Identità della scuola e miglioramento scolastico per l’educazione alla cittadinanza globale
The paper recounts the experience of two female researchers in a high school in the prov-ince of Pisa, which is characterized from a mission centered on the active citizen. The scope of intervention is to increase the sense of collective identity of the school by involving the various actors with an eye on the improvement of the school. The aim of the research was to develop awareness and action for change within the organization according to the guide-lines of Global Citizenship Education. During the nominal group with teachers, students and parents and the interviews with the Principals and the DSGA, the participants were asked to associate words describing the school according to their point of view; later they were invited to reflect on the mission described in the PTOF (Three-year training plan) and on how to act to make it operative. The sharing of results as a final moment was a crucial action to increase the level of knowledge within the school, the sense of empowerment of the actors and awareness of their own context
Bezzi, C. (2013). Fare ricerca con i gruppi. Guida all’utilizzo di focus group, brainstorming, Delphi e altre tecniche. Milano: Franco Angeli.
Boccia, P. e De Luca, A. (2017). Pratica quotidiana per la governance della scuola. Indicazioni operative per i dirigenti scolastici. Roma: Anicia.
Del Zotto, M. (1988). I testimoni qualificati in sociologia. In A. Marradi (a cura di), Costruire il dato (pp. 132-144). Milano. Franco Angeli.
Hatch, M.J. (1993). The dynamics of organizational culture. Academy of Management Re-view, 18, 57-93.
Kools, M. and Stoll L. (2016), “What Makes a School a Learning Organisation?”, OECD Education Working Papers, No. 137 (http://dx.doi.org/10.1787/5jlwm62b3bvh-en). Par-is: OECD Publishing.
Laporta, R. (1979). L’autoeducazione delle comunità. Firenze. La Nuova Italia.
Moliterni, P. (2016). Educazione alla pace e alla cittadinanza e cultura inclusive. Annali on-line della Didattica e della Formazione Docente, 8 (12), 205-217.
Murphy, J. (2013). The architecture of school improvement. Journal of Educational Administration, 51(3), 252-263.
OECD (2016). Directorate for Education and Skills: preparing our youth for an inclusive and sustainable world. The OECD PISA global competence framework. Paris: Cedex.
Tawil, S. (2013). Education for 'Global Citizenship': A framework for discussion. Unesco education research and foresight. Paris: Unesco.
UNESCO (2018). Educazione alla cittadinanza globale: temi ed obiettivi di ap-prendimento (http://unesdoc.unesco.org/images/0026/002618/261836ita.pdf). Trento: Centro per la Collaborazione internazionale.
UNESCO (2015). Global Citizenship Education. Topics and Learning Objec-tives, (http://unesdoc.unesco.org/images/0023/002329/232993e.pdf ). Parigi: Unesco.