Sociology of Cultural Diversity
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.terminology may be useful. To this end, students are advised to consult a Dictionary of Sociology.
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 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 the social dimension of cultural phenomena. 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 two thematic sections: the first dedicated to introducing the sociological thinking of the so-called "founding fathers" of the discipline and the second to discussing the relevant categories in relation to the themes of diversity and cultural conflicts. The first part of the course is preparatory to the second, in terms of approach and familiarisation with the sociological perspective, the language and the basic categories of the discipline, developed in relation to the analysis of modernity, of its main components (economic, cultural and social) and the associated phenomenology (e.g. civil society, city, morality, collective phenomena ...).
The second part of the course is specifically focused on the issues of diversity and cultural conflict, to address which particular attention will be given to everyday life, the notion of culture as a perspective, the language of emotions and the dynamics of knowledge.
The course is divided into two thematic sections: the first dedicated to introducing the sociological thinking of the so-called "founding fathers" of the discipline and the second to discussing the relevant categories in relation to the themes of diversity and cultural conflicts. The first part of the course is preparatory to the second, in terms of approach and familiarisation with the sociological perspective, the language and the basic categories of the discipline, developed in relation to the analysis of modernity, of its main components (economic, cultural and social) and the associated phenomenology (e.g. civil society, city, morality, collective phenomena ...).
The second part of the course is specifically focused on the issues of diversity and cultural conflict, to address which particular attention will be given to everyday life, the notion of culture as a perspective, the language of emotions and the dynamics of knowledge.
The course includes 50 hours of lectures. The first lesson unit has an introductory function. It serves to present the course objectives, the working methodology, the texts and the evaluation methods – in other words, to define a training contract with the students. The following units are dedicated to detailed study of the course program. The lessons include the introduction by the teacher of general perspectives and specific research topics, class discussion aimed at deepening and clarifying the elements introduced, the presentation of audiovisual materials on relevant case studies and summary and clarification of any problematic issues. Teaching is given by the teacher in charge of the course, who tends to encourage active participation by students as much as possible.