Introducing global citizenship education into classroom practice: a study on Italian 8th grade students.

Autor/in	Damiani, Valeria
Titel	Introducing global citizenship education into classroom practice: a study on Italian 8th grade students. Paralleltitel: Uvajanje globalnega drzavljanskega izobrazevanja v prakso: raziskava z italijanskimi osmosolci.
Quelle	In: CEPS journal, 8 (2018) 3, S. 165-186Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2232-2647
DOI	10.26529/cepsj.556
URN	urn:nbn:de:0111-pedocs-160353
Schlagwörter	Staatsbürgerliche Erziehung; Rollenspiel; Curriculum; Italien; Rollenspiel; Schüler; Unterrichtsmethode; Unterrichtseinheit; Globalisierung; Weltbürger; Globales Lernen; Schuljahr 08; Schüler; Curriculum; Unterrichtseinheit; Unterrichtsinhalt; Unterrichtsmethode; Unterrichtsziel; Unterrichtsmedien; Globales Lernen; Globalisierung; Globales Denken; Implementierung; Weltbürger; Italien
Abstract	The implementation of global citizenship education (GCE) represents a challenge for the school system in Italy in terms of curriculum planning, teaching methods and contents. After a thorough overview of the Italian educational scenario on GCE, this article aims to present a learning unit on GCE related issues implemented in an Italian 8th-grade class. The study then highlights the educational implications in translating GCE international models into the Italian classroom practice. Its main assumptions focus on the key elements for students' effective learning and on the limitations that characterise the Italian educational system in relation to GCE at the curriculum, school and teaching levels. The implications highlighted in this article are strongly intertwined with the need to plan and implement GCE jointly, within a whole-school approach, and the relevance of the modalities in which GCE instructional contents are selected and presented. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2019/1