الموارد
استكشف مجموعة واسعة من الموارد القيمة حول تعليم المواطنة العالمية لتعميق فهمك وتعزيز البحث والمناصرة والتعليم والتعلم.
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Optimiser l'apprentissage, l'éducation et l'édition en Afrique: le facteur langue; étude bilan sur la théorie et la pratique de l'enseignement en langue maternelle et l'éducation bilingue en Afrique subsaharienne سنة النشر: 2011 المؤلف: Adama Ouane | Christine Glanz المؤلف المؤسسي: UNESCO Institute for Lifelong Learning (UIL) | Association for the Development of Education in Africa (ADEA) This analytical review consists of three sections. The first section lays the theoretical foundations and is covered by Ekkehard Wolff and Kathleen Heugh: 1) language politics and planning in the light of development and 2) theories of bi- and multilingual education models and their implementation in the African context. A second section analyses teaching practices and classroom interaction in schools in two chapters by Birgit Brock-Utne and Hassana Alidou. This is followed by a review of the use of African languages in literacy and non-formal education by Hassana Alidou1 . Next, a review study by Kathleen Heugh addresses the critical issue of costs by assessing the costs related to implementing mother tongue and strong bilingual education programmes. Finally, the third section explores the role of locally-based multilingual publishing in supporting and promoting African languages and developing the language industries and the creative sector. Here, Yaya Satina Diallo from Guinea and Peter Reiner2 from Namibia shed light on the promise and pitfalls of publishing in African languages.Each of these sections focuses on theoretical frameworks and specific strategies designed to optimise learning and education in multilingual Africa. The language issue is dealt with at the levels of: policy and development; costing and financing; educational reform and governance; education models; classroom interaction; formal and non-formal education settings; literacy and publishing. 
Unmasking Racism: Guidelines for Educational Materials سنة النشر: 2024 المؤلف المؤسسي: UNESCO These Guidelines developed by UNESCO provide recommendations on how to combat racism in textbooks and to develop learning materials that are free of prejudice and bias and do not perpetuate stereotypes or legitimize unequal social structures. Through a comprehensive analysis of recent studies of textbooks and other educational materials, the guide also demonstrates how countries around the world address racism and racialization. It increases awareness and improves our understanding of how racism manifests in educational materials, and aims to support education stakeholders to promote just, peaceful and multicultural societies. 
The Representation of Jews, Judaism and Antisemitism in School Textbooks and Curricula in Europe سنة النشر: 2025 المؤلف المؤسسي: UNESCO Jewish communities have been integral to Europe’s social fabric for centuries, preserving rich religious and cultural traditions while facing recurring periods of exclusion, persecution, and resilience. School textbooks are important vantage points to understand how this history and heritage is represented, (de)constructed and embedded into a shared historical and cultural memory. They are also important practical tools used daily by students, teachers, and parents.This comprehensive research, carried out by UNESCO in collaboration with the Georg-Eckert-Institute and supported by funding from the European Commission, examines the ways in which Jewish culture, history, life, and anti-Jewish prejudice are represented in secondary school materials across eight European nations.The publication highlights opportunities within curricula to address Jewish experiences and antisemitism, reviews how these themes are incorporated into textbooks, and analyzes the narratives and portrayals that arise. The study also looks at the use of visual sources and assesses whether Jewish viewpoints and agency are sufficiently reflected. The findings highlight both recurring stereotypes and promising practices. By showcasing these contrasts, the study provides targeted recommendations to guide the creation of more inclusive educational materials.