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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Citizenship education and coexistence: teaching modules for citizenship and coexistence based on the collective construction of meaning and networks; unit 1; coexisting citizens and comunities Year of publication: 2014 Corporate author: Centro de Investigación y Educación Popular (CINEP) | Secretaría de Educación del Distrito (SED) These modules and guides are directed to the Facilitators Network Citizenship and Coexistence to help them through a process of training and reflection that allows them to be aware of their capabilities, and the tools we have, providing a bank of learning activities, as well as a general guide for development, according to the needs of the processes with their educational communities .Therefore, the processes of dialogue and exchange that have been developed with the same Network facilitators, and the interaction and reflection with all educational stakeholders in Bogota, have been taken into account in the conceptual, methodological and didactic guidelines of the modules and guides. Educación para la ciudadanía y la convivencia: módulo de ciudadanía y convivencia desde la construcción colectiva de sentidos y redes;unidad 1; sujetos ciudadanos y comunidades en convivencia Year of publication: 2014 Corporate author: Centro de Investigación y Educación Popular (CINEP) | Secretaría de Educación del Distrito (SED) These modules and guides are directed to the Facilitators Network Citizenship and Coexistence to help them through a process of training and reflection that allows them to be aware of their capabilities, and the tools we have, providing a bank of learning activities, as well as a general guide for development, according to the needs of the processes with their educational communities .Therefore, the processes of dialogue and exchange that have been developed with the same Network facilitators, and the interaction and reflection with all educational stakeholders in Bogota, have been taken into account in the conceptual, methodological and didactic guidelines of the modules and guides. Citizenship education and coexistence: guides for citizenship and coexistence based on the collective construction of meaning and networks; unit 3; planetary citizenship and a society without territory Year of publication: 2014 Corporate author: Centro de Investigación y Educación Popular (CINEP) | Secretaría de Educación del Distrito (SED) These modules and guides are directed to Facilitators Network Citizenship and Coexistence to help them through a process of training and reflection that allows them to be aware of their capabilities, and the tools we have, providing a bank of learning activities, as well as a general guide for development, according to the needs of the processes with their educational communities .Therefore, the processes of dialogue and exchange that have been developed with the same Network facilitators, and the interaction and reflection with all educational stakeholders in Bogota, have been taken into account in the conceptual, methodological and didactic guidelines of the modules and guides. Educación para la ciudadanía y la convivencia: manual de ciudadanía y convivencia desde la construcción colectiva de sentidos y redes;unidad 3; ciudadanía planetaria y sociedad desterritorializada Year of publication: 2014 Corporate author: Centro de Investigación y Educación Popular (CINEP) | Secretaría de Educación del Distrito (SED) These modules and guides are directed to Facilitators Network Citizenship and Coexistence to help them through a process of training and reflection that allows them to be aware of their capabilities, and the tools we have, providing a bank of learning activities, as well as a general guide for development, according to the needs of the processes with their educational communities .Therefore, the processes of dialogue and exchange that have been developed with the same Network facilitators, and the interaction and reflection with all educational stakeholders in Bogota, have been taken into account in the conceptual, methodological and didactic guidelines of the modules and guides. Education à la citoyenneté et de la coexistence: la citoyenneté et le module de coexistence de la construction collective des significations et des réseaux; Unité 3; la citoyenneté mondiale et de la société déracinée Year of publication: 2014 Corporate author: Centro de Investigación y Educación Popular (CINEP) | Secretaría de Educación del Distrito (SED) Ces modules et guides sont dirigés vers Facilitateurs Réseau Citoyenneté et Coexistence pour les aider dans un processus de formation et de réflexion qui leur permet d'être au courant de leurs capacités, et les outils dont nous disposons, en fournissant une banque d'activités d'apprentissage, ainsi qu'un général guide pour le développement, en fonction des besoins des processus avec leurs communautés éducatives. Par conséquent, les processus de dialogue et d'échange qui ont été développés avec les mêmes animateurs de réseau, et l'interaction et de réflexion avec tous les acteurs de l'éducation à Bogota, ont été prises en compte dans les orientations conceptuelles, méthodologiques et didactiques des modules et des guides. 
The Emergence of Global Citizenship Education in Colombia: Lessons Learned From Existing Education Policy (Compare: A Journal of Comparative and International Education; Vol. 50, No. 6) Year of publication: 2019 Author: Jana De Poorter | Nicolás Aguilar-Forero Corporate author: Taylor & Francis Colombia has joined the international movement of countries which, under the impulse of the United Nations Educational, Scientific and Cultural Organization (UNESCO), are looking to integrate global citizenship education (GCED) into their educational system. However, being a recently emerging initiative, the characteristics and possible effects of GCED have not been discussed sufficiently in academia, nor among policy makers. This paper presents a critical discourse analysis of the most recent antecedents of GCED to be found in Colombian education policy. It thereby contributes to the national and international debate surrounding the integration of GCED in contexts that differ from those of Western and ‘developed’ countries, which have been the main focus of GCED research and interventions to date. It is argued that, in the case of Colombia, educational initiatives that are based on critical approaches to GCED should be recuperated and strengthened, since these initiatives provide powerful clues for a truly transformative integration of GCED in the country. 
Peace Education Performances Year of publication: 2016 Author: Enrique Chaux | José Fernando Mejía | Juanita Lleras | David Guáqueta | Andrea Bustamante | Gloria Inés Rodríguez | Paula Andrea Pineda | Alexander Ruiz-Silva | Carolina Valencia | Charlotte Greniez | Daniel García | Sara Victoria Alvarado | Ana María Velásquez Corporate author: Colombia. Ministerio de Educación Nacional This document presents a proposal for Peace Education performances for grades k to 11th. This proposal seeks to be an illustration of a curricular design consistent with the Guidelines for the Implementation of the Peace Law. 
Global Citizenship Education: Critical and International Perspectives Year of publication: 2020 Author: Abdeljalil Akkari | Kathrine Maleq Corporate author: Springer Nature | Swiss National Science Foundation This open access book takes a critical and international perspective to the mainstreaming of the Global Citizenship Concept and analyses the key issues regarding global citizenship education across the world. In that respect, it addresses a pressing need to provide further conceptual input and to open global citizenship agendas to diversity and indigeneity.Social and political changes brought by globalisation, migration and technological advances of the 21st century have generated a rise in the popularity of the utopian and philosophical idea of global citizenship. In response to the challenges of today’s globalised and interconnected world, such as inequality, human rights violations and poverty, global citizenship education has been invoked as a means of preparing youth for an inclusive and sustainable world.In recent years, the development of global citizenship education and the building of students’ global citizenship competencies have become a focal point in global agendas for education, international educational assessments and international organisations. However, the concept of global citizenship education still remains highly contested and subject to multiple interpretations, and its operationalisation in national educational policies proves to be challenging.This volume aims to contribute to the debate, question the relevancy of global citizenship education’s policy objectives and to enhance understanding of local perspectives, ideologies, conceptions and issues related to citizenship education on a local, national and global level. To this end, the book provides a comprehensive and geographically based overview of the challenges citizenship education faces in a rapidly changing global world through the lens of diversity and inclusiveness. Desempeños de educación para la paz Year of publication: 2016 Author: Enrique Chaux | José Fernando Mejía | Juanita Lleras | David Guáqueta | Andrea Bustamante | Gloria Inés Rodríguez | Paula Andrea Pineda | Alexander Ruiz-Silva | Carolina Valencia | Charlotte Greniez | Daniel García | Sara Victoria Alvarado | Ana María Velásquez Corporate author: Colombia. Ministerio de Educación Nacional Este documento presenta una propuesta de desempeños de Educación para la Paz para los grados transición a 11º. Esta propuesta busca servir de ilustración de cómo podría ser un diseño curricular consistente con las Orientaciones para la Implementación de la Cátedra de la Paz. 
Didactic Sequences of Education for Peace Year of publication: 2016 Author: Enrique Chaux | José Fernando Mejía | Juanita Lleras | David Guáqueta | Andrea Bustamante | Gloria Inés Rodríguez | Paula Andrea Pineda | Alexander Ruiz-Silva | Carolina Valencia | Charlotte Greniez | Daniel García | Sara Victoria Alvarado | Ana María Velásquez Corporate author: Colombia. Ministerio de Educación Nacional This document proposes examples of didactic sequences of Peace Education for all grades from 1st to 11th. A didactic sequence can be understood as the detailed description of a series of articulated lesson organized in a coherent way. The proposed sequences include between 4 and 7 class sessions of approximately 50 minutes each. They seek to be consistent with the General Guidelines for the Implementation of the Peace Law and with the Proposed Performances.