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 knowledge in the field of Global Citizenship, with particular attention to globalization and global inequalities, sustainable development, and environmental challenges.

The course introduces students to current debates on Global Citizenship within contemporary research and educational policy. It adopts a strongly experiential approach, encouraging participants to engage directly with the theoretical issues discussed during the lectures.

The course is organized into three modules: the first focuses on theoretical and methodological foundations, while the remaining two emphasize experiential learning.

1. Globalization and Global Citizenship

• The concept of globalization
• Themes and principles of Global Citizenship (GC)
• Different approaches to Global Citizenship
• Migration and climate change

2. Theatre of the Oppressed Workshop3. Fieldwork

• Preparation for fieldwork
• Fieldwork activities designed to enable students to apply the concepts explored during the course through study visits proposed by the instructor and self-organized group activities.

Readings/Bibliography

Required Reading

Tarozzi, M. (2025). Coltivare la speranza. Percorsi di educazione alla cittadinanza globale. Bologna: Il Mulino.

Recommended Readings

• Tarozzi, M. (2024). ECG: Dal che cosa al come mi posiziono. Quattro idealtipi di Educazione alla Cittadinanza Globale. Glocited.
• Reimers, F. Educare alla cittadinanza globale: le emergenze e gli approcci possibili. Proposte per costruire percorsi operativi (Part I).
• Rizvi, F., Lingard, B., & Rinne, R. (2022). "Reimagining Globalization and Education: An Introduction." In Reimagining Globalization and Education. Routledge, Chapter 1.
• Stromquist, N. P., & Monkman, K. (2019). "Defining Globalization and Assessing its Implications for Knowledge and Education, Revisited." In Globalization and Education: Integration and Contestation Across Cultures (2nd ed.). Rowman & Littlefield Education, Chapter 1.
• 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), 443–456.

Further information will be available in the course syllabus on the Virtuale platform from the second semester of the 2026–27 academic year.

Teaching methods

The course adopts a highly interactive and participatory approach. Learning activities include critical discussion of academic texts, practical exercises, group work, and student presentations. Guest lecturers from different disciplinary backgrounds will contribute to the course.

Students are expected to read the assigned materials before each class.

Assessment methods

Assessment

The assessment is designed to evaluate students' achievement of the following learning outcomes:

• in-depth knowledge of the topics covered during the course;
• ability to critically analyse and interpret these topics;
• ability to apply theoretical concepts to real-world contexts;
• ability to communicate ideas effectively in both oral and written forms.

Assessment Method

Assessment will consist of a collaborative classroom presentation.

Student groups will prepare and present a report based on their fieldwork experience, critically reflecting on it in light of the course themes and required readings. Each group will deliver a presentation of approximately 10 minutes to the class.

Assessment Criteria

Collaborative projects will be assessed according to the following criteria:

• accuracy and completeness in carrying out the assigned tasks;
• effective application of course concepts to the selected case study;
• ability to relate the project to the theoretical themes explored during the course;
• creativity and effectiveness of the presentation.

Teaching tools

Teaching Resources

Course materials, supplementary readings, and lecture slides will be available through the University's Virtuale learning platform.

The platform will also provide additional materials and guidance for students preparing for the final assessment.

Students with Disabilities and Specific Learning Disorders (SLD)

Students with disabilities or specific learning disorders (SLD) are entitled to reasonable accommodations, subject to assessment by the University's Disability and SLD Support Service. Students are asked not to contact the course instructor directly regarding accommodations, but instead to arrange an appointment with the University's support service, which will determine the appropriate measures.

Further information is available at:

http://site.unibo.it/studenti-con-disabilita-e-dsa/it/per-studenti

Students are encouraged to contact the service well in advance. Any approved accommodations must be submitted to the course instructor at least 15 days before the assessment to allow consideration of their appropriateness in relation to the course learning outcomes.

Office Hours

Wednesday, 10:00–11:00 (in person) or by appointment via Microsoft Teams.

Appointments should be arranged by email.

The instructor responds by email only to urgent enquiries that cannot be answered through information available on the University of Bologna website. Questions concerning lecture topics or examination content should be discussed during office hours.

Office hours

See the website of Massimiliano Tarozzi