Abstract
The implementation of global citizenship education (GCE) represents a challenge for the school system in Italy in terms of curriculum planning, teaching methods and contents. After a thorough overview of the Italian educational scenario on GCE, this article aims to present a learning unit on GCE related issues implemented in an Italian 8th-grade class. The study then highlights the educational implications in translating GCE international models into the Italian classroom practice. Its main assumptions focus on the key elements for students’ effective learning and on the limitations that characterise the Italian educational system in relation to GCE at the curriculum, school and teaching levels. The implications highlighted in this article are strongly intertwined with the need to plan and implement GCE jointly, within a whole-school approach, and the relevance of the modalities in which GCE instructional contents are selected and presented.
Highlights
The promotion of global citizenship education (GCE) has become an objective of educational systems in various parts of the world, emphasising how globalisation has raised the idea of citizenship from a national to a global level and has challenged teaching and learning in terms of global understanding and citizens’ roles (Myers, 2016; Osler & Starkey, 2006).In Italy, debate and research on GCE remain at their beginnings
While the academic debate has recently started to focus on the topic, there is an absence of research examining how global citizenship education can be introduced into the classroom practice, taking into consideration the studies developed at the international level and the characteristics of the Italian school system
It follows that global citizenship education implies something more than, and different from, previous ideas about global education (Pike & Selby, 1995; Richardson, 1976), albeit its meaning and conceptualisation do remain under discussion (Davies, Evans, Osler, & Starkey, 2006; Hicks, 2003; Reid, 2005), as critical approaches to GCE show
Summary
Implementacija globalnega državljanskega izobraževanja (GDI) predstavlja izzive za šolski sistem v Italiji v smislu kurikularnega načrtovanja, metod poučevanja in vsebin. Po temeljitem pregledu italijanskih izobraževalnih scenarijev na temo GDI ima ta prispevek namen predstaviti učno enoto o temah, povezanih z GDI, ki bi jih lahko implementirali v italijanski osmi razred osnovne šole. Študija poudarja izobraževalne implikacije pri prevajanju mednarodnega modela GDI v italijansko šolsko prakso. Njene glavne predpostavke se osredinjajo na ključne elemente za uspešno učenčevo učenje in omejitve, ki so značilne za italijanski izobraževalni sistem v odnosu do GDI na kurikularnih, šolskih in na poučevalnih ravneh. Implikacije, ki so poudarjene v tem prispevku, so močno prepletene s potrebo po skupnem načrtovanju in implementaciji GDI znotraj vsešolskega pristopa in relevantnosti modalitet, znotraj katerih so izbrane in predstavljene vsebine GDI. Ključne besede: globalno državljansko izobraževanje, Italija, učna enota, globalizacija c e p s Journal | Vol.8 | No3 | Year 2018 167
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