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
세계시민교육으로서의 국제교류협력 프로그램: 경기도교육청 사례연구 (국제이해교육연구; Vol. 14, No. 2) Year of publication: 2019 Author: 이인영 | 김유연 | 문정민 | 이규빈 | 유성상 Corporate author: 한국국제이해교육학회 이 연구는 경기도교육청을 중심으로 하여 공교육 내에서 이루어지고 있는 국제교류협력 프로그램의 시행 양상을 세계시민교육 관점에서 검토한다. 능력 기반 접근, 도덕적 접근, 비판적 접근으로 분류되는 세계시민교육 분석틀을 바탕으로 국제교류협력 프로그램 관련 문서 및 담당자, 참여자와의 면담자료를 분석하고, 세계시민교육으로서의 국제교류협력 실천 가능성과 방향을 제안한다. 연구 질문은 첫째, ‘세계시민교육 관점에서 국제교류협력 프로그램의 시행 양상은 어떠한가?’, 둘째, ‘세계시민교육으로서의 국제교류협력 프로그램의 실천 가능성은 어떠한가?’이다. 연구 결과, 경기도교육청 국제교류협력 프로그램은 능력 기반 접근과 도덕적 접근에서 세계시민교육으로서의 실천 가능성을 보였다. 그러나 향후 세계시민교육의 실천으로서 국제교류협력을 활성화하기 위해서는 다음과 같은 개선방안을 제안한다. 첫째, 비판적 접근에서의 세계시민교육에 기반한 국제교류협력을 강화해야 한다. 둘째, 국제교류협력에 가정의 경제적 배경과 관심에 상관없이 모든 학생이 참여할 수 있도록 운영되어야 한다. 셋째, 능력 기반 접근에 한정되지 않고 다양한 관점에서 세계시민교육에 접근하여 교류 대상 국가를 선정할 필요가 있다. 
Global Citizenship Education: Critical and International Perspectives Year of publication: 2020 Author: Abdeljalil Akkari | Kathrine Maleq Corporate author: Springer Nature | Swiss National Science Foundation This open access book takes a critical and international perspective to the mainstreaming of the Global Citizenship Concept and analyses the key issues regarding global citizenship education across the world. In that respect, it addresses a pressing need to provide further conceptual input and to open global citizenship agendas to diversity and indigeneity.Social and political changes brought by globalisation, migration and technological advances of the 21st century have generated a rise in the popularity of the utopian and philosophical idea of global citizenship. In response to the challenges of today’s globalised and interconnected world, such as inequality, human rights violations and poverty, global citizenship education has been invoked as a means of preparing youth for an inclusive and sustainable world.In recent years, the development of global citizenship education and the building of students’ global citizenship competencies have become a focal point in global agendas for education, international educational assessments and international organisations. However, the concept of global citizenship education still remains highly contested and subject to multiple interpretations, and its operationalisation in national educational policies proves to be challenging.This volume aims to contribute to the debate, question the relevancy of global citizenship education’s policy objectives and to enhance understanding of local perspectives, ideologies, conceptions and issues related to citizenship education on a local, national and global level. To this end, the book provides a comprehensive and geographically based overview of the challenges citizenship education faces in a rapidly changing global world through the lens of diversity and inclusiveness. 
Basic Elements of Forgiveness and Reconciliation Theory Year of publication: 2018 Author: Leonel Narváez Gómez Corporate author: Fundación para la Reconciliación This text presents the theoretical bases for forgiveness and reconciliation that support the pedagogy and actions of the Foundation for Reconcilation. Elementos básicos de la teoría del Perdón y la Reconciliación Year of publication: 2018 Author: Leonel Narváez Gómez Corporate author: Fundación para la Reconciliación En este texto se presentan las bases teóricas para el perdón y la reconciliación que sustentan la pedagogía y acciones de la Fundación para la Reconcliación. 
Initial Teacher Education in Citizenship in Latin America: A Comparative Analysis of Six Countries Year of publication: 2017 Corporate author: UNESCO Santiago This document reports on a study of initial teacher education in citizenship education in Latin America undertaken as an initiative of the OREALC-UNESCO Regional Strategy on Teacher Policies. Its purpose is to examine citizenship education in the teacher education curricula of six countries in the region –Argentina, Chile, Colombia, Guatemala, Mexico and Peru – researching the general contents of the programs, their organization, and the topics covered, and analyzing teacher preparation in this crucial dimension of the formative experience provided. La formación inicial docente en educación para la ciudadanía en América Latina: Análisis comparado de seis casos nacionales Year of publication: 2017 Corporate author: UNESCO Santiago El presente informe da cuenta de un estudio impulsado por la Estrategia Regional sobre Políticas Docentes de OREALC-UNESCO, acerca de la Formación Inicial Docente en educación para la ciudadanía en América Latina. Su propósito es examinar la presencia de la educación ciudadana en el currículum de la formación de docentes de seis países de la Región –Argentina, Chile, Colombia, Guatemala, México y Perú-, interrogando acerca de qué contenidos, organizados en qué forma, y cubriendo qué temáticas, caracterizan la preparación de maestros y maestras en esta crucial dimensión de la experiencia formativa que provee la escolaridad. 
Assurer à tous une éducation équitable, inclusive et de qualité: Objectif de développement durable 4 au Canada Year of publication: 2020 Corporate author: Council of Ministers of Education, Canada (CMEC) Ce rapport fournit un cadre pour communiquer l’information aux échelons pancanadien et international au sujet du travail en cours au Canada sur la réalisation de l’ODD 4. Il tire parti des données et des indicateurs liés à l’ODD 4 et inclut, dans la mesure du possible, les données provinciales et territoriales. 
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. 
Achieving and Monitoring Education for Sustainable Development and Global Citizenship: A Systematic Review of the Literature (Sustainability 2020; Vol. 12, No. 4) Year of publication: 2020 Author: Brent Edwards | Manca Sustarsic | Mina Chiba | Mark McCormick | Melissa Goo | Sara Perriton Corporate author: Multidisciplinary Digital Publishing Institute (MDPI) This paper presents the results of a systematic review of literature (56 studies) related to Sustainable Development Goal 4.7. The goal of the research reported on here is to contribute to the discussion around strategies for working towards and monitoring SDG4.7 at the institutional level. Within this overarching focus, our review of the literature was designed to identify studies that have looked at both student learning and teacher education related to SDG4.7. This twin focus stems from the recognition that achieving the SDGs will be particularly difficult if policymakers are not attentive to both sides of the learning equation—that is, first, to the ways that teachers learn to teach about issues related to SDG4.7 and, then, the ways that students acquire this knowledge and are assessed. The five findings sections of this review correspond to the five areas of emphasis embedded in the language of SDG4.7, namely, education for (a) sustainable development, (b) human rights, (c) gender equality, (d) promoting of a culture of peace and non-violence, and (e) appreciation of cultural diversity. In accordance with the purpose of this review, the synthesis for each area of emphasis digs into the details of the educational interventions, monitoring and evaluation strategies, and results that are documented in the publications analyzed. Thus, this review can be useful for informing educational or pedagogical approaches related to SDG4.7, as well as for designing monitoring and evaluation tools for the SDGs. 
Advancing Global Citizenship Education Through Global Competence and Critical Literacy: Innovative Practices for Inclusive Childhood Education (SAGE Open; Vol. 9, No. 1) Year of publication: 2019 Author: Alida Anderson Corporate author: SAGE Publications This article presents a critical policy overview of inclusive education and global citizenship education (GCED) and offers two innovative childhood education practices that support inclusion of children with disabilities through dimensions of physical and conceptual access, both noted implementation barriers to inclusive education across the globe. The first section summarizes global human rights and education initiatives that support GCED through access for children with disabilities in education and in societies. This section addresses questions of how inclusion plays a central role to the advancement of GCED, summarizing major global policy advances to inclusion, and highlighting how advancement of inclusive childhood education supports GCED. This article concludes with two innovative childhood education practices, global competence and critical literacy, which offer critical potential to contribute to GCED through conceptual and physical dimensions of access, and ultimately promote inclusive education.