2003 Ph.D. in Sociology of Culture and Communication, University of Florence
1999 M.A., Media, Communication and Cultural Studies, University of Florence
1998 Laurea in Political Science, University of Florence
Honors & Relevant Projects
Pierluca Birindelli has published in Italian two books on the passage from youth to adulthood (Clicca su te stesso 2006; I giovani italiani tra famiglia e scuola 2010), a monograph about self-identity in late modernity (Sé: Concetti e pratiche 2008) and a number of articles addressing the themes of individual and collective identity. In English, he is the author of the book The Passage from Youth to Adulthood: Narrative and Cultural Thresholds (2014). Birindelli adopts a multidisciplinary approach (Cultural Sociology, Cultural Anthropology, Social Psychology, Communication Studies, Biographical and Narrative approach) and his research interests focus on the following themes: Individual and Collective Identities; European Socio-Cultural Identity; Education in Comparative Perspective; Cultural Globalization and Cosmopolitanism; Human Development in a Comparative Perspective (American, Northern European and Mediterranean Cultural Heritage).
2013 Docent in Sociology, University of Helsinki
2010 Qualification as Researcher in Sociology and Cultural Anthropology, C.N.R. (National Research Council), Department of Cultural Identity, Institute for research on population and social policies, Rome.
1999-2003 Honor Fellow in: Sociology of Culture and Communication, Sociology of Deviance, Psychology of Communication and Culture (Faculty of Social and Political Science, University of Florence).
2001 Visiting Fellow, University of Texas at Austin, Department of Communication and Cultural Studies (Grant).
2001 Visiting Fellow, Permanent Seminary: “Les processus d’européanisation”, Institut d’Etudes Politiques, SciencePo, Paris (Grant).
My primary goal is to foster students’ critical thinking and imagination. I believe that the best way to obtain this objective lies in the capacity to construct a dialogic environment, where is crystal clear that learning together, the best we can, is our mission (nothing more, nothing less). Students shall never censor themselves, but always express their opinions upon any theme—and the discussion about sensitive themes shall never be avoided in a social science class—keeping in mind that reading, studying and being curious is the only way to construct thoughtful interpretations. Students should also try to take the challenge of exploring unknown cultural territory, not expecting to receive the “perfect map”— you go from A to B and then to C and so on —in advance. I believe knowledge has little to do with the practice of reassuring ourselves each step we take; I prefer to wander a bit in the forest of cultural symbols and only afterwards find our way out. In our learning itinerary, students shall never be scared of making mistakes; mistakes, in the narrow sense of it, do not exist. These are the meta-objective of the course, on my behalf the only thing I can guarantee 100% is intellectual honesty.
Most Rewarding Moments
When students express their opinions and at the same time are willing to question them.
The primary task of a useful teacher is to teach his students to recognize “inconvenient” facts—I mean facts that are inconvenient for their party opinions. And for every party opinion there are facts that are extremely inconvenient, for my own opinion no less than for others (Max Weber)