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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A School of Cosmopolitanism: Experiences with Global Citizenship Education in Classroom Practice Year of publication: 2019 Author: Heidi Grobbauer | Werner Wintersteiner Corporate author: Austrian Commission for UNESCO This publication focuses on examples from academic practice: this best practice collection demonstrates how young people can successfully be inspired to “think globally, act locally”. What is crucial is maintaining a view of the wider world; in particular, cooperation efforts with educational institutes outside of Europe (e.g. “élèves pour élèves” in Burkina Faso) provide a critical awareness of global connections. Learning to know/Learning to do/Learning to be/Learning to live together – these four pillars form the pedagogical foundation of the work carried out at more than 90 UNESCO schools throughout the whole of Austria. Since their founding in 1957, UNESCO schools have been considered model schools at which lessons are structured in a project-oriented, participative and even topic-specifc way. The unique ‘spirit’ of UNESCO schools often makes special projects possible. In the programme for the annual meetings of recent years, for example, Global Citizenship Education has been an ongoing topic of focus, accompanied by experts from various specialised institutions and NGOs. The pedagogical preparation of contents in a manner that ensures they are actually absorbed in the classroom presents a major challenge. Different types of schools have different educational goals, and the themes have to be made accessible for different age groups. The pedagogical finesse of each class team or individual teacher lies in finding the most motivating approaches. 
Global Citizenship Education infographic Year of publication: 2014 Corporate author: UNESCO In an increasingly interconnected world, global challenges cross national borders and concern us all. With issues like these threatening human and environmental well-being, we need to re-think the role and relevance of education. We need Global Citizenship Education. Global Citizenship Education is transformative. What are the barriers to this kind of education? What needs to change in education? What is UNESCO doing? What can you do? 
Shaping the future we want: UN decade of education for sustainable development (2005-2014); final report; summary Year of publication: 2014 Author: Carolee Buckler | Heather Creech Corporate author: UNESCO This summary for policy- and decision-makers provides a brief overview of the key findings and trends, a synopsis of highlights, challenges and actions across all levels and areas of education, and steps for scaling up actions presented in the UNESCO 2014 Global Monitoring and Evaluation Final Report, Shaping the Future We Want – UN Decade of Education for Sustainable Development (2005-2014). The Final Report provides an assessment of progress towards embedding education for sustainable development (ESD) into education systems and into sustainable development efforts. Building on the findings of the past two DESD Global Monitoring and Evaluation reports, and based upon Member States’ and other stakeholders’ assessments of the current state of ESD, the Final Report maps the achievements and challenges of a decade of progress and action on ESD at the global, national, regional and local levels, and within all areas and levels of education. The Final Report concludes that a solid foundation has been laid for ESD at the end of the DESD, achieved by raising awareness, influencing policies and generating significant numbers of good practice projects in all areas of education and learning. At the end of 10 years of work, 10 key findings and trends have emerged that will guide ESD into the future. The report also shows that despite the successes, a full integration of ESD into education systems has yet to take place in most countries. 
Global Citizenship Education (GCED) infographic Year of publication: 2015 Corporate author: UNESCO Which skills does Global Citizenship Education aim to develop? How can effectively implement Global Citizenship Education? Who are the key players? 
Reconciliation, Peace and Global Citizenship Education: Pedagogy and Practice Year of publication: 2019 Corporate author: APCEIU The Asia-Pacific Centre of Education for International Understanding launched the publication entitled Reconciliation, Peace and Global Citizenship Education: Pedagogy and Practices. This book is the result of the fruitful discussions and presentations made during the 4th International Conference on Global Citizenship Education held on 3-4 September 2019 in Seoul, Republic of Korea.The intention of this publication is not only to continue and deepen the discourses made by the speakers of the Conference, but also to provide the readers with opportunity to explore how pedagogy and practices of Global Citizenship Education can contribute to building peace and reconciliation across the globe. Part. I Global Citizenship Education for peace and reconciliation: OverviewLearning to live together and a life worth livingHow GCED can contribute to peace, reconciliation and sustainable developmentTransformative pedagogy for building peacePromoting peace through mindfulness programmes in schoolsGlobal memory, global citizenship and reconciliationThe role of Media and Information Literacy Part. II Global Citizenship Education for peace and reconciliation: Putting it into practiceFacing History and Ourselves in South AfricaClassrooms in Peace in ColombiaPreparing young people to be global citizens through integrated schools in Northern Ireland Part. III Global Citizenship Education for peace and reconciliation: Supporting effective implementationPolicy development and implementationChallenges in curriculum and textbook development for low-and middle-income country 
Exploring our roles as global citizens: an educator's guide (grades 3-5) Year of publication: 2013 Author: Elizabeth O. Crawford Corporate author: TeachUNICEF ‘Exploring Our Roles as Global Citizens’ is a four-lesson unit with extension activities and a student-led inquiry project that is designed to introduce the concept of global citizenship, including relevant knowledge, skills, values, and civic actions; to educate students about universal human rights outlined in the Convention on the Rights of the Child (CRC) and what their responsibilities are to ensure these rights are protected; to foster students’ skills in developing perspectives, critical and creative thinking, research, and decision-making about a chosen global issue using a student-led inquiry model; and to empower students to recognize and use their individual strengths to make a positive difference in their local communities. Lesson 1: What Is Global Citizenship? This lesson engages students in reflecting upon what it means to be a global citizen. Although students are often taught the concepts of citizenship and the characteristics of good citizenship during the elementary years, students may not have considered previously their roles as citizens in a global society. Using authentic examples of global citizenship among youth as a springboard for discussion, students determine how they are citizens at various levels. Afterward, students begin their inquiry of a chosen global issue about which they will take informed action at the end of the unit. Lesson 2: We Are Citizens of the World and We Have Rights! Building upon their prior learning about citizenship, students are introduced to human rights, or those rights to which all persons are entitled. Students learn about the Convention on the Rights of the Child (CRC) and create a concept map outlining categories and examples of human rights. Afterward, students relate human rights to contemporary global issues and how it is our responsibility to take action when the rights of others are violated. Lesson 3: Global Citizens Take Responsibility In this lesson, students learn about their individual and collective responsibility to protect human rights. Through analysis of authentic photographs depicting responsible citizenship, students explore the idea that global citizens are proactive when the rights of others are threatened. To demonstrate their learning, students role-play characteristics of global citizenship. Subsequently, in cooperative groups, students continue their global issue research and begin to consider how they will take informed action as global citizens. Lesson 4: Global Change Begins With Me In this culminating lesson, students reflect upon their learning about global citizenship and how they can be positive change agents in their communities. Students first explore how individuals take action to solve a problem or to improve conditions for others. Using these examples as inspiration, students determine how they, too, can be “changemakers.” As a final assessment, students synthesize what they have learned by creating a comprehensive definition of global citizenship, and develop an action plan to address the global issue they have researched. 
A study of the middle school social studies and moral education curriculum to foster global citizenship Year of publication: 2009 Author: Geunho Lee | Deokgeun Kim | Byungsu Min | Hyunjeong Oh | Jeongmin Eom | Hyojeong Kim | Junsik Park Corporate author: Korea Institute for Curriculum and Evaluation (KICE) This study was conducted to analyze the determinants (i.e. multicultural acceptability, national identity, and moral values) influencing global citizenship in order to examine the construct of global citizenship as well as to find the moral education about global citizenship for teacher education. Hierarchical regression was used to analyze the survey of 116 college students in university of education. The results are following. Firstly, The hierarchical regression analysis of ModelⅢ with influencing three factors to global citizenship explained 25% of the variance in student’s global citizenship, and it was found common good among moral values and experience of living a life in the foreign countries as important factors in the model. Second, They regressed into the variance of moral values even though a few ones of multi-cultural acceptability and national identity were influential factors before modelⅢ. Contrary to theoretical expectations, they are turned into be a half of influential factors to global citizenship. Based on the results, we suggested that to solve the global problems need to be strengthen in the developing the education curriculum for global citizenship. Furthermore, future research with stratified sampling will be conducting to generalize the result of this study. 
Critical Global Semiotics: Understanding Sustainable Transformational Citizenship Year of publication: 2019 Author: Maureen Ellis Critical Global Semiotics: Understanding Sustainable Transformational Citizenship incorporates powerful unifying frameworks which make explicit a developing global consciousness. It explores transdisciplinary ‘common wealth’ through focus on multimodality, media, and metaphor, testing two universally applicable humanitarian frameworks: critical realism (CR) and systemic functional semiotics (SFS).Every day global citizens encounter an overwhelming host of genres and sub-genres, emergent semantic triangles, evolving semiotic trinity. Embodying philosophy, incorporating active engagement, this book addresses the political economy and cultural politics of diverse domains.Challenging daily drama and performative dharma, 24 analysts from 13 countries present current issues in Anthropology, Architecture, Dance, Feminism, Film, Health, Law, Management, Medicine, Music, Politics, Pharmaceuticals, Sociology, Sustainability Education, and Urban Development.The book’s integrative, unifying foundations will be of interest to researchers, academics, and post-graduate students in the fields of linguistics, semiotics, and critical realist philosophy, as well as to policy makers, curriculum developers, and civil society. 
Inquiry into practice: learning and teaching global matters in local classrooms Year of publication: 2014 Author: David Montemurro | Mira Gambhir | Mark Evans | Kathryn Broad Corporate author: University of Toronto. Ontario Institute for Studies in Education This Inquiry into Practice publication, Learning and Teaching Global Matters in Local Classrooms, is the most recent addition to the series. It examines and shares varied perspectives, curricula, instructional practices, and resources intended to enhance student learning related to the infusion of global and international dimensions of education into classroom and schoolwide teaching and learning. It is organized in three sections: Educator Perspectives, Inquiry into Practice, and Resources. In this introduction, we briefly discuss how the text is organized, common themes that emerged across the sections, and concluding reflections.The first section, Educator Perspectives, provides insights from a range of university scholars and fieldbased leaders who, in multiple and distinct ways, have made learning and teaching about global matters in local classrooms a core feature of their work. Each was invited to comment on purposes, opportunities, and challenges related to infusing global and international dimensions into teaching and learning. Therefore, this section offers both contrasting conceptual perspectives and concrete suggestions that can impress the reader with a sense of urgency, critique, hope, and challenge when engaging in the complex and shifting work of teaching and learning about global matters.The second section, Inquiry into Practice, presents the 11 school-based and university-linked professional inquiries undertaken over a two-year period. The inquiries focus on a range of topics including critical global citizenship, the use of children’s literature to develop students’ understanding of sustainability in science education, and the refugee experience in personal and global understanding of “home.” The inquiries were carried out mostly with OISE partner schools and districts located in the city of Toronto and the GTA (regional municipalities including Durham, Halton, Peel, and York). This region of Canada provides a distinctly international, diverse context for this type of study. Local schools and districts linked with OISE’s Initial Teacher Education program have become sites of fascinating explorations into the possibilities of learning and teaching in pluralist contexts. The collection of inquiries in this publication speaks to the process of crossing borders demarcated by tangibles such as regions, nationalities, citizenship, and also by less tangible mindsets, identities, beliefs, and understandings. The voices across the project represent stakeholders in education: including voices of youth, beginning and experienced teachers, administrators, and researchers.The Resources section provides an annotated bibliography of print, media, and web resources to support those interested in teaching with global perspectives in mind. Recommended by project leaders and participants, by the authors, and by experts with various lenses, these resources are offered as a means to extend the exploration of the topics, ideas, and questions posed throughout the publication. 
Development Strategy of Uzbekistan: Civil Society; Training and Methodology Complex Year of publication: 2019 Author: M.N. Primov | T. Norboev Corporate author: Uzbekistan. Ministry of Higher and Secondary-Specialized Education | Tashkent Institute of Finance The document is a collection of training materials on the conditions and prospects for the development of civil society in Uzbekistan, as well as the implementation of the main directions of the Action Strategy. The document also the role of local governments of citizens, non-governmental non-profit organizations in improving institutions civil society.A major role in this is played by new socio-political disciplines, which include the “Development Strategy of Uzbekistan. Civil society". This course reveals the basic scientific principles of the formation of civil society and the development strategy of Uzbekistan, analyzes the main stages of transformation, shows the irreversibility of the reforms carried out in the country, and helps to build the civic position of each member of the society. It is organically woven into the humanities system, forming a common logical chain with it; It helps to answer questions of modern policy of our state and to determine the place and role of each person in the grandiose transformations carried out in the country.