Learning objectives
The course aims to cover the main concepts, theories and research strands of the sociology of educational and training processes, articulating an in-depth reflection around the theme of inequalities and social reproduction in educational worlds, with a particular focus on the analysis of subaltern youth subcultures, multicultural schools and social boundaries in education. At the end of the course, students are expected to be able to move critically within these theoretical and empirical perspectives and to be able to realise useful reflections in the application of this knowledge to their own social reality and professional perspectives.
Prerequisites
There are no particular prerequisites for this course, however, it is facilitated if courses in the area of sociology have been taken previously.
Course unit content
The course presents, first of all, the main research strands and theoretical approaches of the sociology of educational and training processes, focusing on the theme of inequalities and social reproduction. In particular, topics related to working-class youth subcultures, the inclusion of students of migrant origin at school, and processes of stigmatisation and racialisation will be analysed. In the last part of the course, the theoretical perspective of "border studies" is proposed for the study of the educational and training worlds, analysing the social boundaries that characterise these contexts and the way they are structured.
Full programme
The course proposes a first part related to the analysis of the main research strands and theoretical approaches of the sociology of educational and training processes, referring to classical authors as well as to contemporary research, delving into research related to primary, secondary and university education. In particular, the perspective of critical ethnographies of educational worlds will be privileged in the analysis of educational transitions and school orientation, starting with working-class youth subcultures in contexts of social subalternity. At the same time, the question of the migrant presence and the colour line in educational worlds will be addressed by analysing various recent research on multicultural schools in relation to processes of inclusion/exclusion and processes of stigmatisation and racialisation. Starting from the analysis of the social borders that take shape in schools, a third and final focus of the course presents the conceptual perspective of "border studies" for the study of educational and training worlds, in a line of research that proposes the border as a "method" and reflects on social borders and differential inclusion processes.
By means of the free choice of three essays from an extensive list and a book from a number of possible proposals, students are able to orientate a preference on the course focus that is most inclined to their own interests to be examined in depth for the examination.
Bibliography
Special Issue 2/2018 of the journal Etnografia e Ricerca Qualitativa - Romito M. e Antonelli F. (a cura di) Etnografie critiche dei mondi scolastici:
- Romito M., Antonelli F. Per un’etnografia dei processi di istruzione. Culture, disuguaglianze, dispositivi, pp. 205-224.
- Giliberti L. (2018) Processi di razzializzazione, inferiorizzazione ed esclusione educativa. la gioventù dominicana nella scuola spagnola, pp. 277-296.
- Antonelli F. (2018) Mena e le altre. Ritratto di ragazze di classe popolare fra esclusione scolastica e sociale, pp. 319-339.
Three essays of your choice from the lists of essays in Elly (NB: In the document on the platform the indications for making your choice)
One book of your choice from the following:
Caroselli A. (2022) Gyms of precarity. Una etnografia delle pratiche conflittuali nella formazione tecnica e professionale. Verona: Ombre Corte.
Romito M. (2016) A class school. Orientation and inequality in school transitions. Milan: Guerini e Associati.
Romito M. (2021) First-Generation Students. Being the first in the family to attend university. Rome: Carocci.
Or a book of your choice from the following:
Giliberti L. (2020) Inhabiting the frontier. Neorural struggles and migrant solidarity on the Franco-Italian border. Ombre Corte: Verona.
Anderlini J., Filippi D. and Giliberti L. (eds.) (2022) Borderland Italia. Border regime and autonomy of migration. DeriveApprodi: Rome.
(NB. Only one book in total to choose from the two lists)
The programmes are the same for attending and non-attending students.
Students who would be interested, on an entirely optional basis, in a particular thematic study (which may be recognised in terms of assessment for the examination) are invited to discuss this with the Professor.
Teaching methods
The course favours an approach centred on participation and the co-production of knowledge, foreseeing the use and integration of different teaching methods: frontal lectures; dialectical and interactive lectures based on moments of discussion; viewing of documentaries related to the themes in question and debate; seminar meetings with experts and members of associations.
Assessment methods and criteria
The examination will be conducted by means of an oral interview, in which students will be able to demonstrate that they have acquired the main concepts and theories of the discipline, that they know how to analyse and argue the perspectives and results of the research of their choice, and that they have developed the ability to reason critically on the topics studied. The programme texts and materials presented during the course (slides, documentaries, etc.) will be examined.
Other information
All course materials, including the list of choice essays and the essays themselves in pdf format (both compulsory and choice essays), can be found on the Elly Platform.
