Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
2,255 Results found
And the Right to the City? Approaches to Racism, Patriarchal Domination and Feminist Strategies of Resistance in Cali, Colombia Year of publication: 2015 Author: Vicenta Moreno Hurtado | Debaye Mornan This article seeks to give visibility to some spatial strategies of resistance developed by black women in the predominantly black district of Aguablanca District (DA), in eastern Cali, Colombia, against the systematic violence they are daily subjected to. We contextualize their practices within the systematic violence of displacement, paramilitaries terror and spatial segregation in the city. It also seeks to discuss how black women resist stigma, political marginalization and death in a city divided along racial and gender lines. The questions that guide this article are: What is the role of racism and patriarchal domination in the production of “geographies of violence” in Cali? What are the strategies of resistance developed by black women in these topographies of violence? Ultimately, the article seeks to fulfill a gap in academic discourses that silence on black women’s social suffering and that regard them as disorganized, a-political and passive victims. ¿Y el Derecho a la Ciudad? Aproximaciones al Racismo, la Dominación Patriarcal y las Estrategias Feministas de Resistencia en Cali, Colombia Year of publication: 2015 Author: Vicenta Moreno Hurtado | Debaye Mornan Este artículo busca dar visibilidad a algunas estrategias espaciales de resistencia desarrolladas por mujeres negras del Distrito de Aguablanca (DA), en el Oriente de Cali, Colombia, frente a la violencia sistemática a la que se ven diariamente sometidas. Contextualizamos estas violencias sistemáticas como producto del destierro, el paramilitarismo y la segregación espacial en la ciudad. Se busca también discutir cómo las mujeres negras resisten a la estigmatización, la marginación política y la muerte en una ciudad racialmente dividida. Las preguntas que orientan este articulo son: ¿Cuál es el papel del racismo y la dominación patriarcal en la producción de las “geografías de la violencia” en Cali? ¿Cuáles son las estrategias de resistencia desarrolladas por las mujeres negras en estas topografías de la violencia? En últimas, el artículo busca contraponerse a las narrativas académicas y discursos políticos que criminalizan la vida de la gente negra en los sectores populares y que generalmente presentan a las mujeres negras solamente como víctimas, o como desorganizadas y apolíticas. 
Children with Disabilities in Remote Regions of Tajikistan Have No Access to Quality Education Year of publication: 2023 Corporate author: CABAR.asia Parents of children with disabilities from remote villages in Khatlon Province are concerned about their children’s education conditions, but authorities say all are covered. У детей с инвалидностью в отдаленных регионах Таджикистана нет доступа к качественному образованию Year of publication: 2023 Corporate author: CABAR.asia Родители детей с инвалидностью из отдаленных сел Хатлонской области обеспокоены условиями обучения своих детей, но власти заявляют, что все они охвачены образованием. 
Input for Report on Disinformation Year of publication: 2021 Corporate author: International Federation of Library Associations and Institutions (IFLA) IFLA responded to a call for inputs about human rights impacts of measures against disinformation, issued by the United Nations Special Rapporteur on the promotion and protection of the right to freedom of opinion and expression. Concerns over – and dialogue about ways to address – the negative impacts of false and misleading information online have remained high on the agenda over the past months, particularly in light of prominent examples of health and electoral dis- and mis-information.Disinformation, uniquely challenging in the increasingly dense and complex digital information environment, interferes with individuals’ ability to make informed decisions and realise their essential human rights. However, the new call for inputs by the UN Special Rapporteur also draws attention to the concerns about human rights impacts of measures which different stakeholders – from states to online platforms, human rights organisations and others – take to combat disinformation.These include, of course, the impacts of broadly- or vaguely-defined “fake news” laws on freedom of expression and opinion; or internet shutdowns that bear a heavy cost on people’s access to information as a driver of development and rights.In light of this, IFLA’s submission highlights the potential of media and information literacy interventions to help address the challenges of mis- and dis-information. Drawing on the global library field’s experiences, it points to some possible good practices and insights from the ongoing work and research in this field – from targeted and tailored outreach initiatives that can help reach those who are not currently in formal education, to scalability and replicability of interventions.Of course, this is an emerging field. Our understanding of how media and information literacy interventions can be effectively leveraged against disinformation, pitfalls to avoid and ways to maximise impact, continues to evolve. That’s why the submission emphasises the need for more research and cross-stakeholder collaboration – and libraries can and do offer valuable practical and theoretical insights for this ongoing discussion. 
Engaging Girls, Boys and Youth as Active Citizens: Plan International’s Position Paper Year of publication: 2020 Corporate author: Plan International Plan International believes that every child and young person has the right to express their views freely and safely; influence decisions and take action on issues that matter to them. However, around the world children and young people – particularly girls and young women – face significant challenges in realising this right. They tend to be wrongly dismissed as insufficiently mature to participate in political and civic processes. They also tend to be stigmatised as potential perpetrators of disruption, not as valued citizens and contributors to society who can lead and drive positive change. Plan International is calling for a paradigm shift in the way the international community talks about, engages and partners with children and young people. Children and young people are not just the future. They are the present. Young people constitute almost half of the world’s population, yet they are dramatically underrepresented – even excluded – in political decision-making. It is critical that their views and needs are taken into account politically, socially, legally and economically. Promoting the voices and views of children and young people – especially girls and women – in all their diversity and supporting them to actively engage in decision-making on issues that affect their lives must be an urgent priority for the world’s power holders. Realising children and young people’s civil and political rights is a prerequisite for building sustainable and peaceful societies, and a gender just world envisioned in international human rights frameworks and the 2030 Agenda’s Sustainable Development Goals (SGDs).Across the 75+ countries Plan International works in, young people have consistently identified the denial of their political and civil rights as a priority issue. In March 2017, Plan International conducted consultations with young women and men aged 14 to 30 from 14 countries. In every country, young people reported a sense of “citizen responsibility” and an interest in public life, yet identified the lack of platforms to meaningfully engage with decision-makers and inability to ensure their opinions are taken seriously as key barriers. Girls and young women in particular have called for the removal of gendered norms that increase those barriers, silence their voices and disproportionately hold them back from leadership and active citizenship. Impliquer les filles, garçons et jeunes en tant que citoyens actifs : Prise de position de Plan International Year of publication: 2020 Corporate author: Plan International Ce rapport expose la position de Plan International sur le droit à la participation à la vie publique, ainsi qu’une analyse : du cadre juridique et politique ; de l’impact des normes sociales et genrées sur la participation ; et des problèmes spécifiques relatifs à l’émancipation politique et à la citoyenneté active. Ce rapport appuie 100 Millions de Raisons, la Stratégie Mondiale 2017-2022 de Plan International, dont la priorité principale est le soutien des filles, des garçons et des jeunes en tant qu’acteurs actifs du changement. Il défend notre travail en relation avec l’Agenda 2030 et les Objectifs de Développement Durable – plus spécifiquement les objectifs 5, 10 et 16. Un certain nombre de recommandations importantes sont incluses afin de guider le plaidoyer. Involucrar a niñas, niños y jóvenes como ciudadanos activos: Documento de Posición de Plan International Year of publication: 2020 Corporate author: Plan International En este documento se expone la posición de Plan International sobre el derecho a participar en la vida pública, así como el análisis del marco jurídico y político; las repercusiones de las normas sociales y de género en la participación; y aspectos específicos relacionados con el empoderamiento político y la ciudadanía activa. Este instrumento apunta a 100 Millones de Razones, la Estrategia Global de Plan International 2017-2022, que define como prioridad apoyar a las niñas, los niños y las/los jóvenes como motores del cambio. También apoya nuestra labor en relación con la Agenda 2030 y los Objetivos de Desarrollo Sostenible, en particular los Objetivos 5, 10 y 16. Para orientar las actividades de incidencia se incluyen varias recomendaciones de alto nivel. 
United Against Racism Year of publication: 2020 Corporate author: UNESCO We all can do something against racism. You too. Join UNESCO and leading personalities from all over the world in denouncing mounting racial discrimination.This video features messages by the following prominent women and men from the worlds of cinema, the media, music, sport and science alongside UNESCO Director-General Audrey Azoulay: Charlotte Gainsbourg, Freida Pinto, Naomi Campbell, UNESCO Goodwill Ambassador Jean-Michel Jarre, UNESCO Artist for Peace Marcus Miller, Jorge Ramos, UNESCO Goodwill Ambassador Yalitza Aparicio, Rossy de Palma, UNESCO Goodwill Ambassador Sumaya bint Al Hassan, Bobi Wine, UNESCO Goodwill Ambassador Herbie Hancock, UNESCO Goodwill Ambassador Forest Whitaker, UNESCO Champion for Girls’ and Women’s Education Nadia Nadim, Amadou Gallo Fall, Ada Hegerberg and UNESCO Artist for Peace Gilberto Gil.UNESCO has been on the forefront of the fight against racism since its creation in 1945. In 1978, it adopted the Declaration on Race and Racial Prejudice which reaffirms that “All human beings belong to a single species and are descended from a common stock. They are born equal in dignity and rights and all an integral part of humanity.”Learn more: Fight against Racism and Discrimination 
Artificial Intelligence: Media and Information Literacy, Human Rights and Freedom of Expression Year of publication: 2020 Author: Igor Shnurenko | Tatiana Murovana | Ibrahim Kushchu Corporate author: UNESCO Institute for Information Technologies in Education (IITE) | TheNextMinds The collection of papers “Artificial Intelligence: Media and Information Literacy, Human Rights and Freedom of Expression” continues the UNESCO IITE’s series of publications entitled “Digital Transformation of Education”.The publication describes the fundamentals of artificial intelligence and AI-based technologies, their impact on the modern information and media environment, new challenges in the field of media and information literacy associated with the growing automation of the processes of creating, disseminating and accessing information, the use of AI in decision-making and control systems in various areas. There is a strong focus on the growing risks of reducing individual agency, people’s ability to interpret reality autonomously and to act according to their own agenda.These issues are more relevant now than ever before for education undergoing digital transformation. The publication seeks to contribute to a critical understanding of the digital environment in which learning and teaching unfold, and strategies and tactics for the use of new technologies and the digitalization of educational interactions.