Insegnamento LINGUA INGLESE

Nome del corso di laurea Scienze dell'educazione
Codice insegnamento 40999909
Curriculum Educatore dei servizi educativi per l'lnfanzia
Docente responsabile Alessandro Clericuzio
Docenti
  • Alessandro Clericuzio
Ore
  • 54 Ore - Alessandro Clericuzio
CFU 9
Regolamento Coorte 2018
Erogato Erogato nel 2019/20
Erogato altro regolamento
Attività Caratterizzante
Ambito Discipline linguistiche e artistiche
Settore L-LIN/12
Periodo Secondo Semestre
Tipo insegnamento Obbligatorio (Required)
Tipo attività Attività formativa monodisciplinare
Lingua insegnamento ITALIANO e inglese
Contenuti Children, pupils & students in American Literature from Henry James to Stephen King.
Testi di riferimento Henry James, "The Turn of the Screw", edizione Cideb/Black Cat, 2004. E' obbligatoria la lettura della voce enciclopedica di Agnese Rosati "Education", reperibile su Unistudium o, in alternativa, da richiedere al docente via mail.
Obiettivi formativi L'obiettivo è che lo studente acquisisca la capacità di leggere brani di testi classici della letteratura nordamericana in originale, che conosca il contesto storico-culturale al quale appartengono le opere oggetto del corso (dalla fine dell'Ottocento agli anni Ottanta del Novecento) e che, oltre alle letture in inglese, sia in grado di leggere e analizzare un testo letterario in italiano. Per questo motivo, oltre al testo in inglese, lo studente dovrà leggere, per intero "Il giro di vite".
Prerequisiti Livello di inglese B1 o B2. Si consiglia vivamente di leggere in italiano (o nella propria lingua madre) "Il giro di vite" di Henry James.
Metodi didattici Lezioni ex cathedra, seminari, multimedialità.
Altre informazioni Si consiglia vivamente di leggere in italiano (o nella propria lingua madre) "Il giro di vite" di Henry James prima dell'inizio del corso.
Modalità di verifica dell'apprendimento Esame orale finale.
Programma esteso Henry James, "The Turn of the Screw" edizione Cideb/Black Cat, reperibile presso la Feltrinelli di Corso Vannucci. Si consiglia vivamente di leggere in italiano (o nella propria lingua madre) "Il giro di vite" di Henry James prima dell'inizio del corso. Parte integrante del corso è il seguente testo della Prof.ssa Agnese Rosati:
Education

The history of education in Italy reveals a deep-rooted bias in gender differences. Women have traditionally been considered intellectually inferior to men for biological reasons. Women's education in early modern Italy was always provided for by religious institutions, as is the case of the Ursulines in the seventeenth century. Before that time, women were involved in education in very few instances since reading and writing was considered for them more as a whim than a right. It was only at the time of the Counter-Reformation that literacy for women was more widespread, as it was deemed useful for reading the Scriptures.
Furthermore, writing and reading skills were still a privilege of aristocratic women and courtesans, while for other women reading was even thought of as unseemly. Even after the Enlightenment, it was assumed that the act of reading would entail dangers of estrangement from reality, involve the perils of imagination and wrong expectations for women, as part of the Italian intelligentsia accepted French theories on this subject through the writings of Fenelon and Jean-Jacques Rousseau. Such theories matched well with the common feeling that, also in terms of personal knowledge and skills, women should be dependent on men, whether fathers or husbands.
Girls were relegated to domestic education also on the grounds of their physical weakness as compared to boys, who could sustain proper schooling, as education in schools was thought of as a perilous distraction for women from their “natural” domestic destiny. Silence and exclusion of women from education was the norm, and the very few women who excelled in painting or music were rare exceptions belonging to social and cultural elites (Motti and Sgarioto 2000). The first law to organize the Italian school system was the Legge Casati (1859), that mandated free primary schools for boys and girls. School teachers were formed at the Scuola Normale, which lasted three years and had separate courses for men and women, and women's salaries were lower than men's by one third (Di Pol 2016). Still, women's illiteracy at this time was an average of 94 percent of the population. In 1876 women were admitted to universities, but attendance was still very low, for very few women graduated from high schools that allowed further education.
In 1913, summer schools were initiated for women who wanted to pursue teaching jobs, and they had traditionally feminine subjects: singing, drawing, hygiene, and home economics. The so-called Riforma Gentile, a law passed in 1923, ruled Italian schools until 2000. The hours of so-called “educazione tecnica,” that is vocational teaching, were different for boys and girls, until the late 1970s: the former studied mechanics, the latter sewing and embroidery. Profound changes in society and culture since the last decades of the twentieth century have “questioned the old sexist model of education” (Cambi 2003) and led to the birth of gender pedagogy, sponsored by single schools and universities and not yet easily or widely accepted (Fornari 2017). The historically higher presence of men in STEM fields of college education is revealing of gender prejudices shared by families and students with high school backgrounds, which is part of what has been termed a “formative segregation” (Schizzerotto and Barone 2006). However, more women are entering STEM fields in Italy today.
Recent Ministry recommendations stressed sexual differences between male and female students, as well as between male and female roles in history (Miur 2004; Miur 2007) with the intent of “granting respect.” However, in 2012, the same Ministry posed a challenge to promote dignity and equality “for all students regardless of sex, race, language, religion, political opinions, social and personal conditions” (Miur 2012). In 2015, more explicitly, what was requested was the “education to the respect of sexual equality, to the prevention of gendered violence and all kinds of discriminations” (Miur 2015), recommendations to which Catholic families have responded negatively, seeing a threat to the traditional family and an intrusion in their right to raise their children according to their ideas.
This reaction has had wide media coverage, and the so-called “theory of gender” in the school system has become the boogeyman of 2015 for catholic associations and right-wing politicians, so much so that the government issued a note to clarify all the fuss derived from a wrong interpretation of the 2015 reform. While all this happened during a left-wing government (Renzi), the following one, formed by right-wing Lega (Salvini) and the 5-Star movement, seems much less open, as of 2019, to issues of gender and sexuality.
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