HISTORY OF EDUCATIONAL AND CULTURAL PROCESSES

Single discipline educational activity

Course Sheet

Course code:

PE248

Academic Year of enrolment:

2019

Year of supply:

2019/2020

Type of Course:

Characterising

Degree:

Course of 2nd Cycle Degree in ADVANCED EDUCATIONAL SCIENCES

Disciplinary Sector:

History of Pedagogy

Language:

Italian

Location:

CHIETI

Credits:

Programme Year:

Professor and Collaborators:

ELIA DOMENICO FRANCESCO ANTONIO

Cycle:

Second semester

Hours of classroom activity:

Individual study hours:

171

Prerequisites:

Students are expected to have a solid knowledge of contemporary Italian history 1861-1945 and a general knowledge of the history of pedagogy.

Objectives

The aims of the Cultures and history of educational processes course are to:
- develop key historical skills, including engaging effectively with written and visual sources (both primary and secondary sources);
- promote an understanding and evaluation of the gap between the ideal citizenship as described by the Albertine Statute and the development of a concrete sense of citizenship, aimed at reinforcing the respect of division among social classes;
- promote an understanding and evaluation of the develop of Italian national identity between 1861 and 1945;
- promote an understanding and evaluation of the develop of Italian national identity through the contrast between Italians and indigenous peoples in the Italian colonies;
- promote an understanding and evaluation of the process through which the concept of “armed nation” in the Liberal Age;
- enable students to understand the education processes which involved Italian gymnastics teachers in the Liberal Age.

Contents

The course focuses on the role of subjects as History, Citizenship education and Gymnastics in Italian nation building process. Italian school as an education institution is analyzed as one of the most important agents involved in nation building. A case-study approach will be adopted with respect to the following issues:
- Giuseppe Mazzini’s profile in History textbooks from 1861 to Fascism, with special regards to the changes in the way in which Mazzini’s biography has been taught;
- Changes in the approaches to History in textbooks from 1923 to 1943, with special regards to indoctrination to Fascist values;
- Citizens’ rights and duties as taught in the Liberal Age (1861-1903), with special regards to the gap between syllabuses and effective teaching;
- Approaches to gymnastics teaching in the Liberal Age (1861-1903), with special regards to the development of idea of the “armed nation” between the 19th and 20th centuries;
- The role of schools, between the 1800s and 1900s, in establishing an Italian colonial identity.

Extended Syllabus

The course aims at developing an understanding of the history of cultural and education processes in Italy between the 19th and the 20th century. It focuses on the approaches to teaching and learning of school subjects, such as History, Citizenship education and Gymnastics, as well as on their impact on the Italian society after the unification (1861). The first module (30h) includes gathering and analyzing 19th century primary and secondary sources, e.g. School syllabuses and textbooks of History and Citizenship education. It aims at developing students’ understanding of the methodology and practice of the discipline and their evaluation of the extent to which Italian post-unification politics and need of building a national identity impact on teaching, sometimes placed in contrast with those of the populations subjugated to the Italian colonial domination. The second section focuses on Gymnastics syllabuses between 1861 and 1915 in order to point out the origins of P.E. in Italy, its spread inside and outside school and the development of Gymnastics teaching. The second module focuses on the key concept of “armed nation”. Students are required to evaluate primary sources of the State Central Archives in order to recognize and understand the historical process of education and cultural development which contributed to gymnastics teachers’ initial training and on-the-job learning activities. Case studies are selected among different Italian provinces.

Recommended Bibliography

- AA.VV., Processo storico, Loescher Editore, Torino, 2017, voll. 2-3;
- Ascenzi Anna, A «Homeland Religion» for educating the Italian people. The history manual by Lorenzo Bettini (1882), from didactic innovation to “sacralisation” of the Risorgimento epic, in «History of Education & Children’s Literature», VI, 1 (2011), pp. 119-143;
- Ascenzi Anna, Metamorfosi della cittadinanza. Studi e ricerche su insegnamento della storia, educazione civile e identità nazionale in Italia tra Otto e Novecento, EUM, Macerata 2009, pp. 1-63; pp. 219-308;
- Ascenzi Anna, Sani Roberto, Tra disciplinamento sociale ed educazione alla cittadinanza. L’insegnamento dei Diritti e Doveri nelle scuole dell’Italia unita (1861-1900), EUM, Macerata 2016;
- Barausse Alberto, Primary School Teachers’ Associations in Italy from Unification to late nineteenth century: origin and development between processes of professionalization and nationalization, in «History of Education & Children’s Literature», IX, 1 (2014), pp. 709-754;
- Cambi Franco, Manuale di Storia della Pedagogia, Laterza, Bari-Roma, 2003, I. Caratteri dell’educazione comparata;
- Chiosso Giorgio, Dal mestiere alla professione magistrale. Note sul lavoro dei maestri elementari nel secondo Ottocento, in «History of Education & Children’s Literature», II, 1 (2007), pp. 85-115;
- D’Ascenzo Mirella, The classical studies secondary school and the construction of national identiy in post-unitary Italy, in «History of Education & Children’s Literature», VIII, 1 (2013), pp. 523-536;
- De Giorgi Fulvio (a cura di), La storia dell’educazione come storia culturale. Interventi a cura di Fulvio De Giorgi, in «Contemporanea», 2, 2004, pp. 263-285;
- Elia Domenico Francesco Antonio, Lo sport in Italia. Dalla pratica al loisir, Carocci, Roma 2009, pp. 23-94;
- Elia Domenico Francesco Antonio, Storia della ginnastica nell’Italia meridionale. L’opera di Giuseppe Pezzarossa (1851-1911) in Terra di Bari, Progedit, Bari 2013, pp. 1-32;
- Gabrielli Gianluca, Finding out about the colonies. The role of schools, between the 1800s and 1900s, in establishing an Italian colonial identity. The state of research, in «History of Education & Children’s Literature», VIII, 1 (2013), pp. 319-341;
- Gabrielli Gianluca, Nationalism through Contrasts: «the racial us» and «the colonial us» in the construction of Italian identity at school, in «History of Education & Children’s Literature», X, 2 (2015), pp. 185-204;
- Ghizzoni Carla, Building the Nation. Schools and Constitution Day in Milan in the aftermath of Italian Unification, in «History of Education & Children’s Literature», X, 2 (2015), pp. 23-45;
- Ghizzoni Carla, La ginnastica nelle scuole primarie milanesi nel primo decennio postunitario, in «History of Education & Children’s Literature», IX, 1 (2014), pp. 549-577;
- Meda Juri, La politica quotidiana. L’utilizzo propagandistico del diario scolastico nella scuola fascista, in «History of Education & Children’s Literature», I, 1 (2006), pp. 287-313;
- Montino Davide, Libro, quaderno e moschetto. Pedagogia della guerra nelle letture e nelle scritture scolastiche durante il regime fascista, in «History of Education & Children’s Literature», II, 2 (2007), pp. 193-216;
- Rovinello Marco, One nation, two worlds? Prolegomena to new research on nation-building in Italian schools and the military (1861-1914), in «History of Education & Children’s Literature», VII, 2 (2012), pp. 149-172;
- Sani Roberto, «Refining the masses to build the Nation». National schooling and education in the first four decades post-unification, in «History of Education & Children’s Literature», VII, 2 (2012), pp. 79-96;
- Sani Roberto, Sub specie educationis. Studi e ricerche su istruzione, istituzioni scolastiche e processi culturali e formativi nell’Italia contemporanea, EUM, Macerata 2011, pp. 345-359; pp. 381-407;
- Savio Patrizia, L’immagine dei Savoia nei manuali di «Storia Patria» per le scuole primarie tra Otto e primo Novecento, in «History of Education & Children’s Literature», VII, 2 (2012), pp. 127-147;
- Schizzerotto Antonio, Barone Carlo, Sociologia dell'istruzione, il Mulino, Bologna, 2006, pp. 35-55;
- Wingenter Anne, «Vi saluto romanamente!. Self-narration and performance in children’s letters to Mussolini, in «History of Education & Children’s Literature», VII, 1 (2012), pp. 241-259.

Methods of Provision

Conventional

Teaching Methods

Lecture-style instruction; participatory learning; case-studies; conferences.

Evaluation methods

Verification of learning:

Oral examination to assess historical knowledge and the ability to construct historical explanations with regards to open questions and essay discussion (students attending only). The weightnings allocated to open questions and to discussion of essays produced during the course are 60% and 40%. Oral examination is marked with a maximum of 30/30.

Contacts/More Information

Students are required to work in small groups in order to analyze and evaluate historical sources and to do research. All group members will be involved in the process.

Università degli Studi
"G. d'Annunzio"

Chieti - Pescara

Aree