Comenius-Project 134018-LLP-1-2007-1-CY-COMENIUS-CMP 1
Teacher In-Service Training for Roma Inclusion (INSETRom)
Curriculum
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A. GENERAL OUTLINE
1. Module 4: Francesca Gobbo, University of Turin
2. Session Title and Order (in case of more than one
sessions, please specify eg. 1st, 2nd):
3. Duration of session:
4. Goals (please outline the general goals of the session):
(3) CULTURES OF THE SCHOOLS
(4) THE ARTS AND CULTURAL DIVERSITY
(3) the theory of cultures of schools
(4) imagining Roma cultural diversity
(3) 2hours
(4) 2 hours
(3) to understand that schools and classrooms are a cultural environment organised and regulated
by cultural ways, beliefs and values that are both specific of the contexts and connected to the
wider society and culture. To analyze the continuity or discontinuity among the micro/meso/macro
socio-cultural levels.
(4) to reflect on how WE have at different times imagined and constructed (or reified) the cultures of
others in music, literature, visual arts and movies, with particular regard to Roma people.
5. Teaching arrangements for place (eg. Circle, Seats in
Line, Groups etc.)
6. Reading materials (such as book chapters, journal
articles, newspaper articles etc. for reading prior or during
the session)
(3) circle; (3a) group work
(4) circle; (4a) group work
(3) paragraphs or chapters from books on anthropology of education presenting and discussing (i)
the concepts of education and schooling in their dialectical relation to enculturation; (ii) the schools
& classrooms as cultural & organisational contexts. Chapters on ethnographic research about the
theory of cultural discontinuity and its critique, and on the cultural-ecological theory (i.e., classrooms
attended by Roma pupils and/or migrant pupils).
Comenius-Project 134018-LLP-1-2007-1-CY-COMENIUS-CMP 2
Teacher In-Service Training for Roma Inclusion (INSETRom)
Curriculum
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(4) novel, short stories, poems, movies (videos or dvds), music (cds), paintings relative to Roma
people.
7. Structure of session (please specify Major activities and
time in parenthesis eg. Introduction (10 minutes))
(3) introduction; (3a) collective & individual reflective work; (3b) group work; (3c) wrap up session
(4) introduction; (4a) collective & individual reflective work; (4b) group work; (4c) wrap up session
Comenius-Project 134018-LLP-1-2007-1-CY-COMENIUS-CMP 3
Teacher In-Service Training for Roma Inclusion (INSETRom)
Curriculum
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B.ANALYTIC DESCRIPTION OF ACTIVITIES (OUTLINED IN A6 ABOVE)
SESSION 1
Objectives:
Teaching process:
(3) CULTURES OF THE
(3) to understand that schools
SCHOOLS
and classrooms are cultural
environments organised and
regulated by cultural ways,
beliefs and values that are
both specific of the contexts
and connected to the wider
society and culture. To analyse
the continuity or discontinuity
among the micro/meso/macro
socio-cultural levels.
Introduction
(3) presentation of schools and
classrooms as cultural
environments organised and
regulated by cultural ways,
beliefs and values that are
both specific of the contexts
and connected to the wider
society and culture. To analyse
the continuity or discontinuity
among the micro/meso/macro
socio-cultural levels.
Trainer’s presentation (of
her/himself and module) and
expectations
Participants’ presentation and
expectations
Teaching material: (eg.
Leaflets, Worksheets, Photos,
etc)
Evaluation: (if appropriate)
Comenius-Project 134018-LLP-1-2007-1-CY-COMENIUS-CMP 4
Teacher In-Service Training for Roma Inclusion (INSETRom)
Curriculum
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Activity 1
Closing-Evaluation
Group work on
“Classroom Culture and
Social Organisation”.
Members are invited to look at
their classroom as a “cultural
environment” and describe
how the classroom activity is
organised, what expectations
they have, what rules and
roles are enacted, what
differences are there (if any),
how all the above may have
changed following changes in
school population.
Group work: group members
will describe the knowledge
and social interactions that are
enacted in schools and
classrooms and attempt to
interpret how they are related
to the macro social dimension.
Members’ own experiences
and reflections. Members’
discussion and evaluation of
Florio-Ruane’s article
“Classroom Culture and Social
Organization”.
Wilson, Corbett, Webb’s article
“School Climate and Culture”
Gumperz’s article “Language
in Education, Changing Views
of: anthropological
Perspectives”.
SEE BIBLIOGRAPHICAL
REFERENCES
Participants’ feedback and
reflections on how to extend
this activity to classroom
Comenius-Project 134018-LLP-1-2007-1-CY-COMENIUS-CMP 5
Teacher In-Service Training for Roma Inclusion (INSETRom)
Curriculum
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B.ANALYTIC DESCRIPTION OF ACTIVITIES (OUTLINED IN A6 ABOVE)
SESSION 2
Objectives:
Teaching process:
(4) THE ARTS AND
(4) to reflect on how we have
CULTURAL DIVERSITY
at different times imagined and
constructed (or reified) the
cultures of others in music,
literature, visual arts and
movies, with particular regard
to Roma people.
Introduction
(4) presentation of how we
have at different times
imagined and constructed (or
reified) the cultures of others in
music, literature, visual arts
and movies, with particular
regard to Roma people.
Activity 1
According to the medium
chosen (novel, music, movie,
etc.) the group work will be
organised so that members
discuss and interpret the
various representations of
others.
Closing-Evaluation
Trainer’s presentation (of
her/himself and module) and
expectations
Participants’ expectations
Participants’ feedback and
reflections on how to extend
this activity to classroom
Teaching material: (eg.
Leaflets, Worksheets, Photos,
etc)
Trainer’s proposal of novel,
short stories, poems, movies
(videos or dvds), music (cds),
paintings relative to Roma
people. Participants’
alternative proposals.
Country specific material
Evaluation: (if appropriate)
Comenius-Project 134018-LLP-1-2007-1-CY-COMENIUS-CMP 6
Teacher In-Service Training for Roma Inclusion (INSETRom)
Curriculum
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BIBLIOGRAPHICAL REFERENCES
Florio Ruane S. (1994), “Classroom Culture and Social Organization: Anthropological Study of”, in International
Encyclopedia of Education, Vol. 2, pp. 796-807.
Ogbu J. U. (1994), “Social Stratification and Education: Anthropological Perspectives”, in International Encyclopedia of
Education, Vol. 9, pp. 5567-72.
Gumperz J.J. (1994), “Language in Education, Changing Views of: Anthropological Perspectives”, in International
Encyclopedia of Education, Vol. 6, pp. 3235-38.
Wilson B. L., Corbett H. D., Webb J. (1994), “School Culture and Climate”, in International Encyclopedia of Education, Vol.
9, pp. 5206-52.
Emihovich C. (1994), “Cultural Continuities and Discontinuities in Education”, in International Encyclopedia of Education,
Vol. 3, pp. 1227-1233.