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منهج تربية وطنية للصف الثالث الثانوي Year of publication: 2022 Author: Moahmmed Ali Corporate author: ELkheta Seniors يستعرض الفيديو حلقة كاملة عن منهج التربية الوطنية للصف الثالث الثانوي بمصر. يحاول المعلم أن يتحدث عن جميع المواضيع التي يحتويها المنهج، ويعمل مراجعة متكاملة للمنهج. يعتبر الفيديو مهم للطلبة الذين يدرسون باستقلالية لفهم مادة التربية الوطنية. National Education Curriculum for the Third Grade of Secondary Year of publication: 2022 Author: Moahmmed Ali Corporate author: ELkheta Seniors The video reviews a full episode of the national education curriculum for the third secondary grade in Egypt. The teacher tries to talk about all the topics included in the curriculum, and makes an integrated review of the curriculum. The video is important for students who study independently to understand civics. 
서울교육 2021년 여름호 (제63권 통권 243호) Year of publication: 2021 Corporate author: 서울특별시교육청 교육연구정보원 권두칼럼:포스트 코로나, 휴먼터치(Human touch)의 시대를 기대하다 특별기획: 생명과 지구를 살리는 교육의 대전환 생태문명으로의 전환을 위한 교육, 학교전체적 접근으로생태전환, 학교교육으로 시작합니다해외교육:독일의 지속가능발전교육(ESD)과 기후위기 대응 교육 정책연구:공감 능력 신장을 위한 학교 교육, 어떻게 할 수 있을까? 본 저작물은 서울특별시교육청교육연구정보원에서 2021년 작성하여 공공누리 제 4유형으로 개방한 ‘서울교육 2021년 여름호 (제63권 통권 243호)’ 을 이용하였으며 해당 저작물은 서울특별시교육청교육연구정보원 (www.serii.re.kr)에서 무료로 다운받으실 수 있습니다. 
서울교육 2022년 여름호 (제64권 통권 247호) Year of publication: 2022 Corporate author: 서울특별시교육청 교육연구정보원 권두칼럼:세계시민으로 사는 길 특별기획: 학교, 세계와 만나다 공존과 상생을 위한 세계시민교육의 전망과 과제세계시민교육, 거대 담론을 넘어 교육자의 일상 속 실천으로 해외교육:프랑스, 왜 다시 시민교육 강화에 나서는가? 정책연구:메타버스의 교육적 활용 방안 - 확장된 학습 공간으로서의 가능성과 한계 본 저작물은 서울특별시교육청교육연구정보원에서 2022년 작성하여 공공누리 제 4유형으로 개방한 ‘서울교육 2022년 여름호 (제64권 통권 247호)’ 을 이용하였으며 해당 저작물은 서울특별시교육청교육연구정보원 (www.serii.re.kr)에서 무료로 다운받으실 수 있습니다. 
Education and Cultural Diversity Lessons from Innovative Practice in Latin America Year of publication: 2008 Author: Carolina Hirmas R. Corporate author: UNESCO Santiago This publication, which is the second volume of the collection, is the result of analysis and reflection on a series of innovative educational experiences from several Latin American countries, which respond with pedagogical relevance to the students' cultural context and offer an education oriented towards knowledge, understanding and dialogue between people of different cultures. The significant contribution of the aforementioned experiences lies in the recognition and appreciation of the ethnic and cultural diversity of its students and communities, as a starting point for the development of new learning and affirmation of their identity. In turn, life in educational centers promotes intercultural relations of respect and fraternity in a local and subregional sociogeographic context, characterized by multiculturalism. 
Education for a Democratic Citizenship in the Countries of Latin America: A Critical Look Year of publication: 2007 Author: Bradley A.U. Levinson | Juan G. Berumen This report is a contribution to the discussion of the Regional Policy Dialogue on training for democracy and secondary education in Latin America. In this text, we present an analysis of the results of a survey on education for democracy carried out as part of the activities of the Education Network, which was sent by the Bank to the member countries of the Dialogue. We frame these results in a conceptualization of what it means to educate for democracy. We complement the discussion with information from additional sources that illuminate different aspects of the conceptual framework proposed here. Educación para una Ciudadanía Democrática en los Países de América Latina: Una Mirada Crítica Year of publication: 2007 Author: Bradley A.U. Levinson | Juan G. Berumen Este informe es un aporte a la discusión del Diálogo Regional de Política sobre la formación para la democracia y la educación secundaria en América Latina. En este texto presentamos un análisis de los resultados de una encuesta sobre la educación para la democracia realizada como parte de las actividades de la Red de Educación, que fue enviada por el Banco a los países miembros del Diálogo. Enmarcamos estos resultados en una conceptualización sobre qué significa educar para la democracia. Complementamos la discusión con información de fuentes adicionales que iluminan distintos aspectos del marco conceptual que aquí proponemos. 
Education for Democratic Citizenship in Secondary Schools in Latin America Year of publication: 2005 Author: Fernando Reimers, Eleonora Villegas Reimers Corporate author: Banco InterAmericano de Desarrollo (BID) This document was commissioned by the Educational Network of the Regional Policy Dialogue for the VII Hemispheric Meeting held on February 17 and 18, 2005. This report is a contribution to the discussion of the Dialogue on Formation for Democracy and Secondary Education in Latin America. In this text, we present an analysis of the results of a survey on education for democracy carried out as part of the activities of the Education Network, which was sent by the Bank to the member countries of the Dialogue2. We frame these results in a conceptualization of what it means to educate for democracy. We complement the discussion with information from additional sources that illuminate different aspects of the conceptual framework proposed here. Educación para la Ciudadanía Democrática en Escuelas Secundarias en América Latina Year of publication: 2005 Author: Fernando Reimers, Eleonora Villegas Reimers Corporate author: Banco InterAmericano de Desarrollo (BID) Este documento fue comisionado por la Red de Educación del Diálogo Regional de Política para la VII Reunión Hemisférica celebrada los días 17 y 18 de febrero de 2005. Este informe es un aporte a la discusión del Diálogo sobre la formación para la democracia y la educación secundaria en América Latina. En este texto presentamos un análisis de los resultados de una encuesta sobre la educación para la democracia realizada como parte de las actividades de la Red de Educación, que fue enviada por el Banco a los países miembros del Diálogo2. Enmarcamos estos resultados en una conceptualización sobre qué significa educar para la democracia. Complementamos la discusión con información de fuentes adicionales que iluminan distintos aspectos del marco conceptual que aquí proponemos. 
Emotionen, Geschichtsbewusstsein und die Themenzentrierte Interaktion (TZI) am Beispiel des Unterrichtsprojekts zum Außenlagerkomplex Kaufering/Landsberg: “Wir machen ein KZ sichtbar” Year of publication: 2012 Author: B. Fenner Corporate author: University of Ausgsburg Based on theme-centred interaction theory, the authors analyse a project in which a group of German 9th and 10th grade students participate in a project, “We make a Concentration Camp visible,” aimed at recreating the history of the so called Lager XI, one of the eleven satellite camp complexes of Dachau concentration camp, and make an exhibition about the camp. The above abstract is taken from the International Holocaust Remembrance Alliance Education Research Project. Please also consult the full list of abstracts in 15 languages and the accompanying publication Research in Teaching and Learning about the Holocaust: A Dialogue Beyond Borders. Ed: IHRA, Monique Eckmann, Doyle Stevick, Jolanta Ambrosewicz-Jacobs, 2017, Metropol Verlag at http://www.holocaustremembrance.com/publications.