Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
87 Results found
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. 
SDGs in the Arab States Year of publication: 2020 Corporate author: Alaraby TV Evaluation plays a fundamental role in monitoring and achieving the sustainable development goals that we seek in Arab countries, so what are these goals? How is it assessed? 
Educating for Global Citizenship: Australia as a Case Study (Vol. 11. No. 1) Year of publication: 2019 Author: Ruth Reynolds | Suzanne MacQueen | Kate Ferguson-Patrick Corporate author: UCL Press Twenty-first-century teaching prepares students for a globalized existence. The long-established goal of schooling to prepare a responsible citizenry who strive for the benefit of the community must now be extended, assisting students to become global citizens, equipped to deal with global issues. This article investigates how civics and citizenship education is addressed in curricula; in particular, to what extent the ongoing issue of supporting a critical citizenry, locally and globally, is addressed. Using Australia as a case study, we present an analysis of selected Australian primary school (ages 5–12) curriculum documents to determine the extent of commitment to educating for global citizenship specifically. While intentions are good, work is needed to ensure that these are enacted within schools. 
Cosmopolitan Sidestep: University Life, Intimate Geopolitics and the Hidden Costs of “Global” Citizenship (Area; Vol. 51, No. 4) Year of publication: 2018 Author: Mike Dimpfl | Sara Smith Corporate author: Royal Geographical Society | Wiley In higher education in the US today, particular practices of global engagement are positioned as essential to student learning. Institutional stakeholders foreground the potential of outward‐facing orientation to the globe while sidestepping local connections to racial inequality and injustice foregrounded by student and waged‐worker activism. Faculty and student composition, course content and hierarchies of waged work have been targeted by activists from within and without. In this example, relations between labour, students and administrators at a large southern research university in the USA reveal the mechanisms by which especially neoliberal cosmopolitanisms require an intentional and narrow rendering of what and who counts in the production of campus life. A discussion of student activism and changes to housekeeping work practices reveal how power is produced and divided by controlling and corralling particular kinds of social reproductive labour. In light of the redistribution and erasure of this labour, we argue that US universities are geopolitical in nature, shaping young people's orientations to an imagined global citizenship to create a specific form of cosmopolitanism that centres whiteness and makes claim to a globally oriented generosity rather than a justice‐oriented framework with explicit connections to the breadth of waged work undergirding university life and practice. To create this possibility, the university frequently side‐steps complex interconnections between student life and systems of racialised, ethnicised and gendered exploitation in local spaces in favour of a focus of similar inequalities in the world “out there.” 
Global Education for Teachers: MOOC Year of publication: 2020 Author: Nicole Blum | Frances Hunt Corporate author: University College London (UCL) The Global Education for Teachers MOOC (Massive Online Open Course) is a three-week course for teachers (3 hours per week) around the world hosted by FutureLearn. The course has been designed specifically for teachers as an introduction to global education and related terms such as global learning / global citizenship education. It will engage teachers with key issues and debates in global education, support collaboration between teachers around the world and provide practical support on how to introduce global issues into teaching. It is intended to develop teachers’ confidence, knowledge and skills to include global education in teaching and in so doing, better prepare students to take on the global challenges they will face now and in the future. 
Voices Against Violence (Younger Years & Middle Years) Corporate author: World Association of Girl Guides and Girl Scouts | International Women's Day (IWD) For International Women's Day and beyond, the World Association of Girl Guides and Girl Scouts collaborates via practical and insightful education resources. These resources aim to help children and young adolescents understand gender stereotypes and develop the mindset and strategies to challenge them. 
How to Understand Misinformation, Disinformation and Malinformation Year of publication: 2020 Corporate author: Shout Out UK | U.S. Embassy London | Association for Citizenship Teaching (ACT) We live in a world where information is very easy to fabricate. Now more than ever, media literacy (the ability to critically analyse information) is critical for us as citizens and for our democracy to function. This video explains the difference between Misinformation, Disinformation and Malinformation and presents you with some examples! This video is part of a resource pack created and designed by Shout Out UK, supported by the US Embassy in London and in collaboration with the Association For Citizenship Teaching. 
Information Neighbourhoods Year of publication: 2020 Corporate author: Shout Out UK | U.S. Embassy London | Association for Citizenship Teaching (ACT) We live in a world where information has a variety of purposes. So how can you identify what each type of information is trying to do? Now more than ever, media literacy (the ability to critically analyse information) is critical for us as citizens and for our democracy to function. This video explains what Information neighbourhoods exist and how to identify them. 
Action Against Hate Speech: A Resource for Teaching and Learning About Hate Speech Year of publication: 2017 Corporate author: Tony Blair Institute for Global Change | Generation Global This module is designed to prepare students for dialogue around the issue of hate speech. It builds upon other work on human rights, and explores the balancing act between freedom of expression and freedom from insult. Additionally, it prepares students for dialogue on these issues in our facilitated videoconferences and on our safe, secure, online community. This material helps you and your students to get involved in educating, advocating, and acting against hate speech in your communities. 
What parents want: the role of schools in teaching about the wider world Year of publication: 2011 Corporate author: Think Global | Development Education Association This report presents the findings from a YouGov survey of parents’ attitudes towards their children’s education. The results show that parents of schoolage children think it is vital that schools teach about the wider world. At Think Global we know that many schools and teachers already prioritise such teaching, recognising how important it is to prepare their pupils to live in a globalised world and the positive contribution this can make to pupil attainment and behaviour. This report details the high level of support for schools that decide to prioritise this work; we hope it will provide schools and teachers with the information they need to expand this area of their teaching.