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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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Europe and North America Regional Workshop on the Global Action Programme on Education for Sustainable Development and Cities Year of publication: 2017 Corporate author: UNESCO UNESCO promotes Education for Sustainable Development (ESD) through the Global Action Programme (GAP), the official follow-up to the UN Decade of ESD. The Europe and North America region was the first to officially adopt a regional strategy for the United Nations Decade of Education for Sustainable Development (DESD, 2005-2014), which seeks to promote a better quality of life for populations and human settlements. Learning to live in a sustainable way and securing people’s involvement and participation in community and urban life are key factors in ensuring sustainable economic, social and environmental development. It is in this context that UNESCO, the UNESCO Global Network of Learning Cities, with its secretariat in the UNESCO Institute for Lifelong Learning (UIL) in Hamburg, and the Free and Hanseatic City of Hamburg, organized the regional workshop for Europe and North America on the role of cities in accelerating sustainable solutions at local level through education. More than 50 experts and city representatives from Europe and North America participated in the regional workshop in Hamburg, Germany, from 12 to 14 December 2016. The workshop examined how education and learning beyond the formal system can be used to support the implementation of the five Ps (Planet, People, Peace, Prosperity and Partnership) of the 2030 Agenda to achieve the Sustainable Development Goals (SDGs). Experts shared their views on ESD, with cities providing insight into their good practices and enriching discussions on the challenges of promoting the various SDGs through education and lifelong learning at city level. These discussions helped to promote awareness on integrating ESD in their cities’ development and education agendas. Programme d'action global pour l'Education en vue du développement durable et les villes: atelier régional pour l'Europe et l'Amérique du Nord Year of publication: 2017 Corporate author: UNESCO L’UNESCO oeuvre pour l’éducation au développement durable (EDD) dans le cadre du Programme d’action global, suivi officiel de la Décennie des Nations Unies pour l'éducation au service du développement durable (DEDD, 2005-2014). La région Europe et Amérique du Nord a été la première à adopter formellement une stratégie régionale pour la Décennie visant à promouvoir une meilleure qualité de vie pour les populations et les établissements humains. L’apprentissage d’un mode de vie durable et la participation des individus à la vie de la communauté et de la ville sont des conditions essentielles d’un développement économique, social et environnemental durable. C’est dans ce contexte que l’UNESCO, son Réseau mondial des villes apprenantes, dont le secrétariat est hébergé par l’Institut de l'UNESCO pour l'apprentissage tout au long de la vie (UIL) à Hambourg, et les autorités de la Ville libre et hanséatique de Hambourg ont organisé l’atelier régional pour l’Europe et l’Amérique du Nord sur le rôle des villes dans la mise en place accélérée de solutions locales durables, par l’éducation. Plus de 50 experts et représentants de villes d’Europe et d’Amérique du Nord ont participé à l’atelier régional, qui s’est tenu à Hambourg (Allemagne) du 12 au 14 décembre 2016. Ils ont réfléchi à la manière de s’appuyer sur l’éducation et l’apprentissage, au-delà du cadre formel, pour faciliter la mise en oeuvre des « cinq P » – planète, population (humanité), paix, prospérité et partenariats – du Programme 2030 et réaliser les Objectifs de développement durable (ODD). Les experts ont partagé leurs vues sur l’EDD, et les municipalités ont présenté leurs bonnes pratiques et enrichi les discussions sur les défis que représentait la promotion des différents ODD par l’éducation et l’apprentissage tout au long de la vie, au niveau des villes. Ces discussions ont aidé les villes à mieux comprendre comment intégrer l’EDD dans leurs programmes de développement et d’éducation. 
Addressing Anti-Semitism: why and how? a guide for educators Year of publication: 2007 Corporate author: Organization for Security and Co-operation in Europe (OSCE) These guidelines provide suggestions for teachers and other educators who feel the need to address issues pertaining to contemporary anti-Semitism. Recognizing that the context may vary in every country, or even in individual classrooms, this document provides educators with a general overview of common manifestations of contemporary anti-Semitism, as well as with some key educational principles and strategies for addressing this complex and challenging subject. Aborder l'antisémitisme: pourquoi et comment? Un guide pour les éducateurs Year of publication: 2007 Corporate author: Organization for Security and Co-operation in Europe (OSCE) Ces instructions générales apportent des conseils et indications aux enseignants et autres éducateurs qui doivent aborder des sujets liés à l'antisémitisme contemporain. Ce document, qui reconnaît que le contexte varie selon le pays et selon la composition de la salle de classe, donne aux éducateurs un aperçu général des manifestations courantes de l'antisémitisme contemporain, et formule des principes éducatifs clés et des stratégies pour traiter de ce sujet complexe et délicat. 
Discussing Terrorism: a pupil-inspired guide to UK counter-terrorism policy implementation in religious education classroom in England Year of publication: 2016 Author: Angela Quartermaine Corporate author: Christian Education | Taylor & Francis Religious education (RE) in England is affected by the challenging of terrorist ideologies and improving community cohesion, but many RE teachers feel ill-equipped in dealing with the issues that might arise from terrorism discussions. Therefore, I suggest that clarification could help alleviate some of the teacher’s concerns and help provide routes by which critical RE teaching and learning can take place. Discussing Terrorism: a pupil-inspired guide to UK counter-terrorism policy implementation in religious education classroom in England Year of publication: 2016 Author: Angela Quartermaine Corporate author: Christian Education | Taylor & Francis L’éducation religieuse en Angleterre est affectée par les idéologies terroristes et le renforcement des liens communautaires. Dans ce contexte, de nombreux professeurs d’éducation religieuse se sentent insuffisamment équipés pour traiter des sujets qui peuvent découler de discussions relatives au terrorisme. Ainsi, une clarification permettrait de soulager leurs inquiétudes et d’offrir des pistes pour mettre en place une pédagogie adaptée. 
The Time Period of the Holocaust in the Beliefs of Primary School Children – Children’s Perspectives and the Thematization of the Holocaust and National Socialism in Primary-School Instruction (in General Subjects) Year of publication: 2012 Author: Andrea Becher The original title: Die Zeit des Holocaust in Vorstellungen von Grundschulkindern – Perspektiven von Kindern und die Thematisierung von Holocaust und Nationalsozialismus im (Sach-)Unterricht der Grundschule(In I. Enzenbach, C. Klätte, & D. Pech, (Eds.). Kinder und Zeitgeschichte: Jüdische Geschichte und Gegenwart, Nationalsozialismus und Antisemitismus, Supplement, 8, pp. 101–120) This is a summary of a study of German primary school children’s beliefs about the Holocaust, based on interviews conducted in two classes in 2005. The author finds that the children almost exclusively focus on Hitler; that one can find “latent anti-Semitic fragments” in their statements; that, even without formal education, the pupils still possess knowledge about the Holocaust; and their main source of information about Nazi Germany seems to be family members. However, the family narratives mainly touch upon everyday-life and avoid the topic of the Holocaust. From these findings, the author argues that one could and should teach the Holocaust already in the German primary school. 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. 
“Just Don’t Moralize!” Emotional Processes in the Pedagogical Engagement with National Socialism Year of publication: 2008 Author: Gudrun Brockhaus The original title: “Bloß nicht moralisieren!” Emotionale Prozesse in der pädagogischen Auseinandersetzung mit dem Nationalsozialismus(Einsichten und Perspektiven, Bayerische Zeitschrift für Politik und Geschichte, 1(8), pp. 28–33.) The article is a critical reflection on the outcomes of an empirical study (Kühner 2008; Kühner et al. 2008), based on a psychological/psychoanalytical perspective: how should we deal with emotions when dealing with the Holocaust? The author highlights the teachers’ very high expectations regarding the emotional Betroffenheit, the pressure on consensus, and the tabooisation of “political incorrectness” in the classroom, tendencies that can lead to a problematic teacher-student relationship. Thus, teachers encounter specific didactical difficulties and show a certain lack of self-assertion. Brockhaus assumes that this is based on how the teacher relates, as a person and as a pedagogue, to the heritage of National Socialism. Brockhaus concludes by insisting on the necessity to reflect openly, as students and as teachers, on the emotional processes and the reluctance caused by the topic of the Holocaust in this society. 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 Holocaust – A Theme for Instruction in General Subjects? Year of publication: 2006 Author: H. Deckert-Peaceman The original title: Holocaust – ein Sachunterrichtsthema?(Möglichkeiten und Relevanz der Auseinandersetzung mit dem Holocaust im Sachunterricht der Grundschule. Supplement, 3, pp. 35–50) An interesting discussion about the Holocaust as a topic for younger children, and especially about the use of youth literature in Holocaust education, but not an empirical analysis.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. 
Teaching the history of the Holocaust Corporate author: Mémorial de la Shoah | Ministère de l'Education nationale, de l'Enseignement supérieur et de la Recherche This website, hosted by the Mémorial de la Shoah and the French Ministry of Education is a perfect guide for primary or secondary teachers in their work on the Holocaust. With a collection of literature and film reviews, and an inventory of the different museums or memorials to visit, this platform encourages the educational staff to approach this issuein an interactive way such as the organization of thematic exhibitions or class-participation in national contests.