Sociology of Cultural Diversity
- Overview
- Assessment methods
- Learning objectives
- Contents
- Full programme
- Teaching methods
- Contacts/Info
The teaching of Sociology of Cultures does not require any preliminary knowledge;
however, a basic knowledge of sociological terminology is desirable. To this end, students are advised to consult a sociology dictionary.
The method of verifying knowledge and skills consists of an oral exam, the purpose of which is to ascertain students’ understanding of the elements introduced in the class, their mastery of the language used to express them, and the ability to focus on and problematise the main issues addressed in the course, as well as critical appropriation of the content introduced. The assessment takes into account both the pro-active participation of students in the learning process and the relevance and clarity of the answers given. A mark is given out of a maximum of thirty.
The general learning goal pursued by the course consists of the development and practice of a self-reflective perspective, capable of contextualising, thematising and problematising both the social dimension of cultural life and the cultural dimensione of social life. Specifically, the teaching aims to:
• provide knowledge, methods and tools for the analysis of cultural and communication processes, with particular attention on diversity and cultural conflicts; • promote interpretation skills and the analysis of social phenomena through the presentation of the main theoretical perspectives for cultural analysis and their application to some areas of empirical research.
The course aims to equip students with tools for interpreting and analysing socio-cultural phenomena, with particular attention to diversity and cultural changes. Students must be able to make conscious use of the conceptual tools acquired for the purpose of a critical and pluralistic analysis of cultural
phenomena.
The course is divided into five thematic sections, strictly intertwined among themselves. The first section is dedicated to introducing the sociological thinking of the so-called "founding fathers" of sociologiy and the second section to deepen the constructivist approaches to everyday life. Section three is dedicated to contemporary cultural sociology, namely to introduce its main research strands and the categories and conceptual tools it offers to the sociological study of cultures. Section four will introduce in depth one research project, presenting its main methodology and results. In section five students wil be asked to participate in the research exercices proposed by the teacher.
Attending students will be asked to pro-actively participate in classes, as the program will adapt to their interests, sensitivities and learning rhythms. For them, the didactic material will not include the whole bibliography, as this will be adapted to what emerges in classes.
Not attending students are asked to study the whole didactic material included in the bibliography.
The teaching includes 50 hours, comprising frontal lessons, flipped classrooms and participatory seminars. The first lesson will introduce the proposed methdology to the students. Then most of the classes of the first section of the teaching will be held as flipped classrooms, that is asking students to prepare the didactic material before class and then discuss it with collegues and the teacher in face-to-face interactions. Some parts of the teaching will be held as frontal lessions, while the last section includes research exercises by the students and their presentation and discussion in class.
A distinction is made between attending and not attending students, according to what is detailed in the following section of this syllabus.