PEDAGOGICAL STUDIES IN MARGINALITY AND DEVIANCE
Learning outcomes of the course unit
The course intends to achieve three objectives for the students. The first is acquiring the fundamental declarative awareness of: bullying, the correlated psychologies of the individuals involved (the bully, the victim, the spectator, the defender, etc.), the characteristics and the effectiveness of preventative interventions and the reduction of the phenomenon. Secondly, given that the research of bullying is prevalently empirical, at the end of the course the students will be able to read a table, a graph and the results of a statistical test. To conclude, through a “genealogical” analysis of the concept of deviance, the awareness necessary to develop an observation on the epistemological limits of the “discursive practices” and the “disciplines” which define the phenomenon known as bullying will be furnished.
Course contents summary
1. Barone P., Pedagogia della marginalità e della devianza, Milan, Guerini, 2001.
2. Foucault M., Gli anormali, Milan, Feltrinelli, 2000.
3. Gini G., Il bullismo. Le regole della prepotenza tra caratteristiche individuali e potere nel gruppo, Rome, Carlo Amore Editions, 2005.
Two articles to choose from:
4. Vaillancourt T., McDougall P., Hymel S, Krygsman A., Miller J., Stiver K., Davis C., Bullying: Are researchers and children/youth talking about the same thing?, in «International Journal of Behavioral Development», vol. 32, n. 6, 2008, pp. 486–495.
5. Brown S.,Taylor K., Bullying, education and earnings: Evidence from the National Child Development Study, in «Economics of Education Review», n. 27, 2008.
6. Chaux E., Molano A., Podlesky P., Socio-Economic, Socio-Political and Socio-Emotional Variables Explaining School Bullying: A Country-Wide Multilevel Analysis, in «Aggressive Behavior», vol. 35, 2009, pp. 520-529.
7. Jankauskiene R., Kardelis K., Sukys S., Kardeline L., Associations between school bullying and psychosocial factors, in «Social Behavior and Personality», a. 36, n. 2, 2008.
8. Townsend L., Flisher A. J., Chikobvu P., Lombard C., King G., The relationship between bullying behaviours and high school dropout in Cape Town, South Africa, «South African Journal of Psychology», vol. 38, n. 1, 2008, pp. 21–32.
9. Kokko T. H.J., Pörhölä M., Tackling bullying: Victimized by peers as a pupil, an effective intervener as a teacher?, in «Teaching and Teacher Education», n. 25, 2009, pp. 1000–1008.
10. Black S. A., Jackson E., Using Bullying Incident Density to Evaluate the Olweus Bullying Prevention Programme, in «School Psychology International», Vol. 28, n. 5, pp. 6 23–638.
11. Butler VI J. L., Lynn Platt R. A., Bullying: A Family and School System Treatment Model, «The American Journal of Family Therapy», vol. 36, 2008, pp. 18–29.
12. Ferguson C. J., San Miguel C., Kilburn Jr. J. C., Sanchez P., The Effectiveness of School-Based, Anti-Bullying Programs. A Meta-Analytic Review, in «Criminal Justice Review», Vol. 32, n. 4, 2007, pp. 401-414.
13. Minton S. J., O' Moore A. M., The effectiveness of a Nationwide Intervention Programme to Prevent and Counter School Bullying, in «International Journal of Psychological Therapy», a. 8, n. 1, 2008.
14. Vreeman, R. C., Carroll A. E., A Systematic Review of School-Based Interventions to Prevent Bullying, in «Archives of Pediatric & Adolescent Medicine», Vol. 161, 2007, pp. 78-88.
preparation of a brief talk on a specific subject