts.

Students will cultivate critical thinking skills and practical competencies that can be applied in various settings, including schools, social education services, child neuropsychiatry, and counseling centers. We will investigate how factors such as social class, family dynamics, gender, ethnic-religious identities, and sexual orientations shape the concept of an “educated person,” reflecting on ways to enhance care and support systems for greater inclusivity.

In the first part of the course, we will delve into anthropological theories and approaches related to education and schooling. We will explore the intersection of anthropology and education, focusing on cultural transmission and acquisition from a transcultural perspective. Through engaging with course materials and practical activities, we will discuss the conditions that promote educational inclusivity and foster trusting relationships with young people. In the second half of the course, we’ll shift to more practical, hands-on activities. The focus will be on engaging with educational service professionals, taking guided visits to various Sicilian communities where innovative street education initiatives are being carried out with children and their families, and working in groups to critically analyze the strengths and challenges of these experiences.

In summary, this course provides an opportunity to collaborate on designing educational policies that ensure equitable growth for all, representing a significant step for those looking to influence social policies in education and contribute to professional advancement.

For students attending the classes, assessment will be divided into three stages. Throughout the course, there will be opportunities for debate and collective discussions in small groups about the readings from the assigned list of monographs, one for each group (midterm oral assessment). During the lab activities, the quality of participation and group written projects will be taken into account (practical/written assessment). Finally, at the end of the course, there will be an exam to evaluate comprehension of the manual text (final oral exam).

Students who do not attend classes will have the opportunity to take a single final oral exam, during which they will need to present three texts: one manual text, one methodological text, and a monograph of their choice. It will be particularly important to demonstrate clarity of expression and the ability to argue and conduct critical analysis. We are here to support you in your learning journey and to help you prepare for the exam!