Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
1,844 Results found
Realtopia: Message From the Future, Manual For Educators; Engaging Learners in Global Citizenship Education With the Bridge 47 Mobile Game Year of publication: 2021 Author: Jakub Žaludko | Kristine Liepina | Gillion Vaughn | Jana Stahl | Timo Holthoff Corporate author: Bridge 47 Realtopia is a game that displays a post-apocalyptic future, a scenario that humanity possibly faces if it does not change its current trajectory. It raises awareness about the urgency and sever- ity of the real challenges we encounter and at the same time tries to convey that a different future is possible if we all actively dream and work towards it. It aims to motivate and empower players to take real action in the present to navigate humanity towards a more positive future path.This manual gives insights into the development process, a detailed tutorial of how to play the game and some ideas and methods for using it as an educational tool in different settings, both online and hybrid. 
The Debunking Handbook 2020 Year of publication: 2020 Author: Stephan Lewandowsky | John Cook Corporate author: Center for Climate Change Communication | George Mason University The Debunking Handbook 2020 summarises the current state of the science of misinformation and its debunking. It was written by a team of 22 prominent scholars of misinformation and its debunking, and it represents the current consensus on the science of debunking for engaged citizens, policymakers, journalists, and other practitioners. 
Caribbean Sheroes Initiative: Civil Society Organizations Advancing Gender Equality; Methods & Tools Year of publication: 2021 Author: Joan Andrea Hutchinson Corporate author: Institute for Gender and Development Studies (IGDS) | UNESCO This Toolkit recognizes the achievements and commitment of women activists that engage in Civil Society Organizations (CSOs). It documents the practice and lessons learned of twelve Jamaican Civil Society Organizations that have worked relentlessly to advance women’s rights and social justice, fostering a less violent society and more equal gender relations grounded on human rights. 
Learning to Live Together in Community: Training of Trainers Program for Community Organization; Guide 1 Year of publication: 2007 Author: Adolfo Aguilar Ávuila | María Consulo Sánches Plazas Corporate author: Columbia. Ministry of the Interior and Justice | National Pedagogical University The purpose of this guide is to generate conditions that contribute to identifying conceptual and methodological elements that contribute to the strengthening, integration and creation of an environment of coexistence in the community organization, so that it can be projected with greater probability of success. 
Improving Our Coexistence in the Family: Module 3 Year of publication: 2018 Corporate author: Ecuador. Ministry of Economic and Social Inclusion In the framework of the 2008 constitution, is it established that the ecuadorian state will guarantee human security throught policies and interinstitutional actions that ensure peaceful coexistence, promote the culture of peace and prevent forms of violence and discrimination. For this policy to be fulfilled, it is necessary to acquire tools and participatory learning that allow us to strenghten family coexistence, trough dialogue, inclusion and recognition of others to reach agreements that allow us to live together. 
What Is Democracy? Year of publication: 2014 Corporate author: Manthra Communication In this video, the concept of democracy is explained to the children. Later, a teacher assigns a task to her students about this topic, then each student presents the topic in a creative way. 
Does Democracy Exist? Year of publication: 2018 Corporate author: CuriosaMente In this video democracy is defined from Greek as demos (people) and kratos (power) and a democratic regime as a goverment lead by the people. It talks about who created it and if voting for the governants defines a true democracy. 
Curriculum of Citizenship Education and its Design Year of publication: 2015 Author: Feng Jianjun Corporate author: Northeast Normal University This paper discusses curriculum for citizenship education, including its nature, its content, its structure etc. 
Conceptualization of Citizenship Education in the Chinese Mainland (Education Journal 《教育學報》; Vol. 37) Year of publication: 2010 Author: Zhao Zhengzhou Corporate author: Chinese University of Hong Kong This paper discusses how Chinese academics conceptualised Citizenship Education. It provides a local perspective on this issue, including breaking state hegemony, struggling for democracy and balancing political identity and cultural identity. 
Why Is Transformative Education a Vital Response to the Multiple Challenges of the Future? Year of publication: 2021 Author: Tereza Čajková Corporate author: Bridge 47 This report explores the role of transformative education as described in SDG Target 4.7 in responding to the global challenges, risks and trends of the future, and is split into three sections: Part 1 sets the context based on several foresight reports, suggesting that the physical effects of climate change are likely to intensify during the next two decades as humanity looks unlikely to meet the goal of limiting global warming to under 2°C. The burden of climate disruption and environmental decline is already felt by everyone, but disproportionately by the most vulnerable populations. Social challenges described in foresight reports reflect increasing levels of uncertainty, precarity, fragility and complexity. The future world will likely be more connected, yet more fragmented, characterised by multiple changes taking place at an unprecedented pace.Part 2 reflects on the role of education in times of social and ecological transformation. There is currently increasing momentum for questioning established education approaches in terms of whether they are able to equip future generations to cope with the multiple crises the foresight reports warn us of. Transformative education can contribute to this process given that preparing learners to address future challenges is one of its core commitments. Part 3 provides an insight into the types of learning which may be more suited to coping with these numerous challenges. Transformative learning develops the cognitive abilities to learn from the social and historical shortcomings of the dominant world-view and to address the driving forces responsible for degradation of life on the planet. It can support development of dispositions enabling learners to relate to each other and the world in a radically different way, understanding that we cannot separate humanity from the planet and all other living beings and that humanity may need to learn how to live in, and with the world, without occupying its centre.