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

This course introduces the Pedagogy of Deviance as a field of study that interrogates the relationship between education, social norms, and individual pathways that diverge from shared expectations. Following an initial theoretical framework, current topics will be explored — selected in part based on students' interests (for example: juvenile violence, school dropout, addiction, the digital world, music and the arts). The work will draw on authentic materials (such as articles, testimonies, and videos) to stimulate critical engagement and the conscious application of theoretical concepts. The teaching approach, active and inclusive, includes moments of discussion, individual reflection, and collaborative knowledge-building. Through a dialogue between theory and practice, the course aims to provide tools for observing and interpreting the complexity of educational situations, foregrounding listening, responsibility, and intentional planning as fundamental dimensions of pedagogical work.

The course aims to introduce students to the study of phenomena connected to deviance — or, more broadly, to forms of divergence from social norms — from a pedagogical perspective, encouraging critical reflection on the educational processes that can be activated in different socio-cultural contexts. Through a participatory, interaction-oriented approach, the course seeks to promote the analysis of contemporary situations in which education can serve as a space for transformation, accompaniment, and inclusion. A pedagogical reading of these phenomena, understood in a broad and non-stigmatizing way, will make it possible to explore the educational potential in building pathways of awareness, responsibility, and active citizenship.

In particular, the course aims to:

• Promote knowledge of the main pedagogical approaches to deviance.
• Develop skills for analyzing and interpreting complex educational situations.
• Support the design of educational interventions consistent with the needs of individuals and contexts.
• Encourage a vision of education oriented toward inclusion, social justice, and the valuing of difference.

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

• Identify the fundamental theoretical concepts of the Pedagogy of Deviance, adopting a critical perspective.
• Analyze educational issues relating to individuals on divergent pathways in a balanced way, taking into account the plurality of contexts and the socio-cultural complexity of situations.
• Apply theoretical knowledge and tools to concrete educational contexts, developing intervention proposals consistent with the specific characteristics and needs of the individuals and contexts involved.

TEACHING METHODS

One part of the course (1 CFU) will be delivered through asynchronous e-tivities on Aulaweb. The instructor will upload pre-recorded videos and activities to be completed.

During the in-person component (2 CFU), active and participatory teaching methods will be promoted, encouraging dialogue, peer exchange, and the shared construction of knowledge. Possible methodologies — adaptable as the course progresses based on the classroom dynamic that emerges — may include cooperative learning in its various forms, role-play, debate, and peer tutoring.

Alongside these collective dynamics, moments of individual reflection will be provided, so as to also value those who prefer more introspective approaches and to allow each person to learn according to their own style.

Participation in class will be free and non-binding: each person may choose whether, how, and when to contribute, in respect of different forms of expression and presence.

SYLLABUS/CONTENT

• The margin as an educational possibility: analysis of the concept of deviance not as a stigmatizing label, but as an opportunity to rethink the relationship between norms, differences, and educational pathways.
• From the pedagogy of deviance to the pedagogy of divergence: presentation of studies and approaches that promote a paradigm shift, grounded in the recognition of the plurality of life pathways and the embrace of difference.
• Experiences of education in divergent pathways.
• Combating discrimination and the role of education: exploration of pedagogical practices aimed at deconstructing stereotypes, inequalities, and mechanisms of exclusion.
• Methodologies for designing educational pathways dedicated to individuals in "divergent" contexts.

RECOMMENDED READING/BIBLIOGRAPHY

• Resources uploaded on Aulaweb.
• Tolomelli, A. (2022). Il valore pedagogico della divergenza. Guerini Scientifica.

TEACHERS AND EXAM BOARD

Exam Board

NADIA RANIA (President)

RITA CERSOSIMO (President Substitute)

LESSONS

Class schedule

The timetable for this course is available here: Portale EasyAcademy

EXAMS

EXAM DESCRIPTION

• Multiple-choice test to assess knowledge of the fundamental concepts.
• Design of an educational pathway for a specific case study.

Each part is worth 15 points, for a total of 30 points. Distinction (lode) is awarded to students who achieve the maximum score in both parts. A more detailed description of the assessments will be discussed in class and uploaded on Aulaweb.

ASSESSMENT METHODS

The assessment of learning aims to verify the extent to which the educational objectives and expected learning outcomes of the course have been achieved: critical understanding of the fundamental theoretical concepts of the Pedagogy of Deviance, the ability to analyze educational issues in a contextualized and articulated manner, and the ability to apply the knowledge acquired to concrete educational scenarios.

Assessment will be carried out through a grading rubric that takes into account conceptual and terminological precision, the coherence and soundness of argumentation, the capacity for critical reflection, and the relevance and feasibility of the educational proposals developed. The rubric will be presented in class and made available on Aulaweb, in order to provide students with a clear picture of the criteria used for assessment.

FURTHER INFORMATION

Students are encouraged to check the course page on AulaWeb regularly, where updates, materials, and useful information will be posted throughout the semester.

For students with disabilities or specific learning disorders (SLD): Students with disabilities, Specific Learning Disorders (SLD), or Special Educational Needs (SEN) are reminded that in order to request exam accommodations, they must first submit their documentation to the University's Support Service for Students with Disabilities and SLD.

Subsequently, to request exam accommodations, students with a disability or SLD must complete the form found on this page: Services for Students with Disabilities or SLD | UniGe | University of Genoa. Students with SEN, on the other hand, must send an email to the course instructor, copying the School Referent for the Inclusion of Students with Disabilities and SLD (laura.traverso@unige.it) and the Student Inclusion Office inclusione.studenti@info.unige.it. The email must specify:

• the name of the course
• the exam date
• the student's surname, first name, and student ID number
• the compensatory tools and dispensatory measures deemed appropriate and requested.

For all students, accommodation requests must be submitted well in advance (7 working days) before the exam date. Late requests may not be accepted.