Sofia MASTROKOUKOU | CULTURAL PSYCHOLOGY OF EDUCATION AND LIFELONG LEARNING
Sofia MASTROKOUKOU CULTURAL PSYCHOLOGY OF EDUCATION AND LIFELONG LEARNING
cod. SU22400004
CULTURAL PSYCHOLOGY OF EDUCATION AND LIFELONG LEARNING
| SU22400004 | |
| DEPARTMENT OF HUMAN, PHILOSOPHIC AND EDUCATION SCIENCES | |
| EQF7 | |
| SCIENCE OF LIFELONG EDUCATION AND CONTINUOUS TRAINING PROCESSES | |
| 2025/2026 |
| OBBLIGATORIO | |
| YEAR OF COURSE 1 | |
| YEAR OF DIDACTIC SYSTEM 2025 | |
| SPRING SEMESTER |
| SSD | CFU | HOURS | ACTIVITY | |
|---|---|---|---|---|
| M-PSI/04 | 6 | 36 | LESSONS |
| Objectives | |
|---|---|
| THE COURSE AIMS TO PROVIDE STUDENTS WITH THEORETICAL AND METHODOLOGICAL TOOLS FROM CULTURAL AND SOCIAL PSYCHOLOGY TO ANALYZE AND UNDERSTAND EDUCATIONAL AND FORMATIVE PROCESSES IN MULTICULTURAL AND TRANSNATIONAL CONTEXTS. SPECIAL FOCUS WILL BE PLACED ON IDENTITY CONSTRUCTION, POWER DYNAMICS, NARRATION AS A CULTURAL PRACTICE, AND THE MECHANISMS OF INCLUSION AND EXCLUSION THAT SHAPE THE LIFE COURSE AND EDUCATIONAL ENVIRONMENTS. THE OBJECTIVE IS TO FOSTER A CRITICAL, REFLECTIVE, AND CULTURALLY SENSITIVE VISION OF EDUCATION—ONE THAT VALUES DIVERSITY AND CHALLENGES STEREOTYPES, DOMINANT NORMS, AND SYMBOLIC INEQUALITIES. |
| Prerequisites | |
|---|---|
| TO FULLY BENEFIT FROM THE COURSE, STUDENTS SHOULD HAVE A BASIC UNDERSTANDING OF DEVELOPMENTAL PSYCHOLOGY, SOCIAL PSYCHOLOGY, AND GENERAL PEDAGOGY. FAMILIARITY WITH KEY CONCEPTS RELATED TO EDUCATION, SOCIALIZATION, AND IDENTITY CONSTRUCTION IS RECOMMENDED. A SENSITIVITY TO ISSUES OF CULTURAL, GENDER, AND SOCIAL DIVERSITY IS ALSO DESIRABLE. |
| Contents | |
|---|---|
| THE COURSE EXPLORES KEY TOPICS IN CULTURAL AND SOCIAL PSYCHOLOGY AS THEY RELATE TO EDUCATIONAL AND FORMATIVE PROCESSES. TOPICS INCLUDE: -THE CULTURAL CONSTRUCTION OF SELF AND IDENTITY (HAZEL R. MARKUS, JAMES MARCIA); -NARRATIVE AS A TOOL FOR MEANING-MAKING AND EDUCATIONAL PRACTICE (JEROME BRUNER); -GENDER, ETHICS OF CARE, AND MORAL DEVELOPMENT (CAROL GILLIGAN); -SYMBOLIC POWER, DEHUMANIZATION, AND INEQUALITIES IN EDUCATIONAL CONTEXTS (CHIARA VOLPATO); -THE PERFORMANCE SOCIETY AND PSYCHOPOLITICS (BYUNG-CHUL HAN); -CULTURAL REPRESENTATIONS, STEREOTYPES, IMPLICIT BIAS, AND INCLUSION/EXCLUSION PRACTICES; -THE ROLE OF INTERSECTIONALITY, PERSONAL NARRATIVES, AND MINORITY VOICES IN EDUCATIONAL PATHWAYS (BELL HOOKS, JUDITH BUTLER, BEVERLY DANIEL TATUM). THE COURSE INCLUDES THEORETICAL LECTURES, CASE STUDY ANALYSIS, NARRATIVE WORKSHOPS, AND CRITICAL REFLECTION ACTIVITIES, WITH A CONSTANT FOCUS ON INTERCULTURAL PERSPECTIVES AND THE EDUCATIONAL IMPACT ON BOTH INDIVIDUAL AND SOCIAL DEVELOPMENT. |
| Teaching Methods | |
|---|---|
| THE COURSE EMPLOYS AN ACTIVE AND PARTICIPATORY METHODOLOGY, AIMING TO FOSTER CRITICAL THINKING, SELF-REFLECTION, AND INTERCULTURAL AWARENESS. TEACHING ACTIVITIES INCLUDE: INTERACTIVE LECTURES SUPPORTED BY MULTIMEDIA PRESENTATIONS; GUIDED DISCUSSIONS BASED ON CASE STUDIES, VIDEOS, AND NARRATIVE TEXTS; INDIVIDUAL AND GROUP EXERCISES FOCUSED ON EDUCATIONAL AND CULTURAL ANALYSIS; EXPERIENTIAL WORKSHOPS AND REFLECTIVE WRITING; ONLINE ACTIVITIES (INTERACTIVE QUESTIONNAIRES, DIGITAL STORYTELLING, THEMATIC FORUMS). ACTIVE STUDENT ENGAGEMENT IS ENCOURAGED THROUGH CLASS PARTICIPATION, QUESTIONS, COLLABORATIVE EXERCISES, AND SHARED NARRATIVE PRACTICES. |
| Verification of learning | |
|---|---|
| FOR ATTENDING STUDENTS, AN IN-TERM STRUCTURED WRITTEN TEST (EXEMPTION EXAM) WILL BE OFFERED. IT INCLUDES MULTIPLE-CHOICE AND OPEN-ENDED QUESTIONS AIMED AT ASSESSING THE UNDERSTANDING OF CORE THEORETICAL CONTENT, APPLICATION SKILLS, AND CRITICAL REFLECTION. STUDENTS WHO DO NOT TAKE OR DO NOT PASS THE WRITTEN TEST WILL TAKE AN ORAL FINAL EXAM, FOCUSED ON VERIFYING KNOWLEDGE OF COURSE CONTENT, ARGUMENTATION SKILLS, CRITICAL THINKING, AND USE OF SCIENTIFIC LANGUAGE. ACTIVE PARTICIPATION IN LECTURES, DISCUSSIONS, AND PRACTICAL ACTIVITIES WILL BE TAKEN INTO ACCOUNT IN THE FINAL ASSESSMENT. |
| Texts | |
|---|---|
| THE REFERENCE TEXTS INCLUDE KEY WORKS FROM CULTURAL PSYCHOLOGY, SOCIAL PSYCHOLOGY, AND EDUCATIONAL SCIENCES, WITH A FOCUS ON CRITICAL AND INTERCULTURAL APPROACHES. REQUIRED READINGS INCLUDE: BRUNER, J. (1996). THE CULTURE OF EDUCATION. HARVARD UNIVERSITY PRESS. MARKUS, H. R., & KITAYAMA, S. (1991). CULTURE AND THE SELF: IMPLICATIONS FOR COGNITION, EMOTION, AND MOTIVATION. PSYCHOLOGICAL REVIEW, 98(2), 224–253. VOLPATO, C. (2011). DEHUMANIZATION: HOW VIOLENCE IS LEGITIMATED. LATERZA. GILLIGAN, C. (1982). IN A DIFFERENT VOICE: PSYCHOLOGICAL THEORY AND WOMEN'S DEVELOPMENT. HARVARD UNIVERSITY PRESS. HAN, B.-C. (2010). THE BURNOUT SOCIETY. STANFORD UNIVERSITY PRESS. HOOKS, B. (1994). TEACHING TO TRANSGRESS: EDUCATION AS THE PRACTICE OF FREEDOM. ROUTLEDGE. TATUM, B. D. (2003). WHY ARE ALL THE BLACK KIDS SITTING TOGETHER IN THE CAFETERIA? BASIC BOOKS. BUTLER, J. (2004). UNDOING GENDER. ROUTLEDGE. ROGOFF, B. (2003). THE CULTURAL NATURE OF HUMAN DEVELOPMENT. OXFORD UNIVERSITY PRESS. NISBETT, R. (2003). THE GEOGRAPHY OF THOUGHT. FREE PRESS. ADDITIONAL MATERIALS (SLIDES, ARTICLES, CASE STUDIES) WILL BE PROVIDED BY THE INSTRUCTOR DURING THE COURSE. |
| More Information | |
|---|---|
| NONE |
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