Sociology of Education – Modulo A -a.y. 2026-2027 – Corso di laurea magistrale in Scienze pedagogiche SPE

CFU: 6
Course code: 804004267
Master’s Degree: Sociology of Education
Language: Italian

Period: I semestre
Course delivery modalities: in-presence
Attendance: Optional
Assessment method: Oral/write examination

Pre-requisites:
Degree in Education and Training Sciences and Fundamentals of Sociology

Program:
The course aims to introduce students to the theoretical concepts and fundamental methodological tools required for the study and analysis of the sociology of education. The course will address social issues from an educational perspective, examining how education and educational processes play a key role in resolving these issues. Topics to be covered include education within the school system, peer education, education on risks, crises and emergencies, sport as a means of social inclusion, and education on social vulnerabilities. The course will begin with the basic theoretical concepts and the sociologists who have written on the sociology of education. We will revisit the fundamentals of the discipline and the work of sociologists of education, focusing on specific topics such as peer education and its application, sports and environmental education, and the risks, crises and emergencies associated with education. In light of this theoretical framework, the topics to be explored in depth will be the subject of specific seminars and discussions with experts.

Program:

The course aims to introduce students to the theoretical concepts and fundamental methodological tools required for the study and analysis of the sociology of education. The course will address social issues from an educational perspective, examining how education and educational processes play a key role in resolving these issues. Topics to be covered include education within the school system, peer education, education on risks, crises and emergencies, sport as a means of social inclusion, and education on social vulnerabilities. The course will begin with the basic theoretical concepts and the sociologists who have written on the sociology of education. We will revisit the fundamentals of the discipline and the work of sociologists of education, focusing on specific topics such as peer education and its application, sports and environmental education, and the risks, crises and emergencies associated with education. In light of this theoretical framework, the topics to be explored in depth will be the subject of specific seminars and discussions with experts.

Text books:
TEXTBOOKS TO BRING TO THE EXAM 2 Articles: Cubeddu F., Picarella L. (2025). Environmental sustainability education through digital platforms: case studies in Latin America and Europe. MEDIA EDUCATION, vol. 16(1), pp. 57–68, ISSN: 2038-3010, doi: https://doi.org/10.36253/me-17069 Cubeddu F., Martini E. (2025). Resilience and adaptive capacities of societies: social and cultural strategies. Front. Sociol. 10:1581631, ISSN 2297-7775, doi: https://doi.org/10.3389/fsoc.2025.1581631 Text to be covered in Part II (Chapters 3 and 4) – Cubeddu F. (2024). Culture, Communication, Resilience. Society amidst risks, crises and emergencies. Paolo Loffredo Editore: Naples. During the course, a number of articles and extracts from other volumes will be shared and discussed collectively.

Text books:

TEXTBOOKS TO BRING TO THE EXAM
2 Articles:
Cubeddu F., Picarella L. (2025). Environmental sustainability education through digital platforms: case studies in Latin America and Europe. MEDIA EDUCATION, vol. 16(1), pp. 57–68, ISSN: 2038-3010, doi: https://doi.org/10.36253/me-17069
Cubeddu F., Martini E. (2025). Resilience and adaptive capacities of societies: social and cultural strategies. Front. Sociol. 10:1581631, ISSN 2297-7775, doi: https://doi.org/10.3389/fsoc.2025.1581631
Text to be covered in Part II (Chapters 3 and 4)
– Cubeddu F. (2024). Culture, Communication, Resilience. Society amidst risks, crises and emergencies. Paolo Loffredo Editore: Naples. During the course, a number of articles and extracts from other volumes will be shared and discussed collectively.

Bibliography:
Durkheim, E. Sociology and Education. Ledizioni. Cubeddu F. (2024). Culture, Communication, Resilience. Society amidst risks, crises and emergencies. Paolo Loffredo Editore: Naples. Choose two of the following articles: Cubeddu F. (2024). The Centrality of Education in the 2030 Agenda: social justice and sustainability. The Lab’s Quarterly. Available for download at: https://www.thelabs.sp.unipi.it/wp-content/uploads/2024/06/TLQ-2024.2.5-Cubeddu-Francesca-Versione-finale-redatto.pdf Cubeddu F., Mangone E. (2024). The Social Justice Education Approach: Towards a New Cultural Model of Education?. Italian Journal of Sociology of Education, 16(1). Available at: https://ijse.padovauniversitypress.it/system/files/papers/IJSE-2024-1-6.pdf Cubeddu F. (2025). Peer education as a practice of care and social support, Mimesis, Milan-Udine (PDF provided by the lecturer) Cubeddu F., Martini E. (2025). Resilience and adaptive capacities of societies: social and cultural strategies. Front. Sociol. 10:1581631, ISSN 2297-7775, doi: https://doi.org/10.3389/fsoc.2025.1581631 During the course, a number of articles and extracts from other books will be shared and discussed collectively.

Bibliography:

Durkheim, E. Sociology and Education. Ledizioni.
Cubeddu F. (2024). Culture, Communication, Resilience. Society amidst risks, crises and emergencies. Paolo Loffredo Editore: Naples.
Choose two of the following articles:
Cubeddu F. (2024). The Centrality of Education in the 2030 Agenda: social justice and sustainability. The Lab’s Quarterly. Available for download at: https://www.thelabs.sp.unipi.it/wp-content/uploads/2024/06/TLQ-2024.2.5-Cubeddu-Francesca-Versione-finale-redatto.pdf
Cubeddu F., Mangone E. (2024). The Social Justice Education Approach: Towards a New Cultural Model of Education?. Italian Journal of Sociology of Education, 16(1). Available at: https://ijse.padovauniversitypress.it/system/files/papers/IJSE-2024-1-6.pdf
Cubeddu F. (2025). Peer education as a practice of care and social support, Mimesis, Milan-Udine (PDF provided by the lecturer)
Cubeddu F., Martini E. (2025). Resilience and adaptive capacities of societies: social and cultural strategies. Front. Sociol. 10:1581631, ISSN 2297-7775, doi: https://doi.org/10.3389/fsoc.2025.1581631
During the course, a number of articles and extracts from other books will be shared and discussed collectively.

Educational goals and expected learning outcomes:
LEARNING OUTCOMES: To develop an in-depth understanding and critical mastery of the fundamental theoretical and analytical tools specific to the discipline. KNOWLEDGE AND UNDERSTANDING: Through lectures and the critical analysis of key texts, students will become familiar with the key concepts of the discipline, gaining a deeper understanding of its theory, methodology and core concepts. The course will provide the necessary tools to carry out theoretical and methodological sociological analyses in the field of education. ABILITY TO APPLY KNOWLEDGE AND UNDERSTANDING: Students will be able to apply the knowledge acquired during the course in a informed manner. The aim is to develop a critical sociological perspective on the subject of education and related issues. Social issues will be addressed from an educational perspective, examining how education and educational processes are relevant to resolving these issues. The course will cover education within the school system, peer education, environmental education and education on social inequalities and vulnerabilities. INDEPENDENT JUDGEMENT: The course aims to foster the ability to form independent critical judgements through the analysis and evaluation of the theories covered during the course. Students will be encouraged to observe, study and critically examine the real-world social context. COMMUNICATION SKILLS: During the course, students will acquire the specific language and vocabulary of the discipline of the sociology of communication, through theoretical studies and case studies. Active participation will be encouraged in order to strengthen students’ argumentative skills and their ability to develop coherent analytical perspectives. LEARNING SKILLS: The module aims to provide theoretical and methodological tools useful for a critical understanding of the topics covered and for the independent and informed study of the relevant literature. Short seminars will also be organised to allow for a deeper exploration of specific topics.

Educational goals and expected learning outcomes:

LEARNING OUTCOMES:
To develop an in-depth understanding and critical mastery of the fundamental theoretical and analytical tools specific to the discipline.
KNOWLEDGE AND UNDERSTANDING:
Through lectures and the critical analysis of key texts, students will become familiar with the key concepts of the discipline, gaining a deeper understanding of its theory, methodology and core concepts. The course will provide the necessary tools to carry out theoretical and methodological sociological analyses in the field of education.
ABILITY TO APPLY KNOWLEDGE AND UNDERSTANDING:
Students will be able to apply the knowledge acquired during the course in a informed manner. The aim is to develop a critical sociological perspective on the subject of education and related issues. Social issues will be addressed from an educational perspective, examining how education and educational processes are relevant to resolving these issues. The course will cover education within the school system, peer education, environmental education and education on social inequalities and vulnerabilities.
INDEPENDENT JUDGEMENT:
The course aims to foster the ability to form independent critical judgements through the analysis and evaluation of the theories covered during the course. Students will be encouraged to observe, study and critically examine the real-world social context.
COMMUNICATION SKILLS:
During the course, students will acquire the specific language and vocabulary of the discipline of the sociology of communication, through theoretical studies and case studies. Active participation will be encouraged in order to strengthen students’ argumentative skills and their ability to develop coherent analytical perspectives.
LEARNING SKILLS:
The module aims to provide theoretical and methodological tools useful for a critical understanding of the topics covered and for the independent and informed study of the relevant literature. Short seminars will also be organised to allow for a deeper exploration of specific topics.

Methods and criteria for verifying the learning:
The examination will assess the knowledge acquired by students during the course, as well as their critical reasoning skills regarding the topics covered and the real-world social context. Students’ mastery of the fundamental concepts and tools of the sociology of education will be assessed. The examination will be written and will consist of a multiple-choice test, followed by a supplementary oral examination. Students who have attended the course will be given the opportunity to complete exercises which will be assessed as part of the examination in the respective modules. These will then be discussed in class and assessed. The examination assesses the student’s overall preparation, their ability to make connections between knowledge relating to the various parts of the syllabus, the coherence of their argumentation, their analytical skills and their independent judgement. – The exam will be assessed according to the following criteria:– Fail: significant gaps and inaccuracies in knowledge and understanding of the subject matter; poor analytical and summarising skills, recurrent generalisations, limited critical and judgemental skills; arguments are presented incoherently and using inappropriate language. – 18–- 20: Barely sufficient knowledge and understanding of the topics, with occasional generalisations and shortcomings; sufficient capacity for analysis, synthesis and independent judgement; arguments are frequently presented in an incoherent manner and using an inadequate vocabulary. – 21–- 23: Fair knowledge and understanding of the subject; adequate analytical and summarising skills with coherent and logical arguments, but with vocabulary that is often inadequate.– 24–- 26: Good knowledge and understanding of the subject; good analytical and summarising skills with arguments expressed rigorously, but with vocabulary that is not always adequate. – 27– 29: Excellent knowledge and understanding of the topics; remarkable analytical and summarising skills. Good independent judgement. Arguments presented rigorously and with appropriate vocabulary.– 30 – 30: with distinction: An outstanding level of knowledge and understanding of the topics. Excellent analytical and summarising skills, as well as independent judgement. Arguments are presented in an original manner and with appropriate vocabulary.

Methods and criteria for verifying the learning:

The examination will assess the knowledge acquired by students during the course, as well as their critical reasoning skills regarding the topics covered and the real-world social context. Students’ mastery of the fundamental concepts and tools of the sociology of education will be assessed. The examination will be written and will consist of a multiple-choice test, followed by a supplementary oral examination. Students who have attended the course will be given the opportunity to complete exercises which will be assessed as part of the examination in the respective modules. These will then be discussed in class and assessed. The examination assesses the student’s overall preparation, their ability to make connections between knowledge relating to the various parts of the syllabus, the coherence of their argumentation, their analytical skills and their independent judgement.
– The exam will be assessed according to the following criteria:–
Fail: significant gaps and inaccuracies in knowledge and understanding of the subject matter; poor analytical and summarising skills, recurrent generalisations, limited critical and judgemental skills; arguments are presented incoherently and using inappropriate language.
– 18–- 20: Barely sufficient knowledge and understanding of the topics, with occasional generalisations and shortcomings; sufficient capacity for analysis, synthesis and independent judgement; arguments are frequently presented in an incoherent manner and using an inadequate vocabulary. –
21–- 23: Fair knowledge and understanding of the subject; adequate analytical and summarising skills with coherent and logical arguments, but with vocabulary that is often inadequate.–
24–- 26: Good knowledge and understanding of the subject; good analytical and summarising skills with arguments expressed rigorously, but with vocabulary that is not always adequate. –
27– 29: Excellent knowledge and understanding of the topics; remarkable analytical and summarising skills. Good independent judgement. Arguments presented rigorously and with appropriate vocabulary.–
30 – 30: with distinction: An outstanding level of knowledge and understanding of the topics. Excellent analytical and summarising skills, as well as independent judgement.
Arguments are presented in an original manner and with appropriate vocabulary.

Attendance modalities:
Teaching activities include lectures supported by PowerPoint presentations; group work involving observation and analysis; and discussion of topical issues, contextualised and explored in depth in the light of the sociological knowledge being acquired. Specific topics will be explored in depth and seminars will be organised. Attendance is optional but strongly recommended.