B0038 - COMPETENZE DI CITTADINANZA GLOBALE - LM -

Learning outcomes

Students will acquire knowledge in the following areas: political, economic, social and cultural globalisation and its impact on educational processes; the concept of sustainable development; migration and cultural differences; social and economic inequalities and social justice; environmental challenges and climate change. On the basis of a critical understanding of the above concepts, students will acquire the ability to act as responsible citizens and to fully participate in the civic and social life of the national and international contexts in which they live.

Course contents

The course aims to introduce students to the current debate on Global Citizenship within the framework of current research and educational policies. The course will have a strong experiential nature and will stimulate participants to engage in concrete discussions on the theoretical issues addressed 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 experiment the contents learnt during the previous modules will take place alternatively
- With a short internship/service learning at an NGO operating in the Bologna area
- By participating in a study trip to 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).

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.

Tolomelli, A. (2022). Il teatro come arte marziale. Teatro dell’Oppresso, comunità, pedagogia e politica. In I. Riccioni (A cura di). Teatri e sfera pubblica nella società globalizzata e digitalizzata. Milano: Guerini

Tarozzi, M. Global Citizenship Education (draft). In Douglas Bourn and Aamna Pasha (eds.), The Bloomsbury Encyclopedia of Social Justice in Education (in Corso di stampa)

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.

Please refer to the Syllabus published on Virtuale for detailed information on course content and key readings for exam.

Teaching methods

The course is part of the blended learning experiments, but there will be 18 hours of face-to-face lectures, of which at least 75% attendance is compulsory. The course will have a highly interactive and participatory approach and will include activities involving critical discussion of texts, exercises, group work and classroom presentations by students. Guest lecturers from various disciplines will be invited to lecture. Students are requested to read the texts indicated by the lecturer before the lectures.

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
4. Effective presentation skills in oral and especially written form.

Assessment of this course will include two elements:

1. A pair/small group collaborative presentation for objectives (3 and 4) – Students will be asked to present 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 rest of the module cohort in a short presentation.
2. 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.

Marking criteria

Collaborative assignments will be assessed based on 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

Written assignments will be assessed based on 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

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.

Office hours
Wednesday 10-11 a.m. (face to face) or via Teams by appointment
Please send an email to make an appointment.

The lecturer replies to e-mail messages appropriately signed by the student which 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 examinations, students are invited to refer to the teaching assistant or to make use of the office hours.

Office hours

See the website of Massimiliano Tarozzi