Widening of Curriculum L-19 (Bachelor Degree)
Supervisor
Prof. Claudio Melacarne
Educators have to manage new problems that are generated also by the growing multi-ethnic nature of social contexts, where some factors -such as cultural and religious belonging, personal and community learning stories - can generate conflicts but can also be transformed into opportunities for growth and cohesion.
The work situations are even more ambiguous, complex and contradictory than in the past and can be partially understood through the use of a general and decontextualized knowledge: there are no social routines enabling to providing examples, giving suggestions or bringing reliable data that can found the best decision to be taken.
This is why specific classes have been implemented in the L-19 degree courses. These classes are able to offer to future educators procedural knowledge and qualitative research methods that are useful to produce a situated knowledge about the contexts of life and work with highly multicultural complexity.
To answer these questions specific modules have been introduced within the First Cycle Degree in L-19 that could provide three types of knowledge and skills:
1. knowledge about language and culture of third countries with a specific focus on the Mediterranean area;
2. skills to manage an educational intervention such as a collaborative research;
3. knoweldege about methods able to generate knowledge useful to intercept and prevent trajectories of religious, political and cultural radicalization.
To answer these questions specific modules have been introduced within the First Cycle Degree in L-19 that could provide three types of knowledge and skills:
1. knowledge about language and culture of third countries with a specific focus on the Mediterranean area;
2. skills to manage an educational intervention such as a collaborative research;
3. knoweldege about methods able to generate knowledge useful to intercept and prevent trajectories of religious, political and cultural radicalization.
During the academic years 2018-19 and 2019-20 the following optional modules have been added to provide students with a specialized training:
- Pedagogy of de-radicalization
- Psychology of radicalism
- Sociology of migration
- Methodologies of intervention and instruments for inclusion in prison, in institutional contexts and in services for individuals
- Philosophical practices for preventing new radicalisms
- Psychology of multicultural processes
- European immigration law
- Trans-cultural pedagogy
- Philosophy of intercultural education
In the first year of experimentation 25 students coming from different nationalities and belonging to different universities have been enrolled in these courses. Part of these students
have been involved in research aimed at producing data on “micro-radicalization” phenomena.
The active learning methodologies have been used to support critical analysis of the most contradictory situations of everyday life.
A mixed research community has now been developed. It is composed by university professors, professionals and students involved in the study of the radicalization in everyday life.