Panel F.07 — Migrations, coexistence, intercultural education: the pedagogical challenges for the global citizenship

Convenors Massimiliano Fiorucci (Università Roma Tre, Italy); Veronica Riccardi (Università Roma Tre, Italy); Lisa Stillo (Università Roma Tre, Italy)

Keywords coexistence; multicultural society; migrations; intercultural dialogue;global citizenship


According to the recent World Development Report 2023 titled “Migrants, Refugees, and Societies” (World Bank, 2023), about 184 million people – 2.3 percent of the world’s population – live outside of their country of nationality. International migrations are largely attributable to the intertwining of demographic pressure and inequality in the distribution of wealth, but also to wars, climate changes, and disasters. The geographical mobility of human groups in the world is a phenomenon that questions every society.

Talking about intercultural coexistence means to refer to the interaction and peaceful coexistence of people from different cultures, ethnic origins, religions, and traditions within a community or, at a broader level, within a society. The intercultural coexistence is the result of a process of mediation, conflict management and a mutual exchange of ideas, values ​​and practices. Cohabitation is not a simple static coexistence but rather an intrinsically dynamic situation, where subjects spend at least part of their lives together with the lives of others (Remotti, 2019). In this sense, there is a profound reworking of the concept of citizenship, less and less considered as a form of belonging to identity and increasingly as belonging to the common earthly homeland and as a process of growth and socio-cultural development in the face of complexity, heterogeneity and conflicts present in latent or manifest form in contemporary societies. This process is witnessed, on the one hand, by the thought of intellectuals such as Alexander Langer, Edgar Morin, Danilo Dolci, Aldo Capitini, Martha Nussbaum who were able to give interesting and far-sighted readings on this topic, on the other hand by the role that some important international documents are giving to global citizenship and the role of education (eg. Council of Europe, 2017; ONU, 2015; UNESCO, 2014). Therefore, we will welcome presentations from both empirical and theoretical pespectives about:

– Migrations and complex society;

– Intercultural coexistence;

– Ecopacifism:

– Intercultural and interreligious dialogue;

– Identity and multiple ownership;

– Identity and new forms of racism;

– Heterogeneous contexts and intersectionality;

– Civic education and global citizenship;

– Diversity and social justice;

– The role of teachers in promoting coexistence and global citizenship;

– Interculture in non-formal and informal learning contexts;

– Educational policies and minority rights;

– Experiences of global citizenship between school and outside school;

– Intercultural mediation.


Guidelines and abstracts submission