Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
195 Results found
Reaching the Unreached: Indigenous Intercultural Bilingual Education in Latin America Year of publication: 2009 Author: Luis Enrique López Corporate author: UNESCO The paper focuses on the educational situation of the most marginalized children and adolescents in Latin America: those belonging to indigenous homes and communities. To illustrate indigenous marginalization and exclusion as well as the development of intercultural bilingual education (IBE) six countries have been chosen: Bolivia, Ecuador, Guatemala, Mexico, Paraguay and Peru. 
Education for international understanding: toward a culture of peace (SangSaeng vol1. autumn 2001) Year of publication: 2001 Author: Swee-Hin Toh Corporate author: APCEIU Over the past several decades of political, economic, social and cultural changes and developments throughout the world, the idea of education for international understanding (EIU) has evolved through the work of innumerable educators, researchers, institutions and organizations. Initially, the focus in school and tertiary programs tended to emphasize the need to increase the level of knowledge about other nations, societies and cultures as a key means to promote better, more “peaceful” international (economic and political) and intercultural relations. Especially in universities of the “North,” area studies of different regions and countries expanded and found their way into school-based curricula. In part, EIU was deemed important and helpful in the development of human resources needed to implement foreign aid programs. It was also a response to the increased internationalization of campuses due to the growing numbers of foreign/overseas students. By the 60s, however, a variety of social and political forces and movements were beginning to impact on this earlier focus of EIU. First, it was no longer viewed only in terms of understanding the relations between “nations” or “societies” across political and economic boundaries. EIU would need also to look closely at local and internal issues, and at problems of one’s own society that might significantly influence the direction and nature of international relations. Furthermore, conceptual perspectives on EIU began to reflect a spectrum of frameworks of understanding and analysis, from “conservative” and “liberal” to more “critical” paradigms. Underpinning the critical approaches was a questioning of the power inequities characterizing the international order of nation-states, and the need to overcome such gaps if the original vision of “world peace” was to be fulfilled. Third, the evolving theory and practice of EIU took on a host of societal, international and increasingly global issues deemed urgent at all levels of life. 
The National Youth White Paper on Global Citizenship Year of publication: 2015 Corporate author: Centre for Global Citizenship Education and Research (CGCER) On March 20, 2015, over 400 students from five high schools across Canada, in partnership with the Centre for Global Citizenship Education, The Centre for Global Education and TakingITGlobal, came together to collaborate, through the use of technology, in a Virtual Town Hall to discuss the youth’s vision for Global Citizenship Education. From Alberta to Ontario, downtown Toronto to Yellowknife, the youth of Canada exchanged ideas, debated alternatives, and ultimately created a document that represents their voice on the relationship Canadians should have with the rest of the world. The Virtual Town Hall, an “archetype of grassroots democracy,” (Senator Grant Mitchell) was the culmination of over a month of online teamwork, 2000 hours of student collaboration, over 100 hours of teacher facilitation, and the passion of over 1000 youth to engage in a national conversation and have their voices heard.In the month prior to the Virtual Town Hall, student leaders, systematically chosen from each school to represent Canada’s diverse geographic and demographic population, met on a weekly basis to exchange ideas, work with and listen to experts, and create a common framework. Concurrently, the students were trained to use an arsenal of Web 2.0 tools (YouTube, Twitter, cell phone voting, Google Docs, H.323 Video Conference, discussion boards, blogs, etc.) to collaborate, build consensus, and create community regardless of time or location.Equipped with this knowledge and empowered through online technology, the student leaders facilitated a full-day virtual town hall. In the morning, 400 youth peers engaged in a dialogue with local and international experts. Following this session, the youth participated in breakout groups to address three critical questions: What are our obligations as global citizens? What are the rights and responsibilities that we have? To what extent can well-intentioned global citizenship initiatives reinforce or resist power inequities? What types of policies/practices will enable/facilitate global citizenship? The National Youth White Paper on Global Citizenship, written collaboratively by Canadian students, is the direct result of this full-day, interactive event. The evolution of the document involved equipping leaders with knowledge and technology, having those leaders facilitate a larger conversation among their peers, taking the data generated to their community at large for feedback and direction, and then synthesizing the results in the student white paper. It represents the voices of over one thousand youth, introduced to the complexities of global citizenship education, unified through the power of 21st century technology, and sharing a passion to contribute to the dialogue taking place on the future of Canada and its relationship to the rest of the world. 
Global citizenship education and its implications for curriculum goals at the age of globalization Year of publication: 2010 Author: Shahla Zahabioun | Alireza Yousefy | Mohammad H Yarmohammadian | Narges Keshtiaray Corporate author: Canadian Center of Science and Education As the inevitable process of the 21st century, globalization has affected and altered all aspects of human life including education. Therefore, one of the main tasks of any education system is to identify the features and impacts of such process. Thus, the present study was conducted aiming to discuss and examine global citizenship education and its implications for curriculum goals.This study is firstly defining global citizenship education concept as well as its significance and necessity and then it is going to explain global citizenship education concept and its purposes and implications for curriculum goals. This is an analytical research. The results indicate that global citizen holds peculiar features and requires special education in global aspects. Accordingly, the citizenship education compatible with global standards requires an overview of curriculum goals as one of the most important components of education system 
Global Citizenship Education (GCE) for Unknown Futures: Mapping Past and Current Experiments and Debates Year of publication: 2019 Author: Rene Suša Corporate author: Bridge 47 This Bridge 47-commissioned report by Rene Suša provides a thorough overview of current debates and opportunities within the field of Global Citizenship Education (GCE). The report addresses the following questions: 1) What is the benefit of GCE to our societies? 2) What is the impact of GCE to our societies? and 3) Why do we believe that GCE is the answer to global challenges?The publication also maps GCE-related or GCE-inspired initiatives, projects and partnerships, and offers key findings from a comparative study of these cases. Additionally, Susa also further builds on the recent work of Vanessa Andreotti by elucidating her taxonomy of soft, radical and beyond reform spaces for GCE, as well as relates these to current (international) policy developments in the field. 
Inspiring Global Citizens - An Educator's Guide Year of publication: 2017 Corporate author: AGA Khan Foundation Canada This resource is intended for use by teachers of intermediate and secondary school grades to support education about global development and related themes such as global citizenship. The activities included in the resource are designed to assist students in increasing their understanding of the interconnectedness of the world, of the factors contributing to global inequalities, and of some effective and sustainable ways to help reduce global poverty. It is hoped that students will be inspired to take action to make their own contribution to improving lives everywhere. Educating for global citizenship: an ETFO curriculum development inquiry initiative Year of publication: 2010 Author: Alice Assor-Chandler | Mali Bickley | Jim Carleton | Antonino Giambrone | Janice Gregg | Jennifer Hunter | Laura Inglis | Leigh-Anne Ingram | Angela MacDonald | Miyuki (Erica) Moizumi | Carol Peterson | Carrie Schoemer | Nadya Weber | Tonia Wojciechowski Corporate author: Elementary Teachers’ Federation of Ontario (ETFO) Attention to educating for citizenship continues to expand and deepen worldwide. Many countries now include citizenship education as an important feature of their official curriculum, albeit in variant forms. Numerous research studies, policy reforms, and curriculum initiatives have been undertaken, as teachers, policy makers and researchers attempt to understand the intricate processes by which young people learn about democratic citizenship, and where and how citizenship education should be located and represented in school curricula.Educating for global citizenship has been a critical dimension of these discussions and investigations. Recent shifts in the speed and global reach of information and communication technologies, an increasingly interdependent global economy, challenges in human rights and social justice, and the impact of international tragedies and emergencies have, for example, created tensions and conditions that require more integrated, worldwide responses. Not surprisingly, understandings of global citizenship are being explored with increased intensity and, as might be expected, there has been a corresponding – and growing - interest among educators in various parts of the world to strengthen the global dimension of citizenship education in school curricula at all levels.In Canada, there has been increasing attention to what it means to educate for the global citizenship and provincial curriculum policy developments in recent years. A host of useful ideas in the form of new resource materials and websites to inform and guide teachers’ work have also emerged. The Canadian International Development Agency’s (CIDA) in the global classroom initiative, Classroom Connections’ Cultivating Peace in the 21st Century and Taking Action, Larsen’s ACT! Active Citizens Today: Global Citizenship for Local Schools, and UNICEF Canada’s Global Schoolhouse are a few examples of the many resources that have recently been developed. Despite this growing interest, there has been less attention devoted to examining practices of global citizenship education within Canadian classrooms, leaving a limited understanding of how it is applied in schools.A wide range of perspectives and practices has emerged, reflecting a considerable growth of interest in this dimension of education. In an effort to clarify the multiple dimensions of global citizenship education, below are two “working” frameworks that provide an overview of core learning goals and key teaching and learning practices associated with global citizenship education from the literature. They reveal both complexity and multidimensionality and provide a lens to analyse and reflect upon the breadth and depth of what it means to educate for global dimension of citizenship. Ecopedagogy and citizenship in the age of globalisation: connections between environmental and global citizenship education to save the planet Year of publication: 2015 Author: Greg William Misiaszek Corporate author: Wiley‑Blackwell Teaching the connections between environmentally-harmful acts and social conflict is essential but is often ignored in education. This article presents two ways in which these are not taught because of the policies of those who benefit from the ignorance of these connections: first, the avoidance of teaching global-local connectivity and second, the devaluing of non-dominant cultures. Ecopedagogy is a democratic, transformative pedagogy centred on increasing justice by critically teaching the politics of environmental issues. I argue that global citizenship education (GCE) must be an element of ecopedagogy to contextually learn globalisation's effects upon local communities. In addition, GCE's goal is to increase students' understanding of diverse cultures to respect them. Ecopedagogy is also essential to GCE to fully teach social conflicts resulting from environmentally harmful acts. I offer policy and pedagogical changes to disrupt reproductive environmental pedagogies that help to sustain environmental ills for ecopedagogy-GCE models to emerge. 
Video sketch: Global Youth Advocacy Workshop on GCED Year of publication: 2015 Corporate author: APCEIU APCEIU produced a video on the Global Youth Advocacy Workshop on GCED held in Busan, Republic of Korea, from 30 March to 4 April 2015. The workshop invited 45 youth participants from 34 countries around the world, who are actively engaged with and committed to advocating and educating youth for GCED in their local contexts.This short video sketch of the workshop provides an overview of the activities carried out during the workshop and also includes the interviews of the participants, who shared their expectations, impressions, and reflections on the workshop.The workshop was co-organized by APCEIU, UN Secretary General’s Global Education First Initiative (GEFI), and the UNESCO Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP); and sponsored by Educate A Child and the Geum-jeong District of Busan Metropolitan City. 
GCED Meets Teachers: GCED Teacher Workshop Guidebook Year of publication: 2015 Author: 김종훈 | 이양숙 | 엄정민 | 정경화 | 이지홍 | 이대훈 | 자넷 필라이 | 우딤 수바 | 박상용. Corporate author: APCEIU APCEIU published the GCED teacher workshop guidebook “GCED meets teachers.” This guidebook will be used at GCED workshops for teachers of 17 metropolitan and provincial offices of education carried out by GCED Lead teachers. The contents include the concept and the background of GCED, main contents, implementing methods at school. This GCED workshop manual provides teachers with opportunities to search for the ways to implement GCED at the schools, experience learning methods, and understand the main issues and themes of GCED through workshops. This guidebook is composed of 7 workshop sessions(refer to list below). Teachers and teacher educators planning GCED workshop can use this guidebook which includes the contents of the sessions, consultation to help plan and implement workshops based on participation and communication of the participants. “Global Citizenship Education meets teachers” GuidebookSession 1. Importance of World Education Forum and Global Citizenship EducationSession 2. Concept of GCED and its backgroundSession 3. Learning the contents and the theme of GCEDSession 4. Understanding the complexity and interrelationship of the issuesSession 5. Discussion class for cooperative communicationSession 6. Implementing GCED through Project Based LearningSession 7. Setting GCED action plans