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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Fostering national and global citizenship: an example from South Africa (Social Studies and the Young Learner, vol 21, no. 1, september/october 2008) Year of publication: 2008 Author: Omiunota Nelly Ukpokodu Corporate author: National Council for the Social Studies Multicultural and global scholars urge that we prepare the young for national and global democratic citizenship given the increasing interdependence and challenging realities for today. Young people desire to be a part of the solution to global problems, but they must be educated about what those problems are and how solutions can be arrived at. As has been seen in the U.S. presidential campaign, young people care about their communities, country, and planet, and they are volunteering and voting at record rates. We must take responsibility to plant the seeds of critical citizenship if we are to foster a more sustainable, peaceful, just, and prosperous world. Educator Sheldon Berman sums it up by writing: It is important for teachers to tell young people about the success stories of others, students who have reclaimed forests, cleaned up rivers, improved their school environment, helped the homeless. They need to hear about the Mother Teresas and the Martin Luther Kings, of course, but also about the people who live down the street who are doing what they can to improve the neighbourhood and about the many organizations that make a difference in our communities. We must put students in touch with these people and organizations so that they can see how deeply people care about their world and how worthwhile it is to participate in creating change. 
Methodological Mosaic: Path 1; The Value of Truth in School Coexistence Year of publication: 2019 Corporate author: EDUCAPAZ This publication reflects the work carried out by the National Program of Education for Peace EDUCAPAZ and the Truth Commission in Colombia, for education in schools that want to reflect on the value of truth in the reconstruction of memory, forgiveness and reconciliation. This module explores the relationship with school coexistence. 
Methodological Mosaic: Path 2; Investigating the Truths of the Territories Year of publication: 2019 Corporate author: EDUCAPAZ This publication reflects the work carried out by the National Program of Education for Peace EDUCAPAZ and the Truth Commission in Colombia, for education in schools that want to reflect on the value of truth in the reconstruction of memory, forgiveness and reconciliation. This module explores the relationship with territories and the construction of truth. 
Methodological Mosaic: Path 3; Girls, Boys and Young Experts in the Truth Commission Year of publication: 2019 Corporate author: EDUCAPAZ This publication reflects the work carried out by the National Program of Education for Peace EDUCAPAZ and the Truth Commission in Colombia, for education in schools that want to reflect on the value of truth in the reconstruction of memory, forgiveness and reconciliation. This module presents strategies to educate children and young people about the truth commission. 
Methodological Mosaic: Path 4; The Bridges Between Memory and the Right to the Truth Year of publication: 2019 Corporate author: EDUCAPAZ This publication reflects the work carried out by the National Program of Education for Peace EDUCAPAZ and the Truth Commission in Colombia, for education in schools that want to reflect on the value of truth in the reconstruction of memory, forgiveness and reconciliation. This module investigates the relationship between truth and memory. 
The Role of Teachers in Education and Democracy: The Impact of a Research Project on Preservice Teacher Perceptions Year of publication: 2015 Author: Gina Thésée | Paul R. Carr | Franck Potwora Corporate author: McGill University. Faculty of Education This article presents reflections on a survey questionnaire related to the connection between education and democracy. A sample of 157 teacher-education students in Montreal completed a follow-up questionnaire after having participated in a research questionnaire (first study) concerning their perception and experience of the linkage between education and democracy. The first study underscored a weak democratic experience as well as an educational journey without a strong linkage to democracy, which concurs with our previous findings. However, the results of the follow-up survey indicate that participation in this inquiry generated socio-educational, epistemological, pedagogical, and methodological reflections, which could have significant implications for the perception of the role of educators. 
EIU Best Practice Series No.30: Local-based initiative in global citizenship education: Gyeongnam teachers’ society for EIU and ESD Year of publication: 2012 Author: Byeongseob Choi Corporate author: APCEIU Issue No. 30 introduces a case in the Republic of Korea on the local-based initiatives of school teachers to promote EIU and ESD in their local community. The case illustrates the taken steps and efforts made by the respective teachers when elaborating innovative approaches to promote EIU and ESD, led by the intention to create a more open and locally relevant educational setting for students as well as teachers in response to the growing globalization. Especially the Gyeongnam Province, where the teachers are based, is experiencing a rapid demographic change due to the high influx of foreigners, which calls upon the educators to prepare their students to effectively cope with these changes and become global citizens. 
함께 사는 세상 만들기 Year of publication: 2004 Corporate author: APCEIU This book, in essence, aims to introduce Education for International Understanding (EIU) to high school students, college students and teachers at all levels as well as the general public. The growing interconnectedness and interdependence compels all of us to understand the world beyond our immediate living space, to critically reflect on issues affecting us and others, and to work together to make our world a more peaceful and sustainable one. It requires values education that is transformative and participatory in nature to arouse genuine interests and passions to learn more and eventually to make positive changes. The book is comprised of five parts, organized by five thematic areas of EIU, namely, intercultural understanding, globalization, human rights, peace and Education for Sustainable Development (ESD). It introduces carefully chosen topics and discussions which may pique readers’ interest in some of the issues at stake, thus, encourage them to critically reflect on the complexities surrounding the issues and motivate them to engage further. Using an interdisciplinary lens, the book also borrows some ideas and approaches commonly practiced in critical anthropology. 
Paving the Road to Education: A Target-by-Target Analysis of SDG 4 for Asia and the Pacific Year of publication: 2018 Corporate author: UNESCO Office Bangkok and Regional Bureau for Education in Asia and the Pacific The globally adopted development agenda “Transforming our World: the 2030 Agenda for Sustainable Development” has established ambitious intentions that build on the past Millennium Development Goals but also expand on their achievements.The Sustainable Development Goal 4 on education propels forward the vision of ensuring inclusive and equitable quality education and to promote lifelong learning opportunities for all through a holistic, aspirational and systematic education agenda. Education monitoring is an integral part in this process.This publication delivers a data-rich snapshot of Sustainable Development Goal 4, its targets and their monitoring indicators while analyzing available data through a lens of inequality.Assessing the progress which countries have made in the recent past as well as where countries currently stand, this publication sets a baseline against which Member States from Asia and the Pacic are able to monitor progress in achieving the Goal 4 over time but at latest by 2030.Finally, after discussing emerging opportunities and remaining challenges in the region, this publication seeks to assist Member States in identifying what steps can be taken to ensure that the region will achieve the new education agenda. 
ENVISION 4.7: ROADMAP IN SUPPORT OF SDG TARGET 4.7 Year of publication: 2019 Corporate author: Bridge 47 In November 2019, 200 policy makers, civil society members and researchers from all over the world got together in Helsinki to make a roadmap for the future implementation of SDG Target 4.7 in Europe. The participants of the Envision 4.7 event held in Helsinki, 6th and 7th November 2019, made this document to contribute to the achievement of Target 4.7 of the universal Sustainable Development Goals (SDGs). This document was shaped and influenced by the expertise and insight of everyone who came to the conference. Bridge 47 is calling on this collective knowledge and community of experts to continue moving these recommendations forward as we all aim to achieve SDG Target 4.7 and use transformative education as a mechanism for achieving all of the Sustainable Development Goals.