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استكشف مجموعة واسعة من الموارد القيمة حول تعليم المواطنة العالمية لتعميق فهمك وتعزيز البحث والمناصرة والتعليم والتعلم.
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Competences for Democratic Culture: Living together as equals in culturally diverse democratic societies سنة النشر: 2016 المؤلف المؤسسي: Council of Europe This document is a product of a Council of Europe project which is taking place in four phases during 2014-17. The first phase has been devoted to the development of a conceptual model of the competences which citizens require to participate effectively in a culture of democracy. This document describes the model and the methods that were used to develop it. The document is aimed at readers who wish to understand the underlying assumptions and technical details of the model. Phase two of the project will be devoted to the development of descriptors (i.e. statements or descriptions of what a person is able to do if they have mastered the various competences that are specified by the model), phase three to ascertaining whether it is possible to assign the descriptors to levels of proficiency, and phase four to the production of supporting documentation. This documentation will be addressed to educational practitioners and policy makers, and will provide a less technical description of the current competence model. It will also explain how the model and the descriptors can be used to assist curriculum design, pedagogical design and the development of new forms of assessment (for use in either selfassessment or assessment by others). All of the materials that are produced by the project will eventually be incorporated into a Council of Europe reference framework of competences for democratic culture. Further information about the project is available from the project website: www.coe.int/competences 
Schools and war: urgent agendas for comparative and international education سنة النشر: 2005 المؤلف: Lynn Davies المؤلف المؤسسي: Taylor & Francis This paper looks first at the contributions that education makes to conflict, through the reproduction of inequality and exclusion, through perpetuation of ethnic or religious divisions, through its acceptance of dominant aggressive masculinities, through selection, competition and fear, and through distorted curricular emphases on narrow cognitive areas of learning. However, the paper also outlines some ‘possibilities for hope’, such as resilient schools, the impact of peace education initiatives and the rise of global citizenship education. Schools and war: urgent agendas for comparative and international education سنة النشر: 2005 المؤلف: Lynn Davies المؤلف المؤسسي: Taylor & Francis Cet article examine en premier lieu les contributions de l'éducation aux conflits, à travers la reproduction de l'inégalité et de l’exclusion, la perpétuation des divisions ethniques ou religieuses, l’acceptation de la dominance de l’agressivité masculine ; à travers la sélection, la compétition et la peur, et à travers une déformation des programmes scolaires mettant l’accent sur des zones cognitives étroites de l'apprentissage. Toutefois, le document décrit également quelques « notes positives », telles que les écoles de la résilience, l'impact des initiatives de l'éducation à la paix et l’importance croissante donnée à l'éducation à la citoyenneté mondiale. 
Democracy and diversity: principles and concepts for educating citizens in a global age سنة النشر: 2005 المؤلف: James A. Banks | Cherry A. McGee Banks | Carlos E. Cortes | Carole L. Hahn | Merry M. Merryfield | Kogila A. Moodley | Stephen Murphy-Shigematsu | Audrey Osler | Caryn Park | Walter C. Parker المؤلف المؤسسي: Center of Multicultural Education, University of Washington The Center for Multicultural Education at the University of Washington convened—with support from the Spencer Foundation—a Diversity, Citizenship, and Global Education Consensus Panel. The Panel’s goal was to develop a set of principles, concepts, and guidelines that school practitioners can use to build or renew citizenship education programs that balance diversity and unity and prepare students to become effective citizens in a global context. An important resource for the Panel’s work was the book that resulted from an earlier conference sponsored by the Center, Diversity and Citizenship Education: Global Perspectives (Banks, 2004a).The Consensus Panel developed four principles and identified ten concepts, which are detailed in this publication. The Panel also developed a checklist that is designed for use by educators who want to consider the extent to which the principles and concepts identified by the Panel are reflected in their classrooms and schools.PRINCIPLESSection I Diversity, Unity, Global Interconnectedness, and Human Rights1. Students should learn about the complex relationships between unity and diversity in their local communities, the nation, and the world.2. Students should learn about the ways in which people in their community, nation, and region are increasingly interdependent with other people around the world and are connected to the economic, political, cultural, environmental, and technological changes taking place across the planet.3. The teaching of human rights should underpin citizenship education courses and programs in multicultural nation-states.Section II Experience and Participation4. Students should be taught knowledge about democracy and democratic institutions and provided opportunities to practice democracy. Démocratie et diversité: principes et concepts pour l'éducation des citoyens dans un âge global سنة النشر: 2005 المؤلف: James A. Banks | Cherry A. McGee Banks | Carlos E. Cortes | Carole L. Hahn | Merry M. Merryfield | Kogila A. Moodley | Stephen Murphy-Shigematsu | Audrey Osler | Caryn Park | Walter C. Parker المؤلف المؤسسي: Center of Multicultural Education, University of Washington Le Centre pour l'éducation multiculturelle à l'Université de Washington a convoqué-avec le soutien de la Fondation-a Spencer Diversité, Citoyenneté et Éducation Globale Panel Consensus . L'objectif du Groupe est de développer un ensemble de principes, des concepts et des lignes directrices que les praticiens de l'école peuvent utiliser pour construire ou de renouveler les programmes d'éducation à la citoyenneté que la diversité de l'équilibre et de l'unité et de préparer les étudiants à devenir des citoyens efficaces dans un contexte mondial. Une ressource importante pour les travaux du Groupe spécial était le livre qui résulte d'un earlierconférencesponsored par le Centre, la diversité et l'éducation à la citoyenneté: perspectives mondiales (banques, 2004a). Le groupe de concertation a élaboré quatre principes et identifi é dix concepts, qui sont détaillées dans cette publication. Le Groupe spécial a également mis au point une liste de contrôle qui est conçu pour être utilisé par les éducateurs qui veulent examiner la mesure dans laquelle les principes et les concepts identifi és par le Groupe sont refl ète dans leurs salles de classe et les écoles. PRINCIPES Section I Diversité, Unité, Global interconnectivité et droits de l'homme 1. Les élèves devraient en apprendre davantage sur les relations complexes entre l'unité et la diversité dans leurs communautés locales, la nation et le monde. 2. Les élèves devraient en apprendre davantage sur les façons dont les gens dans leur communauté, de la nation et de la région sont de plus en plus interdépendantes avec d'autres personnes dans le monde et sont reliés aux changements économiques, politiques, culturels, environnementaux et technologiques qui ont lieu à travers la planète. 3. L'enseignement des droits de l'homme devrait soutenir les cours et les programmes d'éducation à la citoyenneté dans les États-nations multiculturelles. Section II Expérience et participation 4. Les élèves doivent apprendre les connaissances sur la démocratie et les institutions démocratiques et a fourni des occasions de pratiquer la démocratie. 
Globalization and Identity: Cultural Diversity, Religion and Citizenship سنة النشر: 2006 المؤلف: Majid Tehranian | B. Jeannie Lum المؤلف المؤسسي: Transaction Publishers In the first decade of the twenty-first century, globalization and identity have emerged as the most critical challenges to world peace. This volume of Peace & Policy addresses the overarching question, "What are the effects of globalization in the areas of culture, ethnic diversity, religion, and citizenship, and how does terrorism help groups attain a sense of global identity?"Part I, "Citizenship in a Globalizing World," reexamines globalization in light of the traditions from which human civilizations have evolved. Linda Groff focuses on Samuel R. Huntington's thesis that the Cold War would be followed by a clash of civilizations. Joseph A. Camilleri traces the history of the concept of citizenship and its transformation through the ages to modern times. Kamran Mofid argues that the marketplace is not just an economic sphere but one where economic and business interests must embrace the spiritual assets of the community. Majid Tehranian raises the problem of identity and advocates the assumption of global identity, responsibility, and citizenship. Part II, "Convergence in Global Cultures," explores the complex issues of diversity in religions. Christopher Leeds, Vladimir Korobov, and Bharapt Gupt show how the reconceptualization of the world both geographically and regionally can recreate new sensibilities needed to overcome differences. Part III, "Divergence in Global Conflicts," discusses the multiple dimensions of the globalizing effects of economic expansion and political strife experienced by different cultures at local and regional levels. Audrey Kitigawa and Ade Ogunrinade use Nigeria as an example of political manipulation of religious and ethnic groups to divert attention from the real problems of social and economic marginalization. Fred Riggs looks at how the Web has become a medium in the globalization of religious movements.The authors maintain that continuing efforts for dialogue across cultural and religious boundaries in today's interreligious and interfaith organizations can become a force for healing. 
Get Global!: Assessment & Evaluation Worksheets سنة النشر: 2003 المؤلف: Joanne Price المؤلف المؤسسي: ActionAid | Oxfam Get Global! is a teachers' guide on how to facilitate active global citizenship. It allows learners to move from thinking about issues that are important to them, to planning and participating in action, and to reflect on their performance, and assess their work. Although aimed at 11-16 year olds, some of the activities could easily be adapted for use with younger learners. 
Get Global!: A Skills-based Approach to Active Global Citizenship سنة النشر: 2003 المؤلف: Joanne Price المؤلف المؤسسي: ActionAid | Oxfam Get Global! is a teachers' guide on how to facilitate active global citizenship. It allows learners to move from thinking about issues that are important to them, to planning and participating in action, and to reflect on their performance, and assess their work. Although aimed at 11-16 year olds, some of the activities could easily be adapted for use with younger learners. 
Preparing teachers for inclusive education in Latin America (Prospect: quarterly review of comparative education) سنة النشر: 2011 المؤلف: Denise Vaillant المؤلف المؤسسي: UNESCO International Bureau of Education (IBE) This article analyzes the current challenges facing inclusive education in Latin America and explores some possible solutions. The author suggests that teachers play a key role in providing education that is inclusive for all. In Latin America, today, however, inclusive education often does not respond to the needs of children and young people, and teachers often finish their professional training without acquiring the skills they need to work with children and young people living in difficult circumstances. Teachers also need incentives to work in remote or difficult geographical areas, and they benefit from national efforts to improve their status, including awards for innovative work. Much remains to be done, but the training of teachers for a more inclusive education system is gradually being incorporated as part of the educational policy agenda in Latin America. Préparer les enseignants pour l'éducation inclusive en Amérique latine (Perspectives: la revue trimestrielle d'éducation comparée) سنة النشر: 2011 المؤلف: Denise Vaillant المؤلف المؤسسي: UNESCO International Bureau of Education (IBE) Cet article analyse les défis actuels éducation inclusive en Amérique latine et explore des solutions possibles. L'auteur suggère que les enseignants jouent un rôle clé dans l'éducation inclusive pour tous. En Amérique latine, aujourd'hui, cependant, l'éducation inclusive souvent ne répond pas aux besoins des enfants et des jeunes, et les enseignants finir souvent leur formation professionnelle sans acquérir les compétences dont ils ont besoin pour travailler avec les enfants et les jeunes vivant dans des circonstances difficiles. Les enseignants ont également besoin d'incitations à travailler dans des zones géographiques éloignées ou difficiles, et ils bénéficient des efforts nationaux pour améliorer leur statut, y compris des prix pour des travaux novateurs. Il reste encore beaucoup à faire, mais la formation des enseignants pour un système éducatif plus inclusif est progressivement intégré dans le cadre de l'ordre du jour de la politique éducative en Amérique latine.