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      Global citizenship education discourses in a province in northern Italy

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          Abstract

          While global citizenship education (GCE) is becoming increasingly popular, it is also a complex and ambiguous concept that assumes different meanings. This article explores the dominant discourses that construct GCE in terms of the qualification, socialization and subjectification functions of education. Based on a qualitative study that used constructivist and informed grounded theory, the article focuses on the emergence of GCE in the educational discourse of the Province of Trento in northern Italy. The article shows elements of convergence and divergence between the perspectives of policymakers and teachers, and illustrates how in the discourses the three purposes of GCE – qualification, socialization and subjectification – are deeply intertwined and overlapping.

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          Most cited references 21

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          ‘Informed grounded theory’

           R. Thornberg, (2012)
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            ‘Global citizenship education and the role of the academy: A critical introduction’

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              ‘Towards the unthinkable: Earth jurisprudence and an ecocentric episteme’

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                Author and article information

                Journal
                ijdegl
                ijdegl
                International Journal of Development Education and Global Learning
                IJDEGL
                UCL Press (UK )
                1756-5278
                30 June 2020
                : 12
                : 1
                : 21-36
                Affiliations
                Free University of Bolzano-Bozen, Italy
                Author notes
                Corresponding author: Email: sarafranch70@ 123456gmail.com
                Article
                10.14324/IJDEGL.12.1.03
                Copyright © 2020 Franch

                This is an open access article distributed under the terms of the Creative Commons Attribution License (CC BY) 4.0 https://creativecommons.org/licenses/by/4.0/, which permits unrestricted use, distribution and reproduction in any medium, provided the original author and source are credited.

                Page count
                References: 33, Pages: 17

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                International Journal of Development Education and Global Learning
                Volume 12, Issue 1

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                Most referenced authors 42