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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Intercultural Perspectives, Rights and Recognition in Montreal (Anthropologie et Sociétés; Vol. 41, No. 3) Year of publication: 2017 Author: Francine Saillant | Joseph J. Lévy | Alfredo Ramirez-Villagra Corporate author: Département d’anthropologie de l’Université Laval Within the debates about the way to deal with cultural diversity, new perspectives emerge which are actually discussed by the political and sociocultural instances, such as the notions of interculturalism, intercultural, interculturality, recognition, and their links to human rights. These topics are part of the discussion in Quebec, whether on the political scene, on the urban management level and in the social sciences. This article presents the European and Quebec perspectives on these issues and analyses the discourses of community leaders in Montreal who are involved and interviewed within the InterReconnaissances project. Data show that theses intercultural perspectives are not formally defined nor validated, although they often are associated with diverse practices and trainings that are designated to enhance the awareness of the actors involved in the intercultural encounter. The notions of right and recognition play a part on three levels : the struggle for the recognition of the migrant groups and of their cultures, and the recognition of the work done by community organizations. The awareness of the social diversity within these groups of migrants, who may be strongly stigmatized, bring new intercultural problematics, corroborating the importance of these notions on the field of communitarian action in Montreal. Perspectives interculturelles, droits et reconnaissance à Montréal (Anthropologie et Sociétés; Vol. 41, No. 3) Year of publication: 2017 Author: Francine Saillant | Joseph J. Lévy | Alfredo Ramirez-Villagra Corporate author: Département d’anthropologie de l’Université Laval Dans les débats entourant la gestion de la diversité culturelle, de nouvelles perspectives sont actuellement discutées par les instances politiques et socioculturelles, comme celles de l’interculturalisme, de l’interculturel, de l’interculturalité, de la reconnaissance et de leurs arrimages aux droits humains. Ces thèmes se retrouvent dans la réflexion québécoise sur les plans politique, de la gestion urbaine et de la recherche en sciences sociales. Cet article, après avoir situé les perspectives respectives européenne et québécoise sur ces thèmes, analyse les discours de leaders communautaires montréalais impliqués dans le domaine de l’immigration et interviewés dans le cadre du projet InterReconnaissances. Les données montrent que les perspectives interculturelles ne font pas l’objet d’une formalisation ni d’une validation poussées, mais qu’elles se retrouvent surtout associées à des pratiques diverses et à des formations visant à la sensibilisation des intervenants impliqués dans la rencontre interculturelle. Les notions de droit et de reconnaissance se déclinent sur trois plans: la lutte pour la reconnaissance à la fois des groupes immigrants, de leurs cultures et du travail réalisé par les groupes associatifs dans ce domaine. La reconnaissance de la diversité sociale des groupes fortement stigmatisés suggère aussi l’ouverture à de nouvelles problématiques interculturelles jusque-là négligées, confirmant la place importante de ces notions dans le champ de l’action communautaire montréalaise. 
Learning to Read the World?: Teaching and Learning about Global Citizenship and International Development in Post-Primary Schools Year of publication: 2011 Author: Audrey Bryan | Meliosa Bracken Corporate author: Irish Aid This is the first published study of its kind in an Irish context, offering combined insights into the status and practice of Development Education in post-primary schools as well as an interrogation of how development issues are represented in the formal curriculum. It adopted a qualitative approach, enabling a rich description of what Development Education looks like in an Irish context and how it is understood in post-primary schools, as well as an in-depth exploration of teachers’ experiences and views about ‘doing’ Development Education in post-primary settings. Combining an analysis of curriculum materials (including 75 lesson plans and a similar number of textbooks) as well as in-depth interviews with 26 in-career teachers currently teaching Development Education in a broad and diverse cross-section of post-primary schools, the study provides a comprehensive portrait of Global Citizenship Education in Irish second-level schools. The overall aim of the research was to identify the strengths, possibilities and limits in existing pedagogical and curricular approaches to Development Education across a range of subjects at post-primary level in Ireland. 
Femmes et mouvement populaire d’habitation au Brésil: Vers une féminisation des luttes pour le droit au logement ? (Économie et Solidarités; Vol. 43, No. 1-2) Year of publication: 2013 Author: Charmain Levy | Marianne Carle-Marsan | Anne Latendresse Corporate author: Centre interdisciplinaire de recherche et d’information sur les entreprises collectives (CIRIEC)‑Canada Au Brésil, depuis la fin des années 1990, des actions collectives ont lieu autour du droit à la ville, en particulier pour le droit au logement. Alors qu’il existe des centaines, voire des milliers de bâtiments vacants dans le centre-ville de Rio de Janeiro et São Paulo, notamment, des organisations populaires occupent des bâtiments publics vides en vue d’obtenir le droit d’y résider et, éventuellement, de les transformer en logement public. Deux études ont mis en lumière la présence majoritaire de femmes qui, issues du milieu des sans-abri, des taudis et des favelas, jouent un rôle important dans les occupations. Dans cet article, nous proposons une analyse de la trajectoire de ces femmes afin de voir comment leur engagement à l’intérieur du mouvement urbain a changé leur vie sur les plans individuel et collectif. En d’autres termes, nous allons nous pencher sur le processus de construction du sujet politique opéré par des femmes de milieux précaires, actives au sein du mouvement pour le droit au logement. Par ailleurs, en nous penchant sur leur rôle au sein de ce mouvement, nous tenterons de voir dans quelle mesure ces femmes l’influencent et, en nous inspirant des travaux de Lefebvre et de Castells (1980), dans quelle mesure elles contribuent à la production de la ville. 
Learning about Development at A-Level: A study of the impact of the World Development A-level on Young People’s Understanding of International Development (Development Education Research Centre Research Paper; No.7) Year of publication: 2012 Author: Gill Miller | Elizabeth Bowes | Douglas Bourn | Juan Miquel Castro Corporate author: Development Education Research Centre (DERC) Learning about development has been a feature of the school curriculum in England for a number of years, most notably through Geography and there has been increased interest in examination courses at post-sixteen. By reviewing what young people have learnt and gained from such a course, this report aims to demonstrate how young people perceive international development issues and what impact this has had on their views about the wider world. 
The Global Learning Programme: Celebrating Achievement; A Selection of Case Studies and Quotes from England, Northern Ireland, Scotland and Wales Corporate author: Global Learning Programme (GLP) The Global Learning Programme has achieved unprecedented success in its reach to schools across the United Kingdom, with over 10,000 schools registered, and more than 40,000 teachers and 500,000 pupils involved. A high proportion of schools that engaged with the programme had not been involved with global learning previously, and there is a high percentage of positive impact recorded in schools all across the UK. Each of the programmes, in England, Northern Ireland, Scotland and Wales, has a range of case studies and other evidence from schools on their websites. Here is gathered together a small selection of these and a range of quotes that show glimpses of what has been achieved, the diversity of the schools, and the benefits and impact of global learning. 
Outre-Mur: Les hommes construisent trop de murs et pas assez de ponts; Dossier pédagogique Year of publication: 2017 Author: Julie Bijnens | Lucie Desaubies | Fanny Gosset | Hélène Pochet Corporate author: Institut des Hautes Études des Communications Sociales (IHECS) | Annoncer la Couleur (ALC) Le dossier pédagogique Outre-Mur a été réalisé dans le cadre d’un mémoire médiatique de fin d’études à l’IHECS (Institut des Hautes Études des Communications Sociales); à Bruxelles|. Hélène; Lucie; Fanny et Julie sont étudiantes en dernière année dans l’option “Animation Socioculturelle et Éducation Permanente”. Leur intérêt commun pour la problématique des murs frontières les a réunies autour de ce projet ambitieux. Étant préoccupées par le respect des droits de l’homme et des libertés individuelles; la problématique les a interpellées. Cet outil a été développé en collaboration avec Annoncer la Couleur, programme fédéral d’éducation à la citoyenneté mondiale qui propose aux (futurs) enseignants des démarches pédagogiques participatives pour aborder avec les élèves des questions de citoyenneté mondiale. Riche de son expérience pédagogique, le programme vise à éveiller et former les élèves aux interdépendances mondiales et les incite à agir en citoyens responsables, conscients de l’importance de la solidarité internationale, et à contribuer à un monde plus juste et plus durable. 
주요 외국의 환경교육 비교 연구 Year of publication: 2018 Author: 김찬국 | 이선경 | 김남수 | 민경석 | 황세영 | 이은주 | 김태연 | 강진영 Corporate author: 대한민국 환경부 | 한국환경교육학회 이 연구는 유엔 지속가능발전교육 10년(UN DESD: 2005~2014)이 종료된 시점에서 국제기구와 주요 외국의 환경교육 분야에서 최근 나타나는 변화에 대한 종합적인 이해가 필요한 상황에서 시작되었다.특히 최근 환경교육 분야의 축적된 경험과 논의를 바탕으로 각국의 환경 및 교육상황에 부합하여 환경교육 법·제도 등을 정비하려는 노력이 국제 사회에서 이루어지고 있다는 점에 주목하였다. 이 조사 연구는 아시아, 유럽, 북미와 남미에 위치한 10개국(일본, 중국, 대만, 싱가포르, 호주, 영국, 독일, 미국, 캐나다, 브라질)을 대상으로 환경교육 현황을 조사하고 비교분석과 발전방향을 제시한다. 아울러 국제기구인 UNEP와 UNESCO의 환경교육 정책과 실행 방식도 함께 살펴보았다. Part I에는 주요 외국 10개국의 환경교육 상황과 UNESCO, UNEP의 환경교육 정책을 수록하였고, Part II에서는 각국의 환경교육을 비교 분석하고 있다. 
SDG 4 - Policies for flexible learning pathways in higher education: Taking stock of good practices internationally (IIEP-UNESCO Working Papers) Year of publication: 2020 Author: Michaela Martin | Ana Godonoga Corporate author: UNESCO International Institute for Educational Planning (IIEP) This paper draws on country examples across different UNESCO regions to illustrate policy-relevant as well as practical approaches to developing flexible learning pathways in higher education. It shows that policies can facilitate flexible learning pathways include legislative and regulatory frameworks, articulation and transfer policies, and lifelong learning policies. It also presents a number of supportive policy instruments that can serve to bridge policy and practice, such as national qualifications frameworks, quality assurance and accreditation, credit accumulation and transfer systems, and information and guidance services. Finally, apart from discussing system-wide approaches, this paper also gives examples of more decentralized, institution-led practices that contribute to flexible learning pathways. This paper concludes that well-designed policy frameworks and instruments and targeted measures can create an enabling environment for flexible learning pathways, but their effectiveness requires strong administrative capacity and coordination, as well as the involvement of all relevant stakeholders, including those who design, implement, and benefit from policies. It is also essential that policies, instruments, and practices are in alignment with one another and work towards a common objective. Therefore, a holistic approach, comprising an adequate and well-coordinated mix of policies, instruments, and targeted measures, is required, in order to translate flexible learning pathways from a national priority into an institutionalized practice that reaches its intended beneficiaries. 
Acteurs et partenariats dans le secteur de la formation professionnelle Year of publication: 2019 Corporate author: UNESCO IIEP Regional Office for Africa | Institut de la Francophonie pour l'éducation et la formation (IFEF) Une des voies reconnues pour améliorer l'efficacité des systèmes de formation professionnelle est le développement de partenariats entre acteurs publics, acteurs privés et société civile. Mais qu'entend-t-on précisément par partenariats ? Et sous quelles formes sont-ils les plus efficaces ? La diversité des contextes nationaux et locaux montre combien le domaine de la formation professionnelle est complexe et multidimensionnel. Dès lors, il est important de clarifier les types de partenariats à mettre en place, les domaines d'interventions des acteurs, ainsi que leurs rôles respectifs. Pour cette étude, l'IIPE-Pôle de Dakar et l'IFEF ont associé leur expertise dans le but d'appréhender les processus-clés de la formation professionnelle et d'offrir un portrait global des différents types de partenariats envisageables.