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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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Perspectives interculturelles, droits et reconnaissance à Montréal (Anthropologie et Sociétés; Vol. 41, No. 3) سنة النشر: 2017 المؤلف: Francine Saillant | Joseph J. Lévy | Alfredo Ramirez-Villagra المؤلف المؤسسي: Département d’anthropologie de l’Université Laval Dans les débats entourant la gestion de la diversité culturelle, de nouvelles perspectives sont actuellement discutées par les instances politiques et socioculturelles, comme celles de l’interculturalisme, de l’interculturel, de l’interculturalité, de la reconnaissance et de leurs arrimages aux droits humains. Ces thèmes se retrouvent dans la réflexion québécoise sur les plans politique, de la gestion urbaine et de la recherche en sciences sociales. Cet article, après avoir situé les perspectives respectives européenne et québécoise sur ces thèmes, analyse les discours de leaders communautaires montréalais impliqués dans le domaine de l’immigration et interviewés dans le cadre du projet InterReconnaissances. Les données montrent que les perspectives interculturelles ne font pas l’objet d’une formalisation ni d’une validation poussées, mais qu’elles se retrouvent surtout associées à des pratiques diverses et à des formations visant à la sensibilisation des intervenants impliqués dans la rencontre interculturelle. Les notions de droit et de reconnaissance se déclinent sur trois plans: la lutte pour la reconnaissance à la fois des groupes immigrants, de leurs cultures et du travail réalisé par les groupes associatifs dans ce domaine. La reconnaissance de la diversité sociale des groupes fortement stigmatisés suggère aussi l’ouverture à de nouvelles problématiques interculturelles jusque-là négligées, confirmant la place importante de ces notions dans le champ de l’action communautaire montréalaise. 
Femmes et mouvement populaire d’habitation au Brésil: Vers une féminisation des luttes pour le droit au logement ? (Économie et Solidarités; Vol. 43, No. 1-2) سنة النشر: 2013 المؤلف: Charmain Levy | Marianne Carle-Marsan | Anne Latendresse المؤلف المؤسسي: Centre interdisciplinaire de recherche et d’information sur les entreprises collectives (CIRIEC)‑Canada Au Brésil, depuis la fin des années 1990, des actions collectives ont lieu autour du droit à la ville, en particulier pour le droit au logement. Alors qu’il existe des centaines, voire des milliers de bâtiments vacants dans le centre-ville de Rio de Janeiro et São Paulo, notamment, des organisations populaires occupent des bâtiments publics vides en vue d’obtenir le droit d’y résider et, éventuellement, de les transformer en logement public. Deux études ont mis en lumière la présence majoritaire de femmes qui, issues du milieu des sans-abri, des taudis et des favelas, jouent un rôle important dans les occupations. Dans cet article, nous proposons une analyse de la trajectoire de ces femmes afin de voir comment leur engagement à l’intérieur du mouvement urbain a changé leur vie sur les plans individuel et collectif. En d’autres termes, nous allons nous pencher sur le processus de construction du sujet politique opéré par des femmes de milieux précaires, actives au sein du mouvement pour le droit au logement. Par ailleurs, en nous penchant sur leur rôle au sein de ce mouvement, nous tenterons de voir dans quelle mesure ces femmes l’influencent et, en nous inspirant des travaux de Lefebvre et de Castells (1980), dans quelle mesure elles contribuent à la production de la ville. 
[Resumen] Resumen del informe de seguimiento de la educación en el mundo 2020: Inclusión y educación; Todos sin excepción سنة النشر: 2020 المؤلف المؤسسي: UNESCO | Global Education Monitoring Report Team En el Informe de Seguimiento de la Educación en el Mundo 2020 se examinan los mecanismos sociales, económicos y culturales que discriminan a niños, jóvenes y adultos desprotegidos, manteniéndolos excluidos de la educación o marginados dentro de ella. Estimulados por su compromiso de hacer realidad el derecho a la educación inclusiva, los países están ampliando su visión de la inclusión en la educación y otorgando a la diversidad un lugar central en sus sistemas. Sin embargo, la aplicación de leyes y políticas bienintencionadas suele flaquear. El informe, publicado a principios del decenio de acción que culmina en 2030 y en el contexto de la crisis de Covid-19 que ha exacerbado las desigualdades subyacentes, sostiene que la resistencia a atender las necesidades de todos los educandos es una verdadera amenaza para el logro de los objetivos mundiales de educación. [Résumé] Résumé du rapport mondial de suivi sur l’éducation 2020: Inclusion et éducation; Tous, sans exception سنة النشر: 2020 المؤلف المؤسسي: UNESCO | Global Education Monitoring Report Team L’édition 2020 du Rapport mondial de suivi sur l’éducation examine les mécanismes sociaux, économiques et culturels qui discriminent les enfants, les jeunes et les adultes défavorisés, les tenant à l’écart de l’éducation ou les marginalisant en son sein. Encouragés par leur engagement à réaliser le droit à l’éducation inclusive, les pays élargissent leur vision de l’inclusion dans l’éducation afin de placer la diversité au cœur de leurs systèmes. Pourtant, la mise en œuvre de lois et de politiques bien intentionnées échoue souvent. Publié au début de la décennie d’action à l’horizon 2030, et en pleine crise de COVID-19 qui a exacerbé les inégalités existantes, rapport affirme que la résistance à la prise en compte des besoins de chaque apprenant constitue une menace réelle pour la réalisation des objectifs mondiaux d’éducation. [요약문] 세계 교육 현황 보고서 요약본 2020: 포용과 교육; 모두는 모든 이를 의미한다 (All Means All) سنة النشر: 2020 المؤلف المؤسسي: UNESCO | Global Education Monitoring Report Team 『2020 세계 교육 현황 보고서』는 취약계층 아동, 청소년 및 청년을 차별하여 교육에서 배제시키거나 소외시키는 사회적, 경제적, 문화적 메커니즘을 살펴본다. 포용적 교육에 대한 권리를 실현하겠다는 약속에 힘입어 모든 국가는 다양성을 교육제도의 핵심에 두기 위해 포용에 대한 비전을 확대하고 있다. 그러나 선의의 법과 정책의 시행은 종종 비틀거리곤 한다. 2030년까지 10년간의 실행이 시작되는 시점이자 근본적인 불평등을 악화시킨 코로나19 위기의 중간에 발표된 이 보고서는 모든 학습자의 요구를 해결하는 것에 대한 저항이 세계 교육 목표를 달성하는데 실질적인 위협이라고 주장한다. 『포용과 교육: 모두는 모든 이를 의미한다(ALL MEANS ALL)』는 거버넌스와 재정, 교육과정, 교과서 및 평가, 교사 교육, 학교 인프라, 그리고 포용의 과정을 밝힐 수 있는 학생, 학부모, 지역사회와의 관계 등에서 많은 실천들을 확인할 수 있다. 이 보고서는 학습자의 다양성을 사회적 응집력으로 만들기 위한 정책 권고안을 제공한다. 
다문화시대 평생교육 관점에서의 세계·민주시민교육 과제 및 실천 방향 سنة النشر: 2018 المؤلف: 옥일남 المؤلف المؤسسي: 국가교육회의 | 서원대학교 산학협력단 본 연구는 이제까지의 국내외 민주시민교육의 정책 동향을 검토하고, 다문화사회의 특수성과 평생교육의 관점에서 새롭게 요청되는 민주시민교육의 정책 방향과 주요 과제를 제시하는데 목적이 있다. 이러한 연구 목적을 달성하기 위해 현재 우리 사회가 처해있는 세계화·다문화 맥락을 이해하고, 해외의 주요 정책 사례들을 살펴보고자 한다. 그리고 거버넌스 개념을 활용하여 민주시민교육을 세계시민교육과 연계해 세계화·다문화 시대의 시민교육을 위한 정책 방향과 실천 방안을 제시할 것이다. 
Delivering Education at Home in African Member States Amid the Covid-19 Pandemic: Country Status Report سنة النشر: 2020 المؤلف المؤسسي: Association for the Development of Education in Africa (ADEA) Since its emergence in late 2019, the coronavirus disease 2019 (COVID-19) has evolved into a pandemic, heavily affecting the lives of billions of people across the world with an anticipated huge impact on the global economy and Africa in particular. Education is one of the sectors heavily affected, with the closure of learning institutions in many African countries likely to negatively affect the education quality.In order to obtain a clearer view of the status of learning during this period, and to better support countries in the immediate, short and long term, ADEA engaged some of the most affected African countries in March 2020 to map the national situation in the education sector. The foregoing is a synopsis of the feedback from Burkina Faso, Côte d’Ivoire, Egypt, Ghana, Kenya, Mauritius, Morocco, Rwanda, Senegal, South Africa, Tunisia, and Zambia in terms of national strategies, platforms and tools or applications, gaps and challenges, partner engagement, good practices and lessons learnt with some recommendations. 
Éducation des adultes et développement: l’éducation à la citoyenneté mondiale (no 82, 2015) سنة النشر: 2015 المؤلف المؤسسي: DVV International Issue 82/2015 of the international journal Adult Education and Development (AED) explores the topic global citizenship education. In the international debates, we are witnessing a growing interest in the concept of global citizenship education. It is one of the three pillars of the Global Education First Initiative (GEFI) launched by the United Nations Secretary-General in 2012 and is being internationally promoted by the work of UNESCO. According to the GEFI, education that fosters global citizenship “must fully assume its central role in helping people to forge more just, peaceful, tolerant and inclusive societies”. The 2030 Agenda for Sustainable Development, adopted by the United Nations General Assembly in September 2015, refers to global citizenship as one tool to “ensure that all learners acquire the knowledge and skills needed to promote sustainable development”. The ambitions are high, but the concrete understanding of global citizenship education and its implications differ widely. Is it just another abstract concept? What meaning can the word citizenship have if it does not refer to a specific nation? What do people in different parts of the world understand by global citizenship? And how can global citizenship education be put into practice? Adult Education and Development decided to engage in the debate and invited authors from different regions, backgrounds and disciplines to share their thoughts and experiences on the topic and related questions such as identity, migration, peace, the meaning of citizenship, globalisation and sustainable development. Irina Bokova, Director-General of UNESCO, explains the organisation’s understanding of global citizenship education, and why adult education and “learning beyond the classrooms” are crucial when it comes to promoting global citizenship. Canadian author and journalist Doug Saunders (“Arrival City: How the Largest Migration in History Is Reshaping Our World”) talks about the challenges and opportunities of what he refers to as the last great human migration, that from the countryside to the cities, and about the positive role adult education can play during this transition. In the section “Citizens’ voices” people from all over the world talk about what global citizenship means to them and in what ways they see themselves as global citizens. And photographer Viktor Hilitksi travelled through Belarus and captured with his camera how villages rediscover their local traditions and cultures. 
Gender, Climate & Security: Sustaining Inclusive Peace on the Frontlines of Climate Change سنة النشر: 2020 المؤلف المؤسسي: United Nations Environment Programme (UNEP) | United Nations Entity for Gender Equality and the Empowerment of Women (UN Women) | United Nations Development Programme (UNDP) Climate change is a defining threat to peace and security in the 21st century – its impacts felt by everyone, but not equally. Gender norms and power dynamics shape how women and men of different backgrounds experience or contribute to insecurity in a changing climate. Grounded in a series of case studies from research and programming experience, this report offers a comprehensive framework for understanding how gender, climate and security are inextricably linked. The report assesses entry points for action across existing global agendas and suggests concrete recommendations for how policymakers, development practitioners and donors can advance three inter-related goals: peace and security, climate action and gender equality. 
Coding global citizenship in the digital era (SangSaeng no. 44 winter 2015) سنة النشر: 2015 المؤلف المؤسسي: APCEIU Summary:The 44th issue of SangSaeng, “Coding Global Citizenship in the Digital Era,” has been released. The advancement of digital technology has connected the world, accelerating globalization. In this global digital age, Global Citizenship Education (GCED) is drawing enormous attention. Recognizing its significance, this Winter edition brings out the topic of GCED for digital citizens through the lens of education policymakers, children and youth, and corporations. In particular, the articles suggest actively participating in and contributing to the information society through ethical, safe, and responsible use of digital technology as the core competency for global citizens in the digital era.8 Striking a Balance Between Digital Opportunities & Related Risks12 Young People as Active Citizens in the Digital Age16 Empowering Children to Become Creative Digital Leaders20 Fostering Inclusive Innovation for a Better World38 Interview38 Understanding Culture through Media and Language40 Embracing Diversity to Live Together42 Peace in My MemoryTo achieve Peace, Must Understand Peace46 Understanding the Asia-Pacific RegionGlimpse into Ancient Healing Ritual of Ulik Mayang50 APCEIU in Action