Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
67 Results found
School, Identity and Discrimination Year of publication: 2011 Author: Néstor López Corporate author: UNESCO IIEP Office for Latin America and the Caribbean Education, identity and school is just one more link, within the many wills that work for full equality of opportunities. As in other publications of the Institute, the wealth of perspectives is added, which give shape to sometimes pressing realities with a demand for urgent action. The publication is a new opportunity for the voices of different interlocutors to give an account, in their countries and contexts, both of the construction of identity processes, and of their recognition and respect. This also implies raising the obstacles, the contributions and the advances, to face the challenges still pending. In each work presented here, the authors-whose participation and effort we deeply appreciate-offer sharp insights on various tasks and contexts. We wish, to conclude, that this text also contributes to the reflection on the possible courses that have been adopted or that require a deepening of the educational policies, specifically in the agendas related to the themes of this publication. 
Buenos Aires Recommendations Year of publication: 2007 Corporate author: PRELAC II Recognizing that education is a public good and is the key to building a more just and better world for all, the Second Intergovernmental Meeting of the Regional Education Project, PRELAC II, held in the city of Buenos Aires, on the 29th and March 30, 2007, agrees the following recommendations as criteria and lines of action for national policies and international cooperation. 
Construction / Emerging Invention of Unequal Populations in Latin American Education Year of publication: 2017 Author: Jesús Aguilar Nery Corporate author: Universidad de San Andrés | Arizona State University This text explores the emergent construction of “unequal” populations in Latin-America, focusing on three national traditions: Argentina, Brazil and Mexico. It compares who has been named as unequal in educational research and under what categories, and treats this comparison as an indicator for understanding the phenomenon of educational inequalities in the region between 1960 and 1970. It is concluded that the rules used to enforce inclusion, equality and equity are, at the same time, standards and divisions that involve the construction of systems of reasoning that also simultaneously include and exclude. 
Education and Social Cohesion in Latin America: A Micro-political Perspective Year of publication: 2014 Author: Silvina Gvirtz | Jason Beech Corporate author: Universidad de San Andrés | Arizona State University This article analyses the relation between education and social cohesion in Latin America from a micropolitical perspective. Even though we acknowledge the relevance of the macro and mezzo levels, we argue that the political decisions that are made at the school level are crucial to understand the contribution of educational systems to social cohesion. We suggest that the relation between social cohesion and school micropolitics can be analysed in two dimensions: the first is related to the access and permanence of children in school, while the second is related to the curriculum. The article concentrates on the second level by analysing the relation between the curriculum and social cohesion from a local, a national, and a global perspective. 
Weaving Education and Equity in Ibero-America Year of publication: 2024 Author: Ricardo Cuenca Corporate author: Organization of Ibero-American States (OEI) Addressing the complex relationship between education and inequality in Latin America is a challenge. Economic and social disparities create a complex network in the region. Despite progress, access remains an obstacle for many. During its 75-year history, the OEI has been working to break down the barriers that hinder equitable education for all. Ricardo Cuenca, member of the OEI Advisory Board, explains to what extent educational policies can contribute to mitigating these inequalities in Latin America. 
Eleventh meeting of the working group on Education for All, 2-3 February 2011, Paris, France: summary report Year of publication: 2011 Corporate author: UNESCO The eleventh meeting of the Working Group (WG) on Education for All (EFA) took place on 2 and 3 February 2011 at UNESCO headquarters in Paris. The meeting brought together people representing governments, bilateral and multilateral organizations, regional organizations, civil society organizations (CSOs), research institutes, foundations and the private sector. Consisting of seven sessions, the meeting aimed to review the world’s progress towards EFA and identify policy actions that can accelerate EFA progress, in particular as regards quality education, effective advocacy for education, violent conflicts and education and financing for education. The recommendations of the meeting were to be taken to the tenth meeting of the High Level Group (HLG) on EFA (Jomtien, Thailand, 22–24 March 2011). 
It's about us!: reflections on education for active citizenship within the European Union Year of publication: 2013 Author: Milana Marcella, Tarozzi Massimiliano The article is structured in three main parts. Grounded in the scientific literature, the authors unpack the notion of citizenship as key educational concept based on multiple and diverse identities. Then, they outline the major steps undertaken at EU level to formalise and expand citizenship rights and to endorse citizenship education across the Union’s nationals, by showing that citizenship education is promoted more as a strategy for legitimising the Union rather than a participatory practice aimed at fostering democratic processes within Europe. Finally, they discuss the implications of these policy advancements from a social justice perspective, by advancing a critique of their political assumptions and, to some extent, the pedagogical approach they suggest. 
Achieving Social Justice Through a Demographic-driven Initiative: Responding to the Unique Needs of Youth, Women and Refugees Year of publication: 2017 Author: Nader Said-Foqahaa | Nicholas Hyman Corporate author: International Labour Organization (ILO) The Arab world is currently going through a period of great socio-economic change, unprecedented since the revolutions and wars of independence more than half a century ago. The issue of social justice, which has been a challenge to Arab states over the past decades, is a matter of particular concern. The authors attempt to establish a conceptual background of social justice, and to discuss its linkage with youth, children, women, and refugees. The paper concludes with recommendations on social justice in the Arab world. 
What's Left of Spring? A Long Path towards Social Justice In the Arab Region; Case Study: Egypt, Tunisia, and Morocco Year of publication: 2015 Corporate author: United Nations Economic and Social Commission for Western Asia (ESCWA) “What is left of the spring? A long path towards achieving social justice in the Arab region” is the first in a series of social development reports that ESCWA intends to publish. It comes two years after the publication of “Spring Promises: Citizenship and Civic Participation in the Paths of Democratic Transition,” the study that reviewed the general context surrounding the so-called Arab Spring and addressed the challenges facing achieving social justice, consensus and maintaining social cohesion during political transitions. This report is also issued the day after the international community adopts a new global path for development, which is the 2030 Agenda for Sustainable Development, of which social justice is the main pillar. 
A New Era of Social Justice: International Labour Conference, 100th Session, 2011 Year of publication: 2011 Corporate author: International Labour Organization (ILO) This report specifically presents to the conference what the Director believes are the fundamental problems the ILO faces as it oversees a century of its inception in 2019. These problems are the remnants of an ineffective growth pattern that has increased inequality around the world over the past 30 years. The mission of the organization is to continue to work together to develop effective responses to these challenges - within the ILO itself, with national bodies such as governments, employers and workers, and through ILO cooperation with others.