Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
12 Results found
Educational Contexts, Feminism and Gender identities of Adolescents from a Rural Mayan Town in Yucatan (Iberoamerican Journal of Education; vol. 89, no. 1) Year of publication: 2022 Author: Silvia Montejo Murillo Corporate author: Organización de Estados Iberoamericanos (OEI) The purpose of this article is to compare and explore the gender identity of adolescent women from a rural Mayan locality, from two of their educational contexts: the telesecundaria school and daily life in the community. Interviews and participant observation were used to obtain qualitative primary data. Among the main findings, it stands out that the institutional structure and rigidity of the school limits adolescents from being able to act at certain times from social attributes different from those offered by their locality. Likewise, the school contributed to the individualization of the participants and trained them to have foreign values as a desirable representation of “development”, aspects that do not necessarily contribute to the idea of “community”. 
Education in Contexts of Cultural Diversity: A Study on Brazilian Educators (Iberoamerican Journal of Education; vol. 85, no. 2) Year of publication: 2021 Author: Valentín Martínez-Otero Pérez Corporate author: Organización de Estados Iberoamericanos (OEI) This article is interested in education in contexts of cultural diversity and the perspective of educators on their training needs. An ad hoc designed questionnaire was used and a mixed, quantitative and qualitative method was chosen. The questionnaire was applied to a sample of 237 Brazilian educators. The results reveal that attention to cultural diversity plays an important role in educational activity. Educators, as a whole, are sensitive to cultural diversity and its promotion, but the intercultural training received is insufficient. Little family participation is encouraged, resources are scarce and the intercultural dimension lacks pedagogical systematization. 
Manual for Developing Intercultural Competencies: Story Circles Year of publication: 2020 Author: Darla K. Deardorff Corporate author: UNESCO This book presents a structured yet flexible methodology for developing intercultural competence in a variety of contexts, both formal and informal. Piloted around the world by UNESCO, this methodology has proven to be effective in a range of different contexts and focused on a variety of different issues. It, therefore, can be considered an important resource for anyone concerned with effectively managing the growing cultural diversity within our societies to ensure inclusive and sustainable development.The book serves as a tool to develop those competences, presenting an innovative adaptation of what could be considered an ancient tradition of storytelling found in many cultures. Through engaging in the methodology, participants develop key elements of intercultural competence, including greater self-awareness, openness, respect, reflexivity, empathy, increased awareness of others, and in the end, greater cultural humility.This book will be of great interest to intercultural trainers, policy makers, development practitioners, educators, community organizers, civil society leaders, university lecturers, and students – all who are interested in developing intercultural competence as a means to understand and appreciate difference, develop relationships with those across difference, engage in intercultural dialogue, and bridge societal divides. 
Asia-Pacific Teacher Exchange for Global Education Year of publication: 2019 Corporate author: Korea R. Ministry of Education | APCEIU Asia-Pacific Teacher Exchange for Global Education (APTE) is a bilateral teacher exchange programme between the Republic of Korea and Asia-Pacific partner countries, hosted by the Ministry of Education of the Republic of Korea and implemented by the Asia-Pacific Centre of Education for International Understanding under the auspices of UNESCO (APCEIU) in collaboration with the Ministries of Education of the partner countries. Launched with two partenr countries -- Mongolia and the Philippines -- in 2012, APTE has grown into a well-known regional programme, now working with seven partner countries in the Asia-Pacific region -- Cambodia, Indonesia, Malaysia, Mongolia, Philippines, Thailand, and Vietnam. 
Educating Students to Improve the World (SpringerBriefs in Education) Year of publication: 2020 Author: Fernando Reimers This open access book addresses how to help students find purpose in a rapidly changing world. In a probing and visionary analysis of the field of global education Fernando Reimers explains how to lead the transformation of schools and school systems in order to more effectively prepare students to address today’s’ most urgent challenges and to invent a better future. It discusses several global citizenship curricula that have been adopted by schools and school networks, and ties them into an approach to lead school change into the uncharted territory of the future. Given its scope, the book will help teachers, school and district leaders tackle the change management needed in order to introduce global education, and more generally increase the relevancy of education. In addition, the book offers a “bridge” for more productive collaboration and communication between those who lead the process of educational change, and those who study and theorize this important work. 
Multicultural Education and Its Implications for Educational Leadership as an Introduction to Stimulating Management Quality: A Proposed Vision Year of publication: 2011 Author: Essam Jamal Selim Ghanem Corporate author: Al-Azhar University The study discusses multiculturalism. It also works as an analytical review of the literature that dealt with multicultural education in terms of historical development, concept, dimensions, fields, roles of teachers, students, and multicultural educational programs, and the implications of that for educational leadership and the role they can play in activating the application of education multicultural. 
Multicultural Education between Theoretical Modeling and Problematic Practices: A Comparative Study between Egypt, France, and Japan Year of publication: 2006 Author: Ahmed Aidrous | Mohammed Awad Corporate author: Zagazig University This paper focuses on studying multiculturalism as a concept, theories, frameworks and associated applied models. The study reviews the experience of France, Japan and Egypt, and makes comparisons between them. The study ends with a proposed vision for multicultural education in light of the experiences presented. 
Indigenous Knowledge and practices in Education in Latin America: Exploratory Analysis of How Indigenous Cultural Worldviews and Concepts Influence Regional Educational Policy Year of publication: 2017 Corporate author: UNESCO Santiago This study presents a preliminary exploration of the approaches, processes and tools through which indigenous worldviews and concepts of knowledge and well-being can and have influenced education policies in Latin America. First, it addresses the principal theoretical approaches used in the area of indigenous knowledge and education policies, taking into account the persistence of an “epistemic otherness” and the need for a dialogue between the predominant approaches. Second, it addresses the normative framework and intercultural educational policies, emphasizing how and to what extent the countries in the region take indigenous knowledge into consideration and include it in their education policies and practices. Third, it presents a number of “relevant practices” in terms of dialogue with indigenous knowledge in education policies, taking into account the factors that favour the relevance of education to indigenous views and cultural practices, facilitating their replicability and sustainability. Furthermore, these practices respond to key criteria like recognizing learners as ‘carriers’ and producers of culture, valuing the use of schools as centres of social and cultural activities and favouring the inclusive learning of indigenous and non-indigenous students. Finally, the study unveils challenges for the advancement of the dialogue between indigenous knowledge and education policies, at the same time proposing key concepts to be approached in depth. 
[DIALOG #13] Information and methodological bulletin on multilingual and multicultural education in Central Asia Year of publication: 2017 Corporate author: Организация по безопасности и сотрудничеству в Европе (ОБСЕ) | United Nations Children's Fund (UNICEF) The website and the informational and methodological bulletin "Dialogue" was created in order to assist educational organizations of the countries of Central Asia in the implementation of multilingual education programs. The website is supported by the Central Asian Education Program of the OSCE HCNM, the UN Children's Fund UNICEF and the Center for Social Integration.The bulletin is addressed to teachers and school leaders, representatives of education authorities, researchers and experts in the field of education. The bulletin is intended to quarterly inform about initiatives and significant events in the field of multilingual and multicultural education in Central Asia and around the world. In each issue of the bulletin you can find a variety of materials: interviews with experts, a review of the experience of multilingual schools, methodological articles and lesson development, announcements of events and publications, links to Internet resources. 
[DIALOG #14] Information and methodological bulletin on multilingual and multicultural education in Central Asia Year of publication: 2017 Corporate author: Организация по безопасности и сотрудничеству в Европе (ОБСЕ) | United Nations Children's Fund (UNICEF) The website and the informational and methodological bulletin "Dialogue" was created in order to assist educational organizations of the countries of Central Asia in the implementation of multilingual education programs. The website is supported by the Central Asian Education Program of the OSCE HCNM, the UN Children's Fund UNICEF and the Center for Social Integration.The bulletin is addressed to teachers and school leaders, representatives of education authorities, researchers and experts in the field of education. The bulletin is intended to quarterly inform about initiatives and significant events in the field of multilingual and multicultural education in Central Asia and around the world. In each issue of the bulletin you can find a variety of materials: interviews with experts, a review of the experience of multilingual schools, methodological articles and lesson development, announcements of events and publications, links to Internet resources.