This paper concerns a virtual exchange project between the University of Virginia (UVa), United States, and an upper-secondary school in Pavia, Italy. Centred on the question of gender equality, the project has been designed to take place over three years (2018–2021) with a direct reference to Robert O’Dowd’s transnational model of virtual exchange for global citizenship education, proposed in 2018. As an integrated part of the language learning curriculum, the project creates a virtual space which parallels the space-time of traditional class tuition, and which students can inhabit with a significant degree of autonomy. More specifically, this paper gives an account of how students, through real-world tasks, could develop global citizenship.

The prolific Australian author and artist, Paul Carter (1951-) has made an important contribution to the reconceptualisation of colonial cultures and their postcolonial prospects. As an artist and place-maker, his work is widely published and studied. However, the important Italian engagement underwriting his scholarly and creative production has not been widely studied. This article attempts to rectify the omission. It offers a chronological overview of Carter's forty-year engagement with situations in Italian urbanism, art and philosophy. It also isolates key themes: archipelagic sense of place, echoic mimetic communicational principles, and a migrant epistemology rooted in the notion of 'self-becoming at that place', which can be productively linked to Carter's unfinished return to Italy, a process of repeated encounter that is a biographical equivalent of Giambattista Vico's historical ricorso.

This paper focuses on a virtual exchange project between the University of Virginia, United States, and an upper-secondary school in Pavia, Italy. Centred on the question of gender equality, the project has been designed to take place over three years (2018-21), and with direct reference to the transnational model of virtual exchange for global citizenship education proposed in 2019 by Robert O’Dowd. As an integrated part of the language learning curriculum, the project creates a virtual space which parallels the space-time of traditional class tuition, and which students can inhabit with a significant degree of autonomy. The project aims to foster gender equality and help students to reflect on the sociocultural evolution of the language and how it can be used to address issues of identity, diversity and inclusion.

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