Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
8,370 Results found
Construction / Emerging Invention of Unequal Populations in Latin American Education Year of publication: 2017 Author: Jesús Aguilar Nery Corporate author: Universidad de San Andrés | Arizona State University This text explores the emergent construction of “unequal” populations in Latin-America, focusing on three national traditions: Argentina, Brazil and Mexico. It compares who has been named as unequal in educational research and under what categories, and treats this comparison as an indicator for understanding the phenomenon of educational inequalities in the region between 1960 and 1970. It is concluded that the rules used to enforce inclusion, equality and equity are, at the same time, standards and divisions that involve the construction of systems of reasoning that also simultaneously include and exclude. 
Toolbox in Education for Peace Year of publication: 2013 Author: Luz Marfa Chapela Corporate author: UNESCO Mexico The components of this box form a system in which each element has its own ends and all the elements, gathered and linked, seek the same shared goal: offer recreational materials that encourage introspective reflection, the best knowledge of the other and the environment, the collaborative study, the participation of different agents of the community in support of teachers, the use of mother tongues and the identification of resources, knowledge, talents and skills in local communities. This box is addressed in a special way to teachers and students of basic education, as well as to different agents of the civil society that support them. Its purpose is to favor the development of school communities that make the school a center of study, play, advice and work for all. Because the materials of the Toolbox can also be interesting to young people and adults of all ages. In this sense, the box invites the different agents of the communities to think and produce new playful-educational materials that collect and put into action some priority local contents, which, surely, will enrich the life and educational possibilities of school communities. 
And the Right to the City? Approaches to Racism, Patriarchal Domination and Feminist Strategies of Resistance in Cali, Colombia Year of publication: 2015 Author: Vicenta Moreno Hurtado | Debaye Mornan This article seeks to give visibility to some spatial strategies of resistance developed by black women in the predominantly black district of Aguablanca District (DA), in eastern Cali, Colombia, against the systematic violence they are daily subjected to. We contextualize their practices within the systematic violence of displacement, paramilitaries terror and spatial segregation in the city. It also seeks to discuss how black women resist stigma, political marginalization and death in a city divided along racial and gender lines. The questions that guide this article are: What is the role of racism and patriarchal domination in the production of “geographies of violence” in Cali? What are the strategies of resistance developed by black women in these topographies of violence? Ultimately, the article seeks to fulfill a gap in academic discourses that silence on black women’s social suffering and that regard them as disorganized, a-political and passive victims. 
The Clandestine Schools in Ecuador. Roots of Intercultural Indigenous Education Year of publication: 2015 Author: María Isabel González Terreros By the mid-twentieth century in Ecuador, indians implemented clandestine schools to teach their people. Those schools were persecuted and harassed by landowners, who did not see pertinent that indians were educated. This was a pioneering, innovative and different project. Pioneer because it is the first known project with these features in Ecuador; innovative because it was leaded by Indians who took their cultural background to school (such as the teaching of ancestral language and some knowledge about nature and territory); and different because it was a proposal contrary to the homogenizing and assimilationist education that the Nation-state was implementing in rural areas. That proposal was led by Dolores Cacuango, a Quechua Indian who was subject to the hacienda system (in which communities did farm work for the employer, in exchange for a piece of land to live in with their families). She, who suffered injustice and had no chance to go to school, insisted that children and young people should "learn letter" (that is, they should learn Castilian). 
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. 
“Why Do We Have to We Apologize for It All the Time, We Can’t Help it”: History Education between Memory-Pedagogy Challenges and Fantasies about Effectiveness Year of publication: 2006 Author: Matthias Proske The original title: “Wieso Müssen Wir Uns Jedes Mal Wieder dafür Entschuldigen, Wir Können Doch Gar Nichts Mehr Dafür”: Geschichtsunterricht zwischen Erinnerungspädagogischen Herausforderungen und Wirksamkeitsphantasien(Widerstand sachunterricht, 7, pp. 1–10)Against the background of public expectations on the schools’ history education, the article connects a theoretical analysis of the changes in the German historical culture and their consequences for history education about the Holocaust and Nazism with a discussion about how students and teachers take on these themes in educational practice. This is exemplified with a case study from a 9th grade history class. The above abstract is taken from the International Holocaust Remembrance Alliance Education Research Project. Please also consult the full list of abstracts in 15 languages and the accompanying publication Research in Teaching and Learning about the Holocaust: A Dialogue Beyond Borders. Ed: IHRA, Monique Eckmann, Doyle Stevick, Jolanta Ambrosewicz-Jacobs, 2017, Metropol Verlag at www.holocaustremembrance.com/resources/publications. 
Overview of Selected Research Results Year of publication: 2008 Author: Angela Kühner | Phil. C. Langer | Robert Sigel The original title: Ausgewählte Studienergebnisse im Überblick(Einsichten und Perspektiven, Bayerische Zeitschrift für Politik und Geschichte, 1(8), pp. 76-82)The article deals with the results of a pilot study carried out in Bayern, which focuses on the subjective experiences and representations of teachers and students from a social-psychology perspective. The research questions: How does the educational situation reflect remembrance today? How do teachers and students interpret situations of “Holocaust Education,” and what feelings do they report? The study carried out qualitative interviews with students and their teachers, and analyzes the pedagogical setting of history classes in secondary schools. Intercultural and intergenerational dimensions are also analyzed. The authors conclude that both sides, students and teachers, show a high degree of interest to the topic, but also a tendency to Selbst-Überforderung ; thus, concrete possibilities and spaces for self-reflection about their own feelings and conflicting pedagogical aims must be recognized and supported. The above abstract is taken from the International Holocaust Remembrance Alliance Education Research Project. Please also consult the full list of abstracts in 15 languages and the accompanying publication Research in Teaching and Learning about the Holocaust: A Dialogue Beyond Borders. Ed: IHRA, Monique Eckmann, Doyle Stevick, Jolanta Ambrosewicz-Jacobs, 2017, Metropol Verlag at www.holocaustremembrance.com/resources/publications. 
The Memory of Nazism and the Migration Society: Fears, Experiences and Attributions. Intergenerational Historical Consciousness Year of publication: 2008 Author: Angela Kühner The original title: NS-Erinnerung und Migrationsgesellschaft: Befüchtungen, Erfahrungen und Zuschreibungen(Einsichten und Perspektiven, Bayerische Zeitschrift für Politik und Geschichte, 1(8), pp. 52-65) The articles deals with a specific part of the pilot-study (see Kühner et al. 2008) on teachers’ and students’ experiences and representations, i.e. with the dimension of a migration-society. The author suggests to use the idea of “a society of migration as a context,” instead of the “migrants as target group.” This approach allows the author to work out several ways in which the students and teachers position themselves towards the national-socialist past of German society, and how the attribution of guilt, shame or esponsibility to several groups of “Others” serves as an interactive pattern in a migration society. Migration can therefore offer on one hand a tool to project their own fears or feelings, but on the other hand, it can also offer an opportunity for dialog and a higher degree of reflexivity on the past and the present. The above abstract is taken from the International Holocaust Remembrance Alliance Education Research Project. Please also consult the full list of abstracts in 15 languages and the accompanying publication Research in Teaching and Learning about the Holocaust: A Dialogue Beyond Borders. Ed: IHRA, Monique Eckmann, Doyle Stevick, Jolanta Ambrosewicz-Jacobs, 2017, Metropol Verlag at www.holocaustremembrance.com/resources/publications. 
Early Historical Learning about National Socialism and the Persecution of Jews: Family Conditions, Interests and Acquisition of Knowledge among Fourth Graders Year of publication: 2012 Author: Christina Klätte The original title: Frühes Historisches Lernen über Nationalsozialismus und Judenverfolgung: Familiäre Bedingungen, Interessen und Wissenserwerb bei Viertklässlern(Kinder und Zeitgeschichte: Jüdische Geschichte und Gegenwart, Nationalsozialismus und Antisemitismus Supplement 8, pp. 85–99) This is a quantitative study of German primary school children’s knowledge about the Holocaust. It demonstrates the importance of family background, family discussion and a general interest in history. It also displays how teachers’ willingness to bring up the Nazi period at a comparatively early age, among other things, depends upon the socio-economic status of the school children’s parents. The above abstract is taken from the International Holocaust Remembrance Alliance Education Research Project. Please also consult the full list of abstracts in 15 languages and the accompanying publication Research in Teaching and Learning about the Holocaust: A Dialogue Beyond Borders. Ed: IHRA, Monique Eckmann, Doyle Stevick, Jolanta Ambrosewicz-Jacobs, 2017, Metropol Verlag at www.holocaustremembrance.com/resources/publications. 
Holocaust Education: How Students and Teachers Experience Teaching and Learning about National Socialism and the Holocaust Year of publication: 2008 Corporate author: Bayerische Landeszentrale fürpolitische Bildungsarbeit The original title: Holocaust Education: Wie Schüler und Lehrer den Unterricht zum Thema Nationalsozialismus und Holocaust Erleben(Bayerische Zeitschrift für Politik und Geschichte, 1(8) [Themenheft Einsichten und Perspektiven]) Special issue of a Journal presenting several articles of a pilot study carried out in Bayern, focusing on the subjective experiences and representations of teachers and students when dealing with the Holocaust and with National Socialism. The above abstract is taken from the International Holocaust Remembrance Alliance Education Research Project. Please also consult the full list of abstracts in 15 languages and the accompanying publication Research in Teaching and Learning about the Holocaust: A Dialogue Beyond Borders. Ed: IHRA, Monique Eckmann, Doyle Stevick, Jolanta Ambrosewicz-Jacobs, 2017, Metropol Verlag at www.holocaustremembrance.com/resources/publications.