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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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¡Conoce tus derechos!: Declaración de las Naciones Unidas sobre los Derechos de los Pueblos Indígenas para adolescentes indígenas سنة النشر: 2013 المؤلف المؤسسي: United Nations Children's Fund (UNICEF) Esta publicación presenta, en un lenguaje dirigido específicamente a adolescentes indígenas, la Declaración de las Naciones Unidas sobre los Derechos de los Pueblos Indígenas, sus implicaciones y relación con los movimientos indígenas. 
Critical Understanding on Global Citizenship Education in Post 2015 Context (Theory and Research in Citizenship Education; Vol. 57, No. 1) سنة النشر: 2015 المؤلف: Jinhee Kim المؤلف المؤسسي: Korea Association of Social Education It is notable that global citizenship education has recently gained prominence in Post 2015 context. This study attempted to explore diverse discourses of global citizenship education in theoretical dimension and it also analyzed the current status of global citizenship education as a new global education agenda. Major findings displayed issues and challenges; de-contextualization against local dimension; vague conceptualization of global citizenship education; limitation of transformative pedagogy and learning discourse; indicator development and monitoring issues; a paradigm shift for global citizenship education engaging with lifelong learning. Eventually, this study argues that comprehensive vision and long term road-map should be established to enhance global citizenship education. Lifelong learning approach is crucial to reshape global citizenship education while interacting with life-world context and life experience, which can promote an epistemology of learning to live together. 
Adult Learning and Gender: EAEA Background Paper سنة النشر: 2020 المؤلف: Agatha Devlin المؤلف المؤسسي: European Association for the Education of Adults (EAEA) Gender sensitivity in adult learning and education (ALE) is about more than trying to improve targeted outreach programmes for men and women who seem to be slipping through the gaps. By providing gender sensitive education opportunities, people are not only more likely to engage but also more likely to get the most out of their experiences. This background paper explores the problems that gender sensitive adult education could attempt to solve, good practices and examples to help make current structures more gender sensitive, and the wider benefits of gender sensitivity in ALE.This background paper takes various subtopics or examples of gender sensitivity in adult education and analyses them as individual areas, making its content easier to navigate according to the reader’s interests or concerns. 
Global Citizenship Education Starts With Curricular Reform and Active Student Learning (Journal of Global Citizenship & Equity Education; Vol. 7, No. 1) سنة النشر: 2020 المؤلف: Evan Saperstein المؤلف المؤسسي: Centennial College In this new age of globalization, the concept of global citizenship has taken root and become the subject of increasing scholarly attention and analysis. While the study of global citizenship has become part of high school curricula in several countries across the globe, it has not to the same degree in the United States. To expand upon the existing literature and advance the study of global citizenship in the United States, this qualitative, interpretivist case study evaluates the perceptions and experiences of an administrator, two teachers, and six students of a global studies course at an urban high school in New Jersey. The study included interviews of the participants, as well as analysis of the course curriculum, syllabus, and student assignments.This study advances three primary findings. First, the need for continued curriculum development and design of global studies related courses and content in U.S. high schools. Second, the importance of experiential learning, among other forms of pedagogy and instructional practices, in furthering the goals of global citizenship education. Third, the need for class projects, international education programs, and other experiential learning opportunities (such as fieldwork, service-learning, or community programs) to cultivate student interest in global citizenship. Based on these findings and the prevailing literature, this study is proposing that U.S. high schools offer an elective course on global citizenship with ten units: 1) Introduction to Global Citizenship; 2) Sustainable Development; 3) Poverty and World Hunger; 4) Global Health Issues; 5) Child Mortality; 6) Peace and Conflict; 7) Human Rights and Gender Equality; 8) Universal Education; 9) Liberal Democratic Governance and Rights; 10) Global Citizenship Action Plan. 
세계시민교육과 국제 바칼로레아의 지리교육과정 (국토지리학회지; Vol. 53, No. 4) سنة النشر: 2019 المؤلف: 김부성 المؤلف المؤسسي: 국토지리학회 본 연구는 ‘세계시민교육(국제이해교육)’의 관점에서 ‘국제 바칼로레아’의 지리교육과정을 검토해본다. 세계시민교육은 세계화의 도전에 대한 커리큘럼 대응책으로 국제적· 상호 문화적· 세계적인 감수성, 지식, 의사소통 및 이해를 촉구한다. 즉 세계시민교육은 미래의 세계시민을 육성하는 것이다. 1968년에 설립된 국제 바칼로레아(현재 IB, 예전엔 IBO)는 비영리 교육재단으로 세계시민교육(국제이해교육)을 위한 4종류의 프로그램을 제공한다. 국제 바칼로레아재단의 공인을 받은 학교만이 이 프로그램을 운영할 수 있으며 세계 150여 개국에 공인 받은 5,000 여 개의 IB 학교가 있고, 일종의 대학입학자격증인 국제 바칼로레아 디플로마는 세계 많은 대학에서 인정해주고 있다. 국제 바칼로레아는 높은 수준의 교육수준과 학생들의 성취도 뿐 만 아니라 문화 간 이해와 존중을 강조하는 것으로 유명하다. 국제 바칼로레아 디플로마 과정에서 ‘개인과 사회’ 라는 그룹 중의 하나로 선택하는 지리 교과과정은 주제(계통지리)별로, 인간에 초점을 맞추어 조직되어 있고 다루는 범위는 전 세계를 망라한다. 그 핵심에는 인구, 환경, 자원 과 발전이라는 상호 연관된 주제들이 있다. 국제 바칼로레아 지리과정의 주요목적은 학생들에게 세계적인 시각을 갖추게 하고 세계의 상호의존성 에 대해 인식하며 당면한 세계 문제를 분석함에 있어 지리의 유용성을 평가할 수 있는 능력을 개발하는 것이다. 
Rights as a Product of Struggles and Demands Throughout History: The Political Rights of Women; Ethical and Civic Education (1st year) سنة النشر: 2018 المؤلف المؤسسي: Buenos Aires Ciudad This document is part of the series of materials Deepening the NES, which presents different teaching proposals including both the contents - concepts, skills, abilities, practices, values and attitudes - defined in the Curriculum Design of the New Secondary School of the Autonomous City of Buenos Aires, and new ways of organizing spaces, times and teaching methods. Los derechos como producto de luchas y demandas a lo largo de la historia: los derechos políticos de las mujeres; Formacion ética y ciudadana (1er año) سنة النشر: 2018 المؤلف المؤسسي: Buenos Aires Ciudad Este documento hace parte de la serie de materiales Profundización de la NES, que presenta distintas propuestas de enseñanza en las que se ponen en juego tanto los contenidos –conceptos, habilidades, capacidades,prácticas, valores y actitudes– definidos en el Diseño Curricular de la Nueva Escuela Secundaria de la Ciudad Autónoma de Buenos Aires, como nuevas formas de organizar los espacios, los tiempos y las modalidades de enseñanza. 
Diversity and Interculturality: Identity and Rights; Ethical and Civic Education (2nd year) سنة النشر: 2018 المؤلف المؤسسي: Buenos Aires Ciudad This document is part of the series of materials Deepening the NES, which presents different teaching proposals including both the contents - concepts, skills, abilities, practices, values and attitudes - defined in the Curriculum Design of the New Secondary School of the Autonomous City of Buenos Aires, and new ways of organizing spaces, times and teaching methods. Diversidad e interculturalidad: Identidad y derechos; Formacion ética y ciudadana (2do año) سنة النشر: 2018 المؤلف المؤسسي: Buenos Aires Ciudad Este documento hace parte de la serie de materiales Profundización de la NES, que presenta distintas propuestas de enseñanza en las que se ponen en juego tanto los contenidos –conceptos, habilidades, capacidades,prácticas, valores y actitudes– definidos en el Diseño Curricular de la Nueva Escuela Secundaria de la Ciudad Autónoma de Buenos Aires, como nuevas formas de organizar los espacios, los tiempos y las modalidades de enseñanza. Global Citizenship Education and Geography Curricula in International Baccalaureate (Geographical Journal of Korea; Vol. 53, No. 4) سنة النشر: 2019 المؤلف: Boosung Kim المؤلف المؤسسي: Korean Association of Professional Geographers This study aims to examine the geography curricula in International Baccalaureate(IB) from the viewpoint of ‘Global Citizenship Education(GCE)’. GCE purports to address the challenges of globalization through curricular that promote international, intercultural, and global sensitivity, knowledge, communication, and understanding. In short, GCE is concerned with educating the global citizens of tomorrow. Founded in 1968, IB(formerly IBO) is a non-profit educational foundation offering four highly respected programmes of International Education. The IB has a presence in over 150 countries throughout the world. IB World Schools must be authorized, by the IB organization, to offer any of the programmes and universities worldwide recognize the strength of IB Diploma Programme. The IB has a hard-earned reputation not only for high standards of teaching and student achievement, but also for intercultural understanding and respect it promotes. As part of the curriculum group ‘Individuals and Societies’, geography is thematic (systematic) in organization, human in focus, global in coverage. At its core are the interrelated themes of population, environment, resources and development. The aims of geography course in IB are to enable students to develop a global perspective and a sense of world interdependence and to appreciate the relevance of geography in analysing contemporary world issues.