Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
3,165 Results found
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) 
The Legitimacy of Diversity in Education: A Reflection on Inclusion Year of publication: 2011 Author: Luc Prud’homme | Raymond Vienneau | Serge Ramel | Nadia Rousseau Corporate author: Éducation et francophonie The objective of this article is to explore the theme of diversity in the classroom from the perspective of scholastic inclusion, or its alternative, scholastic and social exclusion. The article examines concepts that foster the positive and constructive recognition of diversity in the school setting, along with the social and cultural dimension of inclusion and the pedagogy of inclusion. La légitimité de la diversité en éducation : réflexion sur l’inclusion Year of publication: 2011 Author: Luc Prud’homme | Raymond Vienneau | Serge Ramel | Nadia Rousseau Corporate author: Éducation et francophonie Le présent texte a pour objectif de proposer une réflexion sur le thème de la diversité à l’école, et ce, sous l’angle de l’inclusion scolaire ou de son alternative, l’exclusion scolaire et sociale. Le texte examine ainsi certaines conceptions favorisant une reconnaissance positive et constructive de la diversité en contexte scolaire. Ensuite, il explore la dimension sociale et culturelle de ce phénomène pour enfin traiter la question de l’inclusion et de la pédagogie de l’inclusion. 
Working Towards Citizenship: Shared Destiny, Social Demand and Decolonisation of the Educational System in Contemporary New Caledonia Year of publication: 2009 Author: Marie Salaün | Jacques Vernaudon Corporate author: Anthropologie et Sociétés | Université Laval The situation in contemporary New Caledonia could be described as almost experimental. The territory is engaged in an innovative process of decolonisation and, within the next ten years or so, should witness the emergence of a New Caledonian citizenship, transcending the ethnic divisions engendered by colonisation through the elaboration of a « common destiny ». As a breeding ground for the inequalities which the current re-balancing process is attempting to alleviate, the educational system has been a key focus for Kanak independence movement demands over the last thirty years. This article presents some data from the first inquiries with parents whose children are involved in Kanak languages and culture classes, which have been included in the new curriculum, no longer national but local, since 2005. This recent inclusion seems to have encountered some forms of support which override community boundaries, since speaking a vernacular language is seen as a way of asserting one’s membership in a truly « local » community. What can we learn from developments in the social demand regarding a new multilingual educational system of interethnic coexistence that New Caledonians are committed to define? La ciudadanía como horizonte : destino común, petición social y descolonización actual de la escuela en Nueva-Caledonia Year of publication: 2009 Author: Marie Salaün | Jacques Vernaudon Corporate author: Anthropologie et Sociétés | Université Laval La Nueva-Caledonia contemporánea presenta una situación cuasi-experimental para la investigación. Comprometida en un proceso de descolonización original, deberá conocer dentro de unos diez años el surgimiento de una ciudadanía neo-caledoniense que trascienda, en un destino común, las divisiones étnicas originadas por la colonización. En tanto que fuente de desigualdades que el actual reequilibrio entre comunidades trata de paliar, la institución escolar ha estado en el centro de la reivindicación independentista kanac desde hace treinta años. Este artículo presentará algunos resultados de las primeras encuestas entre los padres de familia cuyos hijos siguen los cursos de Lenguas y cultura kanac, tal y como lo prescriben los nuevos programas, que desde 2005 son locales y no nacionales. Veremos que la reciente consideración de las lenguas kanak encuentra una cierta adhesión que rebasa las fronteras entre comunidades, el uso de una lengua vernácula se percibe como una manera de afirmar la membresía a lo « local ». ¿Qué significan las transformaciones de la petición social frente a una escuela plurilingüe, símbolo de cohabitación particular que los Neo-caledonienses se han comprometido con definir? La citoyenneté comme horizon : Destin commun, demande sociale et décolonisation de l’école en Nouvelle-Calédonie aujourd’hui Year of publication: 2009 Author: Marie Salaün | Jacques Vernaudon Corporate author: Anthropologie et Sociétés | Université Laval La Nouvelle-Calédonie contemporaine présente une situation quasi-expérimentale pour la recherche. Engagée dans un processus de décolonisation original, elle doit connaître d’ici une dizaine d’années l’émergence d’une citoyenneté néo-calédonienne transcendant, dans un destin commun, les clivages ethniques nés de la colonisation. En tant qu’une des sources des inégalités que l’actuel rééquilibrage entre communautés tente de pallier, l’institution scolaire a été au coeur de la revendication indépendantiste kanak depuis trente ans. L’article présente quelques résultats des premières enquêtes auprès de parents dont les enfants suivent l’enseignement Langues et culture kanak, tel qu’il est inscrit dans les nouveaux programmes, désormais locaux et non plus nationaux depuis 2005. La récente prise en compte des langues kanak rencontre une certaine adhésion qui outrepasse les frontières entre communautés, la pratique d’une langue vernaculaire étant vue comme un moyen d’affirmer son appartenance au « local ». Que nous disent les évolutions de la demande sociale face à une école nouvellement plurilingue, symbole du vivre-ensemble particulier que les Néo-Calédoniens se sont engagés à définir? Identity And Pedagogy In Holocaust Education: The Case Of Israeli State Schools This pedagogical and sociological analysis of Shoah (Holocaust) education in Israeli state schools is based on an empirical survey conducted in 2007-2009 among junior high school and high school students, teachers and principals in general and religious schools, and experts in the field. It explores issues such as materials and methods, beliefs and attitudes, messages imparted, pedagogical challenges, and implications for national and religious identity and universal values. Comparative and multi-dimensional analyses of sub-populations, such as by age and type of school, were conducted. The practical and theoretical implications of the findings are considered in the context of Shoah education in Israel and other educational settings over the past half century. (By the author) Understanding Pupil Preconceptions of the Holocaust in English Schools While the Holocaust is a central part of history teaching today, there is nevertheless a distinct absence of research on the knowledge and understanding that pupils acquire before their formal studies. This empirically-grounded article based on research in three English schools explores what ideas pupils already have and explains what the potential implications of these might be. It suggests that there are various gaps and established myths which exist and that these may limit further understanding if they are not addressed. It then outlines measures which could be taken to facilitate an improvement in Holocaust education with reference to these problems. (By the author) 
Concepts and Actors’ Perceptions of Living Together in Basic Education Textbooks in Ivory Coast Year of publication: 2013 Author: Goïta Ouattara Kanndanan Insiata Corporate author: McGill University. Faculty of Education This article first highlights the concepts of living together in basic education textbooks in Ivory Coast. Second, it identifies the perceptions of these concepts by the actors (trainers and learners) as well as the media used for instruction. To address these two concerns, the methodology consisted of a content analysis of textbooks and current program guides, as well as an analysis of interviews with the actors. The results indicate that solidarity, peace, tolerance, discipline, and inter-ethnic alliance are concepts, among others, taught to instil a culture of peace in potential future socio-political actors. In addition, these concepts are positively perceived and appropriated by the actors. Teaching, Learning, and the Holocaust: An Integrative Approach Classroom study of the Holocaust evokes strong emotions in teachers and students. Teaching, Learning, and the Holocaust assesses challenges and approaches to teaching about the Holocaust through history and literature. Howard Tinberg and Ronald Weisberger apply methods and insights of the Scholarship of Teaching and Learning to examine issues in interdisciplinary teaching, with a focus on the community college setting. They discuss student learning and teacher effectiveness and offer guidance for teaching courses on the Holocaust, with relevance for other contexts involving trauma and atrocity. (By the author)