Resources
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Childhood and Citizenship Year of publication: 2011 Author: Osvaldo Torre G. This publication, Niñez y Ciudadanía, is an effort of the Postgraduate Diploma, "Childhood and Public Policies", taught by the Department of Anthropology of the Faculty of Social Sciences of the University of Chile. This course has been held for 5 years, in partnership with the Chilean Association for the United Nations, ACHNU. This first publication presents a selection of those works developed by students graduated from the Diploma in 2010, in which a subject of interest for the researcher is tested and on which a rights approach is applied, which tends to evaluate the situation of the boys and girls in a different way than traditional childhood views; these works are the product of their dissertations to approve this post-title. Also included are some brief essays on the relationship between childhood and violence, elaborated by some of the students of the 2011 generation, in the idea of making available to the interested public a sample of the different forms that acquire the uses of violence on children. It also incorporates a collaboration requested to the anthropologist Dimas Santibáñez, member of the Academic Committee of the Diploma. 
Policy Recommendations of Gender Equality in Education Year of publication: 2015 Author: Teresa Tovar Samanez Corporate author: United Nations Children's Fund (UNICEF) This document synthesizes the proposals of the Florecer Network to advance in gender equality, because we are convinced that the commitment to a more just and more human world necessarily implies the assumption of equality between men and women. 
Respostas do Setor de Educação ao bullying homofóbico Year of publication: 2013 Corporate author: UNESCO This publication is part of a Good Policy and Practice series that addresses key themes of UNESCO’s work with the education sector including HIV and AIDS and safe, healthy educational environments for all learners. This volume, on the theme of homophobic bullying in educational institutions, builds on UNESCO’s work on gender, discrimination and violence in schools. Odpowiedzi sektora edukacji na homofobiczna przemoc rówiesnicza Year of publication: 2014 Corporate author: UNESCO This publication is part of a Good Policy and Practice series that addresses key themes of UNESCO’s work with the education sector including HIV and AIDS and safe, healthy educational environments for all learners. This volume, on the theme of homophobic bullying in educational institutions, builds on UNESCO’s work on gender, discrimination and violence in schools. Le Risposte del settore educativo al bullismo omofobico Year of publication: 2014 Corporate author: UNESCO This publication is part of a Good Policy and Practice series that addresses key themes of UNESCO’s work with the education sector including HIV and AIDS and safe, healthy educational environments for all learners. This volume, on the theme of homophobic bullying in educational institutions, builds on UNESCO’s work on gender, discrimination and violence in schools. 
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. Contemporary issues in human rights education Year of publication: 2011 Corporate author: UNESCO The format of this publication presents the main strands concerning the role of human rights education as well as the key elements for its implementation. Each strand addresses current issues and challenges faced when incorporating a culture for human rights, also illustrating the collective importance of human rights education as a fundamental base for a peaceful and just society. Under each strand, a list of examples inspired by country initiatives is proposed. UNESCO associated schools news infos: human rights education Year of publication: 2011 Corporate author: UNESCO Associated Schools Project Network (ASPnet) Human Rights Education is as relevant today as it was in 1953 when it was acknowledged as one of the major themes of ASPnet at its foundation. Education should encompass values such as peace, non‐ discrimination, equality, justice, non‐violence, tolerance and respect for human dignity. Quality education, using a human rights‐based approach, means that rights are implemented throughout the whole education system and in all learning environments. Education sector technical notes: human rights education Year of publication: 2013 Corporate author: UNESCO Human rights are enshrined in international law, and states have an obligation to respect, protect and fulfil them. Despite this, human rights violations remain widespread. ◗ Educating children and adults on human rights is essential. Individuals and groups must understand their rights in order to see them upheld and to ensure that their own behavior does not compromise the rights of others. ◗ States have an obligation to promote human rights and human rights education is now recognized as a right in itself. ◗ UNESCO, along with the Office of the United Nations High Commissioner for Human Rights, co-leads the World Programme for Human Rights Education (2005-ongoing). 
EIU Best Practice Series No. 5: Peace and human rights education through education for sustainable development: lessons from four case studies in the Philippines Year of publication: 2007 Corporate author: APCEIU The four case studies showed that EIU through peace and human rights education in the context of education for sustainable development can build a critical mass of Filipinos who will reject wars and promote social security. Education can play a role to direct the children, youth, and adults toward peace building and better understanding of cultural differences. It should also be noted that when institutions adopt a peace culture, establishing local and international organizations and putting up resources for various peace-building initiatives become possible. Educational intervention can effect changes in the minds of men and build a lasting and substantive foundation for peace based on justice and respect for human rights.