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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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Le dialogue interculturel: la participation des jeunes à travers le monde سنة النشر: 2010 المؤلف: Elizabeth Khawajkie المؤلف المؤسسي: UNESCO | DAIMLER Il est à espérer que cet examen permettra de mettre en évidence la raison pour laquelle il y a un appel persistant pour la poursuite de ces efforts, comme Mondialogo, qui a favorisé de manière efficace le dialogue entre les cultures et les peuples, le respect mutuel et la compréhension. Le voyage Mondialogo, commencé comme un exercice exploratoire, a pris fin avec des expériences convaincantes et souvent en mouvement. 
Наше творч разно: Доклад Всемирной комиссии по культуре и развитию; сокращенный вариант سنة النشر: 1996 المؤلف المؤسسي: World Commission on Culture and Development This report is designed to address a diversified audience across the world that ranges from community activists, field workers, artists and scholars to government officials and politicians. We want it to inform the world’s opinion leaders and to guide its policy-makers. We want it to capture the attention of the world’s intellectual and artistic communities, as well as the general public. We aim to have shown them how culture shapes all our thinking, imagining and behaviour. It is the transmission of behaviour as well as a dynamic source for change, creativity, freedom and the awakening of innovative opportunities. For groups and societies, culture is energy, inspiration and empowerment, as well as the knowledge and acknowledgment of diversity: if cultural diversity is ‘behind us, around us and before us”, as Claude L&i-Strauss put it, we must learn how to let it lead not to the clash of cultures, but to their fruitful coexistence and to intercultural harmony. Just as in the tasks of building peace and consolidating democratic values, an indivisible set of goals, so too economic and political rights cannot be realized separately from social and cultural rights. The challenge to humanity is to adopt new ways of thinking, new ways of acting, new ways of organizing itself in society, in short, new ways of living. The challenge is also to promote different paths of development, informed by a recognition of how cultural factors shape the way in which societies conceive their own futures and choose the means to attain these futures. I have for some time been concerned with the “culture of peace”. There is now considerable evidence that neglect of human development has been one of the principal causes of wars and internal armed conflicts, and that these, in turn, retard human development. With government complicity and with the intention of raising export receipts, private businesses continue to sell advanced military technology, nuclear materials and equipment for the production of bacteriological and chemical warfare. The concept of state sovereignty which still prevails today has increasingly come under scrutiny. In the area of peace-keeping, the distinction between external aggression and internal oppression is often unrealistic. The predominant threat to stability are violent conflicts within countries and not between them. There is an urgent need to strengthen international human rights law. Many of the most serious troubles come from within states – either because of ethnic strife or repressive measures by governments. Conditions that lead to tyranny and large-scale violations of human rights at home sooner or later are likely to spill over into a search for enemies abroad. The temptation of repressive states to export internal difficulties is great. Consider the Soviet Union’s invasion of Hungary and Czechoslovakia after it had used domestic oppression and the persistent refusal - for many years - of the previous South African governments to grant independence to Namibia. An ounce of prevention is better than a ton of punishment. 
Enseigner l'histoire de la Shoah المؤلف المؤسسي: Mémorial de la Shoah | Ministère de l'Education nationale, de l'Enseignement supérieur et de la Recherche Ce site, hébergé par le Mémorial de la Shoah et le Ministère français de l'éducation est un guide parfait pour les enseignants primaires ou secondaires dans leur travail sur l'Holocauste. Avec une collection de littérature et de films critiques, et un inventaire des différents musées ou monuments à visiter, cette plate-forme encourage le personnel éducatif d'aborder cette question d'une manière interactive, comme l'organisation d'expositions thématiques ou classe-participation à des concours nationaux. National identity and xenophobia in an ethnically divided society سنة النشر: 2005 المؤلف: Noah Lewin Epstein | Asaf Levanon المؤلف المؤسسي: UNESCO Recent studies have suggested that national identity is empirically related to negative sentiments of individuals towards foreigners. This type of analysis has hitherto been based on the notion that xenophobia is shaped by the specific nature of national identity in a given society. Representing a stronger and more exclusive perception of national identity, ethnic national identity (compared with civic national identity) is expected in this line of research to result in less favourable perceptions of immigrants. In this paper we expand this approach by arguing that, in deeply divided societies, national identity itself may have different meanings among different social groups. L'identité nationale et la xénophobie dans une société ethniquement divisée سنة النشر: 2005 المؤلف: Noah Lewin Epstein | Asaf Levanon المؤلف المؤسسي: UNESCO Des études récentes ont suggéré que l'identité nationale est empiriquement associée à des sentiments négatifs des individus envers les étrangers. Ce type d'analyse a été jusqu'ici fondée sur la notion que la xénophobie est façonnée par la nature spécifique de l'identité nationale dans une société donnée. Représenter une perception plus forte et plus exclusive de l'identité nationale, l'identité nationale ethnique (par rapport à l'identité nationale civique) est attendue dans cette ligne de recherche pour aboutir à la perception moins favorable des immigrants. Dans cet article, nous étendre cette approche en faisant valoir que, dans les sociétés profondément divisées, l'identité nationale elle-même peut avoir des significations différentes entre les différents groupes sociaux. 
Mémorial de la Shoah - Musée, Centre de documentation juive contemporaine The Shoah Memorial provides access to various resources on the Holocaust, mostly in French. 
2018 High-level Political Forum: Contribution from the SDG-Education 2030 Steering Committee سنة النشر: 2018 المؤلف المؤسسي: SDG-Education 2030 Steering Committee ECOSOC invited intergovernmental bodies, including the SDG-Education 2030 Steering Committee, to contribute to the 2018 High-level Political Forum. This contribution is based on the HLPF mandated structure for all submissions, and suggested focus areas from the perspective of SDG4 based on discussions held during the last SDG-Education 2030 Steering Committee meeting (Paris, 28 February – 2 March 2018). Address by Irina Bokova, Director-General of UNESCO on the occasion of the Plenary Session: Education for Intercultural Citizenship, AoC Third Global Forum; Brazil, 29 May 2010 سنة النشر: 2010 المؤلف المؤسسي: UNESCO. Director-General, 2009-2017 (Bokova, I.G.) This is an address by Irina Bokova, Director-General of UNESCO on the occasion of the plenary session for Education for Intercultural Citizenship in Brazil, on 29 May 2010. She insisted the importance of education for 'Learning to Live together'. She also highlited education for inter-cultural understanding as an important theme for the 21st centry. Discours de Mme Irina Bokova, Directrice générale de l'UNESCO à l'occasion de la session plénière: Education à la citoyenneté interculturelle, AoC Troisième Forum mondial; Brésil 29 Mai 2010 سنة النشر: 2010 المؤلف المؤسسي: UNESCO. Director-General, 2009-2017 (Bokova, I.G.) Ceci est une adresse par Irina Bokova, Directrice générale de l'UNESCO à l'occasion de la session plénière de l'éducation à la citoyenneté interculturelle au Brésil, le 29 mai 2010. Elle a insisté sur l'importance de l'éducation pour «Apprendre à vivre ensemble». Elle a également highlited éducation pour la compréhension inter-culturelle comme un thème important pour le 21e centry. 
UNESCO Survey on Intercultural Dialogue, 2017: Analysis of Findings سنة النشر: 2018 المؤلف المؤسسي: UNESCO Institute for Statistics (UIS) The present report sets out the key findings of the first UNESCO survey on intercultural dialogue conducted among its Member States. The survey takes stock of the current understanding and operational mechanisms and strategies of intercultural dialogue at national level. It assesses the main issues and opportunities, current policies and legislation, available data and resources, and main stakeholders in this field. The resulting information permits an initial inventory of countryspecific intercultural dialogue policies that will function as a point of analysis for future monitoring and inform future policy-making.The questionnaire for the survey was distributed to 199 National Commissions for UNESCO in six official United Nations languages with a submission deadline of Spring 2017. There was a response rate of 21.622%. The respondents represent all geographic regions, including countries with large, middle and small populations, and over half are from developing economies.