Tra essere e voler essere. Un’analisi sistematica del curricolo australiano in materia di Educazione alla cittadinanza globale

Titolo Rivista CADMO
Autori/Curatori Federica Caccioppola
Anno di pubblicazione 2022 Fascicolo 2021/2
Lingua Italiano Numero pagine 21 P. 76-96 Dimensione file 241 KB
DOI 10.3280/CAD2021-002007
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In Australia, the government policy on multiculturalism has intensified recently, over the past decade. This policy carried with it an expansion of cross-curricular initiatives to support global understanding and to prepare young students to actively participate in a democratic society. However, Global citizenship education (GCE) even now occupies a relatively marginal place in numerous school curricula, confused with an international understanding, or a vague sense of global connectivity and belonging. This paper presents a curriculum evaluation model to analyse how GCE is embedded into the current Australian Curriculum (AC), version 8.4, Year 8. The methodology illustrates three phases in exploring the AC: identify key terms in the text, categorize them into four groups, and discover new patterns. The analysis provides a new method to examine the key characteristics of the different curricula that promote (or claim to promote) GCE.

Parole chiave:global citizenship, global citizenship education, Australian curriculum, year 8, curriculum analysis.

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Federica Caccioppola, Tra essere e voler essere. Un’analisi sistematica del curricolo australiano in materia di Educazione alla cittadinanza globale in "CADMO" 2/2021, pp 76-96, DOI: 10.3280/CAD2021-002007