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Prospettive interculturali e inclusive in contesti educativi

Semestre 1 · 400002 · Corso di laurea magistrale a ciclo unico in Scienze della Formazione primaria - sezione tedesca · 12CFU · DE


The course provides key foundations in educational and anthropological science for a diversity-sensitive, inclusive, and reflective pedagogical practice in kindergarten and primary school. It focuses on theoretical and practice-oriented approaches from intercultural education, inclusive education, and anthropological perspectives on pedagogical action.

Docenti: Doris Kofler, Vanessa Macchia, Barbara Gross, Valentina Grillo

Ore didattica frontale: 100
Ore di laboratorio: 0
Obbligo di frequenza: In accordance with the regulation

Argomenti dell'insegnamento
The course topics include diversity in educational institutions and society; the history and self-understanding of intercultural and inclusive education; the understanding of culture; racism and discrimination in preschool and primary school; postcolonial perspectives; linguistic diversity; intersectionality; diversity-sensitive education; anthropological foundations for pedagogical practice broaden these perspectives by addressing fundamental questions of conceptions of the human being, development, relationships, and education in kindergarten and primary school. In the seminar, contents are explored in greater depth through practice-oriented exercises and related to concrete questions arising from local everyday pedagogical practice, collaboration with families, and educational policy and societal contexts.

Modalità di insegnamento
Lectures with media support; reflective exercises; pair and group work (cooperative learning); literature study

Obiettivi formativi
Knowledge and understanding Students are able to: - explain key concepts, approaches, and questions in intercultural and inclusive education; - analyse diversity, intersectionality, and processes of inclusion, exclusion, racism and discrimination in educational institutions; - describe and contextualise anthropological assumptions about the human being, development, relationships, and education. Applying knowledge and understanding Students are able to: - apply anthropological assumptions about the human being, development, relationships, and education to kindergarten and primary school; - relate questions of belonging, equal opportunities and equity, as well as bias-aware education, to kindergarten and primary school contexts; - transfer theoretical content to practice-oriented questions arising from everyday pedagogical work and collaboration with families. Making judgements Students are able to: - analyse and interpret processes of inclusion, exclusion, and discrimination in educational institutions in a differentiated way; - justify a reflective, diversity-sensitive, and bias-aware pedagogical stance; - critically reflect on educational questions with regard to diversity, intersectionality, and educational equity. Communication Students are able to: - describe pedagogical situations in a reflective and differentiated manner using appropriate disciplinary terminology; - present key contents and disciplinary connections in a way that is appropriate to the audience and consistent with pedagogical and didactic terminology. Learning skills Students are able to: - independently connect theoretical and practice-related content; - develop a reflective stance towards pedagogical situations and professional action; - further develop their own learning and reflection processes with regard to diversity sensitivity and bias awareness.

Modalità d'esame
Written final examination on the lectures and the seminar. The assessment of performance of single modules is weighted and included in the overall grade.

Criteri di valutazione
Assessment and grading At the end of the course, a final written examination will be held. Performance in the written examination is weighted according to the respective credit point share and contributes to the overall grade. Requirements for a positive overall assessment According to the Faculty Examination Regulations, a positive overall assessment of the course is only possible if each individual course component belonging to the course has also been passed. In the event of a negative overall assessment, any course components that have already been passed may, where applicable, be credited for the next examination attempt. Please note, however, that in this case as well, the negative assessment counts as an examination attempt. According to the applicable Examination Regulations, three unsuccessful examination attempts result in exclusion from the next three examination dates (see Art. 6, para. 4 of the applicable Examination Regulations).

Bibliografia obbligatoria

Booth, T., & Ainscow, M. (2019). Index für Inklusion. Ein Leitfaden für Schulentwicklung. Beltz.

Castro Varela, M., & Dhawan, N. (2020). Postkoloniale Theorie.

Eine kritische Einführung (3. Aufl.). transcript.

Gogolin, I., & Krüger-Potratz, M. (2020). Einführung in die

Interkulturelle Pädagogik: Geschichte, Theorie und Diskurse,

Forschung und Studium. Barbara Budrich.

Gross, B. (2022). Eterogeneità e diseguaglianze educative.

Prospettive dalla Pedagogia interculturale. FrancoAngeli.

Ianes, D. (2009). Die besondere Normalität. Reinhardt Verlag. Chapter 1, 2 and 3.

ICF-CY (2011). Internationale Klassifikation der Funktionsfähigkeit, Behinderung und Gesundheit bei Kindern und Jugendlichen. Verlag Hans Huber.

Mecheril, P., Castro Varela, M., Dirim, I., Melter, C. & Shure, S. (2026). Einführung in die Migrationspädagogik (2. Aufl.). Beltz.

Sieber Egger, A., Jäger, M., Unterweger, G., Kuhn, M. & Hangartner, J. (2019). Kindheit(en) in formalen, nonformalen und informellen Bildungskontexten. Ethnografische Beiträge aus der Schweiz. Springer VS.

Tošic, J. & Markom, C. (2022). Einführung in die Bildungsanthropologie. New Academic Press.

Wagner, P. (2022). Handbuch Inklusion. Grundlagen vorurteilsbewusster Bildung und Erziehung. Herder.

Wulf, C. & Zirfas, J. (2014). Handbuch Pädagogische Anthropologie. Springer.




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Obiettivi di sviluppo sostenibile
Questa attività didattica contribuisce al raggiungimento dei seguenti Obiettivi di Sviluppo sostenibile.

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Modules

Semestre 1 · 400002A · Corso di laurea magistrale a ciclo unico in Scienze della Formazione primaria - sezione tedesca · 4CFU · DE

Module A — Antropologia dell'educazione per la scuola dell'infanzia e primaria

Taking an anthropological perspective on childhood as its starting point, the course introduces students to some of the key themes in anthropological research within an educational context, with a particular focus on childhood and the relevant school systems.

Docenti: Valentina Grillo

Ore didattica frontale: 32
Ore di laboratorio: 0

Argomenti dell'insegnamento
An introduction to the anthropology of childhood; education as cultural transmission; education and social reproduction; ethnographic research in kindergarten and primary school; various perspectives on educational approaches (formal and informal education); anthropological perspectives on racism and anti-racism; minorities in educational institutions; communities of practice as educational contexts.

Modalità di insegnamento
The lecture addresses the essential issues that are debated within education from an anthropological perspective. This takes place in the context of presentations, which will offer space for questions, thought-provoking critiques and discussions.

Bibliografia obbligatoria

Sieber Egger, A., Jäger, M., Unterweger, G., Kuhn, M. & Hangartner, J. (2019). Kindheit(en) in formalen, nonformalen und informellen Bildungskontexten. Ethnografische Beiträge aus der Schweiz. Springer VS.

Tošic, J. & Markom, C. (2022). Einführung in die Bildungsanthropologie. New Academic Press.

Wulf, C. & Zirfas, J. (2014). Handbuch Pädagogische Anthropologie. Springer.



Semestre 1 · 400002B · Corso di laurea magistrale a ciclo unico in Scienze della Formazione primaria - sezione tedesca · 4CFU · DE

Module B — Pedagogia interculturale

The lecture introduces fundamental approaches and theories of intercultural education as a subdiscipline of educational science and situates them within international, national, and regional contexts. Students acquire knowledge of key concepts and current empirical findings. In addition, they reflect on pedagogical, societal, and education policy implications from the perspective of intercultural education.

Docenti: Barbara Gross

Ore didattica frontale: 32
Ore di laboratorio: 0

Semestre 1 · 400002C · Corso di laurea magistrale a ciclo unico in Scienze della Formazione primaria - sezione tedesca · 1CFU · DE

Module C — Pedagogia interculturale per la scuola dell’infanzia e primaria (sem.)

The contents of intercultural education covered in the lecture are further explored in the online seminar through practice-oriented exercises, with a particular focus on pedagogical fields of action in kindergarten and primary school. Students become familiar with key disciplinary concepts as well as bias-aware language and apply them appropriately to questions arising in everyday pedagogical practice, in cooperation with families, and in broader social and educational policy contexts. Particular attention is given to issues of diversity, belonging, and equal opportunities in kindergarten and primary school.

Docenti: Barbara Gross, Doris Kofler

Ore didattica frontale: 12 Gruppe 1: 9 Stunden Prof. Dr. Barbara Gross, 3 Stunden Prof. Aggregato Doris Kofler Gruppe 2: 9 Stunden Prof. Dr. Barbara Gross, 3 Stunden Prof. Aggregato Doris Kofler
Ore di laboratorio: 0

Semestre 1 · 400002D · Corso di laurea magistrale a ciclo unico in Scienze della Formazione primaria - sezione tedesca · 3CFU · DE

Module D — Pedagogia e didattica dell’inclusione per la scuola dell’infanzia

The course addresses diversity and differences in early childhood, with a focus on kindergarten education. It examines cultural, social, and individual dimensions and their impact on learning and relationships. The focus is on developing inclusive cultures, policies, and practices through a whole-school approach. The course fosters a reflective and bias-aware professional stance.

Docenti: Vanessa Macchia

Ore didattica frontale: 24
Ore di laboratorio: 0

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