Page 76 - Diversity in Action

Martina Irsara, Valentina Gobbett Bamber, and Barbara Caprara

integrating GCED aims and values into plurilingual interventions through
picturebooks, and the application of Montessori principles in the context of
teaching language and GCED to children.
The chapter has emphasised that global citizenship relates to feeling con-
nected to a larger global community and understanding the interconnect-
edness of local, national, and global issues. GCED is about caring for the
common good and our shared humanity, while valuing local identities and
all languages. English itself, as an international language, plays a key bridg-
ing role in promoting international awareness, transcending national bor-
ders and connecting diverse communities, potentially helping individuals
become global citizens who contribute to a sustainable and peaceful world.
GCED focuses on recognising global challenges such as climate change and
inequality, while also promoting personal well-being. For children, the aim is
to inspire optimism and curiosity, particularly in the face of global issues such
as environmental degradation, conflict, and problems arising from digitalisa-
tion. Promoting positive attitudes and embracing diversity are essential for
building a more inclusive and compassionate world. Thoughtful reflection is
central to GCED: it encourages learners to engage with diversity as an enrich-
ing learning opportunity. Therefore, GCED invites learners to assess personal
attitudes and local values within a broader context, fostering hope, respect,
and critical thinking.
TheintegrationofGCEDinschools,andthereforealsoin(language)teacher
initial education and continuing professional development, is congruent
with the United Nation’s 2030 Agenda and linked Sustainable Development
Goals. In multilingual and English-as-an-international-language contexts, we
seek to equip children with the skills to communicate and collaborate across
cultures. Compelling narratives can create holistic development affordances
to shapeglobal futures; thisisas narrativesenable ustostruggle and re-
joice in the book or story, through characters rooted in their diverse worlds
yet with their struggles and joys resonating in ours. Relevant mediating lan-
guage teacher competences entailing multimodality and embodiment have
been highlighted in this chapter, together with criteria for selecting picture-
books, and steps for structuring young learner-appropriate teaching units.
Among other aspects, it has been emphasised that translanguaging prac-
tices can help learners appreciate stories and support their critical thinking,
and are in line with principles of inclusion.
Furthermore, the chapter has argued that Montessori principles can be
compatible with those underpinning GCED, supporting the use of picture-
books as affordances in learning environments and as imaginative treasure

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