96233 - Global Citizenship Education and Outdoor Education

Learning outcomes

Upon completion of the module, participants will have developed: • a solid understanding of research and studies about sport education and culture also as a global and intercultural phenomenon • an understanding of international educational theories and practices of “outdoor education” as active approach aimed at improving quality education through individual wellbeing they will be able to: • carry out analysis of social and educational contexts on the themes of active citizenship, sports culture, interculturalism and sustainability; • design educational and learning proposals in formal, non -formal and informal education aimed at enhancing good practice in sports activities for all, for personal well-being and to foster sport 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, sport and outdoor education.

After a module of introduction of the course and the participants, the course will be organized in 3 units:

1. Globalization, education and Sport
   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 and Wellbeing
2. Global citizenship education and sustainable development goals
   1. The “Global Turn” in Education in the international community
   2. Critical issues on GCE
   3. GCE and sustainable development goals within the Agenda 2030
3. Practical applications of GCE in sport
   1. Embodied education and Global Citizenship
   2. Sport for global education
   3. Education for Sustainable development and well-being.

Readings/Bibliography

Key Readings

1. Fazal Rizvi, Bob Lingard, and Risto Rinne, Reimagining globalization and education: an introduction. Chapter1.
2. Maguire, J., Liston, K., & Falcous, M. (2021). Introduction: Mapping the Global Sports Sphere. In Maguire, J., et al. (Eds.), The Palgrave Handbook of Globalization and Sport. London: Palgrave Macmillan
3. Massimiliano Tarozzi, Global Citizenship Education (draft). In Douglas Bourn and Aamna Pasha (eds.), The Bloomsbury Encyclopedia of Social Justice in Education (pre-print)
4. a choice of one of the following:

• Andreotti, V. (2006). Soft versus Critical Global Citizenship Education. Policy & Practice: A Development Education Review. V.3 (Autumn), 40–51.
• 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.
• Shultz, L. (2007). Educating for Global Citizenship: Conflicting Agendas and Understandings. Alberta Journal of Educational Research. 53 (3), 248–58.

Further readings

Fazal Rizvi, Education and the politics of anti-globalization. Chapter 15 In Rizvi F. Lingard B. & Rinne R. (2022). Reimagining globalization and education. Routledge

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.

David L. Andrews and Andrew D. Grainger, Sport and Globalization. In Ritzer G. (2007). The Blackwell companion to globalization. Blackwell Pub.

Bourn, D. (2020). (Ed.) The Bloomsbury Handbook of Global Education and Learning. London: Bloomsbury

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

Tarozzi, M. and Inguaggiato, C. (2018) ‘Implementing global citizenship education in EU primary schools: The role of government ministries’. International Journal of Development Education and Global Learning,10 (1): 21–38.

Other readings will be indicated during the course

Teaching methods

Course features

Course features

• This is an experimental course in asynchronous blended learning.
• The course is delivered on Unibo's "Virtuale" platform and contains all the information and materials needed to complete the assignments.
• The course includes exercises and mid-term papers at the end of each module.
• Students are requested to read suggested readings (provided by the teacher) before each unit. A List of key and suggested readings will be available on “Virtuale”.
• Those who attend and participate in all activities can achieve the final module mark at the end of the course.
• Active participation and contribution to discussions in the classroom and online forums is a key requirement of the course.
• Those who do not have the opportunity to attend or carry out all the exercises can still take the written and oral exams in the traditional mode within the scheduled exam sessions.

 

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 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 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 in a short presentation.

Or

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

2) All students: One individual written assignment of 2,500 words (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. Attendees students: 2,500 words paper developing an argument based on the topic of group presentation and the readings suggested during the course.
2. Non-attendees students: 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 the course and make available on Virtuale.

Teaching tools

All the course information, materials, readings as well as news and communication will be available on “Virtuale”, where students have at their disposal students’ forum and teacher-student’s forum especially useful when asking for support.

News and communication from the instructor will be also available here.

The course will also include guest teachers. Other students who are interested in special events are welcome to attend these lectures.

Office hours

See the website of Massimiliano Tarozzi

See the website of Alessandro Bortolotti