Searching for Global citizenship education. The Australian Curriculum from the perspective of a systematic analysis

Journal title CADMO
Author/s Federica Caccioppola
Publishing Year 2022 Issue 2021/2 Language Italian
Pages 21 P. 76-96 File size 241 KB
DOI 10.3280/CAD2021-002007
DOI is like a bar code for intellectual property: to have more infomation click here

Below, you can see the article first page

If you want to buy this article in PDF format, you can do it, following the instructions to buy download credits

Article preview

FrancoAngeli is member of Publishers International Linking Association, Inc (PILA), a not-for-profit association which run the CrossRef service enabling links to and from online scholarly content.

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.

Keywords: global citizenship, global citizenship education, Australian curriculum, year 8, curriculum analysis.

  1. ACARA – Australian Curriculum, Assessment and Reporting Authority (2011), The Australian Curriculum, --, ultima consultazione 26/11/2021.
  2. Bîrzéa, C., Kerr, D., Mikkelsen, R., Pol, M., Froumin, I., Losito, B., Sardoc, M. (2004), All-European Study on Education for Democratic Citizenship Policies. Strasbourg: Council of Europe.
  3. Buchanan, J., Burridge, N., Chodkiewicz, A. (2018), Maintaining global citizenship education in schools: A challenge for Australian educators and schools, Australian Journal of Teacher Education, 43 (4), pp. 51-67.
  4. Davies, L. (2006), “Global citizenship: Abstraction or framework for action?”, Educational Review, 58 (1), pp. 5-25.
  5. De Ruyter, D.J., Spiecker, B. (2008), The world citizen travels with a different view. In M. Peters, A. Britton, H. Blee (Eds), Global Citizenship Education: Philosophy, Theory and Pedagogy. Rotterdam: Sense, pp. 351-363.
  6. DOE – Department of Education (2014), Review of the Australian Curriculum Final Report, --, ultima consultazione 26/11/2021.
  7. Eurydice (2005), Citizenship education at school in Europe. Brussels: Eurydice.
  8. Goren, H., Yemini, M. (2017), “Global Citizenship Education Redefined – A Systematic Review of Empirical Studies on Global Citizenship Education”, International Journal of Educational Research, 82, pp. 170-183.
  9. Lamb, S., Maire, Q., Doecke, E. (2017), Key Skills for the 21st Century: an evidence-based review. State of New South Wales: Department of Education.
  10. Losito, B. (2011), L’educazione civica e alla cittadinanza: due ricerche internazionali, --, ultima consultazione 26/11/2021.
  11. Marks, G.N., Mcmillan, J., Ainley, J. (2004), “Policy issues for Australia’s education systems: Evidence from international and Australian research”, Education Policy Analysis Archives, 12 (17), pp. 1-26.
  12. MCEETYA – Ministerial Council on Education, Employment, Training and Youth Affairs (2008), Melbourne Declaration on Educational Goals for Young Australians, --, ultima consultazione 26/11/2021.
  13. McLaughlin, T.H. (1992), “Citizenship, diversity and education: a philosophical perspective”, Journal of Moral Education, 21 (3), pp. 235-250.
  14. Mills, M., Goos, M. (2017), Three major concerns with teacher education reforms in Australia, --, ultima consultazione 26/11/2021.
  15. Oxley, L., Morris, P. (2013), “Global citizenship: A typology for distinguishing its multiple conceptions”, British Journal of Educational Studies, 61 (2), pp. 301-325.
  16. Pashby, K. (2011), “Cultivating Global Citizens: Planting New Seeds or Pruning the Perennials? Looking for the Citizen-Subject in Global Citizenship Education Theory”, Globalisation, Societies and Education, 9 (3-4), pp. 427-442.
  17. Peterson, A. (2020), Global citizenship education in Australian schools : leadership, teacher and student perspectives. Cham: Palgrave Macmillan, 1st ed.
  18. Peterson, A., Milligan, A., Wood, B.E. (2018), Global Citizenship Education in Australasia. In I. Davies et al. (Eds), The Palgrave Handbook of Global Citizenship and Education. London: Palgrave Macmillan, 1st ed.
  19. Reimers, F., Barzanò, G., Fisichella, L., Lissoni, M. (2018), Cittadinanza globale e sviluppo sostenibile. 60 lezioni per un curricolo verticale. Torino-Milano: Pearson Academy.
  20. Roman, L.G. (2004), “States of Insecurity: Cold War memory, ‘global citizenship’ and its discontents”, Discourse: Studies in the Cultural Politics of Education, 25 (2), pp. 231-259.
  21. Ryan, G., Bernard, H. (2003), “Techniques to identify Themes. Field Methods”, Field Methods, 15, pp. 85-109.
  22. Savage, G.C., Lingard, B. (2018), Changing Modes of Governance in Australian Teacher Education Policy. In N. Hobbel, B.L. Bales (Eds), Navigating the Common Good in Teacher Education Policy. Critical and International Perspectives. New York: Routledge, pp. 64-80.
  23. Schulz, W., Fraillon, J., Ainley, J., Losito, B., Kerr, D. (2008), International Civic and Citizenship Education Study. Assessment Framework. Amsterdam: International Association for the Evaluation of Educational Achievement (IEA).
  24. Schulz, W., Ainley, J., Fraillon, J., Kerr, D., Losito, B. (2010), ICCS 2009 International Report: Civic knowledge, attitudes and engagement among lower secondary school students in thirty-eight countries. Amsterdam: International Association for the Evaluation of Educational Achievement (IEA).
  25. Schulz, W., Ainley, J., Fraillon, J., Losito, B., Agrusti, G. (2016), IEA International Civic and Citizenship Education Study 2016 Assessment Framework. Cham: Springer.
  26. Tarozzi, M., Inguaggiato, C. (2018), “Implementing Global Citizenship Education in EU Primary Schools: The Role of Government Ministries”, International Journal of Development Education and Global Learning, 10 (1), pp. 21-38.
  27. UNESCO – Organizzazione delle Nazioni Unite per l’Educazione, la Scienza e la Cultura (2017), Educazione agli obiettivi per lo sviluppo sostenibile. Obiettivi di apprendimento. Paris: UNESCO, --, ultima consultazione 26/11/2021.
  28. UNESCO – Organizzazione delle Nazioni Unite per l’Educazione, la Scienza e la Cultura (2018), Educazione alla cittadinanza globale. Temi e obiettivi di apprendimento. Paris: UNESCO, --, ultima consultazione 26/11/2021.
  29. VanderDussen Toukan, E. (2018), “Educating citizens of ‘the global’: Mapping textual constructs of UNESCO’s global citizenship education 2012-2015”, Education, Citizenship and Social Justice, 13 (1), pp. 51-64.
  30. Vertecchi, B., Agrusti, G., Losito, B. (2010), Origini e sviluppi della ricerca valutativa. Milano: FrancoAngeli.

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