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Womenโs Education: Promoting Development, Countering Radicalism Year of publication: 2014 Author: Hedieh Mirahmadi Corporate author: World Organization for Resource Development and Education (WORDE) Increasing access to quality secular education can create better jobs for women and reduce some of the economic drivers of radicalization. Educated women can in turn play a pivotal role in inoculating their children and communities against the radical narratives used to recruit followers. 
Currรญculos escolares y sus orientaciones sobre historia, sociedad y polรญtica: significados para la cohesiรณn social en Latinoamรฉrica Year of publication: 2009 Author: Cristiรกn Cox | Robinson Lira | Renato Gazmuri Corporate author: Uqbar Editores | Elsevier The purpose of this work is to analyse the results of the curricula reform that took place from 1999 to 2000 in regards to the role of schools in providing a model for social integration or cohesion among all groups and social strata. The analysis and critical reflection is based on the assessment done on the curricula for citizenship formation in primary and secondary education in seven countries: Argentina, Brazil, Colombia, Chile, Guatemala, Mexico, and Peru. The main question being answered whether the patterns observed in the different curricula contribute to social cohesion. Gathering the voices: Disseminating the message of the Holocaust for the digital generation by applying an interdisciplinary approach The aim of the Gathering the Voices project is to gather testimonies from Holocaust survivors who have made their home in Scotland and to make these testimonies available on the World Wide Web. The project commenced in 2012, and a key outcome of the project is to educate current and future generations about the resilience of these survivors. Volunteers from the Jewish community are collaborating with staff and undergraduate students in Glasgow Caledonian University in developing innovative approaches to engage with school children. These multimedia approaches are essential, as future generations will be unable to interact in person with Holocaust survivors. By students being active participants in the project, they will learn more about the Holocaust and recognize the relevance of these testimonies in todayโs society. Although some of the survivors have been interviewed about their journeys in fleeing from the Nazi atrocities, for all of the interviewees, this is the first time that they have been asked about their lives once they arrived in the United Kingdom. The interviews have also focused on citizenship and integration into society. The project is not yet completed, and an evaluation will be taking place to measure the effectiveness of the project in communicating its message to the public. (By the author) 
The Socio-Cultural Impact of COVID-19: Exploring the Role of Intercultural Dialogue in Emerging Responses Year of publication: 2020 Author: Fethi Mansouri Corporate author: UNESCO This brief illustrates, proponents and practitioners of ICD were quick to adapt to this crisis situation and shifted much of their activities online in order to mitigate the negative impacts of the pandemic. The shift has ensured that cross-cultural exchange, mutual support and intergroup solidarity, all key dimensions of the ICD approach, can be maintained in safe online contexts and thus continue to play a key role within the socio-cultural response to COVID-19.Through inductive exploration of authentic, local, community responses to the COVID-19 crisis, this brief aims to shed light on the new context in which the ICD agenda is being pursued, complementing the many existing quantitative analyses of the socio-cultural impact of the pandemic. Address by Irina Bokova, Director-General of UNESCO, on the occasion of the Inaugural Lecture on: Diverse Societies, Inclusive Democracies: New Skills for a Sustainable World, Organized by the Mahatma Gandhi Institute of Education for Peace Year of publication: 2014 Corporate author: UNESCO. Director-General, 2009-2017 (Bokova, I.G.) This document is the address of Irina Bokova, Director-General of UNESCO, on the occasion of the inaugural lecture on: Diverse Societies, Inclusive Democracies: New Skills for a Sustainable World, organized by the Mahatma Gandhi Institute of Education for Peace in Delhi, India, 25 November 2014. She insisted the importance of social integration, the human rights for all and education for sustainable development.