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Instructors: Dr. Maria Lucenti
Event type:
Seminar
Displayed in timetable as:
0a4a
Hours per week:
2
Credits:
3,0
Language of instruction:
English
Min. | Max. participants:
- | 30
Registration group: Geschichte und Theorien
Comments/contents:
The course aims to investigate aspects related to the history of education in different national contexts and in a comparative perspective with a focus on policies and models of integration of cultural and religious diversity and on how these models have changed over time. The historical changes in the models of intercultural education and the integration of cultural and religious diversity in the countries that have applied and apply different models, namely Italy, Great Britain, Canada and Tunisia, will be analyzed. How was cultural and religious diversity conceived, interpreted and represented in school curricula and teaching aids, such as school textbooks? How has teacher training fostered the development of intercultural competences? How can we "read" and "understand" the integration of diversity from a gender perspective? In the course we will try to answer these questions through a dynamic approach centered on active participation.
Learning objectives:
- Knowledge of the models of integration of cultural and religious diversity in different contexts and in a comparative perspective;
- knowledge and understanding of educational policies on interculture in a comparative perspective;
- analysis of the representation of cultural and religious diversity in textbooks and teaching aids used at school;
- analyzing and understanding historical changes in educational policies and teachers' practices regarding the integration of diversity in school;
- analysis and understanding of the link between education and identity, starting from the variables of gender, cultural and religious diversity.
Didactic concept:
The didactic concept of the course includes and pursues the following aspects:
- competence approach;
-internationalization (inclusion of an international perspective, both in terms of knowledge and bibliography);
- combination of theory and practice;
- multimedia and cross-media approach;
- inclusion of the diversity paradigm in teaching.
Literature:
Hirsch, S. (2018). Teaching about pluralism in a pluralist society: Inherent challenges in the ethics and religious culture program. Religion & Education, 1-19. Religion and Education. Special Issue dedicated to the Ethics and religious culture program.
Hirsch, S. (2018). Diversity Within and Around Jewish Elementary Schools in Montreal. Religion & Education, 1-15. Special issue: Religious Diversity and Faith-Based Schools.
Jackson, R. (2019). Religious education for plural societies. Routledge.
Lucenti, M. (2018). Educational policies and school manuals: historical-comparative analysis between Italy and Tunisia. Rivista di storia dell’educazione, 2/2018, pp. 205-226. https://www.rivistadistoriadelleducazione.it/index.php/RSE/article/view/160/110
Lucenti, M. (2020). Barbie, Sherazade and Alyssa in the imaginary. Analysis of gender representations in cultures. Ricerche di Pedagogia e Didattica/Journal of Theories and Research in Education, Vol 15, No 1, pp.71-90. https://rpd.unibo.it/article/view/10028
Maxwell, B., & Hirsch, S. (2020). Dealing with illiberal and discriminatory aspects of religious faith in religious education: A case study of Quebec’s Ethics and Religious Culture curriculum. Journal of Beliefs & Values.
Pingel F., UNESCO Guidebook on Textbook research and Textbook revision, Paris, UNESCO, 2009.
Additional examination information:
Development and implementation of a project or paper on one of the modules of the course
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