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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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Global education guides سنة النشر: 2009 المؤلف المؤسسي: Global Education Network of Young Europeans (GLEN) This document was written as an introduction to global education and as a practical support tool for planning, managing and evaluating global education projects. It is addressed to members of GLEN, the Global Education Network of Young Europeans, as well as to other global educators. The following pages are the result of numerous discussions that have occurred during the last five years both within GLEN and with external global education practitioners and academics. Many of these discussions crystallised at the European Global Education Days (EGED), a five-day seminar that GLEN organised on the occasion of the network’s fifth anniversary in November 2008. The EGED brought together more than 70 global education activists, practitioners and academics from 15 European countries, with the aims of exchanging experiences and good practices of global education, discussing how to evaluate global education projects and measure impact; reflecting on the potential of global education as a tool for activists and how it relates to concepts such as citizenship or development; and using the results of these discussions for the future work of our network: planning global education projects and further engaging with other stakeholders. The world is currently going through a period of accumulated crises: the ecological crisis, the financial and economic crisis, the food crisis. And this on top of all the other problems: hunger, poverty, unequal distributions of resources, violent conflict, etc. The challenges which humankind is facing seem to be greater than ever. However, the Greek word ‘crisis’ does not mean downfall, but decision. We, as human beings and as citizens of this world, can decide to contribute our share for bringing about more just political and economic structures; and more sustainable, democratic, peaceful and inclusive ways of living together. If we do global education, it is in order to address exactly these issues; it is to empower people to become agents of change in view of this vision. So, in this spirit, let us use the present momentum and make the current ‘crisis’ a turning point. 
How Can Pluralism Strengthen Peace?: Global Centre for Pluralism at the 2019 Paris Peace Forum سنة النشر: 2019 المؤلف: Meredith P. Mcghie | Aung K. Moe | Bojana Dujkovic المؤلف المؤسسي: Global Pluralism Award Many of the most intractable challenges we face today − from entrenched poverty to conflict-driven migration − stem from the exclusion and resentment of groups defined as “the other”.Group-based grievances arising from inequality, exclusion and feelings of injustice increase the risk of instability and conflict. Pluralism is the choice to see diversity contribute to the common good. Making this choice is essential to building more secure, peaceful and resilient societies.Meredith Preston McGhie, the Secretary General of the Global Centre for Pluralism, was joined by two winners of the 2019 Global Pluralism Award to discuss how history education and community-based reconciliation can help strengthen pluralism, sustain peace and prevent conflict in diverse societies. Comment le pluralisme peut-il renforcer la paix?: Centre mondial du pluralisme au Forum de la paix de Paris 2019 سنة النشر: 2019 المؤلف: Meredith P. Mcghie | Aung K. Moe | Bojana Dujkovic المؤلف المؤسسي: Global Pluralism Award Plusieurs des épineux défis auxquels nous faisons face aujourd’hui – de l’appauvrissement endémique à la migration causée par des conflits – découlent de l’exclusion de groupes définis comme « l’autre » et du ressentiment à leur égard.Les griefs collectifs résultant de l’inégalité, de l’exclusion et de sentiments d’injustice augmentent le risque d’instabilité et de conflit. Le pluralisme est une option pour que la diversité contribue au bien commun. Il est essentiel de faire ce choix pour bâtir des sociétés plus sécuritaires, pacifiques et résilientes.Meredith Preston McGhie, secrétaire générale du Centre mondial du pluralisme, était accompagnée de deux lauréats du Prix mondial du pluralisme 2019 pour aborder la manière dont l’enseignement de l’histoire et la réconciliation à l’échelle communautaire peuvent aider à renforcer le pluralisme, entretenir la paix et prévenir l’éclatement de conflits dans les sociétés diversifiées. 
Inquiry into practice: learning and teaching global matters in local classrooms سنة النشر: 2014 المؤلف: David Montemurro | Mira Gambhir | Mark Evans | Kathryn Broad المؤلف المؤسسي: University of Toronto. Ontario Institute for Studies in Education This Inquiry into Practice publication, Learning and Teaching Global Matters in Local Classrooms, is the most recent addition to the series. It examines and shares varied perspectives, curricula, instructional practices, and resources intended to enhance student learning related to the infusion of global and international dimensions of education into classroom and schoolwide teaching and learning. It is organized in three sections: Educator Perspectives, Inquiry into Practice, and Resources. In this introduction, we briefly discuss how the text is organized, common themes that emerged across the sections, and concluding reflections.The first section, Educator Perspectives, provides insights from a range of university scholars and fieldbased leaders who, in multiple and distinct ways, have made learning and teaching about global matters in local classrooms a core feature of their work. Each was invited to comment on purposes, opportunities, and challenges related to infusing global and international dimensions into teaching and learning. Therefore, this section offers both contrasting conceptual perspectives and concrete suggestions that can impress the reader with a sense of urgency, critique, hope, and challenge when engaging in the complex and shifting work of teaching and learning about global matters.The second section, Inquiry into Practice, presents the 11 school-based and university-linked professional inquiries undertaken over a two-year period. The inquiries focus on a range of topics including critical global citizenship, the use of children’s literature to develop students’ understanding of sustainability in science education, and the refugee experience in personal and global understanding of “home.” The inquiries were carried out mostly with OISE partner schools and districts located in the city of Toronto and the GTA (regional municipalities including Durham, Halton, Peel, and York). This region of Canada provides a distinctly international, diverse context for this type of study. Local schools and districts linked with OISE’s Initial Teacher Education program have become sites of fascinating explorations into the possibilities of learning and teaching in pluralist contexts. The collection of inquiries in this publication speaks to the process of crossing borders demarcated by tangibles such as regions, nationalities, citizenship, and also by less tangible mindsets, identities, beliefs, and understandings. The voices across the project represent stakeholders in education: including voices of youth, beginning and experienced teachers, administrators, and researchers.The Resources section provides an annotated bibliography of print, media, and web resources to support those interested in teaching with global perspectives in mind. Recommended by project leaders and participants, by the authors, and by experts with various lenses, these resources are offered as a means to extend the exploration of the topics, ideas, and questions posed throughout the publication. 
Shifting the Agenda on Education & Extremism سنة النشر: 2018 المؤلف المؤسسي: Think Global This research report aims to build an understanding of young people’s idea of diversity, identity and extremism as well as how schools and young people can be better supported to promote social cohesion and engage in active citizenship opportunities. 
Récits du quotidien après la sortie de carrière: Quelles expériences du vieillir « actif » et quels enjeux de citoyenneté ? سنة النشر: 2016 المؤلف: Isabelle Marchand | Oscar Firbank المؤلف المؤسسي: Politique et Sociétés (Canada) | Société québécoise de science politique Dans le contexte mondial du vieillissement de la population, le vieillissement actif s’impose dorénavant comme cadre référentiel guidant l’action publique afin de susciter « l’activation » du citoyen-retraité face à sa trajectoire du vieillir. Celui-ci est de plus en plus enjoint, d’une part, à rester le plus longtemps possible sur le marché du travail et, d’autre part, à participer à la vie de la cité, surtout après la sortie de carrière. Pourtant, dans nos sociétés salariales, l’individu actif est généralement celui qui contribue au marché du travail. Au regard de la prédominance du travail rémunéré sur tout autre champ du social, comment pouvons-nous comprendre et interpréter le caractère actif de l’activité post-carrière des retraités, en l’occurrence celle des femmes, longtemps considérées comme « inactives » en raison du travail fantôme accompli dans le domaine du privé ? Au regard de résultats d’une recherche menée dans une perspective qualitative et privilégiant la méthode des récits de vie, nous nous sommes intéressés aux pratiques « actives » du vieillir dans la vie quotidienne de femmes ayant quitté le marché de l’emploi. Nous avons regroupé ces pratiques sous divers « pôles d’activation » et nous discuterons d’abord celles logées sous le pôle du care et, par la suite, les pratiques liées à la participation sociale, et ce, en tentant de cerner leur déplacement dans la transition biographique qu’amènent la sortie de carrière et l’entrée dans la retraite. Ces résultats nous amèneront, en conclusion, à réfléchir aux enjeux sociopolitiques, dont ceux liés aux rapports de genre que soulèvent les perspectives d’une citoyenneté « active » du vieillissement. 
The Legitimacy of Diversity in Education: A Reflection on Inclusion سنة النشر: 2011 المؤلف: Luc Prud’homme | Raymond Vienneau | Serge Ramel | Nadia Rousseau المؤلف المؤسسي: Éducation et francophonie | Association canadienne d’éducation de langue française The objective of this article is to explore the theme of diversity in the classroom from the perspective of scholastic inclusion, or its alternative, scholastic and social exclusion. The article examines concepts that foster the positive and constructive recognition of diversity in the school setting, along with the social and cultural dimension of inclusion and the pedagogy of inclusion. La légitimité de la diversité en éducation : réflexion sur l’inclusion سنة النشر: 2011 المؤلف: Luc Prud’homme | Raymond Vienneau | Serge Ramel | Nadia Rousseau المؤلف المؤسسي: Éducation et francophonie | Association canadienne d’éducation de langue française Le présent texte a pour objectif de proposer une réflexion sur le thème de la diversité à l’école, et ce, sous l’angle de l’inclusion scolaire ou de son alternative, l’exclusion scolaire et sociale. Le texte examine ainsi certaines conceptions favorisant une reconnaissance positive et constructive de la diversité en contexte scolaire. Ensuite, il explore la dimension sociale et culturelle de ce phénomène pour enfin traiter la question de l’inclusion et de la pédagogie de l’inclusion. Guide d'éducation globale سنة النشر: 2009 المؤلف المؤسسي: Global Education Network of Young Europeans (GLEN) Ce document a été écrit comme une introduction à l'éducation mondiale et comme un outil de support pratique pour la planification, la gestion et l'évaluation des projets d'éducation globale. Il est adressé aux membres de GLEN, le Réseau Éducation Mondiale des Jeunes Européens, ainsi que d'autres éducateurs mondiaux. Les pages qui suivent sont le résultat de nombreuses discussions qui ont eu lieu au cours des cinq dernières années, tant au sein de GLEN et avec les praticiens de l'éducation mondiale externes et des universitaires. Beaucoup de ces discussions cristallisées lors des Journées Européennes Global Éducation (JEGÉ), un séminaire de cinq jours qui GLEN organisé à l'occasion du cinquième anniversaire du réseau en Novembre 2008. Le JEGÉ a réuni plus de 70 mondiaux éducation des militants, des praticiens et des universitaires de 15 pays européens, avec les objectifs de l'échange d'expériences et de bonnes pratiques de l'éducation mondiale, discuter de la façon d'évaluer les projets mondiaux d'éducation et de mesurer l'impact; réflexion sur le potentiel de l'éducation mondiale comme un outil pour les militants et comment il se rapporte à des concepts tels que la citoyenneté ou de développement; et en utilisant les résultats de ces discussions pour les travaux futurs de notre réseau: la planification des projets mondiaux d'éducation et engager davantage avec d'autres parties prenantes. Le monde traverse actuellement une période de crises accumulées: la crise écologique, la crise économique et financière, la crise alimentaire. Et cela au-dessus de tous les autres problèmes: la faim, la pauvreté, les distributions inégales des ressources, les conflits violents, etc. Les défis auxquels l'humanité est confrontée semblent être plus que jamais. Cependant, le mot grec ‘crise’ ne signifie pas la chute, mais la décision. Nous, en tant qu'êtres humains et en tant que citoyens de ce monde, pouvons décider de contribuer à provoquer des structures politiques et économiques plus justes; et des moyens plus durables, démocratiques, pacifiques et inclusifs de vivre ensemble. Si nous faisons l'éducation mondiale, il est dans le but de répondre exactement à ces questions; il est d'habiliter les gens à devenir des agents de changement en vue de cette vision. Donc, dans cet esprit, nous utilisons la dynamique actuelle et de faire la ‘crise’ actuelle un point tournant. 글로벌 교육 가이드 سنة النشر: 2009 المؤلف المؤسسي: Global Education Network of Young Europeans (GLEN) 본 문서는 글로벌 교육을 소개, 계획 및 관리하고 글로벌 교육 프로젝트를 평가하기 위한 실질적 지원 도구로 작성되었다. 이것은 GLEN 멤버와 영 유로피언의 글로벌 교육 네트워크뿐 아니라, 다른 글로벌 교육자들을 위한 것이다. 다음의 내용은 GLEN 내부와 외부 글로벌 교육 실무자 및 학계 양측에서 지난 5년간 이뤄졌던 수많은 논의의 결과다. 이 논의의 대부분은 2008년 11월 GLEN 네크워크 5주년에 즈음하여 조직된 5일간의 세미나- ‘유러피언 글로벌 교육의 날(EGED)’에서 결정되었다. ‘유러피언 글로벌 교육의 날(EGED)’은 유럽 15개 국에서 70명 이상의 글로벌 교육 활동가, 실무자 및 학계 관계자들이 함께 하여 어떻게 글로벌 교육 프로젝트를 평가하고 그 영향을 측정하는 가에 대한 논의를 하였다. 또한 활동가를 위한 도구로써 글로벌 교육의 잠재력을 반영하는 것과 이를 어떻게 ‘시민의식’ 혹은 ‘개발’의 개념과 연계시키는 가에 대한 논의도 이어 나갔다. 아울러, 향후 우리의 네트워크 작업을 위한 본 논의들의 결과를 어떻게 사용하는 가에 대한 방안도 모색하였는데, 여기에선 글로벌 교육 프로젝트를 계획하고 더 나아가 다른 이해관계자들도 참여시키는 방안도 모색하였다. 세계는 현재 축적된 위기의 시간을 겪고 있다. 즉, 생태 위기, 금융 및 경제 위기, 식량 위기를 겪고 있다. 그리고 그 위에 기아, 빈곤, 불평등한 자원 분배, 폭력 충돌 등 다른 문제들도 산적하고, 이러한 문제들에 직면한 인류의 도전은 그 어느 때보다 중요하게 여겨진다. 그러나 그리스어 ‘위기’라는 단어는 ‘몰락’이 아니라 하나의 ‘결정’을 의미한다. 우리는 인류와 세계시민으로서 더 정의로운 정치와 경제구조를 이끌기 위해 우리 각자의 몫을 기여할 수 있고, 더불어 평화롭게 함께 살고, 더 지속가능하고 민주적인 것에 기여하는 방법을 찾을 수 있다. 우리가 글로벌 교육을 하는 것은 바로 이러한 문제점을 해결하기 위해서이다. 다시 말해서, 미래에 대한 비전을 갖고 변화의 동인이 되는 사람에게 힘을 실어 주는 것이다. 그러므로 우리는 이러한 정신으로 현재의 동력이 되어 오늘날의 위기를 전환점으로 만들도록 한다.