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Re|shaping Cultural Policies: Advancing Creativity for Development; 2005 Convention Global Report, 2018 Year of publication: 2018 Corporate author: UNESCO The Global Report series has been designed to monitor the implementation of the UNESCO Convention on the Protection and Promotion of the Diversity of Cultural Expressions (2005). It also provides evidence of how this implementation process contributes to attaining the United Nations 2030 Sustainable Development Goals and targets.The 2018 Global Report analyses progress achieved in implementing the 2005 Convention since the first Global Report was published in 2015.Grounded in the analysis of the Quadrennial Periodic Reports submitted by Parties to the Convention and relevant new findings, this report examines how the 2005 Convention has inspired policy change at the global and country level in ten areas of monitoring. It puts forward a set of policy recommendations for the future, addressing the adaptation of cultural policies to rapid change in the digital environment, based on human rights and fundamental freedoms.When deployed together, the two editions of the Global Report are beginning to produce new and valuable evidence to inform cultural policy making and advance creativity for development. 
Inclusion at the University of Meritorious Students in Situations of Social Vulnerability Year of publication: 2015 Author: Marcela Orellana | Karla Moreno | Francisco Javier Gil Corporate author: UNESCO Santiago | UNESCO Chair on Inclusion in Higher Education The first edition of this work was published by the OREALC / UNESCO Santiago for its dissemination among those attending the Education for All Ministerial Meeting in Latin America and the Caribbean: Balance and Challenges post 2015, within the framework of the Regional Education Project for America Latin America and the Caribbean (PRELAC), held in Lima, Peru on October 30 and 31, 2014. In this second edition, we are pleased to add other inclusion mechanisms that arise from the commitment of the UNESCO Chair in Inclusion in Higher Education, the valuable support from non-profit private foundations and the support of OREALC / UNESCO Santiago. The generation of these alliances constitutes a fundamental contribution to the collection of relevant information for the design of public policy proposals aimed at reducing the inequality gaps in higher education, guaranteeing the right to a quality education and to collaborate in the construction of societies with greater social justice. 
Pedagogical Guide for an Intercultural, Anti-racist and Gender Perspective Education: Ideas, Experiences and Tools Year of publication: 2017 Author: Carolina Stefoni | Andrea Riedemann | Fernanda Stang | Andrea Guerrero | Antonia Garcés | Marta Camarena Corporate author: Programa Interdisciplinario de Estudios Migratorios (PRIEM) | Universidad Alberto Hurtado | Fundación para la Superación de la Pobreza (FUSUPO) The main purpose of this Guide is, then, to share some ideas, tools and experiences that can help build and walk the path towards an intercultural, anti-racist and gender perspective education in various educational spaces. It is directed primarily - though not exclusively, of course - to all those people who are part of formal and informal teaching-learning processes. It is important to emphasize that the Guide does not pretend to be a recipe for a mechanical application, but a tool box that each educational community can use considering its specific context, its particular needs and its potentialities. 
“Why Do We Have to We Apologize for It All the Time, We Can’t Help it”: History Education between Memory-Pedagogy Challenges and Fantasies about Effectiveness Year of publication: 2006 Author: Matthias Proske The original title: “Wieso Müssen Wir Uns Jedes Mal Wieder dafür Entschuldigen, Wir Können Doch Gar Nichts Mehr Dafür”: Geschichtsunterricht zwischen Erinnerungspädagogischen Herausforderungen und Wirksamkeitsphantasien(Widerstand sachunterricht, 7, pp. 1–10)Against the background of public expectations on the schools’ history education, the article connects a theoretical analysis of the changes in the German historical culture and their consequences for history education about the Holocaust and Nazism with a discussion about how students and teachers take on these themes in educational practice. This is exemplified with a case study from a 9th grade history class. The above abstract is taken from the International Holocaust Remembrance Alliance Education Research Project. Please also consult the full list of abstracts in 15 languages and the accompanying publication Research in Teaching and Learning about the Holocaust: A Dialogue Beyond Borders. Ed: IHRA, Monique Eckmann, Doyle Stevick, Jolanta Ambrosewicz-Jacobs, 2017, Metropol Verlag at www.holocaustremembrance.com/resources/publications. 
The Right to Education of Migrants and Refugees Year of publication: 2014 Author: Vernor Muñoz Villalobos The focus of this report is on those who have crossed national borders, who generally are at risk of marginalization and specifically to discrimination in the provision of education. The research addresses six core issues, the consideration of which follows an analysis of the contextual background. Attention to these issues is viewed as indispensable in meeting the educational challenges and opportunities related to migration. These core, but inevitably interrelated themes are: the legal and normative framework; social and cultural issues; language and curriculum; teachers; accreditation and lifelong learning. The preparation of the report has benefitted greatly from the active and constructive engagement of many relevant actors including Governments, international organizations, academics, non-governmental organizations and concerned individuals. Together they have offered a wealth of different perspectives and which form the basis of a number of recommendations ending the text. 
The Clandestine Schools in Ecuador. Roots of Intercultural Indigenous Education Year of publication: 2015 Author: María Isabel González Terreros By the mid-twentieth century in Ecuador, indians implemented clandestine schools to teach their people. Those schools were persecuted and harassed by landowners, who did not see pertinent that indians were educated. This was a pioneering, innovative and different project. Pioneer because it is the first known project with these features in Ecuador; innovative because it was leaded by Indians who took their cultural background to school (such as the teaching of ancestral language and some knowledge about nature and territory); and different because it was a proposal contrary to the homogenizing and assimilationist education that the Nation-state was implementing in rural areas. That proposal was led by Dolores Cacuango, a Quechua Indian who was subject to the hacienda system (in which communities did farm work for the employer, in exchange for a piece of land to live in with their families). She, who suffered injustice and had no chance to go to school, insisted that children and young people should "learn letter" (that is, they should learn Castilian). 
Building Intercultural Citizenship through Education: A Human Rights Approach Year of publication: 2008 Author: Rodolfo Stavenhagen This article analyses the challenges posed by traditional ethnic and linguistic minorities in multicultural states and more specifically the problems faced by indigenous peoples and communities. Their educational and cultural needs and demands are increasingly being framed in the language of human rights, based on the expanding international legal and institutional human rights system. The United Nations World Conference on Human Rights, held in Vienna in 1993, endorsed a rights-based approach to development, human rights education is a growing field in educational practice, respect for cultural diversity is now enshrined in international and domestic laws, and the right of every person to education and to culture has become a mainstay of international human rights principles to which a majority of the world's states has subscribed. 
Conceptualizing Intercultural Understanding within International Contexts: Challenges and Possibilities for Education Year of publication: 2017 Author: Fethi Mansouri, Ruth Arber Corporate author: UNESCO This chapter interrogates the ways in which intercultural conception has been defined in diverse contexts, providing the framing context for policy and curriculum measures to work with the manifestations of global population movement, diversity and change. It asks questions the ways in which conversations about intercultural understanding can be broadened to consider how entrenched systemic inequalities, the underlying notional and institutional frameworks that support them, and the mono-cultural and specific privileges and oppression, which are so often their enduring outcome, can be dismantled. To that end, it examines how policy and notional and practical work, in relation to intercultural understanding, can better encompass structural and cultural change regarding the ways in which cross cultural encounters and intercultural relations are shaped and take place. 
Educational Policies for Attention to Cultural Diversity: Brazil, Chile, Colombia, Mexico and Peru; volume 1 Year of publication: 2005 Author: Carolina Hirmas R. | Ricardo Hevia R. | Ernesto Treviño | Pablo Marambio V. Corporate author: UNESCO Santiago This publication consists of three volumes. The first is an analysis of how the educational policies of five countries in the region -Brazil, Chile, Colombia, Mexico and Peru- address the issue of cultural diversity, both through its legislation and its curricular policies. teacher training and institutional management. The second presents a set of ethnographic studies conducted in these same countries in order to show how the phenomenon of "cultural discrimination" occurs in the daily life of the school, the opposite side of the "cultural pluralism" that the school is called to build. The third volume is a compendium of educational materials on five relevant topics about cultural diversity to be worked with teachers and students in schools. 
The Teacher as a Promoter of the Pedagogy of Coexistence for Education for Peace Year of publication: 2014 Author: María Elena López Serrano | Rosa María Medrano Domínguez | Patricia Villar López Corporate author: Universidad Católica Silva Henríquez Recognizing the diversity in the aulic space allows to create spaces of harmonious coexistence that promote and accept interculturality, for this the teacher becomes the nodal axis to propitiate the conditions that allow the students to recognize themselves as equal beings capable of developing their capacities to the maximum academic and personal. To achieve this goal it is essential that the teacher recognizes himself and others, in such a way that generates spaces in which students identify as social beings able to interact with their peers, the educational community and their environment. What has been described here supports the proposal of the pedagogy of coexistence in the aulic space as a promoter of education for peace that contributes to the reduction of the violence experienced in society. The proposal is based on a documentary research on the pedagogy of coexistence linked to diversity and interculturality to promote education for peace. The proposal recognizes the teacher as the axis that drives education for peace through fostering harmonious environments in the classroom. It is not possible to speak of harmonic coexistence without considering the teacher's awareness of his role as a social educator, which promotes through Pedagogy of Coexistence an intercultural education that attends to diversity and that favors education for peace and contributes to the decrease of cultural violence.