Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
232 Results found
Construction of Citizenship: Experience of Implementing an Index of Citizen Participation in Latin America Year of publication: 2006 Author: Isidro Adúriz | Pablo Ava Corporate author: Universidad de Salamanca The aim of this paper is to establish the main conceptual and methodological lines in order to carry out an investigation about levels and forms of citizen participation. This paper is the result of the formation of a Citizen Participation Index in Latin America in its 2005 edition. It was promoted by the Inter-American Network for Democracy and implemented by the Economic and Social Research Foundation. 
Anthropology of Citizenship? ... Ethnic. Under Construction from Latin America Year of publication: 2007 Author: Xochitl Leyva Solano The main argument of this article develops around the concept of citizenship which I will examine taking as a starting point contributions made in the fields of law studies, philosophy and anthropology. There have been considerable advances in the social sciences with the proposition and discussion of new composite concepts such as “multicultural citizenship”, “intercultural citizenship”, and “ethnic citizenship”. With “ethnic citizenship” in particular, scholars have been trying to respond to the history and nature of the demands, claims and struggles that indigenous organizations and communities, movements and their leaders have made in Latin America over the past three decades. ¿Who proposed this concept, and when, where and for what purposes was it developed? What are the advantages and limits of “ethnic citizenship”? Who is using this concept now and in what social and political contexts? This discussion leads me to ask whether it is possible to speak of an emerging, alternative Latin American model of interpretation. 
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. 
And the Right to the City? Approaches to Racism, Patriarchal Domination and Feminist Strategies of Resistance in Cali, Colombia Year of publication: 2015 Author: Vicenta Moreno Hurtado | Debaye Mornan This article seeks to give visibility to some spatial strategies of resistance developed by black women in the predominantly black district of Aguablanca District (DA), in eastern Cali, Colombia, against the systematic violence they are daily subjected to. We contextualize their practices within the systematic violence of displacement, paramilitaries terror and spatial segregation in the city. It also seeks to discuss how black women resist stigma, political marginalization and death in a city divided along racial and gender lines. The questions that guide this article are: What is the role of racism and patriarchal domination in the production of “geographies of violence” in Cali? What are the strategies of resistance developed by black women in these topographies of violence? Ultimately, the article seeks to fulfill a gap in academic discourses that silence on black women’s social suffering and that regard them as disorganized, a-political and passive victims. 
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. 
Plano de ação: Programa Mundial para Educação em Direitos Humanos Year of publication: 2012 Corporate author: UN Office of the High Commissioner for Human Rights The Plan of Action for the first phase (2005-2007) of the World Programme was adopted by all United Nations Member States in July 2005. It proposes a concrete strategy and practical guidance for implementing human rights education in primary and secondary schools. On 10 December 2004, the General Assembly of the United Nations proclaimed the World Programme for Human Rights Education (2005-ongoing) to advance the implementation of human rights education programmes in all sectors. Building on the foundations laid during the United Nations Decade for Human Rights Education (1995-2004), this new initiative reflects the international community’s increasing recognition that human rights education produces far-reaching results. By promoting respect for human dignity and equality and participation in democratic decision-making, human rights education contributes to the long-term prevention of abuses and violent conflicts. To help make human rights a reality in every community, the World Programme seeks to promote a common understanding of the basic principles and methodologies of human rights education, to provide a concrete framework for action and to strengthen partnerships and cooperation from the international level down to the grass roots. 
Children with Disabilities in Remote Regions of Tajikistan Have No Access to Quality Education Year of publication: 2023 Corporate author: CABAR.asia Parents of children with disabilities from remote villages in Khatlon Province are concerned about their children’s education conditions, but authorities say all are covered. 
Input for Report on Disinformation Year of publication: 2021 Corporate author: International Federation of Library Associations and Institutions (IFLA) IFLA responded to a call for inputs about human rights impacts of measures against disinformation, issued by the United Nations Special Rapporteur on the promotion and protection of the right to freedom of opinion and expression. Concerns over – and dialogue about ways to address – the negative impacts of false and misleading information online have remained high on the agenda over the past months, particularly in light of prominent examples of health and electoral dis- and mis-information.Disinformation, uniquely challenging in the increasingly dense and complex digital information environment, interferes with individuals’ ability to make informed decisions and realise their essential human rights. However, the new call for inputs by the UN Special Rapporteur also draws attention to the concerns about human rights impacts of measures which different stakeholders – from states to online platforms, human rights organisations and others – take to combat disinformation.These include, of course, the impacts of broadly- or vaguely-defined “fake news” laws on freedom of expression and opinion; or internet shutdowns that bear a heavy cost on people’s access to information as a driver of development and rights.In light of this, IFLA’s submission highlights the potential of media and information literacy interventions to help address the challenges of mis- and dis-information. Drawing on the global library field’s experiences, it points to some possible good practices and insights from the ongoing work and research in this field – from targeted and tailored outreach initiatives that can help reach those who are not currently in formal education, to scalability and replicability of interventions.Of course, this is an emerging field. Our understanding of how media and information literacy interventions can be effectively leveraged against disinformation, pitfalls to avoid and ways to maximise impact, continues to evolve. That’s why the submission emphasises the need for more research and cross-stakeholder collaboration – and libraries can and do offer valuable practical and theoretical insights for this ongoing discussion. 
Engaging Girls, Boys and Youth as Active Citizens: Plan International’s Position Paper Year of publication: 2020 Corporate author: Plan International Plan International believes that every child and young person has the right to express their views freely and safely; influence decisions and take action on issues that matter to them. However, around the world children and young people – particularly girls and young women – face significant challenges in realising this right. They tend to be wrongly dismissed as insufficiently mature to participate in political and civic processes. They also tend to be stigmatised as potential perpetrators of disruption, not as valued citizens and contributors to society who can lead and drive positive change. Plan International is calling for a paradigm shift in the way the international community talks about, engages and partners with children and young people. Children and young people are not just the future. They are the present. Young people constitute almost half of the world’s population, yet they are dramatically underrepresented – even excluded – in political decision-making. It is critical that their views and needs are taken into account politically, socially, legally and economically. Promoting the voices and views of children and young people – especially girls and women – in all their diversity and supporting them to actively engage in decision-making on issues that affect their lives must be an urgent priority for the world’s power holders. Realising children and young people’s civil and political rights is a prerequisite for building sustainable and peaceful societies, and a gender just world envisioned in international human rights frameworks and the 2030 Agenda’s Sustainable Development Goals (SGDs).Across the 75+ countries Plan International works in, young people have consistently identified the denial of their political and civil rights as a priority issue. In March 2017, Plan International conducted consultations with young women and men aged 14 to 30 from 14 countries. In every country, young people reported a sense of “citizen responsibility” and an interest in public life, yet identified the lack of platforms to meaningfully engage with decision-makers and inability to ensure their opinions are taken seriously as key barriers. Girls and young women in particular have called for the removal of gendered norms that increase those barriers, silence their voices and disproportionately hold them back from leadership and active citizenship. 
United Against Racism Year of publication: 2020 Corporate author: UNESCO We all can do something against racism. You too. Join UNESCO and leading personalities from all over the world in denouncing mounting racial discrimination.This video features messages by the following prominent women and men from the worlds of cinema, the media, music, sport and science alongside UNESCO Director-General Audrey Azoulay: Charlotte Gainsbourg, Freida Pinto, Naomi Campbell, UNESCO Goodwill Ambassador Jean-Michel Jarre, UNESCO Artist for Peace Marcus Miller, Jorge Ramos, UNESCO Goodwill Ambassador Yalitza Aparicio, Rossy de Palma, UNESCO Goodwill Ambassador Sumaya bint Al Hassan, Bobi Wine, UNESCO Goodwill Ambassador Herbie Hancock, UNESCO Goodwill Ambassador Forest Whitaker, UNESCO Champion for Girls’ and Women’s Education Nadia Nadim, Amadou Gallo Fall, Ada Hegerberg and UNESCO Artist for Peace Gilberto Gil.UNESCO has been on the forefront of the fight against racism since its creation in 1945. In 1978, it adopted the Declaration on Race and Racial Prejudice which reaffirms that “All human beings belong to a single species and are descended from a common stock. They are born equal in dignity and rights and all an integral part of humanity.”Learn more: Fight against Racism and Discrimination