First cycle
degree courses
Second cycle
degree courses
Single cycle
degree courses
School of Human and Social Sciences and Cultural Heritage
SUSTAINABLE TERRITORIAL DEVELOPMENT
Course unit
HOW TO ENHANCE GROUP INTERACTION AND INTERCULTURAL LEARNING (MOD. B)
SUP7081021, A.A. 2017/18

Information concerning the students who enrolled in A.Y. 2017/18

Information on the course unit
Degree course Second cycle degree in
SUSTAINABLE TERRITORIAL DEVELOPMENT
IA2384, Degree course structure A.Y. 2017/18, A.Y. 2017/18
N0
bring this page
with you
Number of ECTS credits allocated 4.0
Type of assessment Mark
Course unit English denomination HOW TO ENHANCE GROUP INTERACTION AND INTERCULTURAL LEARNING (MOD. B)
Website of the academic structure http://www.dissgea.unipd.it/
Department of reference Department of Historical and Geographic Sciences and the Ancient World
Mandatory attendance No
Language of instruction English
Branch PADOVA

Lecturers
Teacher in charge JOSEMAR DE CAMPOS MACIEL

Integrated course for this unit
Course unit code Course unit name Teacher in charge
SUP7081020 GROUP INTERACTION AND DYNAMICS (C.I.) ALESSIO SURIAN

Mutuating
Course unit code Course unit name Teacher in charge Degree course code
SUP4068083 HOW TO ENHANCE GROUP INTERACTION JOSEMAR DE CAMPOS MACIEL SU2297

ECTS: details
Type Scientific-Disciplinary Sector Credits allocated
Core courses SPS/07 General Sociology 4.0

Mode of delivery (when and how)
Period First semester
Year 1st Year
Teaching method frontal

Organisation of didactics
Type of hours Credits Hours of
teaching
Hours of
Individual study
Shifts
Lecture 4.0 28 72.0 No turn

Calendar
Start of activities 02/10/2017
End of activities 19/01/2018

Examination board
Examination board not defined

Syllabus

Common characteristics of the Integrated Course unit

Prerequisites: Basic knowledge of interpersonal communication and community planning issues.
Target skills and knowledge: Learning outcomes: The course aims at developing students competences concerning five main areas of community work. therefore, at the end of the course the students will have enhanced competences in relation to:
Understanding socio-economic change and its relation with transformative learning and group dynamics
Understanding and applying the three dimensions of learning
Applying proper questioning to facilitate territorial learning as relational activity.
Understanding and facilitating shared leadership in relation to the three dimensions of group communication
facilitating cooperative learning as territorial and participatory activity.

Contents: Socio-economic change and its relation with transformative learning and group dynamics
The three dimensions of learning
Territorial learning as relational activity: the role of questioning
Shared leadership and the three dimensions of group communication
Cooperative learning as territorial and participatory activity: the role of the future dimension
Examination methods: In order to pass the final exam each student is asked to post onto a forum in the moodle platform an essay on a local project outlining and discussing the communication, community, and participatory dimensions.
Assessment criteria: Students essays are checked in relation to the key community communication practices and models as outlined in Tufte T., Mefalopulos P., Participatory Communication. A Practical Guide. Washington: World Bank, 2009. http://siteresources.worldbank

Specific characteristics of the Module

Course unit contents: The course is an exploration in references and perspectival readings through three big intersecting concepts.

Development
The discussion on development is introduced taking into account its historicity, that is, the production of different conceptions of what is the good life and success that human species must achieve in the course of a common life. Thus, one searchs for a critical approach to study ancient and up-to-date topics, such as sustainable development and development projects, with special attention to marginal thought, i. e., postcolonial and decolonial writers.

This is due to the fact that unofficial and nonaligned thought is able to provide students with an outlook that takes seriously into account latin american, asian, african perspectives, as well as the perspectives on development of those that have been left on the margins and, nevertheless, help to reconfigure the whole perception of what is normally called the “market” (like, e. g., via institutional economics, the taking into account of residues and informal economy).

Environment
The discussion on the environment is introduced with a strong emphasis upon the emerging movements of contestation of recently standardized practices such as food monopoly, padronization, agrobusiness and privatization of environment. Those phenomena are not to be attributed to special and impersonal “villains”, but are seen and studied as being symtoms of a still broader and bolder discussion, namely, that of the importante of the conception of the environment and of its appropriation for the production of sound and sustainable territorialities and policies.

With this perspective in mind, one tries to situate the discussion of a so-called globalizing world, the tensions between Local and Global iniciatives. One faces also the discussion about Gender and sustainable development, once more taking to the first place of the stage the problem of the generalization of particular world views (e.g., a male one) as being normative and definitive, and – what is worse – as objectively proven. One looks as well to the problem of the formation of Spaciality/Territoriality as human and collective experiences, introducing the discussion about how those formations impact upon the different solutions proposed for environmental problems. Another hot topic to be taken into account, derived from what has been previously exposed, is the issue of power relations reconsidered in glocal context.

Culture
There are perspectives that can help to consider the importance of taken culture into account in the production of ideals of development. One presents, in this last topic, the importance to take into account the difference, that is, intercultural and multicultural tensions, in order to be realistic in the expectations about development.

Projects and political initiatives that don’t take culture into account are doomed to failure from the start, since cultural life-systems are silent, but can be very effective in dislocating ideals and relocating them as hybrid forms of celebration, humour and even parody. The last terrrible face of parody being, for instance, the way the West deals with terrorism.

Thus, one introduces issues such as intercultural dialogue, Migration and essential differences in the creation of sustainable agriculture practices as crucial to understand and properly frame a sound discussion of the whole theoretical and practical issue of Development.
Textbooks (and optional supplementary readings)
  • Rist, Gilbert, <<Lo >>sviluppostoria di una credenza occidentaleGilbert Rist. Torino: Bollati Boringhieri, 1997.
  • Fatheuer, Thomas; Sachs, Wolfgang; Unmüßig, Barbara, Critique of the Green Economy : Toward Social and Environmental Equity. Berlin: Heinrich-Böll-Stiftung, 2012. Cerca nel catalogo
  • Shiva, Vandana; Scafi, Roberta, <<Il >>bene comune della terraVandana Shivatraduzione di Roberta Scafi. Milano: Feltrinelli, 2011.