If we generally mean the concept of Global Education as “education for global citizenship”, in Italy we are talking about “intercultural education”, intended as a reflection on the multicultural society, urged by the emergence of the migratory phenomenon and the increase of the foreign presence in schools.
This definition is rather limiting and translates into the fact that the practices of Global Education are little understood in their potential and that the concept is devalued as a mere support for those who deal with scholastic difficulties due to socio-cultural disadvantages in order to make the traumatic less traumatic. ‘impact with the new cultural, linguistic and social realities that live the subjects leaving their country of origin and to allow the school to find answers to the inadequacy of the systems in the face of plurality.
This assumption means that plurality and diversity, especially in elementary and middle schools, are seen as a problem to be solved rather than as a source of cultural and social wealth that must be known in depth to be better understood.
The objectives of the “Global Education”, in the sense given by the Maastricht Congress, are certain objectives that are appreciated and transmitted in Italy, but this happens above all at the level of social and cultural associations or through the media, while it must be considerably increased. the contribution and role of the school and educators who have enormous responsibilities in the cognitive and emotional development of the young.
– The Conference of Regions and Autonomous Provinces, in the session of 4 February, approved – with the abstention of the Regions of Liguria, Lombardy and Veneto – a document on education for global citizenship. The complete text is shown below (also published on the website www.regioni.it in the “Conferences” section).
– http://www.felcos.it/educazione-alla- cittadinanza-globale- 1108-1.html
-http: //www.globaleducationmagazine.com/gene-global- education-network-europe /