Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
3,446 Results found
Teaching the Holocaust at a distance : reflections from the field As technology continues to improve and online learning programs continue to proliferate each year throughout the United States, it is necessary for teachers to establish a sound understanding of proper pedagogical techniques for a digital environment. This phenomenon has ushered in a new era of education, thus bringing forth a myriad of new questions and issues that must be addressed. For instance, how should online instructors properly transfer and teach traditional core subjects in an online milieu? Social studies educators are faced with additional quandaries, such as teaching democratic processes for effective citizenship and the teaching of controversial issues/topics like the Holocaust. Undeniably, controversial topics elicit strong emotions and come with a plethora of concerns that seem only possible to address in a face-to-face classroom. This current exploration draws upon the scholarship and experience of experts in the field of social studies education, distance learning, and Holocaust Studies to provide suggestions as to how teachers should approach controversial topics in a digital learning environment. An example lesson plan is also provided to showcase a successful integration of controversial issues into an online high school social studies classroom. (By the author) 
Seeing the world from today from a different viewpoint: The impact of the lessons from Auschwitz project on schools in Scotland Auschwitz remains the epitome of inhumanity and barbarism. In 2007, the Holocaust Educational Trust organised the first Lessons from Auschwitz (LFA) project for Scottish schools. Its participants were two plane-loads of Scottish pupils and teachers from 31 local authorities – typically two pupils from a school accompanied by a teacher. This research, funded by the Holocaust Educational Trust and the Pears Foundation, involved these participants being invited to complete an online questionnaire with selected follow-up interviews. The aims were to evaluate the LFA project and provide insight into the impact this project had on individuals, schools and communities. This paper will report on: Student evaluation of the LFA project ; The impact of the LFA project on individuals, schools and local communities. Conclusions as to the value of the LFA project in Scotland. (By the author) 
Learning from genocide: a study in the failure of Holocaust education The importance of learning lessons from the Holocaust and from the mass slaughter in Rwanda was recognised in the theme underpinning Britain’s Holocaust Memorial Day in 2004. This article is principally concerned with the lessons learnt from the Holocaust by a culturally diverse group of students aged 14 to 16. They all attended schools in an outer London borough and were interviewed after taking part in a local event held to mark the 2004 commemoration. The article concludes with a discussion of the main findings of the investigation. (By the author) Mémoire et pédagogie. Autour de la transmission de la destruction des Juifs d'Europe Based on qualitative interviews, "Memory and pedagogy" takes inventory of the representations and fears teachers can encounter when they broach the Holocaust, especially if their personal background echoes that part of history. The author then describes different postures they can adopt ‒ centred victim empathy, genocide as a general theme or focused on "lessons" from the past. This book, one of the first research projects on this topic in Switzerland, is a contribution to a collective reflection on the current and future transmission of the history and memory of the destruction of European Jews. (By the author - Translation) 
Mission Impossible? Creating a Monitoring Framework for Education for Global Citizenship Year of publication: 2015 Author: Amy Skinner Corporate author: Éducation des Adultes et Développement Global Citizenship Education (GCED) must be understood as a complex and multilayered process. It can be a force for transformation on the personal, local and system level. It would be a great help to be able to monitor the impact of GCED taking this complexity into account. The article presents some research results on monitoring and explains the challenges in setting up a monitoring framework. ¿Misión imposible? Crear un marco de seguimiento destinado a la educación para la ciudadanía mundial Year of publication: 2015 Author: Amy Skinner Corporate author: Éducation des Adultes et Développement La educación para la ciudadanía mundial (ECM) debe entenderse como un proceso complejo y de varios niveles. Puede ser una fuerza de transformación a nivel personal, local y sistémico. Sería muy útil poder realizar un seguimiento del impacto de la ECM, teniendo en cuenta su complejidad. En el artículo se presentan algunas conclusiones de investigaciones sobre el seguimiento, y se explican los desafíos que plantea la creación de un marco para llevarlo a cabo. 
Religion, “Community” and Citizenship: The Case of Steiner, Muslim and Jewish Schools in Montreal Year of publication: 2012 Author: Stéphanie Tremblay Corporate author: Diversité urbaine Drawing on ethnographic fieldwork in Montreal, this article explores the conception of citizenship in three private schools belonging to different minority groups (Waldorf, Muslim and Jewish). After a short overview of the main critiques circulating with regards to faith-based schools in current social and political debates, I look at the theoretical concepts of school community and citizenship. These considerations help us analyze how teachers in such schools try to develop, by simultaneously different and convergent strategies, a training in citizenship as a form of “universal particularism” (Riedel 2008). These three schools attempt to transmit an open attitude toward religious and cultural diversity, and they promote the participation of their students in the wider society through a religious or spiritual particularism, which appears to be a sort of sacred ground for civic values. 
La citoyenneté des adolescents du 21e siècle dans une perspective de justice sociale : pourquoi et comment ? Year of publication: 2018 Author: Caroline Caron Corporate author: Lien social et Politiques Comment sait-on ce que l’on sait sur la citoyenneté des adolescents et leurs pratiques de participation civique ? Cette question épistémologique a été négligée dans les écrits traitant de l’engagement civique et de la participation politique des jeunes. Cet article utilise la perspective théorique de la justice sociale pour examiner le rôle que jouent les rapports sociaux fondés sur l’âge dans la production de connaissances qui offrent un portrait pessimiste du rapport des jeunes à la politique. L’analyse montre que l’injustice épistémique et la validation empirique déficiente des connaissances à propos de la compétence civique appellent une théorisation alternative, précisément inclusive, de la citoyenneté des jeunes. L’analyse souligne aussi que l’avènement du Web social a créé de nouveaux besoins de connaissances que les cadres de recherche établis par tradition peinent à satisfaire. Un premier pas vers la production de connaissances socialement justes au sujet des compétences civiques des adolescents à l’ère du Web social consiste à analyser les fondements épistémologiques des approches de recherche prédominantes afin de susciter des échanges fructueux au sujet des critères normatifs qui devraient guider la confection des protocoles de recherche dans le futur. 
Training the European Citizen? Reflections on the Concept of Civic Education within the Framework of the European Transnational Integration Policy Year of publication: 2017 Author: Daniela Heimpel Corporate author: Eurostudia This article discusses the possibility of thinking a European citizenship education from the perspective of political theory. In 2009, the European Economic and Social Committee advised the European Union (EU) to introduce a “[c]ommon European civic education” to give “its citizens a real sense of belonging” to Europe. Civic education programs already exist on the national level, for state-based citizenships. Yet, their pure transposition from the national to the European context – somewhat similar to the nation-state – cannot be taken for granted. Besides practical concerns, the raisons are twofold: first, the EU does not follow the same logic of construction which once characterized the nation-state. It seems thus neither productive nor desirable to attribute education in the European integration process the same role it played in nation-building. Secondly, the EU has some specific features which pose challenges when civic education is applied to European citizenship; indeed, the concept of civic education has traditionally been thought on nation-state assumptions (categories, issues, problems). In this article, the author proposes an analysis of these challenges and indicates routes for re-thinking civic education in the framework of the EU. To do this, she relies on post- and transnational writings in European studies as well as on different studies on the role of schools in nation-state construction and research on civic education as a political and ethical problem. Former le citoyen européen ? Réflexions sur le concept d’éducation civique dans le cadre de l’intégration politique transnationale de l’Europe Year of publication: 2017 Author: Daniela Heimpel Corporate author: Eurostudia Dans cet article, l’auteure s’interroge, du point de vue de la théorie politique, sur la possibilité de penser une éducation à la citoyenneté européenne. En 2009, le Comité économique et social européen a suggéré à l’Union européenne (UE) l’introduction d’une « instruction civique européenne commune » afin de « donner à ses citoyens un réel sentiment d’appartenance » à l’Europe. Si des programmes d’éducation civique existent au niveau national, leur transposition, de manière analogue, au cadre européen et à la citoyenneté européenne ne va pas de soi. En effet, et sans compter les raisons politico-pratiques, l’UE ne souscrit pas à la même logique de construction que jadis les États-nations. Il semble à la fois contre-productif et indésirable, quant au processus d’intégration européenne, d’attribuer à l’éducation le rôle qu’elle a pu avoir dans la construction étatique. De plus, l’UE présente quelques traits spécifiques qui posent des défis particuliers à l’application de l’éducation civique à la citoyenneté européenne ; en effet, ce type d’enseignement a traditionnellement été pensé à partir de présupposés stato-nationaux (catégories, questionnements et problèmes). En s’appuyant sur les travaux post- et transnationaux en études européennes et différents écrits sur le rôle des écoles dans la construction des États-nations et sur l’éducation civique en tant que problème éthique et politique, l’auteure entame ici une analyse de ces défis et offre quelques pistes pour repenser l’éducation civique dans le cadre européen.