1. Dipartimento di Teorie e Metodi delle Scienze Umane e Sociali Sezione di Scienze Pedagogiche e Filosofiche Laboratorio interdisciplinare di Studi e Ricerche su Donne, Genere e Formazione Dipartimento di Teorie e Metodi delle Scienze Umane e Sociali Sezione di Scienze Pedagogiche e Filosofiche Laboratorio interdisciplinare di Studi e Ricerche su Donne, Genere e Formazione PhD course in "Gender Studies" Naples/Italy The contribution of the Pedagogy of Difference to the construction of an active citizenship Francesca Marone

2. Aims: Reconstructing the implications the notion of “democratic citizenship”; providing alternative models of citizenship concerning sexual/gender diversity Focus: the notion of “sexual citizenship”; “sexual/gender diversity”, “multiculturalism” and “democracy” Expected outcomes: Elaborating possible alternative models together with students, moving from non-discriminatory attitudes and knowledge achieved through the training. Overview 2

3. Persistent inequalities Social and cultural differences Difficulties for the affirmation of civil rights of women and recognition of their self-determination Substantial differences in everyday life the ways in which over the years the work has been organized and the income is distributed to internal households 3 Sex Differences and Gender-Role Development

4. 4 Political citizenship Influencing political decision- making Social citizenship Relations between individuals in a society Cultural citizenship Shared norms and values and identity Economic citizenship Participation in the economic system RELATION Citizenship dimensions

5. Democratic citizenship is learned in various processes and social and political institutions Therefore, we have activated at the Faculty of Humanities, with the approval of the Department for Rights and Equal Opportunities, a path in the promotion of culture and gender equality called "Women, Politics and institutions - training programs for the promotion of culture and gender equality". The action-research 5

6. 6 Theoretical framework feminist pedagogy critical feminist pedagogy

7.  students,  university administrators  citizens (about n. 160) Theories, models, experiences and practical skills having already built a new public space in the past, and/or currently may radically point to a social and political change, usable for both women and men The action-research with empowerment 7

8. to promote the study and research on gender relations, the role of imagination in the construction of cultural models, the relationship between identity and otherness, the value of differences and encouraging the need for new information, aimed at spreading awareness of their rights for the satisfaction of needs emerging in the social, cultural, professional, educational field; create a public space in which to experiment original forms of sociality in which to state our ethical and political options. Research goals: 8

9. the social construction of "gender”; the profound changes that now invest educational institutions and training systems, the world of work, organizations and public and private relational configurations; the access of women to forms of power; cultural conditioning in the perception and representation of the female body and sexuality; good practices and policies of combining work and family life. The teachings were articulated around a number of disciplinary nods in the specifications for: 9

10. Methods of choice of research and intervention were training methods of gender that help develop self-reflection and knowledge of the trainees. Therefore, we used in the work of classroom techniques such as team working with a focus on internal relations, narrative tools, experiential approaches and the adoption of languages that facilitate the emergence of female subjectivity. Methodology 10

11. It’s a valid instrument encouraging the reflexion and the self-knowledge of forming-subjects, and developing self- reflexive, meta-emotional and meta-cognitive faculties; that is why we will employ techniques as group and individual works, autobiography, narrations, simulations and study- case, allowing to help the establishment and the expression of identity, and the legitimization of sexed subjectivity through self-report. Narrative methodology 11

12. Gender evolutions. From stereotypes to citizenship Multidisciplinary approach: contributions from different disciplines (pedagogy, psychology, philosophy, politics, sociology, law, etc...) Use of various teaching materials: books and articles, photos and artistic products, audiovisual products (TV programs, films, spots), autobiographical instruments. 12

13. The project has allowed the construction of a sense of belonging, of citizenship through analysis and evaluation of their educational history and / or work. It is also noted the importance of the relation between training participants; attention to the resources of each individual, the enhancement of affect women. Main results 13

14. Possible strategies to promote 1.construct some processes of analysis and research in educational settings 2.identify specific training needs in relation to specific social needs and expertise of analysis and design of educational activities 3.actions designed to empower individuals and communities 14

15. Furthermore, both the first and the second edition have been joined by numerous events in synergy with each other, now proposed by the teachers, now by the learners themselves, now by the local authorities, helping to create a real network on the issues which were widely discussed and explored in the course of the two editions. 15