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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Inclusion at the University of Meritorious Students in Situations of Social Vulnerability Year of publication: 2015 Author: Marcela Orellana | Karla Moreno | Francisco Javier Gil Corporate author: UNESCO Santiago | UNESCO Chair on Inclusion in Higher Education The first edition of this work was published by the OREALC / UNESCO Santiago for its dissemination among those attending the Education for All Ministerial Meeting in Latin America and the Caribbean: Balance and Challenges post 2015, within the framework of the Regional Education Project for America Latin America and the Caribbean (PRELAC), held in Lima, Peru on October 30 and 31, 2014. In this second edition, we are pleased to add other inclusion mechanisms that arise from the commitment of the UNESCO Chair in Inclusion in Higher Education, the valuable support from non-profit private foundations and the support of OREALC / UNESCO Santiago. The generation of these alliances constitutes a fundamental contribution to the collection of relevant information for the design of public policy proposals aimed at reducing the inequality gaps in higher education, guaranteeing the right to a quality education and to collaborate in the construction of societies with greater social justice. 
Global Citizenship Concepts in the Curricula of Four Countries Year of publication: 2017 Author: Natalie Browes Corporate author: UNESCO International Bureau of Education (IBE) | APCEIU This report details the presence of Global Citizenship Education (GCED) concepts in the education systems of four countries: Cambodia, Colombia, Mongolia and Uganda. It highlights the main findings of eight reports: four expert reports, which predominately analyse curriculum content, and four situational analysis reports, which take a broader view and detail some of the country-specific challenges and opportunities with regard to GCED. Findings reveal the presence of GCED concepts across the curricula of the four countries. In addition to cognitive content related to GCED, competency-based content is also found present within the curricula of these countries. However, the majority of this content can only be indirectly linked to GCED, and it is better interpreted as part of the more traditional civics or citizenship education approach. As such, it generally lacks a global perspective and does not engage with all key themes of GCED. Furthermore, this content is often concentrated at the lower and upper secondary levels, instead of being equally distributed across all grade levels. This is particularly true in the case of behaviour-based competencies. Findings also reveal challenges beyond the curriculum. These include lack of teacher training and lack of support to implement GCED, which are concerns expressed by stakeholders in all four countries. A lack of GCED content in textbooks and lack of supplementary materials were also found to be issues. The report concludes with recommendations regarding the effective implementation of GCED within curricula. Among others, the report suggests the transversal integration of GCED - across the curriculum at all grade levels, while at the same time, actors from all levels of the education system, ranging from central government to teachers, should be engaged to ensure the use of complementary learning materials, pedagogies and assessment techniques. 
VII Days of Educational Corperation with Iberian America on Special Education and Educational Inclusion: Secondary Education Year of publication: 2011 Author: Daniela Eroles Corporate author: UNESCO Santiago | Spain. Ministerio de Educación The publication that we deliver contains some of the main papers and reflections emanating from the VII Conference on Educational Cooperation with Ibero-America on Special Education and Educational Inclusion, organized by the Ministry of Education of Spain and the Regional Office of Education for Latin America and the Caribbean ( OREALC / UNESCO Santiago). This publication has the inclusion in secondary education as a central theme, since it was the axis of the VII Conference. It is a particularly critical issue in our region since it establishes the minimum level necessary to escape poverty, to access decent employment and to exercise citizenship. However, access to secondary education is still very low in some countries and is especially low in the case of the most vulnerable populations, being those who most require access to this level of studies to overcome their situation of inequality. 
Anthropology of Citizenship? ... Ethnic. Under Construction from Latin America Year of publication: 2007 Author: Xochitl Leyva Solano The main argument of this article develops around the concept of citizenship which I will examine taking as a starting point contributions made in the fields of law studies, philosophy and anthropology. There have been considerable advances in the social sciences with the proposition and discussion of new composite concepts such as “multicultural citizenship”, “intercultural citizenship”, and “ethnic citizenship”. With “ethnic citizenship” in particular, scholars have been trying to respond to the history and nature of the demands, claims and struggles that indigenous organizations and communities, movements and their leaders have made in Latin America over the past three decades. ¿Who proposed this concept, and when, where and for what purposes was it developed? What are the advantages and limits of “ethnic citizenship”? Who is using this concept now and in what social and political contexts? This discussion leads me to ask whether it is possible to speak of an emerging, alternative Latin American model of interpretation. 
The Clandestine Schools in Ecuador. Roots of Intercultural Indigenous Education Year of publication: 2015 Author: María Isabel González Terreros By the mid-twentieth century in Ecuador, indians implemented clandestine schools to teach their people. Those schools were persecuted and harassed by landowners, who did not see pertinent that indians were educated. This was a pioneering, innovative and different project. Pioneer because it is the first known project with these features in Ecuador; innovative because it was leaded by Indians who took their cultural background to school (such as the teaching of ancestral language and some knowledge about nature and territory); and different because it was a proposal contrary to the homogenizing and assimilationist education that the Nation-state was implementing in rural areas. That proposal was led by Dolores Cacuango, a Quechua Indian who was subject to the hacienda system (in which communities did farm work for the employer, in exchange for a piece of land to live in with their families). She, who suffered injustice and had no chance to go to school, insisted that children and young people should "learn letter" (that is, they should learn Castilian). 
Building Citizenship from Universities; University Social Responsibility and Challenges in the XXI century Year of publication: 2011 Author: Eduardo Gasca-Pliego | Julio César Olvera-García Corporate author: Universidad Autónoma del Estado de México The present essay contributes with a reflection on the role universities must take as agents of transformation and consolidation of the democratic model, mainly before the challenge of building full citizens, interested in the need of the physical and social environment, in collective decision making, who think of themselves as participant citizens and not only voters with their own interests in view. Distinguishable is the primordial role of university social responsibility to promote the social management of knowledge for everyone, which has as an end the construction of informed, responsible and participant citizenship, which responds to injustice, non-sustainability, violence and corruption. Rethinking the social function of the university requires defending the values proper to public education, in the sense that every citizen has equal opportunities to develop their capabilities, eliminating obstacles of social and economic nature, as well as the cultural and political that affect and hinder said development. 
Public Universities and Neoliberal Common Sense: Seven Iconoclastic Thesis Year of publication: 2014 Author: Carlos Alberto Torres Corporate author: Universidad Nacional de Tres de Febrero (UNTREF) Neoliberalism has utterly failed as a viable model of economic development, yet the politics of culture associated with neoliberalism is still in force, becoming the new common sense shaping the role of government and education. This ‘common sense’ has become an ideology playing a major role in constructing hegemony as moral and intellectual leadership in contemporary societies. Neoliberal globalisation, predicated on the dominance of the market over the state and on deregulatory models of governance, has deeply affected the university in the context of ‘academic capitalism’. The resulting reforms, rationalised as advancing international competitiveness, have affected public universities in four primary areas: efficiency and accountability, accreditation and universalisation, international competitiveness and privatisation. There is also growing resistance to globalisation as top-down-imposed reforms reflected in the public debates about schooling reform, curriculum and instruction, teacher training and school governance. Many question whether neoliberal reforms attempt to limit the effectiveness of universities as sites of contestation of the national and global order and thus undermine the broader goals of education. Neoliberal reforms have limited access and opportunity along class and racial lines, including limiting access to higher education through the imposition of higher tuition and reduced government support to institutions and individuals. 
The Game as a Fun Strategy for the Inclusive Education of Good Living Year of publication: 2017 Author: Evelyn Fernanda Córdoba Pillajo | Fernando Lara Lara | Andrés García Umaña The discussion on the implementation of the educational political project of sumak kawsay in Ecuador demands resources and proposals that contribute to its development. In this sense it is proposed the game as a possible didactic resource that can offer spaces of educational inclusion of the different facets of the human being that demand good living demands as long as the constitutionally conceptualized the right to education in the holistic formation of the human being, the formation of consciousness, the identifycation of the ego as a barrier to dialogue and the possibilities of interculturality, humility through self-criticism among others. This paper aims to present a reflection and an idea about the game as a playful strategy in the learning of inclusive practices as well as justify the promotion as Formative medium of an educative culture of sumak kawsay. 
Construction of Citizenship: Experience of Implementing an Index of Citizen Participation in Latin America Year of publication: 2006 Author: Isidro Adúriz | Pablo Ava Corporate author: Universidad de Salamanca The aim of this paper is to establish the main conceptual and methodological lines in order to carry out an investigation about levels and forms of citizen participation. This paper is the result of the formation of a Citizen Participation Index in Latin America in its 2005 edition. It was promoted by the Inter-American Network for Democracy and implemented by the Economic and Social Research Foundation. 
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.