Futures and hope of global citizenship education

This article provides a conceptual discussion of the role of hope in promoting global citizenship education (GCED) and argues that a global perspective in education requires a hopeful imaginative ethos to lay the foundations for a new transformative pedagogy. After introducing UNESCO’s recent report Reimagining Our Futures Together, which addresses urgent global challenges and assigns a major role to a global perspective in education, the article discusses the meaning of GCED as a non-neutral transformative approach in education. While this report, as well as previous ones, has been criticised for its visionary over-idealism and lack of attention to the power dynamics governing education, it will be argued that hope has transformational power and can play a political role in education. The article will then highlight contrasting ideas in envisioning different images of the future promoted by international organisations that have a significant impact on global educational policies and the construction of the global discourse on education. Finally, drawing especially on the legacy of Freire’s vision of critical education, radical hope is reviewed by comparing it with two related issues: utopia and optimism

Chemical characterization of the stained glass window from the rose window, Siena Duomo (Italy, 1288-1289)

[EN] The chemical composition of nine medieval coloured stained glasses from Duomo (Catedral) of Siena, Italy, has been characterized. They come from the rose window elaborated under the drawing of Duccio di Buoninsegna masterwork (1288- 89 AD). This note explains the results obtained by EMPA, representative of bulk chemistry of several coloured glasses (deep green, olive green, yellow, purple, pink, deep blue, light blue, red plaqué and also uncoloured), as well as the associated trace elements (obtained by Induced Coupled Plasma Mass Spectrometry) that represent the chemical fingerprint of these glasses. The studied samples are sodium-calcium glass (chemical compositions in the range 13-14 wt% Na2O, 56-64 wt% SiO2, 4 wt% MgO, 9-10 wt% CaO, 2,5-4 wt% K2O); thus of Mediterranean tradition.This fact has been found by our team in previous studies (stained glasses from the church of Monestir de Pedralbes, Barcelona) for XIV century glass made at least 40 years later. As a general rule, the conservation state of these sodium glasses is good, except for the cohesion of grisaille to glass mesostase. This study allowed to identify three glass groups developed from different raw material formulations: a first group is constituted by deep green, olive green, light blue and yellow glass; a second one comprises by uncoloured, deep purple, deep blue and pink glass; and finally, the plaqué red glass that shows deeply different composition. Pink and yellow glass was produced following the traditional recipe compiled by Theophilus, a monk who lived at the beginning of XII century. This implies a separate process of raw material purification and a careful control of the redox kiln conditions; thus, these glasses can be considered as traditional or technologically not evolved. The deep blue, light blue and deep purple were obtained after the artisan dosed addition of a cobalt salt. Olive green and deep green glasses were produced with addition of copper (together with manganese and iron), previously prepared as a pigment that has as excipient a potassium glass. The use of potassium glass instead of the sodium glass locally produced strongly suggests that the pigment could be bought directly from Middle or Northern Europe markets and/or could be a sub-product of copper ore melting. On the other hand, the production of sodium red ruby plaqué glass, technologically more evolved and comparable to the coeval potassium glass coming from the Central Europe glass factories, would be outstanding in the XIV century; but we interpret (taking into account its chemical composition) that was produced later and introduced during the restoration conducted at the end of XVII century. We can also note the use of well-dosed lead additions in order to increase the lightness and transparency of coloured glass. Manganese has been a very important element in the Siena workshop glassmaker colour palette achievements. On the other hand, the trace-element chemical fingerprint of the glass allows arguing what kind of mineral salts were used as pigments, as well as the way to introduce it in the uncoloured original glass.[ES] Se han caracterizado químicamente una colección de vidrios arquitectónicos coloreados originales del rosetón del Duomo (catedral) de Siena, Italia, realizados bajo diseño del artista Duccio di Buoninsegna en 1288-89. Esta comunicación expone los resultados obtenidos mediante el empleo de microsonda electrónica de Castaing (mayoritarios) y espectrometría de masas con fuente de plasma acoplado inductivamente (ICP-MS, elementos en traza) en vidrios de varios colores (incoloro, verde oscuro, verde oliva, amarillo, violeta, rosa, azul oscuro, azul celeste, rojo plaqué). Se trata de vidrios sódico-cálcicos (valores en peso alrededor del 13-14 % de Na2O, 56-64 % SiO2, 4% MgO, 9-10 % CaO, 2,5-4 K2O) de tradición por tanto mediterránea. Un resultado semejante se encontró precedentemente para vidrios realizados a lo largo del siglo XIV, cuanto menos unos 40 años después (vidriera de la iglesia del Monestir de Pedralbes, Barcelona). En general, el estado de conservación de estos vidrios es bueno, excepto por lo que se refiere a la adherencia de las grisallas al vidrio base. El estudio desarrollado ha permitido identificar tres grupos de vidrios desarrollados a partir de formulaciones de diferentes composiciones: un primer grupo constituido por los vidrios de color verde claro, verde oscuro, azul celeste y amarillo; un segundo grupo constituido por los vidrios incoloro, violeta, azul oscuro, y malva; y finalmente el vidrio rojo plaqué, de composición netamente diferente a todos los demás. Desde el punto de vista de la obtención de los colores, cabe destacar que los datos químicos permiten deducir que el malva y el amarillo han sido elaborados siguiendo la receta tradicional del monje Theophilus de inicios del siglo XII, utilizando un proceso de purificación especial de las materias primas, y controlando artesanalmente las condiciones redox del horno; en este sentido, estos vidrios se pueden calificar como tradicionales o tecnológicamente poco evolucionados. Los colores azul oscuro, violeta y azul celeste se han obtenido mediante la adición de una misma sal de cobalto en diferentes dosis, y los colores verde oliva y verde oscuro mediante la adición de cobre (junto con manganeso y hierro), previamente preparados en un colorante que tiene como excipiente un vidrio potásico. Este último hecho (el empleo de vidrio potásico no usual en los centros productores del área mediterránea) permite suponer que el color puede haber sido comprado directamente a un fabricante centroeuropeo o que se tratara de un subproducto de fundición de minerales de cobre. Por su parte, la fabricación del vidrio plaqué, tecnológicamente más complejo y comparable al vidrio rojo plaqué potásico centroeuropeo contemporáneo indicaría, si fuera original, la incorporación de este proceso tecnológico al taller local. En opinión de los autores se trata de un vidrio de producción local mucho más tardia, incorporado en la restauración documentada a finales del siglo XVII. Destaca también, como en Pedralbes, el empleo del plomo para aumentar la luminosidad y transparencia del vidrio, en dosis variables atendiendo al color del vidrio. Por otro lado hay que señalar que en Siena el manganeso es un elemento muy importante con el que el fabricante del vidrio jugó intensamente para obtener la paleta de colores. El análisis de los metales presentes como elementos traza, y de las tierras raras, permite establecer sólidas hipótesis sobre el tipo de sales minerales empleadas como colorantes y como fueron incorporados al vidrio incoloro original.Este trabajo se ha podido realizar en el marco de diferentes proyectos financiados (proyecto 3338 de la Fundació Bosch i Gimpera, UB; acción integrada hispano-italiana HI2006-0190: La producción y el comercio del vidrio plano en Europa y en el Mediterráneo Occidental, entre los siglos XI y XV: un estudio arqueométrico) . La caracterización geoquímica de los vidrios mediante MSE e ICP-MS se ha llevado a cabo en los Serveis Científico-Tècnics de la Universitat de Barcelona (SCT-UB);Peer reviewe

Multiculturalism in the world system: towards a social justice model of inter/multicultural education

Multiculturalism burst in Asia with the winds of globalisation. Fuelled by immigration, cultural hybridity and normative regimes from multilateral and bilateral organisations, multiculturalism is a new challenge for Asian economies, their politics of culture and their higher education institutions. Moreover, although heavily implemented from the start of the last century in the United States and in Europe to some extent, multiculturalism and multicultural education signify a premise in constructing models of cosmopolitan democracies and what has been known as ‘global citizenship education’. Drawing from the more mature experiences of the European Union (EU) and the United States in this field, this article traces the theoretical contours of and debates within multiculturalism. The article also focuses on the learning experience across borders, which is well represented in international comparative education studies. It probes the occurrence of any crisis in the field of multiculturalism in the United States and EU. Lessons learned from a comparison of the U.S. and EU experiences may be instructive to the Asian economies and cultures that are dealing with multiculturalism as a new force in the world system

Compressive strength of heterogeneous masonry walls containing blends of brick types

The study presents a systematic approach for the evaluation of the compression strength of masonry walls composed of heterogeneous mixes of different types of blocks. First of all, the mechanics of a compressed heterogeneous masonry stack is investigated through a series of experimental tests and Finite Element models, then it is reviewed and discussed. Then, the problem of deriving the necessary material parameters entering the Hilsdorf formula is addressed. Solutions for the correct evaluation of the lacking data are presented based on the existing literature data. Finally, the well-known Hilsdorf formula is extended to the field of block blends with different mechanical properties. A deep experimental investigation on stacks and wallets made with fired clay, limestone and sandstone blocks is introduced for the first time. The comparison of the experimental data with the proposed theory points out the very good predictive capability of the extended Hilsdorf formula derived herein

Evaluation of the residual carrying capacity of a large-scale model bridge through frequency shifts

Structural systems are often subjected to degradation processes due to different kinds of phenomena like unexpected loadings, ageing of the materials, and fatigue cycles. This is true, especially for bridges, in which their safety evaluation is crucial for planning maintenance activities. This paper discusses the experimental evaluation of the residual carrying capacity from frequency changes due to distributed damage scenarios. For this purpose, in the laboratory of the University of Bologna, an experimental reinforced concrete model bridge was built and loaded. The applied forces produced bending moments causing up to three increasing levels of damage severity, namely early and diffused concrete cracking, and finally rebar yielding. By processing the acceleration signals recorded during the dynamic tests on the model bridge, the main natural frequencies of the bridge were obtained and the remaining bearing capacity was estimated based on the damage state. The opening and closure of cracks during a dynamic excitation produced a biased estimation of natural frequencies related to each damaged condition. The frequency decay predicted by the theory of breathing cracks applied to the performed experiments properly estimated the losses in the carrying capacity

Implementing global citizenship education in EU primary schools: The role of government ministries

According to recommendations of the UN Secretary General's Global Education First Initiative, countries and regions require a number of structural changes if they are to implement educational policies and practice based on global citizenship education, and to promote respect and responsibility across cultures. In this paper, we present the first results of a three-year project to compare existing educational policies, strategies and school curricula in ten European Union (EU) countries (Austria, Bulgaria, Czech Republic, France, Ireland, Italy, Latvia, Spain, Portugal, UK) to ascertain the current level of such structural changes. Through a comparative policy analysis, we investigated whether, to what extent, and how global citizenship education is integrated within primary school curricula. The article focuses on national governmental agencies – specifically two main bodies in each country, the ministries of foreign affairs and education – and their political discourses. We argue that the gap between the two traditions, with separate approaches, purposes, concepts and bureaucracies, represents a strategic political challenge for the introduction of global citizenship education in primary schools

Educating teachers towards global citizenship: A comparative study in four European countries

This article, derived from a larger EU-funded empirical research project, draws on a comparative analysis of pioneering global citizenship education (GCE) in-service primary teacher education programmes, as theorized and practised in four European countries, to explore how higher education institutions (HEIs), non-governmental organizations (NGOs) and participating teachers shape the development of content-based, competence-based and values-based approaches to teacher education. With reference to the multiple-site case study in Ireland, Austria, the Czech Republic and Italy, this article argues that, through investment, structural and institutional support and professional teacher education expertise, HEIs are, alongside NGOs and in-service teachers, pivotal actors in the collaborative development of GCE teacher education. The article concludes that successful collaborations can foster teacher agency through transformative, values-based approaches to GCE teacher education

Poverty and Wellbeing Impacts of Microfinance : What Do We Know?

Over the last 35 years, microfinance has been generally regarded as an effective policy tool in the fight against poverty. Yet, the question of whether access to credit leads to poverty reduction and improved wellbeing remains open. To address this question, we conduct a systematic review of the quantitative literature of microfinance’s impacts in the developing world, and develop a theory of change that links inputs to impacts on several welfare outcomes. Overall, we find that the limited comparability of outcomes and the heterogeneity of microfinance-lending technologies, together with a considerable variation in socio-economic conditions and contexts in which impact studies have been conducted, render the interpretation and generalization of findings intricate. Our results indicate that, at best, microfinance induces short-term dynamism in the financial life of the poor; however, we do not find compelling evidence that this dynamism leads to increases in income, consumption, human capital and assets, and, ultimately, a reduction in poverty