Global competence and literary education: theoretical foundations and critical contributions
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The aim of this paper is to present the results of an international systematic theoretical review of the emerging notion of global competence, identifying its potential for literary education. The sources under review are articles and research papers published in the last fifteen years and selected from specialised databases. The study shows how global competence is shaped by mobilising dimensions such as understanding multiple perspectives, communicating effectively with diverse audiences, inquiring about the world, and taking ethically responsible action, along with components such as intercultural awareness and critical literacy. In this educational context, the role of a literary education that connects students with the world, accompanying them in the discovery, analysis, and interpretation of global and multicultural issues, through children’s and young adult literature, is analysed. In conclusion, it is stated that this perspective implies the revision of the literary canon and the application of methodological proposals for mediation that focus on classroom management and communicative interaction strategies based on texts.
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