Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
2,701 Results found
The Concept of Citizenship for Immigrants and Members of the Host Society within the Minority Francophone Context: A Lexical Analyse Year of publication: 2014 Author: Aïcha Benimmas | Sylvia Kasparian Corporate author: Revue de l’Université de Moncton Given the changes and constant mutations which occur in societies at the social, political, economic, technological, and educational levels, the concept of citizenship must be continually redefined. While French-speaking citizens, immigrants and members of the host society can find common ground thanks to the French language, they can also find differences because of other characteristics linked to their identity, such as culture, ethnic background, religion, and history. This is why we must analyze the meaning that these groups give to the concepts of citizenship and citizen participation, interpreting the differences and similarities that surface in their discourse regarding these two concepts. The use of computerized tools and statistics has enabled us to find through a constant comparison between qualitative and quantitative analyses-the perceptions, similarities, and divergences in the discourse of four groups of participants involved in our study: immigrant youth, immigrant parents, host society youth, and host society parents. Le concept de citoyenneté chez des immigrants et des membres de la société d’accueil en milieu minoritaire francophone : une analyse lexicale Year of publication: 2014 Author: Aïcha Benimmas | Sylvia Kasparian Corporate author: Revue de l’Université de Moncton Étant donné les changements et les mutations constantes que connaissent les sociétés sur différents plans (social, politique, économique, technologique, etc.), le concept de citoyenneté nécessite une redéfinition d’une manière continue. Si les citoyens francophones, immigrants et membres de la société d’accueil, peuvent se rejoindre grâce à la langue française, ils peuvent différer à cause de leurs autres caractéristiques identitaires à savoir, la culture, l’ethnie, la religion et l’histoire. C’est dans ce sens qu’il importe d’explorer le sens que ces différents groupes donnent aux concepts de citoyen et de participation citoyenne. L’utilisation des outils informatisés et statistiques nous a permis de relever, par un aller-retour constant entre les analyses qualitatives et quantitatives, les ressemblances et les divergences dans le discours de quatre groupes de participants à notre étude : jeunes immigrants, parents immigrants, jeunes de la société d’accueil et parents de la société d’accueil. 
The Role of Teachers in Education and Democracy: The Impact of a Research Project on Preservice Teacher Perceptions Year of publication: 2015 Author: Gina Thésée | Paul R. Carr | Franck Potwora Corporate author: McGill University. Faculty of Education This article presents reflections on a survey questionnaire related to the connection between education and democracy. A sample of 157 teacher-education students in Montreal completed a follow-up questionnaire after having participated in a research questionnaire (first study) concerning their perception and experience of the linkage between education and democracy. The first study underscored a weak democratic experience as well as an educational journey without a strong linkage to democracy, which concurs with our previous findings. However, the results of the follow-up survey indicate that participation in this inquiry generated socio-educational, epistemological, pedagogical, and methodological reflections, which could have significant implications for the perception of the role of educators. 
[Summary] Global Education Monitoring Report Summary 2019: Migration, Displacement and Education: Building Bridges, Not Walls Year of publication: 2018 Corporate author: UNESCO | Global Education Monitoring Report Team This Report points directly to a major challenge: How can teachers be supported to practise inclusion? It offers us fascinating insights into humanity and the age-old phenomenon of migration. I invite you to consider its recommendations and to act on them. This report is a vital toolkit for these compacts. It covers policy issues that address seasonal migrants, rural school consolidation, intercultural curricula, refugee inclusion in national education systems and elimination of segregation, qualifications recognition, targeting of school funding, more effective humanitarian education aid and teacher preparedness for diverse classrooms in emergency, protracted and “new normal” contexts. This summary of the 2019 GEM Report calls on countries to see education as a tool to manage migration and displacement and an opportunity for those needing one. 
La didactique de l’éducation à la citoyenneté en colloque Year of publication: 2017 Author: Claire Ravez Corporate author: Institut Français de l'Education (IFÉ) Les enjeux de l’éducation à la citoyenneté ont été depuis deux ans renouvelés par des orientations politiques prises à l’échelle nationale (onze mesures pour une grande mobilisation de l’Ecole pour les valeurs de la République annoncées par la ministre N. Vallaud-Belkacem le 22 janvier 2015) et européenne (déclaration de Paris du 17 mars 2015 des ministres européens de l’éducation de l’Union européenne portant sur la promotion de l’éducation à la citoyenneté et aux valeurs communes de liberté, de tolérance et de non-discrimination). Au sein du système éducatif français, de nouvelles prescriptions curriculaires sont apparues : le domaine 3 du socle commun de connaissances, de compétences et de culture entré en vigueur en septembre 2016 porte sur la formation de la personne et du citoyen, l’enseignement moral et civique a été mis en place du cours préparatoire au baccalauréat, un parcours citoyen a été créé. 
From Ethnocultural Diversity to Living Together: Examples of Future Teachers Using a Multicultural Approach to Education Year of publication: 2010 Author: Mirela Moldoveanu Corporate author: McGill University. Faculty of Education This text looks at how future teachers define multicultural education in order to discover its relevance and objectives in the context of living together. Nine masters students in an initial teacher training program at an Ontario university participated in an exploratory research study using qualitative data. The interpretation of the results led to the construction of a multicultural education model that attempts to legitimize the data within the framework of a differentiated pedagogical approach. 
Proposal for a Global Action Programme on Education for Sustainable Development as Follow-up to the United Nations Decade of Education for Sustainable Development (DESD) after 2014 Year of publication: 2013 Corporate author: UNESCO The present document contains the proposal for a Global Action Programme on Education for Sustainable Development (ESD) and the comments and observations of the Executive Board thereon. Предложение в отношении Глобальной программы действий по образованию в интересах устойчивого развития в качестве последующей деятельности по итогам Десятилетия образования в интересах устойчивого развития (ДОУР) Организации Объединенных Наций в период после 2014 г. Year of publication: 2013 Corporate author: UNESCO Настоящий документ содержит предложение в отношении Гло-бальной программы действий по образованию в интересах устойчивого развития (ОУР), а также комментарии и замечания Исполнительного со-вета. 
4th Youth Leadership Workshop on GCED: Final Report Year of publication: 2018 Corporate author: APCEIU This report provides an overview of the activities and outcomes of the 4th Youth Leadership Workshop on GCED held in Seoul, Republic of Korea from 20 - 26May 2018.The 4th Youth Leadership Workshop on GCED invited 48 dynamic youth leaders around the world including those from developing countries and representatives of marginalized groups, and focused on developing effective advocacy strategies to maximize youth contribution in achieving SDG 4.7 through promotion of global citizenship. 
3rd Global Capacity-Building Workshop on GCED: Final Report Year of publication: 2018 Corporate author: APCEIU This report provides an overview of the activities and outcomes of the 3rd Global Capacity-Building Workshop on GCED held in Seoul, Republic of Korea from 29 August - 11 September 2018.APCEIU organized the 3rd Global Capacity-Building Workshop on GCED with the aim of enhancing the capacities of teacher educators in developing countries on utilizing GCED. This 2-week intensive workshop provided participants opportunities to better understand the concept and principles of GCED, while engaging in meaningful dialogues and sharing experiences with educators from different countries, cultures, and contexts, and to develop their own action plans.