OVERVIEW

This course introduces Pedagogy of Deviance as a field of study that examines the relationship between education, social norms, and individual paths that diverge from shared expectations. After an initial theoretical overview, the course will explore contemporary topics selected also based on students’ interests (e.g., juvenile or gender-based violence, early school leaving, addictions, digital environments, music and the arts). Activities will be based on authentic materials (such as articles, testimonies, and videos) to encourage critical discussion and the practical application of theoretical concepts. The teaching approach is active and inclusive, involving group discussion, individual reflection, and collaborative knowledge construction. Through the interplay of theory and practice, the course aims to provide tools for interpreting the complexity of educational contexts, while promoting listening, responsibility, and educational planning as core dimensions of pedagogical work.

AIMS AND CONTENT

LEARNING OUTCOMES

Starting from the analysis of the needs of the territory and the contemporary problems that predispose to marginality and deviance, are considered to outline the contours of deviance pedagogy in connection with the pedagogical-educational disciplines. This also in view of planning for prevention and education.

AIMS AND LEARNING OUTCOMES

The course aims to introduce students to the study of phenomena related to deviance—or, more broadly, to divergence from social norms—within a pedagogical framework. It encourages critical reflection on the educational processes that can be activated across various socio-cultural contexts. Using a participatory and interactive approach, the course promotes the analysis of real-world situations in which education can act as a space for transformation, support, and inclusion. A pedagogical reading of these phenomena, approached in a non-stigmatizing and open manner, allows for exploration of education’s potential in fostering awareness, responsibility, and active citizenship.

Specifically, the course aims to:

• Promote understanding of the main pedagogical approaches to deviance;

• Develop skills for analyzing and interpreting complex educational situations;

• Support the design of educational interventions that are consistent with the needs of individuals and contexts;

• Encourage a vision of education based on inclusion, social justice, and the appreciation of differences.
   

At the end of the course, students will be able to:

• Identify the core theoretical concepts of Pedagogy of Deviance;

• Analyze educational issues involving divergent life paths, taking into account the diversity of contexts and socio-cultural complexity;

• Apply theoretical knowledge and tools to real-life educational settings by designing appropriate intervention strategies.

PREREQUISITES

There are no specific requirements.

TEACHING METHODS

The course promotes an active and participatory learning environment, encouraging dialogue, peer exchange, and co-construction of knowledge. Teaching methods will be adapted throughout the course, depending on the dynamics of the class, and may include cooperative learning, role-playing, debate, and peer tutoring.

In addition to group activities, time will be dedicated to individual reflection, in order to support different learning styles and allow each student to engage in ways that suit them best.

Participation in class is voluntary and flexible: each student is free to choose whether, how, and when to contribute, respecting diverse forms of expression and presence.

SYLLABUS/CONTENT

MODULE 1 – Introduction to Pedagogy of Deviance

• Deviance as an educational opportunity: analysis of the concept of deviance not as a stigmatizing label, but as a chance to rethink the relationship between norms, differences, and educational pathways.

• Origins and implications of deviance and marginality: historical and critical reading of the constructs used to classify behaviors as “deviant,” with attention to their cultural, institutional, and implicit dimensions.

• From Pedagogy of Deviance to Pedagogy of Divergence: presentation of studies and approaches that promote a paradigm shift based on the recognition of diverse life paths and the acceptance of difference.

MODULE 2 – Divergence as an Educational Resource

• Valuing marginal experiences as spaces that generate culture, meaning, and educational relationships.

• Toward a widespread pedagogical culture: reflection on the role of education in building a more inclusive and self-aware society.

• Educational experiences in divergent paths (specific topics will be selected based on students’ interests).

MODULE 3 – Designing Transformative Educational Pathways

• Educator competencies in contexts of divergence: identifying the skills needed to interpret, engage with, and support difference from a pedagogical perspective.

• Challenging discrimination and the role of education: exploration of pedagogical practices aimed at deconstructing stereotypes, inequalities, and exclusion mechanisms.

• Design methodologies for educational pathways aimed at individuals in “divergent” contexts.

RECOMMENDED READING/BIBLIOGRAPHY

To prepare for the exam, students are expected to study:

• Materials uploaded on AulaWeb (study references will be listed in the slides at the end of each topic)

• Tolomelli, A. (2022). Il valore pedagogico della divergenza​. Guerini Scientifica.

TEACHERS AND EXAM BOARD

LESSONS

LESSONS START

Second semester.

Class schedule

PEDAGOGY OF DEVIANCE

EXAMS

EXAM DESCRIPTION

Attending Students

Students who attend the course may take ongoing assessments at the end of each module:

• MODULE 1: a multiple-choice test to assess knowledge of the fundamental theoretical concepts of Pedagogy of Deviance.

• MODULE 2: an open-ended question requiring a critical discussion of a topic related to the education of “divergent” individuals.

• MODULE 3: a group presentation of an educational project designed for a specific case study.

Each part is worth 10 points, for a total of 30 points. Honors (cum laude) will be awarded to students who obtain the maximum score in at least two parts.

A more detailed description of each assessment will be discussed in class and uploaded to AulaWeb at the beginning of the course.

Non-Attending Students

Students who do not attend the course will take a two-hour written exam during the official exam session. The structure is as follows:

• MODULE 1: a multiple-choice test to assess knowledge of the fundamental theoretical concepts of Pedagogy of Deviance.

• MODULE 2: an open-ended question requiring a critical discussion of a topic related to the education of “divergent” individuals.

• MODULE 3: a written commentary on a case study provided by the instructor, including a proposal for appropriate educational interventions.

Each part is worth 10 points, for a total of 30 points. Honors (cum laude) will be awarded to students who obtain the maximum score in at least two parts.

A detailed description of the exam will be available on AulaWeb at the beginning of the course.

ASSESSMENT METHODS

Assessment is aimed at verifying the extent to which the course’s main learning objectives have been achieved: critical understanding of core theoretical concepts, the ability to analyze educational issues in a contextualized and articulated manner, and the capacity to apply acquired knowledge to real-life settings.

Evaluation will be based on a rubric that takes into account conceptual and terminological accuracy, coherence and clarity of argumentation, depth of critical thinking, and the relevance and feasibility of proposed interventions. The rubric will be presented in class and made available on AulaWeb.

FURTHER INFORMATION

Students are encouraged to check the course page on AulaWeb regularly for updates, materials, and key communications.

For students with disabilities or Specific Learning Disorders (SLDs)

Students with disabilities or SLDs who wish to request exam accommodations must first upload the relevant documentation via the university portal servizionline.unige.it under the “Students” section.

Documentation will be verified by the Inclusion Services Office for students with disabilities and SLDs: Service Page

At least 10 days before the exam, students must send an email to the course instructor, including:

• Course title

• Date of the exam

• Full name and student ID number

• Requested compensatory tools or dispensatory measures

The email should also be sent in CC to:

• Prof. Laura Traverso, School Inclusion Representative: laura.traverso@unige.it

• Inclusion Services: disabili@unige.it or dsa@unige.it

Prof. Traverso will confirm the eligibility for accommodations. The course instructor will then provide a response, confirming or discussing the feasibility of the requested measures.

Important: In the case of using concept maps, they must be significantly more concise than study versions. If maps are submitted late, there may not be sufficient time to review and request adjustments.

For further details, please refer to the university’s document:

“Guidelines for requesting services, compensatory tools, dispensatory measures, and specific aids.”