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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Global Citizenship: A plural and Transformative Vision of Society and School; Volume Ⅰ Year of publication: 2020 Author: Rafael Díaz-Salazar | Alfonso Díez Prieto | Antonio Roura | Augusto Ibáñez | Begoña Carmona | Carme García Yeste | Carmen Magallón | César García-Rincón | Florencio Luengo | Gema Celorio | Gonzalo Fanjul | Juan Iglesias | Juan Pablo Rayo | Luis González Reyes | Manuela Mesa | María Laín | Mónica Cantón de Celis | Pedro Sáez | Pilar Álvarez Cifuentes | Rafael Feito | Regina Gairal | Santiago Álvarez Cantalapiedra | Victoria Camps | Violeta Velasco | Yayo Herrero Corporate author: SM Foundation The objective of this work, which brings together the voices of great specialists, reinforced by the vision of the school itself, is to promote and channel the debate on global citizenship towards an education oriented to the care of the person, society and nature. Understood in this way, education for global citizenship can help us form fulfilled people, prepared to intervene positively in a world in continuous change, and capable of adopting a sustainable way of life for ourselves, those around us and those who will succeed us. 
Education for Global Citizenship: Promoting Democracy Year of publication: 2019 Author: Manuela Mesa Corporate author: Autonomous University of Madrid | Red Iberoamericana de Investigación sobre Cambio y Eficacia Escolar (RINACE) This paper makes a reflection on the role of education in the current international context, marked by profound changes and by a situation of uncertainty and instability and reverse in rights. It discusses the various interpretative frameworks that explain the current world and that are articulated around the global-local axis and ethnic-national identities and multiple identities. In a world characterized by the complexity and speed of changes, it is very important to overcome the the compartmentalization of knowledge in areas such as mathematics, social, language, etc and look for global approaches. Education as a transformative practice cannot be outside of the major challenges facing humanity at the national and multilateral. The 2030 Agenda and the Sustainable Development Goals gives opportunities for the consolidation of the Education for Global Citizenship. 
Being and Knowing: Teaching Profile for Sustainable Development and Global Citizenship Year of publication: 2023 Corporate author: InteRed Document of a pedagogical nature that describes the characteristics of the teaching profile necessary to educate in Sustainable Development and Global Citizenship. Identify what skills are necessary to carry out transformative education that responds to global challenges as proposed by social movements, NGOs and civil society. This publication is the result of collaborative work carried out during the years 2022 and 2023 by a Movement 4.7 team formed for this purpose. 
A World at Peace Year of publication: 2022 Corporate author: Entreculturas A world in peace is part of “A world in your hands”, Entreculturas’ pedagogical proposal to educate in global citizenship. With it we aim to contribute to the training of people capable of exercising active and committed citizenship, of transforming their environment and of assuming as their own the global challenges of our time such as the fulfillment of the 2030 Agenda and the Sustainable Development Goals. In this publication we collect proposals to work on the culture of peace and develop knowledge, values and social and civic skills that allow people who work on them to actively commit to coexistence, conflict resolution and the creation of a culture of peace in their environments and at a global level. 
Transformative Education for Global Citizenship in the Spanish Education System: Recommendations for Its Incorporation and Approach Year of publication: 2022 Author: Fabiola Fares Sade | Carolina Del Río Usábel | Yénifer López Ramos | Marta Martín Pastor | Elisabet Santpere Baro Corporate author: Movement for Transformative Education and Global Citizenship This document is the Report corresponding to the research commissioned by the Movement for Transformative Education and Global Citizenship to the University of Santiago de Compostela within the framework of the agreement "For a transformative education and for Global Citizenship committed to the fulfillment of the SDGs" led by the NGOs Alboan, Entreculturas, InteRed and Oxfam Intermón, which has been approved and financed by the Spanish Agency for International Development Cooperation, AECID. This publication aims to highlight the most significant elements of the analysis and conclusions obtained in the research, whose ultimate objective is to state recommendations for the inclusion of Transformative Education approaches for Global Citizenship in the formal education system. These recommendations seek to be a contribution to the intersectoral dialogue between the different agents with responsibilities in the educational field, both at the state and regional level. 
Digital Resource Guide: Media Education Against Hate Speech Year of publication: 2022 Corporate author: Esplai Foundation We could define hate speech as the set of communicative actions aimed at defending, promoting or instigating hatred, humiliation or contempt of a person or group of people. Although hate speech is not something exclusive to the Internet, but is part of the reality beyond the networks, it is true that the potential of the networks facilitates the movement of communication flows, because it facilitates both the production and the creation of messages. Hate speech has also benefited from this and, in addition, has found in the networks other characteristics such as anonymity, brevity, free messaging services or legitimacy granted by the number of followers. With this guide we want to provide digital tools for the creation of this counter-discourse that allows for the creation of messages that offer a positive alternative to extremist propaganda. 
The Right to Education of Migrants and Refugees Year of publication: 2014 Author: Vernor Muñoz Villalobos The focus of this report is on those who have crossed national borders, who generally are at risk of marginalization and specifically to discrimination in the provision of education. The research addresses six core issues, the consideration of which follows an analysis of the contextual background. Attention to these issues is viewed as indispensable in meeting the educational challenges and opportunities related to migration. These core, but inevitably interrelated themes are: the legal and normative framework; social and cultural issues; language and curriculum; teachers; accreditation and lifelong learning. The preparation of the report has benefitted greatly from the active and constructive engagement of many relevant actors including Governments, international organizations, academics, non-governmental organizations and concerned individuals. Together they have offered a wealth of different perspectives and which form the basis of a number of recommendations ending the text. 
Critical Interculturality and Anti-racism: Tackling Migration and Diversity With Young People Year of publication: 2023 Corporate author: Entreculturas | European Union (EU) Through this guide, educators, teachers, professionals who support youth groups, as well as anyone who works or wants to work with young people on this topic will be able to find useful tools to generate educational spaces from which to build more tolerant societies. It is available in Spanish and English, and in it readers will be able to find key concepts that will help them become familiar with the language and approaches used in matters of migration and diversity, practical tools for working with young groups, as well as self-assessment exercises and reflection questionnaires through which to review their own perspectives on cultural diversity and migration narratives. 
Learning-service and Citizenship Education Year of publication: 2011 Author: Josep M.ª Puig Rovira | Mònica Gijón Casares | Xus Martín García | Laura Rubio Serrano Corporate author: Universidad de Barcelona The aim of this article is to present the methodology of service learning as an especially significant contribution to citizenship education. Service learning is an activity that combines community service and curricular learning. It is an educational setup in which a circular link is formed between participation in services created to meet a community need and the learning of knowledge and values. The project presents an initiative for education in values and citizenship based on experience, participation and critique. Service learning is at the same time an excellent instrument for making education more inclusive and for helping students develop a set of basic skills that can only be acquired through a comprehensive, contextualized activity. Through service learning, students acquire a real, committed engagement with the search for the common good; this acquisition of commitment is a key formative mechanism in achieving a complete education for citizenship. The article begins by analyzing the different elements that make up citizenship education and the pedagogical means required for their acquisition. The concepts of ‘practice’ and ‘citizenship practice’ are the basis for proposing service learning as an ideal methodology for educating participative citizens who can contribute to the common good. The rest of the article is devoted to analyzing each of the constitutive aspects of service learning. This portion of the article begins by presenting a more-precise definition of ‘service learning’ and continues with an analysis of the components of service learning: social needs, the learning of contents and competences, community service, partnerships between institutions and the required networking. The article concludes by reviewing the different levels at which service learning has an impact and identifying and organizing the various personal acquisitions and institutional achievements that this type of educational activity provides. 
Culture of Peace and Education for Democratic Citizenship Year of publication: 2006 Author: Jose Tuvilla Rayo The Culture of Peace understood as the synthesis concept - sum of human rights, democracy, disarmament and sustainable human development - demands, as a humanizing response of globalization, important efforts of educational systems towards the achievement of four world social contracts ( Lisbon Group, 1995): the contract of basic needs aimed at suppressing inequalities, the cultural contract aimed at promoting tolerance and dialogue between cultures, the contract of democracy aimed at a system of world government; and, the Earth contract to promote stable and lasting human development. To do this - remembering Juan Carlos Tedesco (2001) - learning to live together, one of the pillars of 21st century education, can not be maintained in the exclusive domain of merely rhetorical adherence.