OVERVIEW

The course will develop a critical approach to contemporary migrations and will provide a general knowledge about main literature on the topic, with a specifi attention to family and secon generation issues. 

AIMS AND CONTENT

LEARNING OUTCOMES

The main objective of the course will be to give to the students (future educators) the tools for a sociological reading of the changes involved family structures from the 70s to the present. We will focus on relationships between families and different educational institutions. In this perspective, migratory processes constitute one of the crucial elements that have marked the transformation of both family and educational contexts. Specific objective is the development of the critical view and the ability to read thecontext beyond stereotyped and prejudicial visions. We will try to develop an adequate capacity to observe family relationships and the impact of migration in educational contexts, a necessary condition for re-thinking socio-educational practices and planning.

AIMS AND LEARNING OUTCOMES

1. The development of the ability to interpret the contemporary reality of the migration phenomenon in educational contexts;
2. the recognition of the main stereotypes and prejudices that shape public discourse on the migration phenomenon;
3. the development of the ability to reflect independently on the relationship between migration, public policy, and citizenship;
4. the ability to conduct small-scale research and observation projects on the topics covered in the course.

TEACHING METHODS

The course alternates between lectures and interactive sessions centered on participation, direct experience, and the co-production of knowledge. Films and artistic works—sourced from both the Visual Sociology Laboratory at the University of Genoa and other sources—will be used to support instruction and stimulate discussion and analysis.

Classroom discussion of the topics covered, which will also include peer-to-peer education, is considered a fundamental part of the course. In order to broaden the perspectives through which the course topics are approached and to understand how these discourses are embedded in public representations, students will be encouraged during the course to work in groups on theoretical texts, films, or other media content.

Attendance in class allows students to meet and engage with researchers, experts from outside the academic world, and individuals with firsthand experience related to the course topics.

The course will be held in person, unless a resurgence of the pandemic requires a return to distance learning. In the event of an orange or red weather alert, classes may be suspended or conducted remotely via the TEAMS platform.

University students with SLDs (Specific Learning Disorders) are entitled to support measures and instructional flexibility and may contact the instructor to agree on specific teaching or assessment methods.

Assessment of learning aims to evaluate theoretical knowledge and to gauge the analytical and reflective skills developed regarding the course topics. Attending students may participate in forms of

SYLLABUS/CONTENT

The course provides an essential overview of the main features and dynamics of the migration phenomenon most relevant to those working in educational contexts.

Through the presentation of documentary or audiovisual materials and through meetings with witnesses and experts, the focus will be on specific themes and social dynamics, with particular attention to: i) migration and housing issues; ii) forms of exclusion and segregation; iii) forms and timelines of reception for asylum seekers; iv) families and the protection of foreign minors; v) race, gender, and social class.

RECOMMENDED READING/BIBLIOGRAPHY

Examination syllabus for attending and non-attending students

de Haas, H. (2024). Migrazioni. La verità oltre alle ideologie. Dati alla mano. Torino: Einaudi.

In addition, one of the following texts:

Ciniero, A. (2024). Le politiche dell'esclusione: centri di accoglienza, ghetti agricoli e campi rom in Italia. Milano: Meltemi.

Fravega, E. (2022). L’abitare migrante. Racconti di vita e percorsi abitativi di migranti in Italia. Milano: Meltemi.

Fravega, E., Giudici, D., & Boccagni, P. (2023). La lotta per il tempo. Temporalità contestate nell’esperienza dei richiedenti asilo in Italia. Milano: Meltemi.

Guillomin, C. (2023). L’ideologia razzista. Genesi e linguaggio attuale. Genova: Il Melangolo.

Lanini, C. (2024). Famiglie straniere e tutela dei minori. Verona: Ombre Corte.

Schmoll, C. (2022). Le dannate del mare. Donne e frontiere nel Mediterraneo. Roma: Astarte Edizioni.

TEACHERS AND EXAM BOARD

Exam Board

FRANCESCA LAGOMARSINO (President)

CLAUDIO TORRIGIANI (President Substitute)

LESSONS

LESSONS START

24 September 2026

Class schedule

MIGRATION AND FAMILIES IN EDUCATIONAL SERVICES

EXAMS

EXAM DESCRIPTION

- For students attendings classes: Discussion on a) a text elaborated by students; b) assigned books and articles

- oral exam on books and articles for students non attending classes  

For students with disabilities or specific learning disorders (DSA).
Students with disabilities or DSA are reminded that in order to request adaptations during the exam, they must first enter the certification on the University website on the servizionline.unige.it page in the "Students" section. The documentation will be verified by the University's Services Sector for the inclusion of students with disabilities and DSA (https://rubrica.unige.it/strutture/structure/100111).
Subsequently, significantly in advance (at least 10 days) of the exam date, it is necessary to send an e-mail to the teacher with whom you will take the exam, inserting a copy of both the teacher in charge of the School for inclusion of students with disabilities and with DSA (laura.traverso@unige.it) is the Sector indicated above using one of the following addresses (disabili@unige.it; dsa@unige.it). In the e-mail it is necessary to specify; e: the name of the course and the date of the exam; the student's surname, first name and student number; the compensatory tools and dispensatory measures deemed functional and required.
The contact person (Prof. Laura Traverso) will confirm to the teacher that the applicant has the right to request adaptations during the exam and that these adaptations must be agreed with the teacher. The teacher will respond by communicating whether it is possible to use the requested adaptations.
Requests must be sent at least 10 days before the date of the exam in order to allow the teacher to evaluate the content. In particular, in the event that you intend to use concept maps for the exam (which must be much more concise than the maps used for the study) if the sending does not respect the expected times there will not be the technical time necessary to make any changes that may be requested by the teacher.
For further information regarding the request for services and adaptations, consult the document: Guidelines for requesting services, compensatory tools and/or dispensatory measures and specific aids

ASSESSMENT METHODS

For students attending classes: the course will assess the students ability to  articulate sociological knowledge with micro research experience on migrations

For all students: the course will assess the students ability to apply sociological knowledge on migration as social phenomenon