HERO’S JOURNEY AND TRANSFORMATIVE POWER OF GLOBAL EDUCATION

In the first step towards adulthood, and the decisive phase for the development of identity, teenagers face a new self-image that will introduce them to the world of adults. The exploration process, which leads to a confusion of identity, represents a transitional phase where adolescents and young adults tend (Arnett, 2002; Jensen et al., 2011) to use the global media (Internet, satellite TV, ect.) and prefer global brands (styles of music, videos, films, clothing, etc.) more significantly than children and adults. According to Eurostat, in the EU-28, 80 % of young people used a computer on a daily basis in 2014, a far higher proportion than the rest of the population. 9 out of 10 young people used a mobile device to connect to the internet on the go in some EU Member States.
The most common online social activities for young people in the EU-28 in 2014 included sending and receiving e-mails (86 %) and participating on social networking sites (82 %) — while close to half (47 %) of all young people in the EU-28 uploaded self-created content, such as photos, videos or text to the internet. Although the internet can provide a place for young people to share their experiences and to exchange their views, there are also risks. Furthermore, some children and young people may have their privacy violated when they are online or alternatively they may be exposed to potentially harmful content, which may create dependency, anxiety or aggression .

In terms of education and cultural growth, before they have the opportunity to fully develop their personal and cultural identity, they are affected by a confusing identity, with risk to bring them to a mono-cultural identity unbalanced, that develop a high sense of belonging to an unreal community and extremism. This phenomenon appeared important in the case for example of Islamic or ultra right radicalization of European young people in different countries (France, Germany, Italy, Belgium, UK etc.)

The heroes of the 21st century will need different skills and abilities that helps them orient in the increasingly complex world in which they live. They need flexibility to deal with ever-changing social and technological landscapes. They need listening and negotiation skills to be able to work with others whose opinions and needs may differ. They need to reframe the terms of the battle from "us vs. them" to "where do we share a common goal, and how can we collaborate to create something bigger than each of us?". And, finally, what can we do together to make the world a better place?

Kirkwood (2001) compared the definitions of Global Education in the literature has identified four recurring themes: acquisition of multiple perspectives, understanding and appreciation of cultures, knowledge of events and global issues and conception of the world as interconnected system. (Italian Journal of Educational Research | Italian Journal of Educational Research | Year VII | Number 12 | June 2014)

The project aims to promote GE in the Youth Sector as a methodology for the identity formation of youth useful to face the present world and to create citizens aware of themselves, of their surroundings and inclined to an active participation in the society.

To do this will be organized a Training Course for a week in Florence 1 to 7 August 2017 to supply the Youth Worker (YW) with tools and methodology of GE in their organization and in their activities.

Main goal is to provide YW with GE's tools useful to transfer common fundamental values of our society to guide young people in the formation of their identity by promoting diversity, inter-cultural / religious dialogue, tolerance, respect for human rights, initiative, thought critical, responsible use of the media.

In particular, we believe that Education must be transformative and bring shared values to life. It must cultivate an active care for the world and for those with whom we share it. Education must also be relevant in answering the big questions of the day. Technological solutions, political regulation or financial instruments alone cannot achieve sustainable development. It requires transforming the way people think and act. Education must fully assume its central role in helping people to forge more just, peaceful, tolerant and inclusive societies. It must give people the understanding, skills and values they need to cooperate in resolving the interconnected challenges of the 21st Century.

In fact, the project will provide YE skills to be share and use in their ONG-s, Schools and activities with young people.

During the course of the workshop, storytelling and practical experiences, the participants, selected on the basis of their ongoing engagement with young people and future commitment to bring about change in their communities, will work both individually and in groups, to experience new GE tools and how to advocacy goals for global education and developed collaborative action plans using the planning tools.