Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
882 Results found
Belonging to the Homeland and Its Impact on Protecting Young People from Delinquency Year of publication: 2018 Author: Alla Aldeen Mohammed Corporate author: Imam Mohammad Ibn Saud Islamic University The file is a paper on belonging to the homeland and its impact on protecting young people from delinquency. This paper was presented at the conference entitled "The Role of Saudi Universities and Its Impact on Protecting Young People from Groups, Parties and Deviance". الانــتماء إلى الــوطن وأثــره في حمايــة الــشباب مــن الانحراف Year of publication: 2018 Author: Alla Aldeen Mohammed Corporate author: Imam Mohammad Ibn Saud Islamic University الملف عبارة عن ورقة عن الانــتماء إلى الــوطن وأثــره في حمايــة الــشباب مــن الانحراف. تم عرض هذه الورقة في المؤتمر المعنون ب "دور الجامعات السعودية وأثرها في حماية الشباب من الجماعات والأحزاب والانحراف. 
The Impact of Holocaust education: how to assess policies and practices? International Seminar, 27 January 2014, UNESCO, Paris; Report Year of publication: 2014 Corporate author: UNESCO International Bureau of Education (IBE) | Georg Eckert Institute for International Textbook Research (Germany) | Hungary. Permanent Delegation to UNESCO UNESCO, which is charged with “promoting awareness of Holocaust remembrance through education” by resolution 34 C/61 of its General Conference, marked the International Day of Commemoration in Memory of Victims of the Holocaust on 27 January 2014 by convening an international seminar for members of the global community who are involved with and committed to this mandate. The event, titled “The Impact of Holocaust Education: How to Assess Policies and Practices”, aimed at highlighting current practices and debates in the field of research in Holocaust education. It was organized in partnership between UNESCO, including its International Bureau of Education, and the Georg Eckert Institute for International Textbook Studies with the support of the Delegation of Hungary to UNESCO. 
Schools for Conflict or for Peace in Afghanistan Year of publication: 2015 Author: Dana Burde The publication provides a systematic analysis of the relationship between education and conflict, tracing how different approaches have been applied in Afghanistan as the rationale for aid has shifted from a policy of benign neglect, to an effort to support war, to an effort to mitigate conflict. Using this history as a case study, the book explores how foreign intervention in education can contribute either to conflict or to peace.. Schools for Conflict or for Peace in Afghanistan Year of publication: 2015 Author: Dana Burde Cette publication est une analyse de la relation entre l'éducation et les conflits, retraçant l’évolution des motifs mobilisés pour justifier le recours à une aide extérieure en Afghanistan, et le passage d’une politique du laissez faire à celle de soutien à l’effort de guerre, puis aux tentatives d’apaisement du conflit. En s’appuyant sur cet exemple, cet ouvrage analyse comment l'intervention étrangère en matière d'éducation peut aussi bien contribuer à la guerre qu’à la paix. 
Education, Extremism and Terrorism: What should be Taught in Citizenship Education and Why Year of publication: 2012 Author: Dianne Gereluk Should educators be exploring terrorism and extremism within their classrooms? If so, what should they be teaching, and how? Dianne Gereluk draws together the diverging opinions surrounding these debates, exploring and critiquing the justifications used for why these issues should be addressed in schools. She goes on to consider the ways in which educators should teach these topics, providing practical suggestions. Education, Extremism and Terrorism: What should be Taught in Citizenship Education and Why Year of publication: 2012 Author: Dianne Gereluk Les enseignants doivent-il aborder les questions du terrorisme et de l'extrémisme au sein des salles de classe ? Dans ce cas, que doivent-ils enseigner, et comment ? Dianne Gereluk réunit au sein d'un même ouvrage les opinions divergentes autour de ces débats, elle explore et interroge les arguments mis en avant pour démontrer de l’importance du traitement de ces thèmes par les écoles. Elle envisage la façon dont ces sujets devraient être enseignés, et propose quelques conseils pratiques. 
Education, Poverty and Terrorism: Is There a Causal Connection? Year of publication: 2003 Author: Alan B. Krueger | Jitka Maleckova Corporate author: American Economic Association In the authors' view, any connection between poverty, education and terrorism is indirect, complicated and probably quite weak. Instead of viewing terrorism as a direct response to low market opportunities or ignorance, the article suggests it is more accurately viewed as a response to political conditions and long-standing feelings of indignity and frustration that have little to do with economics. Education, Poverty and Terrorism: Is There a Causal Connection? Year of publication: 2003 Author: Alan B. Krueger | Jitka Maleckova Corporate author: American Economic Association Selon les auteurs, le lien entre la pauvreté, l'éducation et le terrorisme est indirect, compliqué et probablement faible. Au lieu de considérer le terrorisme comme une réaction immédiate au manque d’opportunités d’accéder au marché du travail ou comme résultant de l'ignorance, l'article suggère de considérer le terrorisme comme une réaction à des situations politiques et des sentiments d'indignité et de frustration de longue date, dont le lien avec l'économie est faible. Case Study - Pakistan: Education, Religion and Conflict Year of publication: 2015 Author: Raza Rumi Corporate author: Tony Blair Faith Foundation | McGill University Pakistan is in the midst of crisis. It is threatened by virulent extremist groups and is suffering from a failing education system that is poorly funded and politically manipulated. It promulgates an undefined Islamo-nationalist ideology that lays the foundations for widespread acceptance of ideologically motivated violence. Reforms to the curriculum have been legislated but are badly implemented by the country's politicians; the international community has largely turned a blind eye to these shortcomings. Unless aid and advocacy are specifically focused on far-reaching educational reform that directly tackles extremism, the long-term consequences will be extremely severe.