الموارد
استكشف مجموعة واسعة من الموارد القيمة حول تعليم المواطنة العالمية لتعميق فهمك وتعزيز البحث والمناصرة والتعليم والتعلم.
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Education Pack: Dominique Schnapper, sociologue سنة النشر: 2023 المؤلف المؤسسي: French Institute of Netherlands Member of the Constitutional Council from 2001 to 2010, Dominique Schnapper is a French sociologist and political scientist. pedagogical file #1 is dedicated to civic education, with contributions from Claire Ravez, Dominique Schnapper, FEi and the BnF. Dossiers pédagogiques : Dominique Schnapper, sociologue سنة النشر: 2023 المؤلف المؤسسي: French Institute of Netherlands Membre du Conseil constitutionnel de 2001 à 2010, Dominique Schnapper est une sociologue et politologue française.Dossier pédagogique #1 consacré à l’éducation à la citoyenneté, avec les contributions de Claire Ravez, Dominique Schnapper, FEi et la BnF. 
Perspectives on Citizenship in School (IFE Monitoring Report; (vol. 125, no.6) سنة النشر: 2018 المؤلف المؤسسي: École normale supérieure de Lyon.L’Institut français de l’Éducation Prenant la suite d’un premier dossier consacré à l’éducation à la citoyenneté (Feyfant, 2010 l), ce dossier de veille a pour objectifde réexaminer à la lumière de ces évolutions récentes la question des liens entre école et citoyenneté. Following up on an initial report dedicated to citizenship education (Feyfant, 2010 I), this monitoring report aims to re-examine the relationship between school and citizenship in light of recent developments. Regards sur la citoyenneté à l’école(Dossier de veille de l’IFÉ; (vol.125, n°6) سنة النشر: 2018 المؤلف المؤسسي: École normale supérieure de Lyon.L’Institut français de l’Éducation Prenant la suite d’un premier dossier consacré à l’éducation à la citoyenneté (Feyfant, 2010 l), ce dossier de veille a pour objectifde réexaminer à la lumière de ces évolutions récentes la question des liens entre école et citoyenneté. Following up on an initial report dedicated to citizenship education (Feyfant, 2010 I), this monitoring report aims to re-examine the relationship between school and citizenship in light of recent developments. 
Citizenship Education in Schools: Summary Report سنة النشر: 2016 المؤلف المؤسسي: National Center for the Study of School Systems (CNESCO) This report explores the evolution of citizenship education in French schools in response to contemporary challenges. It highlights the key principles of this education and its impact on students, supported by recent research and surveys. The report also compares international practices and presents innovative examples, offering insights to enhance citizenship teaching in France. Éducation à la citoyenneté à l'école : Dossier de synthèse سنة النشر: 2016 المؤلف المؤسسي: National Center for the Study of School Systems (CNESCO) Ce dossier explore l'évolution de l'éducation à la citoyenneté dans les écoles françaises face aux défis contemporains. Il met en avant les principes clés de cette éducation et son impact sur les élèves, soutenu par des recherches et des sondages récents. Le rapport compare les pratiques internationales et présente des exemples innovants, offrant des perspectives pour améliorer l'enseignement de la citoyenneté en France. 
Bibliography: Citizenship Education سنة النشر: 2021 المؤلف المؤسسي: France Education International Prepared at the request of the French Institute of the Netherlands, this selection of freely accessible digital resources is aimed at French as a Foreign Language (FLE) teachers who wish to educate their students about citizenship. Focused on secularism and the values of the French Republic, it includes international reports, articles and podcasts, didactic and pedagogical resources, as well as presentations of European projects and French academic and school projects that can be adapted to various contexts. Bibliographie: Éducation à la citoyenneté سنة النشر: 2021 المؤلف المؤسسي: France Education International Réalisée à la demande de l’Institut français des Pays-Bas, cette sélection de ressources numériques en accès libre s’adresse aux enseignants de FLE désireux d’éduquer leurs élèves à la citoyenneté. Centrée sur la laïcité et les valeurs de la République française, elle comprend des rapports internationaux, des articles et des podcasts, des ressources didactiques et pédagogiques ainsi qu’une présentation de projets européens et de projetsacadémiques et d’établissement français, transposables en différents contextes. 
多元话语与实践：西方全球公民教育述评 سنة النشر: 2017 المؤلف: 周小勇 通过对西方全球公民教育的理论和实践进行梳理发现，西方全球公民教育无论 在理论还是在实践方面都不是一个单数概念，它是一个复杂、多元的话语，实践形式也不尽 相同。根据其背后理念的不同，将西方全球公民教育可划分为能力导向的全球公民教育、意 识导向的全球公民教育、政治导向的全球公民教育和批判导向的全球公民教育，并就其如何 理解全球公民和全球公民教育及推行相应的全球公民教育实践作了深入分析。 
Global citizenship education: citizenship education for globalizing societies سنة النشر: 2015 المؤلف: Werner Wintersteiner | Heidi Grobbauer | Gertraud Diendorfer | Susanne Reitmair-Juárez المؤلف المؤسسي: Austrian Commission for UNESCO This text reflects the work we have been doing for many years in the area of Global Citizenship Education (GCED) in Austria. Two endeavors particularly stand out: first, the continuing Masters programme GCED at the Alps-Adriatic University (Alpen-Adria Universität) in Klagenfurt, which is a specialized course of study for educationalists, teacher trainers, NGO associates and teachers (participants may either graduate with a certificate after two years or an MA degree after three years respectively), and second, our cooperation with the Austrian UNESCO Associated Schools Project Network. This was the originally intended audience for the German version of this brochure, which constitutes the programmatic basis for our training programs. We understand GCED as a concept that is located at the interface between civic education, global education and peace education, as well as education for sustainable development and intercultural learning. Our approach is characterized by these four features:* theoretical grounding and a particular focus on terminology in order to foster competence of judgment regarding political concepts* investigating the historical dimension of GCED in depth in order to account for colonialism and neocolonialism* socio-critical orientation in order to set us apart from strands of GCED that ultimately perpetuate concepts of Western hegemony* didactic implementation that is systematic and based on appropriate theoretical work in order to avoid pragmatismWith this English edition (the section specific to the Austrian context was omitted) we wish to initiate a dialog with colleagues in the whole world and hope to engage in lively exchange.