B6461 - Global Citizenship Skills (LM)

Learning outcomes

Upon completion of the module, participants will have developed: ·a solid multidisciplinary understanding in the areas of global citizenship, especially globalisation and global inequalities, sustainable development and environmental challenges ·skills to support social and cultural diversity, gender equality and social cohesion, and a commitment to be responsible towards the natural environment ·abilities to carry out analysis of social and educational contexts on the themes of active citizenship, interculturalism and sustainability.

Course contents

Students will acquire multidisciplinary understanding in the areas of global citizenship and in particular on globalisation and global inequalities, sustainable development and environmental challenges.

The course aims to introduce students to the current debate on Global Citizenship within the framework of current research and educational policies. The course has a strong experiential character and will stimulate participants to engage in critical discussions on the theoretical issues raised during the lectures.

The course will be organised in 3 modules, the first of which will be of a theoretical-methodological nature and the other two of an experiential nature.

1. Globalisation and Global Citizenship

• The Concept of Globalisation
• Themes and principles of Global Citizenship (GC)
• Various approaches to Global Citizenship
• Migration and Climate Change

2. Theatre of the Oppressed workshop

3. Field work

• Preparation for field work
• Field work to actually practice the contents addressed during the modules will be carried out alternatively:

1. With a short internship/service learning (about 15 hours) at an NGO operating in the Bologna area
2. By participating in a study trip t o a North African country organised by UNIBO
   
   

Readings/Bibliography

Tarozzi M., Intercultura e educazione alla cittadinanza globale. In Civitas educationis. Education, Politics, and Culture, 4(2).

Tarozzi, M., ECG: Dal che cosa al come mi posiziono. 4 idealtipi di ECG, Glocited, 2024

Reimers, F. Educare alla cittadinanza globale: le emergenze e gli approcci possibili. Proposte per costruire percorsi operativi (Parte prima)

Fazal Rizvi, Bob Lingard, and Risto Rinne, Reimagining globalization and education: an introduction. Chapter1.

Nelly P. Stromquist and Karen Monkman, Defining Globalization and Assessing its Implications for Knowledge and Education, Revisited. Chapter 1- In Stromquist N. P. & Monkman K. (2019). Globalization and education: integration and contestation across cultures (2. ed.). Rowman & Littlefield Education.

Massimiliano Tarozzi, Global Citizenship Education (draft). In Douglas Bourn and Aamna Pasha (eds.), The Bloomsbury Encyclopedia of Social Justice in Education (forthcoming)

Mannion, G., Biesta, G., Priestley, M. & Ross, H. (2011). The Global Dimension in Education and Education for Global Citizenship: Genealogy and Critique. Globalisation, Societies and Education, 9 (3–4), 443–56.

Immaginare l’altrove nell’epoca dell’Antropocene, in P. Musarò & P. Parmiggiani, Ospitalità mediatica, 2022

For more detailed information on course content and examination texts.please refer to the Syllabus available on "Virtuale" from the second semester 2025

Teaching methods

Due to its experimental nature, the fieldwork and the resources on Virtuale, the course is part of the blended learning. However, attendance of face-to-face classes (20 hours) is mandatory at least 75%.

The course will have a highly interactive and participatory approach and will include activities of critical discussion of texts, exercises, group work and classroom presentations by students. Guest lecturers from various disciplines will be invited to lecture. Students are encouraged to read the texts indicated by the instructor prior to the lectures.

Assessment methods

The exam aims to assess the achievement of the following learning objectives:

1. in-depth knowledge of the topics illustrated during the lectures
2. ability to critically elaborate these themes
3. ability to apply the issues learned to concrete contexts
4. ability to present the content effectively in oral and written form.

Method of examination
The final assesment includes two forms:
1) a ‘collaborative’ presentation work in the classroom (objectives 3 and 4). Students will be asked to present a report on the field work critically revised in the light of the topics addressed during the course and the readings carried out. The work will then be presented to the rest of the group through a short presentation (10 minutes).

2) individual written report (objectives 1,2 and 4) of approximately 2500 words which further develops the presentation made collectively.

Assessment criteria:

• Collaborative' work will be assessed on the basis of the following criteria:
  accuracy in completing the required tasks
• application of the themes learnt to the specific case analysed
• onnection to the themes presented in the course
• 
  creativity of the presentation.
  
  Written assignments will be assessed on the basis of the following criteria:
• understanding of the study topic
• connection to the themes presented in the course
• independence of thought and critical approach
  
• critical use of relevant literature
• organisation of argumentation and clarity of presentation
  style and formatting of text.

Teaching tools

Teaching materials, further readings and course slides will be available on the Virtuale Platform.

Office hours

Wednesdays 10-11 am (face-to-face) or via Teams by appointment
Please send an email to make an appointment.

The instructor responds to e-mail messages appropriately signed by the student that are of an urgent nature and require information that cannot be found on the Unibo website. For requests for clarification on topics illustrated in lectures and/or subject of exams, students are invited to make use of the office hours.

 

Students with disabilities and Specific Learning Disorders (SLD)

Students with disabilities or Specific Learning Disorders are entitled to special adjustments according to their condition, subject to assessment by the University Service for Students with Disabilities and SLD. Please do not contact teachers or Department staff, but make an appointment with the Service. The Service will then determine what adjustments are specifically appropriate, and get in touch with the teacher. For more information, please visit the page:
https://site.unibo.it/studenti-con-disabilita-e-dsa/en/for-students

Office hours

See the website of Massimiliano Tarozzi