Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
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Good practices in education for sustainable development: teacher education institutions Year of publication: 2007 Author: Rosalyn McKeown Corporate author: UNESCO Chair in Reorienting Teacher Education towards Sustainability | International Network of Teacher Education Institutions The case studies in this document reflect individual and institutional efforts to reorient curriculum, programs, practices, and policies to address sustainability at institutions of teacher education. The studies come from Africa, Asia, the Caribbean, Europe, and North America. The case studies deal with professional development for in-service teachers, curriculum revision at the pre-service level, research with students in a local school, greening of a building and its garden, creating a network of universities, starting a journal, and creating new undergraduate and graduate programs. The diversity of efforts is broad; the impact is deep. The dedication of teacher educators around the world is evident on every page of this document. 
Interrupting Extremism by Creating Educative Turbulence Year of publication: 2014 Author: Lynn Davies Corporate author: Curriculum Inquiry This article begins from the premise that it is important to explore how people unlearn, as well as learn, specifically in terms of extremist or violent attitudes. Three different country examples are given of intergroup encounters that interrupt rigidities in attitudes: working across ethnic groups in Sri Lanka, tackling religious divides in Northern Ireland through shared classes, and initiatives to prevent violent extremism in the United Kingdom. Pedagogical implications of unlearning involve working with the four Ds of deradicalization, debiasing, disengagement and desistence. 
Global citizenship education and its implications for curriculum goals at the age of globalization Year of publication: 2010 Author: Shahla Zahabioun | Alireza Yousefy | Mohammad H Yarmohammadian | Narges Keshtiaray Corporate author: Canadian Center of Science and Education As the inevitable process of the 21st century, globalization has affected and altered all aspects of human life including education. Therefore, one of the main tasks of any education system is to identify the features and impacts of such process. Thus, the present study was conducted aiming to discuss and examine global citizenship education and its implications for curriculum goals.This study is firstly defining global citizenship education concept as well as its significance and necessity and then it is going to explain global citizenship education concept and its purposes and implications for curriculum goals. This is an analytical research. The results indicate that global citizen holds peculiar features and requires special education in global aspects. Accordingly, the citizenship education compatible with global standards requires an overview of curriculum goals as one of the most important components of education system Educating for global citizenship: an ETFO curriculum development inquiry initiative Year of publication: 2010 Author: Alice Assor-Chandler | Mali Bickley | Jim Carleton | Antonino Giambrone | Janice Gregg | Jennifer Hunter | Laura Inglis | Leigh-Anne Ingram | Angela MacDonald | Miyuki (Erica) Moizumi | Carol Peterson | Carrie Schoemer | Nadya Weber | Tonia Wojciechowski Corporate author: Elementary Teachers’ Federation of Ontario (ETFO) Attention to educating for citizenship continues to expand and deepen worldwide. Many countries now include citizenship education as an important feature of their official curriculum, albeit in variant forms. Numerous research studies, policy reforms, and curriculum initiatives have been undertaken, as teachers, policy makers and researchers attempt to understand the intricate processes by which young people learn about democratic citizenship, and where and how citizenship education should be located and represented in school curricula.Educating for global citizenship has been a critical dimension of these discussions and investigations. Recent shifts in the speed and global reach of information and communication technologies, an increasingly interdependent global economy, challenges in human rights and social justice, and the impact of international tragedies and emergencies have, for example, created tensions and conditions that require more integrated, worldwide responses. Not surprisingly, understandings of global citizenship are being explored with increased intensity and, as might be expected, there has been a corresponding – and growing - interest among educators in various parts of the world to strengthen the global dimension of citizenship education in school curricula at all levels.In Canada, there has been increasing attention to what it means to educate for the global citizenship and provincial curriculum policy developments in recent years. A host of useful ideas in the form of new resource materials and websites to inform and guide teachers’ work have also emerged. The Canadian International Development Agency’s (CIDA) in the global classroom initiative, Classroom Connections’ Cultivating Peace in the 21st Century and Taking Action, Larsen’s ACT! Active Citizens Today: Global Citizenship for Local Schools, and UNICEF Canada’s Global Schoolhouse are a few examples of the many resources that have recently been developed. Despite this growing interest, there has been less attention devoted to examining practices of global citizenship education within Canadian classrooms, leaving a limited understanding of how it is applied in schools.A wide range of perspectives and practices has emerged, reflecting a considerable growth of interest in this dimension of education. In an effort to clarify the multiple dimensions of global citizenship education, below are two “working” frameworks that provide an overview of core learning goals and key teaching and learning practices associated with global citizenship education from the literature. They reveal both complexity and multidimensionality and provide a lens to analyse and reflect upon the breadth and depth of what it means to educate for global dimension of citizenship. Preparing teachers to educate for 21st century global citizenship:envisioning and enacting Year of publication: 2014 Author: Linyuan Guo Corporate author: Centennial College The changing educational landscape in the global context and the increasing interconnectedness and interdependence of the world have placed unprecedented demands on teacher education programs in preparing teachers to educate for 21st century global citizenship in K-12 schools. To chart the course of preparing global educators for an interconnected world, the Faculty of Education at the University of Prince Edward Island (UPEI) and UNICEF Canada have collaboratively developed an undergraduate course, entitled Educating for Global Citizenship. It focuses on preparing educators to teach for 21st century global citizenship and has been integrated into UPEI’s teacher preparation program as a compulsory course. This paper is based on a three-year study examining teacher candidates' experiences in learning to educate for global citizenship, the changes of their perceptions on global citizenship education, and the challenges and achievements they experienced in educational practices. Findings from this study indicate the unique opportunities and challenges teachers face in learning to educate for global citizenship and suggest the necessity of integrating global citizenship education in teacher education programs through a holistic approach. 
Global Education for Ontario Learners: Practical Strategies - A Summary of Research Year of publication: 2018 Author: Caroline Manion | Nadya Weber Corporate author: Ontario (Canada). Ministry of Education This summary report flows from the policy outlined in Ontario’s Strategy for K–12 International Education (OME, 2015). The report highlights current knowledge about good and/or promising practices in global education1 in order to suggest practical strategies for improved teaching, learning, and achievement. The intended audience for this piece includes all education stakeholders – community members, parents, learners, system leaders, school leaders, and educators – as active agents of change in support of an education strategy designed to integrate global perspectives, cultures, and experiences in the curriculum and learning environment. The purpose is to enable students to develop the competencies they will need to thrive as citizens in an increasingly globalized world.The discussion is organized by theme. To underline why global education is critically important for Ontario learners, we begin by outlining the significant contributions global education can make to the well-being of individuals and society as a whole. We then provide an overview synthesizing different conceptualizations of “global education” and “global citizenship education”, as well as a broad range of their overlapping sub-concepts. Next, through a review of the international literature on the subject, we present a series of challenges and opportunities for implementing global education, and list pertinent examples of good practices associated with delivering global education. A further section focuses on good practice in building system capacity and leadership for effective global education. We conclude by identifying key messages and lessons learned. 
Jane Goodall's Roots & Shoots: A Starter Toolkit for Educators Year of publication: 2016 Corporate author: Jane Goodall Institute of Canada This toolkit (Jane Goodall's Roots and Shoots) is designed to assist you as you guide young people on their Roots & Shoots journey. Whether you’re an educator, parent or trusted adult, you’ll find something useful to inspire the youth around you to make a positive difference for people, animals and the environment we all share.Jane Goodall’s Roots & Shoots is humanitarian and environmental education and youth empowerment program of the Jane Goodall Institute and is active in 87 countries. The program inspires and prepares young people to become compassionate conservation leaders who are globally mindful and locally active by guiding them through youth-led, community projects that help people, other animals and the environment. This toolkit will help educators or parents looking to inspire young people to make a positive difference in the community or young people wanting to lead the change themselves. 
Global Citizenship Education Starts With Curricular Reform and Active Student Learning (Journal of Global Citizenship & Equity Education; Vol. 7, No. 1) Year of publication: 2020 Author: Evan Saperstein Corporate author: Centennial College In this new age of globalization, the concept of global citizenship has taken root and become the subject of increasing scholarly attention and analysis. While the study of global citizenship has become part of high school curricula in several countries across the globe, it has not to the same degree in the United States. To expand upon the existing literature and advance the study of global citizenship in the United States, this qualitative, interpretivist case study evaluates the perceptions and experiences of an administrator, two teachers, and six students of a global studies course at an urban high school in New Jersey. The study included interviews of the participants, as well as analysis of the course curriculum, syllabus, and student assignments.This study advances three primary findings. First, the need for continued curriculum development and design of global studies related courses and content in U.S. high schools. Second, the importance of experiential learning, among other forms of pedagogy and instructional practices, in furthering the goals of global citizenship education. Third, the need for class projects, international education programs, and other experiential learning opportunities (such as fieldwork, service-learning, or community programs) to cultivate student interest in global citizenship. Based on these findings and the prevailing literature, this study is proposing that U.S. high schools offer an elective course on global citizenship with ten units: 1) Introduction to Global Citizenship; 2) Sustainable Development; 3) Poverty and World Hunger; 4) Global Health Issues; 5) Child Mortality; 6) Peace and Conflict; 7) Human Rights and Gender Equality; 8) Universal Education; 9) Liberal Democratic Governance and Rights; 10) Global Citizenship Action Plan. 
The Impact of Short-term Study Abroad on Global Citizenship Identity and Engagement (Journal of Global Citizenship & Equity Education; Vol. 7, No. 1) Year of publication: 2020 Author: Paul Sherman | Brianna Cofield | Neve Connolly Corporate author: Centennial College Higher education has increasingly realized the importance of engaging students in global citizenship learning opportunities to be more globally informed, prepared, responsible, and competent. Study abroad in higher education is rapidly becoming recognized as an effective experiential learning platform for fostering intercultural exchanges. This article reports on research that examined study abroad as a learning platform for integrating classroom-acquired knowledge with real-world experience. The study explored the value of short-term study abroad in the facilitation of students’ global awareness and knowledge, their identification as global citizens and endorsement of prosocial values associated with global citizenship, and their participation as globally engaged citizens. Participation in study abroad was found to significantly strengthen one’s affiliation with global citizenship, endorsement of prosocial values and motivation to engage in global citizenship activities. Our findings have implications for the design and implementation of global citizenship education curricula in higher education. 
The Role of English in Global Citizenship (Journal of Global Citizenship & Equity Education; Vol. 7, No. 1) Year of publication: 2020 Author: Claire Cavanagh Corporate author: Centennial College Despite scholars’ attempts to define and conceptualise global citizenship, the literature tends to ignore the role of English as the global lingua franca. In this paper, the author argues that ignoring English as the global lingua franca is a gross oversight, particularly in internationalised higher education where global citizenship is often presented as an aspiration for students. Websites of two South Korean universities were analysed regarding how the respective institutions intend to develop global citizens. Twenty students enrolled in the universities participated in interviews regarding their conceptualizations of global citizenship and how they frame their relationship with global and Korean identities. The findings reveal that global citizenship is generally conceived in terms of English with a strong adherence to fluency norms and in opposition to Korean identity. This influences how the students position themselves in relation to a global community and affects their conception of national identities. The paper ends with both theoretical and practical recommendations regarding the role of English in global citizenship.