This project is a continuation of the previous one, aiming to expand practice-based points of reference. 

To this end, we decided to create, inspired by cartography and adapted to the pandemic situation, a digital map that allows us to visualize experiences and create networks among people interested in the field of global citizenship education. The 1º edition of the Galician Award for Development and Global Citizenship Education was launched. 

The project pursues a double objective: to identify and recognize the experiences of Development and Global Citizenship Education that have been implemented in Galician schools and, at the same time, to promote reflection on the meaning and potential of this approach with the goal of improving practice. 

Social cartography was used as a research-in-action methodology: we designed a cartographic room as an instrument for gathering information by mapping experiences. 

And by means of a participatory process with teachers and NGO-based experts in DGCE, we designed the Galician Award for Development and Global Citizenship Education. 

Work in schools has highlighted the need for teacher training. Thus, this project focused on initial training: we introduced GCE into our own courses, with the support of SIG and AGARESO, Using various strategies, and drawing on communication resources offered by new technologies, we sought to cast students as protagonists of their own learning.  
 

We have continued to work at the university level, in early childhood, primary, and social education degree programs, as well as teacher training at the Masters level. 

In this second phase, we carried out the implementation, data collection, and analysis steps of our PAR project. We took an emic perspective (collecting classroom teacher's own assessments in order to provide insider insight) and an etic perspective (participating and observing practices from the outside). We also analyzed the inter-institutional relationships that were generated throughout the collaboration.

In this first phase of a PAR project, we established a collaboration between university specialists in the teaching of mathematics, natural sciences, social sciences, and languages, and the teaching staff of a rural Galician school to integrate GCE as a school-wide project. We started out by making sure teachers were well familiarized with the proposed research process and then designing a Comprehensive Action Plan.

In the previous project we noticed that ECG was closely linked to certain subjects (philosophy, social sciences, etc.) and we wanted to understand the difficulties and hesitancy of teachers in other curricular areas. To this purpose, 6 micro-studies were carried out in schools, training our attention on the secondary level.

This project responds to the concern of the NGDO Galician International Solidarity that their practice in schools should be coherent and have an impact. They petitioned an external evaluation to establish the impact of their actions aimed at eco-social transformation in a multicultural and globalized context. The research involved a systematic analysis of 11 projects implemented by the NGDO between 2002 and  2012 and a specific case study of their most recent initiative at the time of the study (The Treasure of Acahualinca), with the participation of the students and  teachers involved.