Tra essere e voler essere : un'analisi sistematica del curricolo australiano in materia di Educazione alla cittadinanza globale

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. [Publisher's text]