Learning objectives
Identification of the main categories used to think about deviance in our common discourse
Identification of alternative categories to think about adolescent de deviance.
Identification of the most important factors to prevent adolescent deviance
Prerequisites
No prerequisite is mandatory.
It is recommended that the course is taken after:
1) the essential knowledge of educational sciences that is provided by the high school level that includes such teachings, by manuals, and by the IDEA course of Pedagogy provided by the University;
2) have a good knowledgw of Felini D., Teoria dell’educazione. Un’introduzione, Carocci, Roma 2020
Course unit content
Deviance in adolescence
Categories to rethink adolescence
Educational interventions with adolescent
Full programme
- - -
Bibliography
Agamben G., Che cos’è un dispositivo, Nottetempo, Roma 2006.
Barone P. (a cura di), Vite di flusso. Fare esperienza di adolescenza oggi, Franco Angeli, Milano, 2018
Bertolini P., Caronia L., Ragazzi difficili. Pedagogia interpretativa e linee d'intervento, Franco Angeli, Milano 2015
Teaching methods
Lectures
Project work
e-learning
Assessment methods and criteria
The summative evaluation of the learning takes place with a written test consisting of two open questions (of equivalent weight) about the content of the course; The time available is 60 minutes. Each answer is evaluated on a scale of 0-30, according to the objectives of the course, using a predefined evaluation rubric. The final result (vote) is given by the mean of the scores obtained for each answer; Praise is given when the answers have all the highest score and are formulated with a proper use of the disciplinary vocabulary.
Other information
- - -
2030 agenda goals for sustainable development
- - -
