UNESCO Clearinghouse on GCED

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T.E.A.C.H : Teaching emotive and controversial History 3-19 Many historical topics, including the Crusades, the Transatlantic Slave Trade or the Arab-Israeli conflict, can be considered emotive and controversial. The TEACH report found, in interviews with teachers carried out before 2007, that some teachers sometimes feel uncertain how best to approach such topics in such a way as to do the topics justice while respecting the feelings of particular groups of pupils. At no point did any teacher interviewed for the TEACH report claim to have avoided teaching about the Holocaust at Key Stage 3 for fear of offending Muslim children. The TEACH report outlines the sort of good practice in teaching sensitive topics which is available for teachers to share, not least through the Historical Association's programme of subject-specific training. (By the publisher)

Teaching the Holocaust at a distance : reflections from the field As technology continues to improve and online learning programs continue to proliferate each year throughout the United States, it is necessary for teachers to establish a sound understanding of proper pedagogical techniques for a digital environment. This phenomenon has ushered in a new era of education, thus bringing forth a myriad of new questions and issues that must be addressed. For instance, how should online instructors properly transfer and teach traditional core subjects in an online milieu? Social studies educators are faced with additional quandaries, such as teaching democratic processes for effective citizenship and the teaching of controversial issues/topics like the Holocaust. Undeniably, controversial topics elicit strong emotions and come with a plethora of concerns that seem only possible to address in a face-to-face classroom. This current exploration draws upon the scholarship and experience of experts in the field of social studies education, distance learning, and Holocaust Studies to provide suggestions as to how teachers should approach controversial topics in a digital learning environment. An example lesson plan is also provided to showcase a successful integration of controversial issues into an online high school social studies classroom. (By the author)

Teaching the Holocaust in School History: Teachers or Preachers? If we expose students to a study of human suffering we have a responsibility to guide them through it. But is this the role of school history? Is the rationale behind teaching the Holocaust primarily historical, moral or social? Is the Holocaust to be taught as a historical event, with a view to developing students' critical historical skills, or as a tool to combat continuing prejudice and discrimination? These profound questions lie at the heart of Lucy Russell's fascinating analysis of teaching the Holocaust in school history. She considers how the topic of the Holocaust is currently being taught in schools in the UK and overseas. Drawing on interviews with educationalists, academics and teachers, she discovers that there is in fact a surprising lack of consensus regarding the purpose of, and approaches to, teaching the Holocaust in history. Indeed the majority view is distinctly non-historical: there is a tendency to teach the Holocaust from a social and moral perspective and not as history. This book attempts to explain and debate this phenomenon. (By the publisher)

Making sense of the Holocaust: Lessons from classroom practice Featuring the close examination of different narrative treatments of the Holocaust by experienced teachers working with diverse groups of students in American public high schools, the book focuses on curricular enactments within particular classroom settings and examines what students in each class learned (and didn't learn) about the Holocaust. (By the author)

Mainstreaming Social and Emotional Learning in Education Systems: Policy Guide Year of publication: 2024 Corporate author: UNESCO Why social and emotional learning is key to transform education Since 2015, there has been significant progress towards reimagining education for wider societal transformation in support of peace, justice, inclusion, equality and sustainability. Yet, the existing challenges have intensified, and new ones have emerged. The world is witnessing a resurgence of multiple forms of conflict and violence, from racism and discrimination, to hate speech and armed conflict. Our efforts to build sustainable peace through education are falling short. Some 250 million children are still out of school, and those in school are not acquiring the necessary knowledge and skills they need. This guide makes the case for integrating Social and Emotional Learning (SEL) in collective efforts to transform education. It highlights the impact of SEL in improving academic achievement, reducing drop- out rates, and improving overall mental health and well-being, and importantly, in strengthening emotional and relational dynamics of classrooms, schools, communities, and societies. The guide synthesizes the latest research and practice from the world, including case studies of concrete SEL implementation. It provides policy-makers with preliminary guidance to facilitate their conceptualization and integration of SEL in all facets of their education systems to build long-lasting peace and sustainable development.

Teachers' guide for education for sustainable development in the Caribbean Year of publication: 2008 Author: Gillian Cambers | Grace Chapman | Paul Diamond | Lorna Down | Anthony D. Griffith | Winthrop Wiltshire Corporate author: UNESCO Santiago The publication “Teachers’ Guide for Education for Sustainable Development in the Caribbean” is geared towards regional teacher-trainers and teachers active at every level of education. Its purpose is two-fold: contribute to the integration of education for sustainable development into teaching practices through education initiatives, originally implemented in the Caribbean that may be feasible to replicate in the various classrooms, schools and communities; promote reflection, discussion and creation of innovative practices that involve all teachers in Decade activities and contribute to the making of sustainable societies. This document illustrates how different wills can come together moved by a desire to materialise common projects. Thus, this effort represents the work of regional specialists working in close cooperation with UNESCO Regional Bureau for Education in Latin America and the Caribbean, as well as the financial support of the Government of Japan.

Global Citizenship Education: Topics and Learning Objectives Year of publication: 2015 Corporate author: UNESCO This publication, titled Global Citizenship Education: Topics and learning objectives, is the first pedagogical guidance from UNESCO on global citizenship education. It is the result of an extensive research and consultation process with experts from different parts of the world. This guidance draws on the UNESCO publication Global Citizenship Education: Preparing learners for the challenges of the 21st century and the outcomes of three key UNESCO events on global citizenship education: the Technical Consultation on Global Citizenship Education (September 2013), as well as the First and Second UNESCO Fora on Global Citizenship Education, organized in December 2013 and January 2015 respectively. Before it was finalized, the guidance was field-tested by education stakeholders in selected countries in all regions to ensure its relevance in different geographical and socio-cultural contexts. Following the foundational work of UNESCO to clarify the conceptual underpinnings of global citizenship education and provide policy and programmatic directions, this document has been developed in response to the needs of Member States for overall guidance on integrating global citizenship education in their education systems. It presents suggestions for translating global citizenship education concepts into practical and age-specific topics and learning objectives in a way that allows for adaptation to local contexts. It is intended as a resource for educators, curriculum developers, trainers as well as policy-makers, but it will also be useful for other education stakeholders working in non-formal and informal settings.

Educating for global competence: preparing our youth to engage the world Year of publication: 2011 Author: Veronica Boix Mansilla | Anthony Jackson Corporate author: Asia Society | Council of Chief State School Officers (CCSSO) Contemporary societies are marked by new global trends - economic, cultural, technological, and environmental shifts that are part of a rapid and uneven wave of globalization. The growing global interdependence that characterizes our time calls for a generation of individuals who can engage in effective global problem solving and participate simultaneously in local, national, and global civic life. Put simply, preparing our students to participate fully in today's and tomorrow's world demands that we nurture their global competence.This document introduces a definition of global competence developed by the Global Competence Task Force - a group of state education agency leaders, education scholars, and practitioners - under the auspices of the Council of Chief State School Officers EdSteps initiative (CCSSO-EdSteps) and the Asia Society Partnership for Global Learning (see page (iv) for task force participants). The definition builds on seminal work within the states and a broad range of organizations working to advance global knowledge and critical thinking skills. A process of careful articulation and vetting yielded the definition of global competence here proposed:Global competence is the capacity and disposition to understand and act on issues of global significance.Globally competent individuals are aware, curious, and interested in learning about the world and how it works. They can use the big ideas, tools, methods, and languages that are central to any discipline (mathematics, literature, history, science, and the arts) to engage the pressing issues of our time. They deploy and develop this expertise as they investigate such issues, recognize multiple perspectives, communicating their views effectively, and taking action to improve conditions.Educating for Global Competence: Preparing Our Youth to Engage the World is intended for classroom teachers, administrators, informal educators, policymakers, community leaders, researchers, parents, students, and all other stakeholders interested in preparing our youth for the 21st century. Becoming better at education for global competence involves rethinking practices and recognizing that there are no simple recipes for success. As such, this book is meant to be used flexibly - browse, make connections, and concentrate on the chapters that you find most pertinent to your work. Experiment with ideas, challenge concepts, and share with colleagues. Ultimately this book must work for you. It is meant to be read in the way that best meets your needs, inspires your curiosity, and proves fruitful in the classroom.Chapter one offers a rational for global education in our nation and worldwide. Chapter two introduces a conceptual framework for global competence and explains the key role of disciplinary and interdisciplinary foundations in student learning. Chapter three, four, five and six focus, respectively, on four core capacities associated with global competence: investigating the world, recognizing perspectives, communicating ideas, and taking action. Chapter seven considers core principles of instruction for teaching global competence. Chapter eight looks at what students and education institutions can do to promote global competence - and how they might create a culture of global competence for youth and adults. Finally, chapter nine places global competence in the larger framework of public education systems in and beyond the United States.

All human beings... a manual for human rights education Year of publication: 1998 Author: Kaisa Savolainen | Francine Best | Patrice Meyer-Bisch | Betty Reardon Corporate author: UNESCO The World Conference on Human Rights (Vienna, 1993) took the position that human rights education, training and public information were essential in order to create and promote stable and harmonious relations among different communities and to foster mutual understanding, tolerance and peace.UNESCO has prepared this Manual for Human Rights Education as a contribution to the fiftieth anniversary of the Universal Declaration of Human Rights on 10 December 1998 and to the United Nations Decade for Human Rights Education (1995–2004). While intended mainly for educators, it may also be useful to secondary-school students and in the context of non-formal education.The Manual is the result of teamwork, with participation by numerous educators and experts from various regions of the world. A preliminary version was submitted to the delegates of UNESCO Member States at the 29th session of the Organization’s General Conference and has since been tested in several schools throughout the world.The Manual is addressed to primary- and secondary-school teachers and to instructors in non-formal education for children and adults. It is a teaching aid providing both theory and practical advice. However, parts of it can be used directly, without any teacher, by young people from the age of 14 upwards.Part 1 sets out an approach to the concepts essential if human rights education is to be rigorous, have a scientific basis, expand knowledge and promote thought. This part is to be read by teachers who wish to impart human rights education. It can be understood by secondary students aged 14 and over. It incorporates the basic components of the Declaration and Integrated Framework of Action on Education for Peace, Human Rights and Democracy (1994).Part 2 is addressed to schoolteachers and those in positions of responsibility. It is essentially a tool for teaching. It opens up avenues, makes suggestions and gives advice on how all educational disciplines can embrace the objectives inherent in human rights education. Obviously all teachers are free, in the light of their own cultures and individual pedagogical choices, to invent and create approaches and situations different from those suggested here.Part 3 presents a number of pedagogical examples that have been tried out and that provide an approach for educational work concerning a specific right. The plan follows that of the Universal Declaration of Human Rights, which is quoted and referred to at length. This part may be regarded as an educational demonstration of the features of this declaration, the fiftieth anniversary of which is being celebrated by UNESCO and the United Nations in 1998.All teachers and organizers can be guided by the experiments presented here to encourage information, training and reflection. There is no need to follow any particular order. As the need arises, a particular right (such as the right to health care or the right to live in a well-balanced environment) can be introduced before or after another right, or the focus may be on a single right.The Manual does not seek to be exhaustive but rather to propose material which can be developed and supplemented in an ongoing process. It will be for educators and learners, in their own cultural contexts, to discover how human rights can acquire meaning in their daily lives.

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