95504 - Global Citizenship Skills

Course Unit Page

  • Teacher Massimiliano Tarozzi

  • Credits 4

  • SSD M-PED/01

  • Teaching Mode Traditional lectures

  • Language Italian

  • Campus of Bologna

  • Degree Programme Second cycle degree programme (LM) in Wellness and Sport Management (cod. 9214)


This teaching activity contributes to the achievement of the Sustainable Development Goals of the UN 2030 Agenda.

Quality education Climate Action Peace, justice and strong institutions Partnerships for the goals

Academic Year 2021/2022

Learning outcomes

The course will aim to introduce learners to the key debates and discussions surrounding Global Citizenship within existing research and policy, as well as to explore examples of educational practice from around the world. 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 professional practice by enhancing the global citizenship perspective to promote subjective as well as social well-being, within a sustainable development framework. At the end of the course the students will have developed a greater understanding of effects, opportunities and challenges of the globalization processes, in particular on the following issues: Diversity and intercultural dialogue, social justice and equality, human rights and environmental sustainability.

Course contents

At the end of the course the students will have developed a greater understanding of effects, opportunities and challenges of the globalization processes, especially in sport education, within the Sustainable Development Goals framework.

Students will acquire skills in particular on the following issues: Global citizenship and development education, human rights and environmental sustainability.

The course will be organized in 4 units:

  1. Globalization and education
    1. Globalization: an elusive term
    2. Globalization interrelated areas: economic, social, political, cultural
    3. The impact of globalization on Sport and Wellbeing
  2. Global citizenship education and its antecedents
    1. The “Global Turn” in Education in the international community
    2. GCE in Europe and its antecedents
    3. Critical issues on GCE
  3. Principles and topics of Global Citizenship
    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 and Sustainable development Goals
    1. GC and sustainable development goals within the Agenda 2030
    2. Sport for global education
    3. Education for Sustainable development and well-being.


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

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

Furhter readings:

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

Bosio, E. (2021). Conversations on Global Citizenship Education. New York and London: Routledge.

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

Other readings will be indicated during the course

Teaching methods

Frontal lectures and class discussion. Group work and classroom presentations.

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:

  1. 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).
  2. One individual written assignment of 2,500 words (50% of the final module mark for objectives 1, 2 and 4). The topic for the essay will be agreed with 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.

Teaching tools

Particpatory lectures will use the “Virtuale” platform and a software for discussion facilitation (Mentimeter®) will be used.

Office hours

See the website of Massimiliano Tarozzi