Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
125 Results found
Social Media to P/CVE: Toolkit for Practitioners Year of publication: 2017 Corporate author: Search for Common Ground This Toolkit has been created on the basis of the key findings obtained in the framework of the Search for Common Ground (Search) “Social Media for De-Radicalization in Kyrgyzstan: A Model for Central Asia’s” pilot project funded by the Bureau of Counterterrorism, US Department of State. The project is based on two parts: a participatory approach, focused on UN Resolution 2250, and a professional approach aimed at creating and conducting social media campaigns in Kyrgyzstan.Extremist and terrorist groups use the Internet to radicalize and recruit young people through social media and instant messaging applications. Therefore, it is important to create new methods to combat online extremist propaganda, focusing not only on measures such as blocking and filtering content, or counter-narratives which are very popular and come naturally in response to radicalization and violent extremism, but also offering a positive alternative to extremist propaganda, while challenging their ideology and messages. Социальные медиа для профилактики/предотвращения насильственного экстремизма: практическое руководство Year of publication: 2017 Corporate author: Search for Common Ground Данный инструментарий был создан на основе ключевых результатов, полученных в рамках пилотного проекта «Поиск социальных сетей (Кыргызстан: модель для Центральной Азии)« Поиск в социальных сетях для Кыргызстана: модель для Центральной Азии », финансируемого Бюро по борьбе с терроризмом, Госдеп США. Проект основан на двух частях: совместный подход, ориентированный на Резолюцию ООН 2250, и профессиональный подход, направленный на создание и проведение кампаний в социальных сетях в Кыргызстане.Экстремистские и террористические группы используют Интернет для радикализации и вербовки молодых людей через социальные сети и приложения для обмена мгновенными сообщениями. Поэтому важно создать новые методы для борьбы с экстремистской пропагандой в Интернете, сосредоточив внимание не только на таких мерах, как блокировка и фильтрация контента, либо контррассказах, которые очень популярны и появляются естественным образом в ответ на радикализацию и насильственный экстремизм, но также предлагая Позитивная альтернатива экстремистской пропаганде, бросая вызов их идеологии и сообщениям. 
Enhancing Jordanian Media’s Ability to Combat Extremism and Terrorism Through Media Literacy, Quality of Content, and Media Performance: Training Guide (2020) Year of publication: 2020 Author: Amani Jarrar Corporate author: Jordan Media Institute This training toolkit has been developed by the Jordan Media Institute in the frame of the project “Improving Jordan’s Media Capacity to Counter Violent Extremism and terrorism: Media Literacy and Performance & Content Quality Perspective”. The guide means to be a reference for journalists to enhance journalists media literacy, fact checking and news verification skills when covering stories of extremism and terrorism.This project has been implemented since December 2019 under the STRIVE Global Program, funded by the European Union, at Hedayah. 
Gender-Based Violence in Education Year of publication: 2015 Author: Jenny Perkes This paper examines how policies and strategies to address school-related gender-based violence have evolved since 2000, when gender-based violence within education was largely invisible. It traces remarkable progress in research, policy and programmes, particularly since the mid-2000s when evidence around the globe exposed high levels of many forms of violence. However, there is still insufficient knowledge about what works to reduce violence, and weaknesses in processes of policy enactment which inhibit effective action. Through four country case studies, in South Africa, Brazil, India and Liberia, this paper explores how different forms of violence are being addressed in varying contexts. It concludes that more attention is needed to the space between national and local policy enactments, and to tackling at national, district, school and community levels the norms and inequalities at the heart of gender-based violence. 
Terrorism, Religious and Ethnic Intolerance Issues in the Syllabuses and Textbooks of Bengali and English Medium and Madrasah Education in Bangladesh an Appraisal Year of publication: 2014 Author: NM Sajjadul Hoque The author argues that education is a catalyst for social change and a powerful instrument for overcoming social and security problems. In other words, the author believes that syllabuses and textbooks of both the general and madrasa education streams of Bangladesh have a significant role in educating people to counter terrorism as well as religious and ethnic intolerance. This paper attempts, however, by reviewing the current syllabuses and textbooks of general and madrasa education streams, and also by assessing peoples’ opinions in Bangladesh, to know whether the syllabuses and text books are adequately addressing, or not, the issues of terrorism and religious and ethnic intolerance. Terrorism, Religious and Ethnic Intolerance Issues in the Syllabuses and Textbooks of Bengali and English Medium and Madrasah Education in Bangladesh an Appraisal Year of publication: 2014 Author: NM Sajjadul Hoque L'auteur fait valoir que l'éducation est un catalyseur du changement social et un instrument puissant pour surmonter les problèmes sociaux liés à la sécurité. En d'autres termes, l'auteur estime que les programmes et les manuels scolaires de l’enseignement général et de la madrasa au Bangladesh ont un rôle important à jouer dans la lutte contre le terrorisme, l'intolérance religieuse et ethnique, à travers l'éducation. Ce document s’efforce, toutefois, d’examiner, si les programmes et les manuels abordent de manière adéquate, ou non, les questions du terrorisme et de l'intolérance religieuse et ethnique. L’auteur évalue les programmes actuels et les manuels en cours d’utilisation dans les établissements d’enseignement général et dans les madrasas, ainsi que les points de vue des Bangladeshis. 
Unsafe Gods: Security, secularism and schooling Year of publication: 2014 Author: Lynn Davies This book makes the compelling argument that religion can be complicit in conflict and that a new secularism is vital to foster security. Using insights from complexity science, it shows how dynamic secularism can be used to accommodate diverse faiths and beliefs within worldly politics. Exploration of the interplay of religion and education in the context of security and notions of safe schools offers new understandings of how religions learn – or instead remain frozen accidents that hinder societies from adapting to change. The book shows how turbulence and amplification underscore the necessity for an education that is critical even of patriarchal religious texts and that recognizes the power of satire and humour. Unsafe Gods: Security, secularism and schooling Year of publication: 2014 Author: Lynn Davies Ce livre avance l'idée forte que la religion étant un facteur de conflictualité, une sécularisation plus poussée est vitale pour renforcer la sécurité. En mobilisant une approche inspirée des sciences de la complexité, il montre comment une sécularisation dynamique peut être appliquée à des systèmes politiques du monde entier afin de permettre la cohabitation de plusieurs religions et croyances. L'analyse des effets de l'interaction entre la religion et l'éducation en matière de sécurité et des dispositifs "safe schools" permet de comprendre la façon dont les religions s'adaptent, ou au contraire restent figées, empêchant les sociétés de s’adapter aux changements. Le livre montre que la conflictualité croissante souligne la nécessité de mettre en place une éducation centrée autour d'un regard critique, même à l'égard des textes religieux fondateurs, et qui reconnaisse l'intérêt de la satire et de l'humour. 
폭력적 극단주의 예방을 위한 교사 지침서 Year of publication: 2016 Corporate author: 유네스코 이것은 유네스코 최초의 교육을 통한 ‘폭력적 극단주의 예방을 위한 교사지침서(Teacher's Guide on the Prevention of Violent Extremism)’이다. 이 문서는 2015년 10월 유네스코 집행이사회가 채택한 결정문(197/EX Decision 46)안에 언급된 것으로서 유네스코 회원국의 요구에 직접 반응하기 위하여 개발되었으며, 국제 기구가 인권 중심의 글로벌시민교육(GCED) 프로그램을 통해 폭력적 극단주의에 대한 교육 부분에서의 대응을 강화하고, 각국의 상황을 염두하여 국가적인 지원과 도움을 제공하는 능력을 향상시킬 것을 요구하고 있다. 따라서 본 지침서는 교육 부문과 관련하여 유네스코가 유엔 사무 총장의 폭력적 극단주의를 예방하기 위한 행동 계획을 실행하는 데에 있어서 처음으로 기여한 것으로 여겨진다. 그리고 이 지침서와 더불어 현재 교육부 내의 교육 정책 결정자를 위한 기구(Organization for Education Policy-Makers)에서는 기술적 지침을 개발 중이다. 이 지침은 포괄적이고 실용적인 교육 부문 차원의 대응을 통해 폭력적 극단주의의 동인(動因)이 되는 것들을 다루기 위한 국가적 역량을 구축하고 강화시키는 데 도움을 줄 수 있는 일련의 자원들을 국가에 제공하고자 한다. 각양 각색의 지리학적 및 사회 문화적 맥락 안에서 본 교사지침서가 타당성을 갖추기 위하여 여러 지역의 전문가와 교사, 그리고 선택된 국가의 교육 분야 이해 관계자들이 현장에서 실시한 광범위한 상담 과정을 거쳐 개발되었다. 그러므로 이 지침서는 학습자의 특정 요구에 부응하기 위해서, 더욱 맥락화 시키고, 적용시키고, 번역하는 프로토타입으로 간주하거나 이 자체를 그대로 사용할 수 있다. Методическое пособие по предотвращению насильственного экстремизма Year of publication: 2016 Corporate author: Организация Объединенных Наций по вопросам образования, науки и культуры (UNESCO) Насильственный экстремизм и движущие факторы радикализации относятся к числу наиболее распространенных проблем нашего времени. Нельзя сказать, что насильственный экстремизм присущ только тому или иному возрасту либо полу, той или иной группе либо общине, однако перед идеями его сторонников и членов террористических организаций особенно уязвимы молодые люди.Сталкивающаяся с такими угрозами молодежь должна располагать возможностями для своевременного получения актуального образования, с тем чтобы овладеть знаниями, навыками и жизненными установками, которые могут помочь ей противостоять вышеупомянутой пропаганде.Развитие таких компетенций требует помощи со стороны квалифицированных преподавателей, пользующихся доверием и уважением со стороны молодых людей и поддерживающих с ними тесные контакты.Настоящее пособие разработано с учетом этой проблематики в помощь учителям старших классов начальной школы и младших и старших классов средней школы. Авторы пособия надеются, что оно поможет работе учителей в рамках как формального, так и неформального образования.