87641 - Global Citizenship Education and Wellbeing

Learning outcomes

At the end of the course the student knows the effects, opportunities and challenges of the globalization processes; the issues of the intercultural education; the role of school, of non-formal and informal education in order to promoting the wellbeing culture.

Course contents

The course will aim to introduce learners to the key debates and discussions surrounding Global Citizenship Education (GCE) within existing research and policy, as well as to explore examples of practice in the field of well-being and tourism.

It will provide participants with an opportunity to explore and critique the relevant academic literature, and to consider how their learning might inform their own future professional practice by enhancing the global citizenship perspective to design formal and non-formal educational programs to promote subjective as well as social well-being.

Students will acquire skills in particular on the following issues: Diversity and intercultural dialogue, local cultures and world heritage, human rights and environmental sustainability.

Upon completion of the course, participants will have developed:

• A greater understanding of effects, opportunities and challenges of the globalization processes
• an understanding of the diverse range of current GCE policy in formal and non-formal education around the world in order to promote the wellbeing culture
• a broad knowledge of, and critical perspective on, the current state of research on GCE
• an understanding of current practices of GCE around the world
• the skills to critically assess approaches to GCE and relate them to their own perspectives and experiences.

The course will be organized in 5units:

1. Globalization and education
   1. Globalization: an elusive term
   2. Globalization interrelated areas: economic, social, political, cultural
   3. The global dimension in education
   4. The impact of globalization on Sport, Wellbeing and Tourism
2. Global citizenship education and its antecedents
   1. The “Global Turn” in Education in the international community
   2. GCE in Europe
   3. 3 antecedents: Global Education, Development Education, Cosmopolitan Education
   4. Critical issues on GCE
3. Principles and topics of GCE
   1. Approaches to distinguish models of GC (Oxley & Morris, 2013)
   2. Two forms of global citizenship (Cosmopolitan, Advocacy based)
   3. 8 principal conceptions of Global Citizenship
4. GCE Policies and Practices in Diverse Countries
   1. GCE after the crises of Multiculturalism
   2. Intercultural Vs. multicultural education
   3. Soft Vs. Critical GCE
   4. From inter-multicultural education to GCE. The case of Europe
5. Subjective/ social well-being and GCE
   1. GCE and sustainable development goals within the Agenda 2030
   2. Healthy life styles and global dimension
   3. Sport for global education
   4. Education for Sustainable development and well-being.

The course will also include a 4 hours workshop on academic writing aimed at providing detailed instructions on how to write the final written assignment.

Readings/Bibliography

Tarozzi, M. and Torres, C. (2016). Global citizenship education and the crises of multiculturalism. London: Bloomsbury (Preface, chapter 1)

Stromquist, N.P., Monkman, K. (Eds.) (2000). Globalization and education: integration and contestation across cultures. Lanham, Md.: Rowman & Littlefield (Chapter 1).

Gaudelli, W. (2016) Global Citizenship Education. New York: Routledge (chapter 2)

Oxley, L., and Morris, P. (2013). Global Citizenship: A Typology for Distinguishing Its Multiple Conceptions. British Journal of Educational Studies,61 (3). 301–25.

Andreotti, V. (2006): Soft versus critical Global Citizenship Education, Policy & Practice – A Development Education Review, issue 3, 40–51. http://www.developmenteducationreview.com/issue3-focus4

Tarozzi, M. & Torres, C.A. (2017). Multiculturalism in the World System: Towards a Social Justice Model of Multicultural Education, in C.A. Torres, Theoretical and Empirical Foundations of Critical Global Citizenship Education. New York: Routledge.

UNOSDP (2017). Sport and the sustainable development goals. An overview outlining the contribution of sport to the SDGs

UNESCO (2016). UNESCO strategy for health and Well-being: contributing to the sustainable development goals

UNESCO, (2017). Education for Sustainable Development Goals: Learning Objectives.

A reader for students, including all the articles and book chapters will be available at the biblioteca del Polo di Rimini.

Furhter readings:

Sant, E., Davis, I., Pashby, K and Schultz, L. (2018). Global Citizenship Education. A Critical Introduction to Key Concepts and Debates. London: Bloomsbury.

Bourn, D. (ed.) (2008) Development Education: Debates and Dialogues. London: Institute of Education.

Spring, J. (2009) Globalization of Education: An Introduction. London: Routledge.

Hartmeyer, H., and Wegimont, L. (eds) (2016) Global Education in Europe: revisited. Munster: Waxmann.

Other readings will be indicated during the course

Teaching methods

Course attendance is not compulsory, but in order to make the most of the experience on the course, it is crucial that all students actively participate in the classroom activities and discussions.

Students are expected to read suggested readings (provided by the teacher) before each unit.

Assessment methods

Final exam is aiming at verifying the achievement of the following educational objectives:

1. In-depth knowledge of the topics discussed during frontal lessons
2. Independent and critical thinking about these topics
3. Ability to apply the learned topics to concrete contexts in the field of tourism and well-being
4. Effective presentation skills in oral and especially written form.

Assessment of this course will include two elements:

1a) Attendees students: A pair/small group collaborative presentation (50% of the final module mark) for objectives (3 and 4) – Students will be asked to reflect on the practical application of GCE in a sport/ well-being activity, based on personal experience and on critical readings. They will then present their shared learning and reflections to the rest of the module cohort through a short presentation (approximately 10 mins in length).

Or

1b) Non-Attendees students: oral examination based on readings (included in the reader for students)

2) All students: One individual written assignment of 2,500 words (50% of the final module mark for objectives 1, 2 and 4). This essay is designed to give students an opportunity to reflect more deeply and critically on what they have been learning in the module and to apply it to a practical case.

There are two options for written assignment:

1. Write a critique of an educational resource, guide, or area of professional practice in light of what students have been learning about GCE in the module. It can be a programme or project with which they are familiar with or, if they are not familiar with an existing GCE education programme or project, they may also choose to explore the potential for GCE principles to be included in a more general education or sport programme.
2. Writing a critical review of a scientific article on GCE from a list provided by the instructor. The 2,500 words review includes a summary of the article and a critical comment.

Detailed instructions on how to write the final written assignment will be provided during a specific workshop.

Collaborative assignment will be performed on the last week of the course.

Written assignment must be submitted one week before the date of the exam.

A month before, students can submit an assignment draft to receive a feedback by the instructor.

Marking criteria

Collaborative assignments will be assessed on the basis of the following criteria:

• accurate accomplishment of all the required tasks

• application of the learned topics to the specific case analyzed

• Links to the topic presented during the course
• Creativity of the presentation
• Ability to actively involve other students.

Written assignments will be assessed on the basis of the following criteria:

• Grasp of field of study
• Links to the topic presented during the course
• Critical and independent thinking
• Critical use of relevant literature
• Structure, communication and presentation
• Style and Format.

The final mark shall be the average of the two modules of the course (this one and Sociology of Wellness).

Teaching tools

Lectures will use PPT and a software for discussion facilitation (Mentimeter®) will be used.

Teaching materials, course slides, further readings will be avaiable for student though the platform “Insegnamenti Online” News and communication from the instructor will be also available here.

The course will also include a 4 hours workshop on academic writing aimed at providing detailed instructions on how to write the final written assignment. Other students interested in the topic are welcome to attend.

Office hours

See the website of Massimiliano Tarozzi