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JOHN CABOT UNIVERSITY
COURSE CODE: "SOSC/ITS 226-3"
COURSE NAME: "Rome: Modern City (On-site)"
SEMESTER & YEAR:
Fall 2024
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SYLLABUS
INSTRUCTOR:
Tatiana Golfetto
EMAIL: [email protected]
HOURS:
TH2:15 PM 5:00 PM
TOTAL NO. OF CONTACT HOURS:
45
CREDITS:
3
PREREQUISITES:
OFFICE HOURS:
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COURSE DESCRIPTION:
This on-site course, which will be conducted in English, aims to introduce students to a sociological analysis of contemporary Rome. It focuses on the changes which are occurring in the city’s populations, its neighborhoods and patterns of daily life and commerce, and challenges conventional images of what it is to be a Roman today. On-site classes will be held in a variety of neighborhoods in the city in order to analyze the area’s role as a social entity and its relationship with the wider urban context. We will examine the issues and problems facing Rome today, such as housing, degradation and renewal, environmental questions, transportation, multiculturalism, wealth and poverty, social conflict and political identities. These issues will be contextualized within theories of urban sociology and also within an explanation of Rome’s urban development over the centuries and, in particular, since it became the national capital in 1870. Through readings, film clips, interviews and guest speakers, students will also analyze the way the city is narrated by some of its residents.
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SUMMARY OF COURSE CONTENT:
On-site classes will be held in a variety of neighbourhoods in the city in order to analyze the area’s role as a social entity and its relationship with the wider urban context. They will include teacher-guided group discussions and observational activities to refine students’ skills of sociological analysis. Lectures and readings before each on-site class will provide students with historical, topographical and sociological information about the area and will introduce relevant urban theories through which to interpret its particular issues. In-class debates will encourage them to question the applicability of theories to the realities observed on-site. Students are expected to do their assigned readings punctually and to follow developments in Roman and Italian society by reading newspapers throughout the semester.
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LEARNING OUTCOMES:
By the end of the course students should be able to:
1) Demonstrate knowledge of the city’s urban development since it became national capital.
2) Demonstrate familiarity with the economic, political, social, religious, cultural and institutional diversity that characterizes the city of Rome today.
3) Describe individual neighbourhoods and identify their key roles and relations with the broader urban context.
4) Identify the main sociological features of each neighbourhood and, where problems and conflicts exist, propose solutions.
5) Demonstrate familiarity with major theories of urban sociology and apply them to the case-study neighbourhoods in order to assess their validity and relevance for understanding the particular situation of Rome.
6) Students will develop their research and oral presentation skills by carrying out a research project, based on high quality bibliographical research as well as some fieldwork techniques, and discussing their findings with the class.
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TEXTBOOK:
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REQUIRED RESERVED READING:
RECOMMENDED RESERVED READING:
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GRADING POLICY
-ASSESSMENT METHODS:
| Assignment | Guidelines | Weight |
| Mid-term Exam | Short answer questions on relevant historical and sociological information on post-1870 Rome. An essay analyzing one of the neighborhoods studied on-site. | 25% |
| Final Exam | 2 essays on sociological issues concerning contemporary Rome discussed throughout the course. | 35% |
| Research presentation | Students carry out bibliographical research and do fieldwork observation in one Roman neighborhood or on a relevant issue of contemporary Roman life. They give a 10-15 minute oral presentation (plus detailed handout) to the class on their findings. Detailed guidelines are provided in class. | 25% |
| Class Participation | Attendance in all classes is mandatory and students are expected to arrive on time. Participation involves actively engaging in class discussion, taking detailed notes and asking pertinent questions. | 15% |
-ASSESSMENT CRITERIA:
AWork of this quality directly addresses the question or problem raised and provides a coherent argument displaying an extensive knowledge of relevant information or content. This type of work demonstrates the ability to critically evaluate concepts and theory and has an element of novelty and originality. There is clear evidence of a significant amount of reading beyond that required for the course.
BThis is highly competent level of performance and directly addresses the question or problem raised.There is a demonstration of some ability to critically evaluatetheory and concepts and relate them to practice. Discussions reflect the student’s own arguments and are not simply a repetition of standard lecture andreference material. The work does not suffer from any major errors or omissions and provides evidence of reading beyond the required assignments.
CThis is an acceptable level of performance and provides answers that are clear but limited, reflecting the information offered in the lectures and reference readings.
DThis level of performances demonstrates that the student lacks a coherent grasp of the material.Important information is omitted and irrelevant points included.In effect, the student has barely done enough to persuade the instructor that s/he should not fail.
FThis work fails to show any knowledge or understanding of the issues raised in the question. Most of the material in the answer is irrelevant.
-ATTENDANCE REQUIREMENTS:
Attendance in all classes is mandatory. More than 2 absences will result in the student automatically failing the course.
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ACADEMIC HONESTY
As stated in the university catalog, any student who commits an act of academic
dishonesty will receive a failing grade on the work in which the dishonesty occurred.
In addition, acts of academic dishonesty, irrespective of the weight of the assignment,
may result in the student receiving a failing grade in the course. Instances of
academic dishonesty will be reported to the Dean of Academic Affairs. A student
who is reported twice for academic dishonesty is subject to summary dismissal from
the University. In such a case, the Academic Council will then make a recommendation
to the President, who will make the final decision.
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STUDENTS WITH LEARNING OR OTHER DISABILITIES
John Cabot University does not discriminate on the basis of disability or handicap.
Students with approved accommodations must inform their professors at the beginning
of the term. Please see the website for the complete policy.
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SCHEDULE
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N.B. It is very possible that dates of on-site visits will change. It is your responsibility to be informed of any changes. These will be announced in class and on Moodle.
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Session
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Session Focus
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Reading Assignment
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Other Assignment
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Meeting Place
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WK 1
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Introduction to Urban Sociology
Lecture on history of modern Rome
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In class
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WK 2
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Testaccio: Urbanism, Community and Neighborhood Change
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Global Rome book, Introduction
https://jculibrary.on.worldcat.org/oclc/890531176
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Meet in classroom
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WK 3
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The Ostiense District: Post-industrial urban renewal and regeneration
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Meet at Piramide Metro station
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WK 4
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Esquilino: Gateway to the city and melting pot
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Mazzara, F. "Redefining Italian spaces: Piazza Vittorio and Migratory Aesthetics".
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Meet in classroom
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WK 5
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Monti: Gentrification
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Kohn, M. “What’s Wrong with Gentrification?”
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Study for mid-term exam
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Meet in classroom
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WK 6
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MID-TERM EXAM
Advice for research projects
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“Monti Moments” documentary
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Prepare research project outline
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In class
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WK 7
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Street art at San Lorenzo
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Daichendt, J. G. “From graffiti to gallery: the street art phenomenon”
https://jculibrary.on.worldcat.org/oclc/1192308884
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Meet in classroom
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WK 8
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Memory and the urban space
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Dos Santos, K. M. “Black Rome”
https://jculibrary.on.worldcat.org/oclc/1334491084
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Meet in classroom
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WK 9
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Visit the Jewish Quarter, Synagogue and Museum (Cost approx 5 Euro)
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Schwarz, G."The reconstruction of Jewish life in Italy after WW2"
https://jculibrary.on.worldcat.org/oclc/4893771083
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Meet in classroom
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WK 10
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The margin as a space of radical openness
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hooks, bell. (1990).“Choosing the margin as a space of radical openness.”Yearning: race, gender, and culturalpolitics.SouthEnd Press.
https://jculibrary.on.worldcat.org/oclc/9973881468
Trabalzi, F. (2014) “Marginal Centers. Learning from Rome’s Peripheries”, in Global Rome, Changing Faces of the Eternal City, pp. 219-231
https://jculibrary.on.worldcat.org/oclc/890531176
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In class
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WK 11
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The garden suburb of the Garbatella
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De Michelis, A. "The garden suburb of the Garbatella, 1920-1929: defining community and identity through planning in post-war Rome"
https://jculibrary.on.worldcat.org/oclc/6894682622
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Meet at Piramide Metro Station
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WK 12
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Corviale: The legacies of a controversial public housing project:
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Marinaro, I. C. Inhabiting Liminal Spaces, chapter two
https://jculibrary.on.worldcat.org/oclc/1281794433
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In class
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WK 13
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Roman cultural heritage
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Higgins, V. “Rome´s contemporary past”.
https://jculibrary.on.worldcat.org/oclc/890531176
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Prepare student presentations
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Meet in classroom
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WK 14
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Student presentations/ Final exam review
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In class
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FINAL EXAM
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