The ICUFOP and PROCIE groups are jointly developing the R&D project ‘Collaborative Networks in Education. Critical Teaching for an Inclusive Society’ (PID2022-138882OB-I00). In February 2024, we met at the University of Granada in order to draw a common framework of interpretation for this research. In this text we present the work of those days that has served to build a travel log that accompanies us in the analysis of the collaborative teaching networks that are being studied.

For more than twelve months we have been witnessing a massacre of incalculable proportions and consequences against a people, the Palestinian people, which is being broadcast live before the eyes of the world by its protagonists. Eleven months ago, when its most bloody consequences had not yet manifested themselves, the massacre was already described as ‘textbook genocide’ by the then director of the Office of the UN High Commissioner for Human Rights in New York, Craig Mokhiber. His letter of resignation exudes the frustration and impotence of someone who, after a life dedicated to defending human rights, is witnessing the obvious failure of the international community to protect them.

Currently, early school drop out is one of the most important school problems. This is due, in part, to the future difficulty for people who decide to leave in being able to have training that allows them to join quality professional paths that can favor vital projects outside of situations of social vulnerability.

Currently, several regional governments in Spain and other European countries are regulating the prohibition of the use of cell phones, smartphones or cell phones in their school system (Albalad, 2023) with the argument of protecting children and adolescents from the harmful effects caused by the overuse of mobile technology.

In the context of the research project “The construction of global citizenship with young people: researching transformative practices with participatory and inclusive methodologies”, (PID2020-114478RB-C22 funded by MCIN/AEI/ 10.13039/501100011033 Oviedo) we seek to understand how adolescents construct global citizenship in different spaces and contexts in Asturias (Fueyo et al. 2023a y2023b).
To this end, we have used several participatory and co-design methodologies in which young people play a leading role (Calvo-Salvador et al. 2023; Rodríguez_Hoyos et al. 2023). One of the results of these methodologies has been the design of a cooperative game called “Global Quest: what do we paint on the planet?”

In 1992 the United Nations Conference on Environment and Development was held in Brazil (Rio de Janeiro), a landmark event in the field of environment and sustainable development. In 1996 the United Nations Environment Programme created the Global Environmental Citizenship programme, which underlined the rights and responsibilities of citizens towards the environment. The environment was thus seen as a fundamental
part of democracy itself, seeking participation to create a new social pact that would challenge the pace of market growth and the direction of the global market in which multinationals wrest control that belongs to states and exercise unprecedented control over the totality of the world’s resources (Gutiérrez Pérez and Prado Rojas, 2015).