Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
127 Results found
La famille Kiagi Year of publication: 2018 Corporate author: E-graine Suivez les aventures en dessins animés de la famille Kiagiqui décide d’agir au quotidien pour des sociétés solidaires et responsables. Follow the cartoon adventures of the Kiagi family who decide to take action every day to promote responsible, caring societies. 
Défenseur des Droits Year of publication: 2011 Corporate author: Défenseur des Droits Le Défenseur des droits est une autorité constitutionnelle indépendante chargée de veiller au respect des libertés et des droits des citoyens par les administrations et organismes publics. Selon l'article 71-1 de la Constitution, le Défenseur des droits "veille au respect des droits et libertés par les administrations de l'État, les collectivités territoriales, les établissements publics, ainsi que par tout organisme investi d'une mission de service public, ou à l'égard duquel la loi organique lui attribue des compétences". Ce site permet aux habitant de France de connaître leurs droits, demander de l'aide à la défenseur des droits et recense les évènements en lien avec les droits en France et des ressources pour connaître ses droits (produits par la défenseur des droits). The Defender of Rights is an independent constitutional authority responsible for ensuring that citizens' rights and freedoms are respected by public administrations and bodies. According to article 71-1 of the French Constitution, the Défenseur des droits "ensures that rights and freedoms are respected by the administrations, local authorities, public establishments and any body entrusted with a public service mission, or for which the organic law grants it powers". This site enables French residents to find out about their rights, ask for help from the Defender of Rights, and lists events related to rights in France, as well as resources for finding out about your rights (produced the Defender of Rights). 
Commission Canadienne des Droits de la Personne Corporate author: Commission Canadienne des Droits de la Personne La Commission canadienne des droits de la personne est l'organisme de surveillance des droits de la personne à l'échelon fédéral. La Commission est indépendante du gouvernement et agit dans l'intérêt public. Elle contribue à ce que chaque personne au Canada soit traitée équitablement, peu importe son identité. Elle est responsable de représenter l'intérêt public et de demander des comptes au gouvernement du Canada quant aux enjeux de droits de la personne. Sur cette page, vous trouverez des ressources pour mettre en place une politique inclusive dans vos secteurs de travail notamment sur la prévention du racisme, de l'intolérance religieuse et des droits aux travailleurs en situation de handicap The Canadian Human Rights Commission is Canada's human rights watchdog. We work for the people of Canada and operate independently from the Government. The Commission helps ensure that everyone in Canada is treated fairly, no matter who they are. We are responsible for representing the public interest and holding the Government of Canada to account on matters related to human rights. On this page, you'll find resources to help you implement an inclusive policy in your areas of work, including the prevention of racism, religious intolerance and the rights of workers with disabilities. 
Global Citizenship: Lessons from the Ancients (Curriculum on the Move Global, Thematic Notes No.5) Year of publication: 2022 Author: Conrad Hughes Corporate author: UNESCO International Bureau of Education (IBE) "Curriculum On The Move" is a new UNESCO-IBE Series aim at reflecting, debating, producing and disseminating knowledge and ways forward on emerging issues in curriculum-related aspects. The Series emerges from a bottom-up approach, with teachers and students providing their perspectives and experiences on the curriculum.The goal is to rethink the way curriculum is understood and practiced via Webinars, Concept Notes and Global Debates (via Blogs, Twitter, etc.) by involving in a participatory way youth and school practitioners.Right at the centre of the mission statement of many schools, universities and organisations is the phrase “global citizen”. But what does it mean to be a global citizen? 
مساهمة التعليم الجامعي في غرس مفهوم المواطنة لدى الطلبة في الجامعة الجزائرية (vol.17, no.3 مجلة تنمية الملوارد البشرية) Year of publication: 2022 Author: Maarcha Dalila Corporate author: University Mohamed Lamine Debaghine - Setif2 يسعى التعليم الجامعي إلى إعداد الطلاب وتنمية قدراتهم في مجال البحث العلمي، وتكوينهم في مجالات التخصصات المختلفة لتحمل ومواجهة مسؤوليات الحياة الاقتصادية والاجتماعية والثقافية، فالهدف الرئيسي للتعليم الجامعي هو تلبية حاجات المجتمع من الموارد البشرية المؤهلة للقيام بدورها التنموي في المجتمع، وتساير التطورات الحديثة في القطاع أي عولمة التعليم والمعرفة، وتمثلت نتائج الدراسة الحالية في ان البرامج الجامعية المدرسة تسعى إلى زرع مبادئ وقيم المواطنة لدى طلبة الجامعة في ميدان العلوم الاجتماعية تخصص علم النفس وعلوم التربية ، والى تعميق روح الانتماء والولاء للوطن وترسيخ الهوية الوطنية في نفوسهم قصد التنمية المتكاملة لشخصياتهم في جوانبها المختلفة، ويبقى نجاحه مرهون بكفاءات طرائق التدريس ونجاعتها. The Contribution of University Education to Instilling the Concept of Citizenship among Students at the Algerian University (vol.17, no.3; Journal of human resources development) Year of publication: 2022 Author: Maarcha Dalila Corporate author: University Mohamed Lamine Debaghine - Setif2 University education endeavors to equip students with the necessary skills and knowledge in scientific research and various disciplines, enabling them to confront the economic, social, and cultural challenges of life. The primary objective of university education is to fulfill societal needs for skilled human resources capable of contributing to societal development and keeping pace with global advancements in education and knowledge. In alignment with this, the University of Algeria aims to instill principles and values of citizenship among its students through its curricula and programs. It aims to foster a sense of belonging and patriotism, as well as to nurture national identity, thereby facilitating the holistic development of students across all dimensions. 
The Elusive and Exclusive Global Citizen Year of publication: 2015 Author: Jill Koyama Corporate author: Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP) In this paper, the author interrogate the notion of global citizenship, both as an aspiration and an improbable practice, by situating it within contemporary understandings of citizenship and globalization.It is a conceptualization that suffers from the dangers inherent in the term “citizenship” and misconceptions of the terms “global,” and it is rooted in the West’s long engagement in normative undertakings in non-Western countries. The writer refute ideas of the autonomous and agentic global citizen. he encourage a rethinking of global citizenship and global citizenship education (GCE) and offer recommendations for redirecting attention to contemporary global stratifications and issues of human rights to address the issues of social justice and inequality that, due to the problematic definition of global citizenship, are currently inadequately covered in existing GCE curricula. 
Public Universities and Neoliberal Common Sense: Seven Iconoclastic Thesis Year of publication: 2014 Author: Carlos Alberto Torres Corporate author: Universidad Nacional de Tres de Febrero (UNTREF) Neoliberalism has utterly failed as a viable model of economic development, yet the politics of culture associated with neoliberalism is still in force, becoming the new common sense shaping the role of government and education. This ‘common sense’ has become an ideology playing a major role in constructing hegemony as moral and intellectual leadership in contemporary societies. Neoliberal globalisation, predicated on the dominance of the market over the state and on deregulatory models of governance, has deeply affected the university in the context of ‘academic capitalism’. The resulting reforms, rationalised as advancing international competitiveness, have affected public universities in four primary areas: efficiency and accountability, accreditation and universalisation, international competitiveness and privatisation. There is also growing resistance to globalisation as top-down-imposed reforms reflected in the public debates about schooling reform, curriculum and instruction, teacher training and school governance. Many question whether neoliberal reforms attempt to limit the effectiveness of universities as sites of contestation of the national and global order and thus undermine the broader goals of education. Neoliberal reforms have limited access and opportunity along class and racial lines, including limiting access to higher education through the imposition of higher tuition and reduced government support to institutions and individuals. Las universidades públicas y el sentido común neoliberal: siete tesis iconoclastas Year of publication: 2014 Author: Carlos Alberto Torres Corporate author: Universidad Nacional de Tres de Febrero (UNTREF) El neoliberalismo ha fracasado completamente como un modelo viable de desarrollo económico, sin embargo, la política de la cultura asociada con el neoliberalismo sigue en vigor, convirtiéndose en el nuevo sentido común definiendo el rol del gobierno y de la educación. Este “sentido común“ se ha convertido en una ideología que juega un papel importante en la construcción de un liderazgo moral e intelectual hegemónico en las sociedades contemporáneas. La globalización neoliberal, basada en el predominio del mercado sobre el Estado y en modelos desregulados de gobierno, ha afectado profundamente a la universidad en el contexto del “capitalismo académico“. Las reformas resultantes, justificadas como avances en la competitividad internacional, han afectado a las universidades públicas en cuatro áreas principales: la eficiencia y la rendición de cuentas, la acreditación y universalización, la competitividad internacional y la privatización. También hay una creciente resistencia a la globalización y a las reformas impuestas de arriba hacia abajo reflejadas en los debates públicos sobre la reforma de la escolaridad, el currículo y la instrucción, la formación de docentes y la gestión escolar. Muchos se preguntan si las reformas neoliberales intentan limitar la eficacia de las universidades como lugares de disputa del orden nacional y global y así socavar los objetivos últimos de la educación. Las reformas neoliberales brindan un acceso y oportunidades limitadas según las clases y grupos raciales, incluyendo la restricción del acceso a la educación superior a través de la imposición de matrículas más costosas y la reducción del apoyo gubernamental a instituciones e individuos. 
Citizenship, Identity, and Education: Examining the Public Purposes of Schools in an Age of Globalization Year of publication: 2006 Author: Fernando Reimers Corporate author: UNESCO International Bureau of Education (IBE) One of the purposes of educational institutions is to develop citizenship. In the 21st century, citizenship includes global citizenship. Addressing the challenges of globalization will require making citizenship education and the development of global values an explicit objective of efforts to improve quality throughout the world, critically examining theories and evidence about the effectiveness of various approaches to developing citizenship and global citizenship and supporting activities aligned with this public purpose. In this article, the author does not argue for an exclusive effort to focus schools on civic education, but rather for a balanced effort to elevate educational quality making it more relevant to address global challenges and opportunities, of which civic education and global education are components, much neglected at present. The author also does not suggest making civic education the only purpose of the curriculum or making it a priority to the expense of science, math, arts or physical and health education, but he thinks that helping students develop a sense of purpose, situated within broader civic and global purposes, would also facilitate high level engagement with science, mathematical and artistic pursuits.