Università degli Studi di Napoli "Parthenope"

Teaching schedule

Academic year: 
2020/2021
Disciplinary sector: 
ADMINISTRATIVE LAW (IUS/10)
Language: 
Italian
Credits: 
9
Year of study: 
1
Teachers: 
Cycle: 
Second semester
Hours of front activity: 
72

Language

Italian

Course description

The course aims to provide the students with the tools and theoretical concepts useful for understanding the fundamental characteristics of the right to education and social inclusion by promoting the critical deepening of the theoretical notions that form its foundation.
For this purpose, it aims to promote interdisciplinary dialectics and the exchange of approaches and views through the analysis of risky behaviors determined, in most cases, by conditions of social distress, which are attributable not only to the educational context of schools, and to the preventive measures aimed to contrast the different forms of violence that always require new and more effective public policies.
A specific focus is dedicated to civil society organisations that carry out their activity at the service of inviolable rights and fundamental freedoms according to the guarantee and effectiveness of protection in the domestic, international and european context. The analysis is based on general and specific profiles, subject to cross-cutting insights. It is aimed at providing professionalizing tools for students and, interpreting the needs of training, it aims to forge competent professional figures with specific knowledge and skills to understand the specificities of the subject. It responds to the the need to compare different knowledge and orientation to critical approach about current and crucial problems of modern society.

EXPECTED LEARNING RESULTS:
1) Knowledge and understanding skills. The student must demonstrate that he has acquired an in-depth knowledge of the subject, the fundamental principles and the sources that have characterized its evolution. The student must also demonstrate mastery about basic knowledge and the topics illustrated during the course, seminars and/or exercises.
2) Ability to apply knowledge and understanding. The student must be able to apply the principles and notions learned to concrete cases and specific contexts, demonstrating the complete and acquired knowledge and understanding of the subject, on the basis of the regulatory and jurisprudential evolution on the main topics covered.
3) Making Judgment. The student must be able to express his/her views by assuming arguable and legally sustainable positions in relation to topics covered.
4) Communication. The student must be able to express himself with technical language skills.
5) Learning skills. The student must be able to reconstruct the historical and evolutionary profiles of risky behaviors and strategies to prevent and contrast the phenomena object of the course by acquiring the useful knowledge and skills necessary to participate to educational and training processes in formal and non-formal contexts, as well as for the design and implementation of interventions to prevent discomfort and social inclusion in the socio-educational sectors, social welfare and social-health.

Prerequisites

Knowledge of basic principles of prevention of risks and precaution in the system of legal sources and notions of participatory democracy, civil society, social dialogue and civil dialogue.

Syllabus

Introduction. The age of unfinished reforms. Context analysis. Actors, ideas, tools. Dynamics and change of public policies. Public policies to combat and prevent bullying and cyberbullying. School policies between radical and incremental reforms. School inclusion in the Constitution: the constitutional principles of education. School as a service and as a right. Education, subsidiarity and the no profit sector. Origins and evolution of a model: from inclusion to universalization. The non-discriminatory inclusion of pupils in the school. Inclusion in the perspective of the implementation of differentiated regionalism. International and European legal sources. The right of disabled people to education. The 2006 United Nations Convention on the Rights of Persons with Disabilities. School sustainability in Italy and Europe. School in changing reality: education, inclusion and training. Social rights at the time of the rule of law crisis. Recognition and guarantees of the right to school inclusion: state of the art and future prospects of the diversity education process while respecting the identity and dignity of people.

Introduction. The age of unfinished reforms. Context analysis. Actors, ideas, tools. Dynamics and change of public policies. Public policies to combat and prevent bullying and cyberbullying. School policies between radical and incremental reforms. School inclusion in the Constitution: the constitutional principles of education. School as a service and as a right. Education, subsidiarity and the no profit sector. Origins and evolution of a model: from inclusion to universalization. The non-discriminatory inclusion of pupils in the school. Inclusion in the perspective of the implementation of differentiated regionalism. International and European legal sources. The right of disabled people to education. The 2006 United Nations Convention on the Rights of Persons with Disabilities. School sustainability in Italy and Europe. School in changing reality: education, inclusion and training. Social rights at the time of the rule of law crisis. Recognition and guarantees of the right to school inclusion: state of the art and future prospects of the diversity education process while respecting the identity and dignity of people.

Teaching Methods

Frontal lessons, seminar meetings on specific topics, classroom exercises.

Textbooks

G. Matucci (a cura di), Diritto all'istruzione e inclusione sociale. La scuola «aperta a tutti» alla prova della crisi economica, Milano, Franco Angeli, 2019 (pp. 11- 63;123-138; 179-209; 213-291; 317-332; 333-337; 365-376; 389-420).
- M. Ferrari, G. Matucci, M. Morandi, La scuola inclusiva dalla Costituzione a oggi. Riflessioni tra pedagogia e diritto, Milano, Franco Angeli, 2019 (pp. 1-132).
The professor will distribute during the course supplementary didactic material and will undertake specific issues which are an integral part of the examination program.

Learning assessment

Ways of verifying learning: Oral examination consisting in questions ranging from the entire examination program to the assessment of the level of learning of the principles, notions and arguments discussed. The exam grade will be expressed in 30/30. Such verification will be conducted on the basis of the following criteria:
knowledge of principles and institutions; expository clarity; adequate language properties; effective exposure supported by valid and legally correct arguments; ability to synthesize.

1. Number of the exam phases: 1
2. Exam objectives: verification of the student knowledge level about the principal course issues;
3. Exam methodology: oral exam
4. Time sheet: based on the Department exam calendar
5. Duration: 30 min
6. Tipology: conversation
7. Final exam evaluation: the student will gain the minimum score when he will be able to demonstrate the acquisition of basic knowledge related to the institutional framework, to the source hierarchy, to the prediction and risk management that is implemented through the preparation of precautionary measures and the prevention of forms of deviance and violence in the different contexts in which they may occur. The student will gain the maximum score when he will be able to demonstrate to have fully achieved the expected results, according to the Dublin indicators.

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