OVERVIEW

The course in History of Educational Institutions aims to provide a critical understanding of the evolution of the main Western educational institutions. Through the analysis of sources, pedagogical models, regulations, and educational practices, the course explores the relationship between education, society, and culture.

Particular attention will be devoted to changes in the concept of education, the role of educational institutions in the construction of individual and collective identity, and the continuities and discontinuities that have characterized educational systems over time. The course aims to provide interpretive tools useful for understanding contemporary educational institutions in light of their history.

AIMS AND CONTENT

LEARNING OUTCOMES

Main objectives of the course consist in understanding and acquiring knowledge about history of educational institutions, with a particular attention to the meanings assumed by the idea of "educating" man within the history of the Occident.

AIMS AND LEARNING OUTCOMES

• Know the historical evolution of Western educational institutions.
• Understand the changes that have affected the concept of education in relation to different historical, social, political, and cultural contexts.
• Analyze the role of educational institutions in processes of individual, collective, and national identity formation.
• Interpret the relationship between school, society, and political power, with attention to the functions of literacy, socialization, inclusion, and control.
• Recognize continuities and discontinuities in Western educational and school models, from modernity to the contemporary age.
• Use historical-educational sources and specialist terminology to critically examine the evolution of educational institutions.

TEACHING METHODS

Classes are held in person by the lecturer, who integrates different participatory approaches and methods, such as group activities and projects, as well as seminar-based in-depth studies.

The teaching activities involve the active participation of students through guided discussions, analysis of materials and case studies, group work, and an individual mid-course assessment. Attending students will be asked to develop research projects consistent with the course’s learning objectives.

SYLLABUS/CONTENT

The course program will mainly consist in the following contents: the foundational categories and study objects of the history of educational institutions; macro- and micro-dimensions of the educational system and its institutions; methodological paradigms and cognitive foundations of historiographic research into history of educational institutions; categories of self-formation, education and instruction within the history of educational institutions; the scientific-cognitive connection between history of educational institutions, history of pedagogy and pedagogy of history.

According to the "Sustainable Development Goals" established by the UN Agenda 2030, the Teaching is specifically committed to the promotion of "Goal 4. To provide quality, equitable and inclusive education and learning opportunities for everyone".

RECOMMENDED READING/BIBLIOGRAPHY

The following texts are required for all students, both attending and non-attending:

Ascenzi, A. (2025). Il fascismo e la mobilitazione della gioventù italiana all’estero: Ideologia e propaganda nei periodici per ragazzi. FrancoAngeli.

D’Ascenzo, M. (2018). Per una storia delle scuole all'aperto in Italia. Edizioni ETS.

For attending students, the additional reference bibliography will be provided by the lecturer during the course and will include scientific articles, book chapters, and other supplementary materials.

For non-attending students, the syllabus must be supplemented with the following texts:

Antoniazzi, A. & Caffarena, F. (2021). Il volo educante. Narrazioni alate per l’infanzia. Edizioni Rivista Aeronautica.

Lucenti, M. (2018). Storie altre. Il mondo arabo-musulmano e l’occidente nei manuali di Italia e Tunisia. Aracne.

TEACHERS AND EXAM BOARD

Exam Board

MARIA LUCENTI (President)

ANNA ANTONIAZZI

LESSONS

LESSONS START

September 2026. 

Class schedule

The timetable for this course is available here: Portale EasyAcademy

EXAMS

EXAM DESCRIPTION

The examination method differs for attending and non-attending students.

For attending students, assessment will take into account a range of assignments completed during the course: a mid-course assessment, theoretical-practical exercises, and the development of a group project. The final grade will be determined by the average of the different marks obtained.

Non-attending students will take an oral examination based on the texts listed in the syllabus. The examination will consist of a critical discussion of the topics and themes addressed in the study materials.

Upon request, the examination may be taken in English, French, or Spanish, following the syllabus required for the course.

ASSESSMENT METHODS

Assessment of the knowledge acquired through the study of the texts included in the syllabus and the materials made available on the AulaWeb platform, through the evaluation of:

• understanding of the topics;

• ability to analyze and synthesize;

• command of language;

• use of specific terminology;

• ability to critically rework the contents and provide original interpretation.

FURTHER INFORMATION

Any change in the usual teaching activities (classes and office hours) will be reported in the AulaWeb page of the Course. On the AulaWeb page, all the information relating to the organization and carrying out of the course activities will be detailed.

OTHER INFORMATION

STUDENTS FROM ABROAD

Students from abroad are invited to contact the teacher in order to clarify and agree on the aspects relating to the didactic organization, preparation and methods of conducting the exams.

FOR STUDENTS WITH DISABILITIES OR WITH SPECIFIC LEARNING DISORDERS (SLD):

Students with disabilities or SLD are reminded that in order to request adaptations for exams, they must first upload their certification on the University’s website at servizionline.unige.it in the “Students” section. The documentation will be verified by the University’s Services for the Inclusion of Students with Disabilities and SLD (https://rubrica.unige.it/strutture/struttura/100111).

Subsequently, well in advance (at least 10 days) of the exam date, an email must be sent to the professor with whom the exam will be taken, copying both the School’s Referent for the Inclusion of Students with Disabilities and SLD (laura.traverso@unige.it) and the above-mentioned Sector using one of the following addresses (disabili@unige.it; dsa@unige.it). The email must specify:

- the name of the course;
- the date of the exam;
- the student’s surname, name, and matriculation number;
- the compensatory tools and dispensatory measures deemed functional and requested.

The referent (Prof. Laura Traverso) will confirm to the professor that the applicant has the right to request adaptations for the exam and that such adaptations must be agreed upon with the professor. The professor will respond by communicating whether it is possible to use the requested adaptations.

Requests must be sent at least 10 days before the exam date in order to allow the professor to evaluate their content. In particular, if you intend to use concept maps for the exam (which must be much more concise than the maps used for study) if the sending does not respect the established times, there will not be the necessary technical time to make any changes, which could be requested by the professor.

For further information on the request for services and adaptations, consult the document: Linee guida per la richiesta di servizi, di strumenti compensativi e/o di misure dispensative e di ausili specifici

It is recommended to contact the Professor in order to clarify and agree on aspects related to the organization of teaching, preparation, and the way the exam is conducted.