Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
3,380 Results found
Средства массовой информации как партнеры в сфере образования для устойчивого развития. Учебно-ресурсный комплект Year of publication: 2009 Author: Eleanor Bird | Richard Lutz | Christine Warwick Corporate author: UNESCO Media as Partners in Education for Sustainable Development addresses issues that are being discussed on the social, economic and environmental fronts. It does not pretend to know all the answers, but draws on existing experience and recommends resources for further inquiry and research. It encourages the media to engage in public participation and to debate improvements that can lead to sustainable development. It also seeks to contribute to media awareness and understanding of sustainability, as outlined by the Agenda 21 Plan of Action for all nations endorsed at the 1992 Earth Summit in Rio de Janeiro. Authentic Pedagogy and the Holocaust: A Critical Review of State Sponsored Holocaust Curricula Year of publication: 2005 Author: Samuel Totten | Karen L. Riley Over the past decade and a half, states in all regions of the United States have formed Holocaust councils, advisory groups, and other agencies for the purpose of developing educational programs in response to a growing interest in the Holocaust. Some states have called upon educators and Holocaust agencies within the state to develop curricula and/or resource materials for use in social studies and English classrooms. Furthermore, many states now either strongly recommend the teaching of the Holocaust or mandate that it be taught in their public schools. In the present paper, we present a critical analysis of the instructional strategies advocated in state–sponsored Holocaust curricula. We ground our evaluation within the framework of authentic pedagogy—particularly the work of Fred Newmann. More than an attempt to simply criticize these works, we offer constructive alternatives to inadequate and/or poorly designed instructional strategies. Fundamental to the intent of this paper is its usefulness as a guide for evaluating instructional activities designed to support the teaching of content knowledge about the Holocaust. (By the author) 
Indicators of the Concept of Secularism in the Context of Conversations Between Teachers on the Topic of Civic Education in High Schools Year of publication: 2015 Author: Sylvie Courtine Sinave | France Jutras Corporate author: McGill University. Faculty of Education As part of a collaborative research project on civic education, conversations between high school teachers and faculty were analyzed from the perspective of indicators of secularism, namely, freedom of conscience and religion as they relate to tolerance, equality of rights, fraternity, emancipation, separation between church and state, and law and order. The results show that, according to these educators, the role of the school is paramount to the learning of social behaviour and that some values related to secularism are actualized in the context of teaching history and civic education, such as the primacy of human rights, emancipation, and the importance of the public space. Éléments indicateurs de la laïcité dans le cadre de discussions d’enseignants sur l’éducation à la citoyenneté à l’école secondaire Year of publication: 2015 Author: Sylvie Courtine Sinave | France Jutras Corporate author: McGill University. Faculty of Education Dans le cadre d’une recherche collaborative sur l’éducation à la citoyenneté, les discussions d’enseignants du secondaire et d’universitaires sont analysées sous l’angle d’indicateurs de la laïcité, c’est-à-dire de la liberté de conscience et de culte liée à la tolérance, l’égalité des droits, la fraternité, l’émancipation, la séparation de l’Église et de l’État, le droit et l’ordre public juste. L’analyse des discussions permet de dégager que, selon ces intervenants, le rôle de l’école est primordial dans la gestion du social et que des valeurs reliées à la laïcité sont actualisées dans le cadre de l’enseignement de l’histoire et éducation à la citoyenneté au secondaire : la primauté du droit, l’émancipation, l’importance de l’espace public. 国連持続可能な開発のための教育の10年中間年レビューESDの文脈と構造 Year of publication: 2009 Corporate author: UNESCO This document suggests key findings and ways forward in review of the contexts and strctures of education for sustainable development. 审查可持续发展教育的背景和结构,2009年:重要发现与前行之路 2009 Year of publication: 2009 Corporate author: UNESCO This document suggests key findings and ways forward in review of the contexts and strctures of education for sustainable development. 
Thinking Today’s Adolescents’ Citizenship through Social Justice Lens: Why and How? Year of publication: 2018 Author: Caroline Caron Corporate author: Lien social et Politiques How do we know what we know about youth citizenship ? This epistemological question has been neglected in the field of youth citizenship and public discourses on youth political apathy. This article draws on the theoretical perspective of social justice studies to unmask the relations of power based on age that have shaped current knowledge about youth citizenship. The analysis draws attention to the epistemic injustices and methodological flaws in the specific field of civic literacy in Canada. It is argued that a difference-centered approach to youth citizenship could help foster a better understanding of youth experiences of civic engagement and political participation. Yet, this potentiel can only be achieved through a self-reflexive inquiry that critically investigates the research process itself in current research trends. Although a dominant approach in the study of civic literacy is limited in its capacity to produce knowledge that is socially just towards adolescents, the concept could be reinvigorated through a critical empirically-grounded examination of youth civic competencies that are evidenced in some of their engagments with new media technologies. Yet, to fulfill this goal also requires that scholars engage in crucial debates about their chosen epistemology and theory of democracy. 
Le rôle des enseignants dans l’éducation et la démocratie : impacts d’un projet de recherche sur la perception de futurs enseignants Year of publication: 2015 Author: Gina Thésée | Paul R. Carr | Franck Potwora Corporate author: McGill University. Faculty of Education Cet article étudie les réflexions suscitées par un questionnaire d’enquête portant sur les liens entre l’éducation et la démocratie. Un échantillon de 157 étudiants d’un programme de formation initiale des enseignants à Montréal a répondu à un questionnaire de suivi (seconde étude) après avoir rempli un questionnaire d’enquête (première étude) portant sur leurs perceptions et leurs expériences des liens entre l’éducation et la démocratie. La première étude révèle une expérience démocratique faible et un parcours éducatif pratiquement sans lien avec la démocratie, ce qui concorde avec les résultats d’études antérieures. Cependant, les résultats du questionnaire de suivi indiquent que la participation à l’enquête a suscité des réflexions d’ordre socioéducatif, épistémologique, pédagogique et méthodologique, qui pourraient avoir des retombées significatives sur leur perception du rôle de l’enseignant. 
The Concept of Citizenship for Immigrants and Members of the Host Society within the Minority Francophone Context: A Lexical Analyse Year of publication: 2014 Author: Aïcha Benimmas | Sylvia Kasparian Corporate author: Revue de l’Université de Moncton Given the changes and constant mutations which occur in societies at the social, political, economic, technological, and educational levels, the concept of citizenship must be continually redefined. While French-speaking citizens, immigrants and members of the host society can find common ground thanks to the French language, they can also find differences because of other characteristics linked to their identity, such as culture, ethnic background, religion, and history. This is why we must analyze the meaning that these groups give to the concepts of citizenship and citizen participation, interpreting the differences and similarities that surface in their discourse regarding these two concepts. The use of computerized tools and statistics has enabled us to find through a constant comparison between qualitative and quantitative analyses-the perceptions, similarities, and divergences in the discourse of four groups of participants involved in our study: immigrant youth, immigrant parents, host society youth, and host society parents. Le concept de citoyenneté chez des immigrants et des membres de la société d’accueil en milieu minoritaire francophone : une analyse lexicale Year of publication: 2014 Author: Aïcha Benimmas | Sylvia Kasparian Corporate author: Revue de l’Université de Moncton Étant donné les changements et les mutations constantes que connaissent les sociétés sur différents plans (social, politique, économique, technologique, etc.), le concept de citoyenneté nécessite une redéfinition d’une manière continue. Si les citoyens francophones, immigrants et membres de la société d’accueil, peuvent se rejoindre grâce à la langue française, ils peuvent différer à cause de leurs autres caractéristiques identitaires à savoir, la culture, l’ethnie, la religion et l’histoire. C’est dans ce sens qu’il importe d’explorer le sens que ces différents groupes donnent aux concepts de citoyen et de participation citoyenne. L’utilisation des outils informatisés et statistiques nous a permis de relever, par un aller-retour constant entre les analyses qualitatives et quantitatives, les ressemblances et les divergences dans le discours de quatre groupes de participants à notre étude : jeunes immigrants, parents immigrants, jeunes de la société d’accueil et parents de la société d’accueil.