Educating for global citizenship: beliefs, practices and challenges of italian teachers

Abstract

This paper analyzes the main results of a cross-regional analysis carried out as part of the PRIN GloCivEd project on Global Citizenship Education (GCE). The survey involved a total of hundreds of upper secondary school teachers (teaching different subjects) with 50 interviews (20 in Foggia, 15 in Rome, 15 in Bologna) and 10 focus groups (6 in Foggia, 2 in Bologna, and 2 in Rome). In addition, over 300 questionnaires were administered (150 in Foggia, 84 in Bologna, and 79 in Rome). The aim of this article is to triangulate the results that emerged in the different geographical areas regarding perceptions, beliefs, practices, and themes of GCE in the context of Civic Education. The comparison between the three geographical contexts (Northern, Central, and Southern Italy), while not presenting itself as a true comparison, has allowed us to analyze similarities, possible lines of connection, similar perspectives, and differences with respect to the representations and good practices of teachers, thus providing food for thought for designing new paths of active citizenship.