PhD project:
The project develops a critical re-reading of Global Citizenship Education (GCED) through queer theories and ecofeminist philosophies, positioning itself at the intersection of critical pedagogy, political philosophy and gender studies. From these perspectives, it asks who and what is recognised within the educational horizon of GCED, with particular attention to subjects and forms of life that tend to remain marginal within discourses of global citizenship, including LGBTQIA+ people, non-human animals and nature, as well as to the categories of difference, interdependence, responsibility and inclusion through which these questions are conceptualised. Taking Initial Teacher Education as its principal field of inquiry, the project combines theoretical work with qualitative empirical research through a case-study design developed across Italian and Swedish contexts. It examines how the principles of GCED and commitments to inclusion are interpreted, negotiated and made practicable within teacher-qualification programmes. Bringing theoretical reflection into dialogue with the empirical findings, the project ultimately seeks to articulate a perspective of Queer Global Citizenship Education (Queer GCED) which, by critically extending the boundaries of GCED, makes it possible to rethink the human and more-than-human dimensions of justice, relationality and educational responsibility.
Academic interests:
- Global Citizenship Education (GCED);
- Education for Sustainable Development (ESD);
- Philosophy of Education;
- Critical Pedagogy;
- Human, civil and LGBTQIA+ rights;
- Gender & Queer studies;
- Critical animal studies & pedagogy;
- Interspecies sustainability;
- Ecofeminism and care ethics.
