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Éducation à la citoyenneté mondiale (ÉCM): Définitions, critiques et postures Year of publication: 2017 Author: Carine Nassif-Gouin | Philippe Tousignant Corporate author: Association québécoise des organismes de coopération internationale (AQOCI) La plupart des organismes de coopération internationale (OCI) se sont engagés dans un long processus d’information, de sensibilisation, d’engagement et d’éducation du public. Ce document cherche à soutenir la réflexion quant à l’approche émergente de l’éducation à la citoyenneté mondiale (ÉCM) et la question suivante : en quoi l’ÉCM est-elle nouvelle ou différent de l’engagement du public ou, par exemple, de l’éducation aux droits humains ? Les OCI mettent à la disposition des apprenants (stagiaires, coopérants, bénévoles, salariés, jeunes en milieu scolaire ou communautaire, entreprises, etc.) de l’information, des formations, des ateliers, des documents voire des trousses, et bien plus encore, qui favorisent l’autonomisation et la responsabilisation des individus. Ces activités sont souvent de nature pédagogique, mais elles peuvent également être d’une toute autre nature. Les OCI ont des pratiques riches et variées en éducation, formation, mobilisation, sensibilisation, etc. Certaines pratiques ont fait leurs preuves et nous encouragent à nous en inspirer ou encore à les adopter. Parmi les facteurs contribuant à la réussite de l’ÉCM, le choix de la définition, la qualité, la précision d’un cadre de références commun jouent un rôle crucial. Ainsi, ce guide tente d’offrir un certain nombre d’informations essentielles à la réalisation et la réussite de l’ÉCM. Du fait qu’il y ait très peu de littérature consacrée à l’éducation à la citoyenneté mondiale au Québec, nous nous sommes beaucoup tourné vers celle qui est issue d’autres pays et contextes. Ce document est conçu à l’intention de toutes les personnes qui souhaitent comprendre ce qu’est l’ÉCM pour en développer des activités et s’approprier ses définitions et contenus. Il faut reconnaître d’emblée que chaque organisme, chaque programme présente des spécificités et qu’il n’est pas souhaitable ou même possible d’uniformiser les guides ou de les rendre conformes à un modèle particulier. Il faut surtout garder à l’esprit que nous tenons à offrir à chacun des acteurs une information de qualité et préparer avec tout le soin nécessaire un guide clair et nourrissant. Ce guide est composé de six (6) parties et d’une note de synthèse. Ainsi, chacun pourra y puiser les informations et ressources ou encore les outils de références souhaités. 
Mobiliser les réseaux socionumériques: L’espace public traditionnel à l’épreuve de la critique de musulmans Français Year of publication: 2019 Author: Mohamed Sakho Jimbira Corporate author: Sens public Cet article qui repose sur deux enquêtes s’attache à proposer une réflexion sur l’articulation entre trois problématiques : l’usage des réseaux socionumériques, l’islam en France, et l’espace public traditionnel. Depuis plusieurs années, ce dernier est confronté à la visibilité des dogmes et pratiques religieuses islamiques. Ainsi, la laïcité et la place des religions au sein de cet espace public se trouvent-elles questionnées comme le montrent les dernières controverses sur le port du voile intégral, ou encore du burkini. Sur cet horizon, certains citoyens musulmans qui affirment faire l’objet de discriminations dans l’espace hors-ligne, à cause de leur identité musulmane, mobilisent les réseaux socionumériques pour y reconstituer des espaces éditoriaux de visibilité et d’audibilité, ce qui participe de l’élargissement des contours de l’espace public traditionnel. 
Préparer les citoyens d’aujourd’hui à la société de l’information de demain: Quels rôles pour les bibliothécaires et documentalistes ? (Documentation et bibliothèques; Vol.64, No.4) Year of publication: 2018 Author: Thierry Karsenti Corporate author: Association pour l'avancement des sciences et des techniques de la documentation (ASTED) Dans un monde où la place du numérique s’affirme chaque jour davantage, et où les jeunes sont captivés par les technologies, les bibliothécaires et documentalistes ne semblent avoir d’autre option que de donner une place de choix au numérique dans le cadre de leur mission de formation. Il est dorénavant impossible pour eux de rester sourds aux transformations sociétales et aux nouvelles avenues que le numérique offre pour la recherche d’information, tout comme il est impossible de rester indifférent à la place grandissante que l’intelligence artificielle gagne dans tous les secteurs de notre société, y compris celui de l’accès à l’information. Ce texte a également pour but de montrer le rôle primordial que sont appelés à jouer bibliothécaires et documentalistes pour préparer les citoyens d’aujourd’hui à la société de l’information de demain. Il y est notamment question de leur rôle-clé pour amener tout apprenant à développer des compétences informationnelles actuelles, à agir en citoyen numérique éclairé et responsable, et à contribuer au développement de l’intelligence collective planétaire, et ce, afin de participer à sa façon à l’édification de la société de demain 
L’immigration transnationale africaine francophone en milieu minoritaire et son impact sur l’intégration dans la société canadienne Year of publication: 2019 Author: Amal Madibbo Corporate author: Les Presses de l'Université d'Ottawa | Centre de recherche en civilisation canadienne-française Dans un monde où la place du numérique s’affirme chaque jour davantage, et où les jeunes sont captivés par les technologies, les bibliothécaires et documentalistes ne semblent avoir d’autre option que de donner une place de choix au numérique dans le cadre de leur mission de formation. Il est dorénavant impossible pour eux de rester sourds aux transformations sociétales et aux nouvelles avenues que le numérique offre pour la recherche d’information, tout comme il est impossible de rester indifférent à la place grandissante que l’intelligence artificielle gagne dans tous les secteurs de notre société, y compris celui de l’accès à l’information. Ce texte a également pour but de montrer le rôle primordial que sont appelés à jouer bibliothécaires et documentalistes pour préparer les citoyens d’aujourd’hui à la société de l’information de demain. Il y est notamment question de leur rôle-clé pour amener tout apprenant à développer des compétences informationnelles actuelles, à agir en citoyen numérique éclairé et responsable, et à contribuer au développement de l’intelligence collective planétaire, et ce, afin de participer à sa façon à l’édification de la société de demain. 
Global Citizenship Education at the Crossroads: Globalization, Global Commons, Common Good, and Critical Consciousness (Prospects; Vol.48) Year of publication: 2020 Author: Carlos Alberto Torres | Emiliano Bosio Corporate author: Springer Nature This article-dialogue addresses current criticisms of global citizenship and challenges frequent misinterpretations of Global Citizenship Education (GCE), while discussing what it means to educate for critical global citizenry in an increasingly multicultural world. It starts by considering the phenomena of globalization and the UN Global Education First Initiative (GEFI), which aims at furthering global citizenship, to highlight the relationship between GCE, “global-peace”, global commons, and common good. Building on the assumption that GCE should be about learners’ emancipation toward critical consciousness, the dialogue concludes drawing a parallel between the “mission” of GCE in contemporary educational institutions and Paulo Freire’s notion of critical consciousness. 
Promotional and Constraint Factors of Global Citizenship Education (GCED) Theme Selection: Focusing on GCED of Leading Teacher’s awareness (The Journal of Korean Teacher Education; Vol.35, No.4) Year of publication: 2018 Author: Keunah Park | Soonyoung Oh | Jaewoon Hwang Corporate author: The Korean Society for the Study of Teacher Education The purpose of this study is to analyze the factors that affect the selection of the themes of Global Citizenship Education (GCED). Specifically, it tried to help teachers to select the themes of GCED and explored specific factors that restrict the selection. For the goal of this study, it interviewed 13 researchers who participated in GCED as leading teachers. It collected data, performed coding of extracting core phrases and analyzed the transcribed interviews. The main analysis results are as follows. First, the factors that promote teachers to choose the themes of GCED were the experience of teachers, students, social issues, areas and teaching and learning materials. Second, the factors that restrict teachers to choose the themes of GCED were institution, parents of students and areas. Based on the result of the study, it described the necessity of developing field-friendly teaching and learning materials in relation to GCED and the importance of raising awareness among the educational players on GCED. 세계시민교육 주제선택의 촉진요인과 제약요인: 세계시민교육 선도교사의 인식을 중심으로 (한국교원교육연구; Vol.35, No.4) Year of publication: 2018 Author: 박근아 | 오순영 | 황재운 Corporate author: 한국교원교육학회 이 연구는 교사의 세계시민교육 주제선택에 대한 영향요인을 분석하는데 데 그 목적이 있 다. 구체적으로 이 연구를 통해 교사의 세계시민교육 주제선택을 촉진하고, 제약하는 요인에 는 어떤 것이 있는지를 세분해서 탐색하고자 하였다. 이를 위해 연구진은 세계시민교육 선도 교사로 참여하고 있는 13명의 연구참여자를 선정하여 심층면담을 실시하였다. 이 연구의 주요한 결과는 다음과 같다. 첫째, 교사의 세계시민교육 주제선택 촉진요인으로 는 ‘교사의 경험’, ‘학생’, ‘시사성’, ‘지역’, ‘교수ㆍ학습자료’ 등이 있는 것으로 드러났다. 둘째, 교사의 세계시민교육 주제선택 제약요인에는 ‘제도’, ‘학부모’, ‘지역’ 등이 존재하는 것으로 나 타났다. 이 연구의 결과를 토대로, 세계시민교육과 관련한 현장친화형 교수ㆍ학습자료 개발의 필요성, 세계시민교육에 대한 교육주체의 인식 제고가 가지는 중요성 등에 대해 논하였다. 
Development of Global Citizenship Education Competence Scale for Early Childhood Teacher (The Journal of Korean Teacher Education; Vol.35, No.4) Year of publication: 2018 Author: Jeoungsook Kim | Kyeonghwa Lee Corporate author: Korean Society for the Study of Teacher Education The study aims to develop a scale to identify and measure the early childhood teacher’s competence for global citizenship education. In order to construct the factors of the teacher’s competence for global citizenship education, conceptualization of the competence was made based on the review of literatures, and then the preliminary scale was constructed through 3 time-Delphi survey of 34 expert panels. The content analysis and statistical analysis (content validity, consensus, and convergence) of the data collected through the Delphi survey revealed that the final version of the scale with 2 domains, 5 factors and 33 items was derived. Then, in order to validate the final version of the scale, the tests with early childhood teachers were carried out. The data collected through the final test of 294 early childhood teachers were statistically analyzed through the ratio of content reliability, validity, and reliability. The analysis was confirmed that the scale was a valid and reliable instrument for measuring the early childhood teacher’s competence for global citizenship education. In conclusion, the scale developed in this study consisted of two domains: the competence as a global citizen and the competence as a early childhood teacher to carry out global citizen education for young children. The global citizenship competence consists of 3 factors and 20 items, and the global citizenship education competence for young children consists of 2 factors and 13 items. Lastly, the possibility of using the scale for early childhood teacher education was discussed. 
A Study on the Support Methods of Education for Sustainable Development in Connection with Global Citizenship Education (Journal of Education & Culture; Vol.24, No.4) Year of publication: 2018 Author: Youngsoon Kim | Hyunhee Yoon Corporate author: Inha University. Education Research Institute The purpose of this study is to explore supportive measures for revitalizing education for sustainable development linked to global citizenship education and to discuss the practical ways of activation in educational field. The researchers interviewed nine experts on global citizenship education and education for sustainable development for the project. It also collected opinions on how to promote sustainable development education linked to global citizenship education. As a result of the research, experts have presented three tasks as a support measure for promoting sustainable development programs associated with global citizenship education. It was to provide classroom support, enhance teacher skills, and establish a network of related institutions. To improve the quality of the classes, practical operational materials are required, such as textbooks, supplementary materials, and the development of class models and programs. In addition, systematic and continuous training is required to enhance the capabilities of teachers. Lastly, it is necessary to share roles of education-related organizations, such as the Education Ministry, education office, civic groups, local governments and schools, and to establish a network system. Based on the above research results, the Commission discussed future tasks required to support the promotion of sustainable development programs related to international citizens ' education. 세계시민교육 연계 지속가능발전교육활성화를 위한 지원방안 탐색 (교육문화연구; Vol.24, No.4) Year of publication: 2018 Author: 김영순 | 윤현희 Corporate author: 인하대학교 교육연구소 이 연구의 목적은 세계시민교육 연계 지속가능발전교육 활성화를 위한 지원방안을 탐색하여 교육 현장에서의실제적인 활성화 방안을 논의하고자 하는데 있다. 연구 수행을 위해 환경, 사회･문화, 경제, 시민교육 등의 영역별로구성된 9명의 전문가 인터뷰를 실시하였다. 이를 통해 세계시민교육과 지속가능발전교육 활성화를 위한 지원 방안에대한 의견을 수렴하였고, 매트릭스 분석법을 활용하여 코딩 및 해석을 실시하였다.연구 결과, 전문가들은 세계시민교육 연계 지속가능발전교육 활성화를 위한 지원방안으로 수업 지원, 교사 역량강화, 관련 기관 네트워크 구축의 3가지 과제를 제시하였다. 세계시민교육 연계 지속가능발전교육을 위한 수업의질을 높이기 위해서는 관련 교과서나 보충교재, 수업모델 및 프로그램 개발을 통해 실제적인 운영 자료가 제공될필요가 있다. 또한, 수업을 운영하는 교사의 역량을 강화할 수 있는 교사 연수가 체계적이고 지속적으로 이루어져야한다. 마지막으로 교육부, 교육청, 시민단체, 지방자치단체, 학교 등 교육 관련 기관들의 역할 분담과 네트워크 체제구축이 필요함을 강조하였다. 이상의 연구결과를 바탕으로, 세계시민교육 연계 지속가능발전교육 활성화 지원을위해 앞으로 요구되는 추후 과제에 대해 논의하였다.