Being a citizen today means putting one’s role back into play.
In today’s globalized society, a symbol of consumerism and standardization of the peculiarities of each individual, it is increasingly important not only to become aware and conscious of the surrounding reality, but also to begin to realize the differences that characterize us as human beings, valuing our diversity and creating the basis for a necessary intercultural coexistence , an ordinary aspect of social life in most of our communities. Interculturality thus becomes a keystone and fundamental characteristic for mutual cultural enrichment between cultures, identities and affiliations. Globalization inevitably brings into play the role of educators and the entire educational community , in the reappropriation and transfer of values to the new generations in the educational function. Pope Francis, speaking of education, mentions the word “courage” several times: the courage to invest in a new educational project, to generate processes that overcome fragmentation, the courage to have hope and a desire for peace and justice. The Pope’s words once again emphasize the value of education not only as a gift and experiential baggage, but also as an active tool for change , a way through which young people, educators, parents and the entire community can ” humanize the world “, contributing to the construction of a society dedicated to peace and justice. Global Citizenship Education (GCE), therefore, takes on an inestimable value in this perspective. We live in an interdependent and multifaceted world and this is why the need to keep our gaze open towards the planet and globality becomes increasingly urgent. It is necessary to promote learning that allows us to broaden educational horizons and that teaches new generations the connection between individual and global choices with the problems related to the sustainability of our planet, understood in all its dimensions, allowing them to recognize their status of belonging to a global community. The inclusion of Civic Education in school curricula with Law 92/2019, therefore represents a new brick in the construction of the citizenship dimension of children. Through the teaching of the Constitution, digital citizenship and sustainability, children in the first and second cycle of studies have the opportunity to understand topics useful for their education as citizens of the world , they can understand the value of their rights and recognize their responsibilities . Added to this is the responsibility of teachers to develop and enrich educational paths in every discipline and activity, in order to guarantee the promotion and transfer of global citizenship skills. To date, Global Citizenship Education (GCE) is expressed in many forms, one is the proposal that AMU has made in this school year through the Solidarity Service Learning methodology (APSS), a pedagogical approach that allows educators to have the methodological tools to support young people in concrete citizenship actions, in a combination of curricular learning and service to their community , in a solidarity perspective. Young people thus take on the role of protagonists of change, starting from a concrete need, developing new skills and a critical spirit in reading the reality that surrounds them and in taking action to improve it. The ECG therefore represents an important educational and learning tool , and a “gift”, because it offers new generations the possibility of developing an education that goes beyond simple curricular teaching, but is combined in every way with their life experiences, by virtue of the status of “citizens of the world”. The ECG is hope, because it “invites co-participation and the transformation of the sterile and paralyzing logic of indifference into another different logic, which is able to welcome our common belonging” (Pope Francis). For more information and to take part in our activities, visit the section of the AMU website dedicated toGlobal citizenship education
