Conference Program

Drawing on the theoretical framework of critical pedagogy (Granese, 1993; Fadda, 2009; Cambi, Cives, Fornaca, 1999), the aim of this paper is to develop a deep understanding of citizenship education, starting from its radical meaning and articulating the interconnections between the individual dimensions and the broader social and systemic dynamics, in search of collaborative and participatory solutions. Critical pedagogy is essential to analyse education as a pathway capable of orienting itself towards emancipatory and radical forms of access to knowledge, thus foregrounding values (Colicchi, 2021) and developing the transformative potential role of both knowledge and learning (Fadda, 2002; Mortari, 2007). The reflection also considers relevant theoretical contributions, current pedagogical and didactic proposals in peace and citizenship education (Baldacci, 2020; Mortari, 2008; Santerini, 2010; Nanni, Gross, 2024). Reflecting on the remarkable changes, asymmetries and outbreaks of war that are leaving profound marks on society, it is necessary to reflect on peace, on citizen’s rights and on the coexisting responsibilities for the individual and for the democratic institutions. Peace and citizenship education lead to learn that each one is part of society and is interconnected with others as human being, thus each one has a role in shaping the community (Nuzzaci, Rizzi, 2020; Mulè, 2010). Both, peace and citizenship education make people aware of their right to participate in political and social decisions and guide them to be leaders in decisions making (Santerini, 2017; Secci, 2012).

The paper finally analyses an innovative project concerning citizenship education. The project took place at a Higher Education Institute in the area of Cagliari and it aimed to encourage the training of informed citizens and promote the development of transversal skills between young students. Starting from the analysis of risk factors that cause anti‑democratic involutions and from a critical reflection on social phenomena, action in schools’ democratic life and participation in community were enhanced. The cooperative learning methodology of learning together (Johnson and Johnson, 1988, 1999, 2018) was considered as the best approach to improve peace and citizenship education between students.