Recursos
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UNESCO Regional consultation in sub-saharan Africa: Why teach about genocide? The example of the Holocaust, 10-11 Septembre 2012, Cape Town, South Africa: report Año de publicación: 2013 Autor corporativo: UNESCO The rst UNESCO consultation on « Why Teach about Genocide? The Example of the Holocaust » was organized following the UNESCO General Conference resolution 34C/61 on Holocaust Remembrance. The consultation of Member States is part of a series of initiatives launched by UNESCO to promote education about the Holocaust and other genocides, in particular with a view to contributing to the prevention of genocide and mass atrocities and promoting education for peace.The consultation took place in Cape Town, South Africa, on 10-11 September 2012 in the presence of senior representatives from the Ministries of Education of 14 countries in Sub-Saharan Africa. The following countries were represented: BENIN, BURUNDI, DEMOCRATIC REPUBLIC OF THE CONGO, CÔTE D’IVOIRE, ETHIOPIA, REPUBLIC OF MAURITIUS, NAMIBIA, KENYA, RWANDA, SENEGAL, SOUTH AFRICA, TANZANIA, TOGO and ZAMBIA. Experts in Holocaust and genocide studies from various countries and institutions were invited to present key issues throughout the consultation and participate in the discussions. The consultation was supervised by the Education Sector of UNESCO/Division of Education for Peace and Sustainable Development/Section of Education for Peace and Human Rights and UNESCO Regional Bureau for Education in Africa (BREDA, Dakar, Senegal)The main purpose of the meeting was to discuss how the history of the Holocaust, and more generally the history of genocide, could be included in the curricula of participating countries. The meeting also clari ed various conceptual and pedagogical issues, and paved the way for further cooperation between UNESCO and participating Ministries of Education on how to launch new educational programmes in interested countries. 
History Under Attack: Holocaust Denial and Distortion on Social Media Año de publicación: 2022 Autor corporativo: 联合国教科文组织 (UNESCO) | United Nations (UN) A new United Nations and UNESCO study together with the support of the World Jewish Congress investigates Holocaust denial and distortion on social media, measuring their extent and nature on Facebook, Instagram, Telegram, Twitter and TikTok, at a time when the memory and fundamental facts of the Holocaust are under threat from lies, smears and the spread of violent ideologies. It provides recommendations that governments, online platforms, educators and researchers can implement to counter denial and distortion, prevent antisemitism and uphold human rights.This report aims to provide a wide-ranging assessment of the extent to which Holocaust-related content on social media and online platforms denies its factual basis or distorts the Holocaust by minimizing or misrepresenting its history. The report seeks to identify content that has evaded content moderation (on platforms that seek to remove content which denies and distorts the Holocaust). Perhaps more importantly, it also aims to provide an understanding of how denial and distortion about the Holocaust are communicated by people on online platforms. 
The General History of Africa: A UNESCO Flagship Programme for Operational Strategy Priority Africa Año de publicación: 2024 Autor corporativo: UNESCO As part of UNESCO’s Operational Strategy for Priority Africa (2022 – 2029), the General History of Africa (GHA) Flagship Programme responds to the challenge of reconstructing Africa and its diaspora historical memory and conscience by revisiting Eurocentric and colonial biases in the representation of their history and societies. It aims to advance a common identity and pride in Africa’s heritage, progress towards greater justice and an inclusive and fair future through the reappropriation and production of knowledge on Africa and its diaspora history in a manner that could contribute to the transformation of education in Africa and beyond. The GHA is aligned with the African Union Agenda 2063, The Africa We Want, the Charter for African Cultural Renaissance, and the United Nations 2030 Agenda for Sustainable Development. 
Mainstreaming the General History of Africa into Education Systems: The Curriculum Pathway Año de publicación: 2025 Autor corporativo: UNESCO Education about the history of Africa in formal, non-formal and informal learning settings continues to be dominated by Eurocentric perspectives, which has led to imbalanced representation of Africa’s history and preconceptions.This publication is a tool to support countries in challenging the skewed perspectives on how African history is taught and how Africa is perceived. It aims to bring to the foreground Africa’s history, cultures and heritage through the curriculum to strengthen knowledge, skills, values and attitudes that contribute towards addressing long-standing hegemonic, colonial thinking and connected racial bias, while forging a united, prosperous and peaceful Africa and world.Stemming from the decolonial vision and content of the volumes of the General History of Africa, the publication proposes guiding principles and approaches for designing and implementing the General History of Africa into the curriculum. It puts forth curriculum outlines for basic and secondary education to offer renewed and broader perspectives on the history of Africa and its diasporas, and their contributions to humanity.The curriculum outlines are structured around nine thematic Learning Units, arranged chronologically from the origins of humanity and civilizations to Africa’s most recent history. 
Addressing Violent Pasts through Education: A Policy Guide Año de publicación: 2025 Autor corporativo: UNESCO Teaching about violent pasts and their legacies is a powerful way to foster sustainable peace.Education can build a nuanced understanding of complex histories, raise awareness of the roots and legacies of violence, nationally and internationally, and sensitize learners for their own agency as actors of change for reconciliation and conflict prevention.Educating about violent pasts is a challenging yet critical endeavour for policy-makers globally. It entails tailored approaches and an important support for educators to address traumatic pasts sensitively and to navigate related emotions and narratives successfully.Building on UNESCO’s programme on Global Citizenship Education, this guide offers education policy-makers a set of strategies, principles, and education practices to effectively integrate education about violent pasts into local education systems. It suggests a comprehensive approach that spans formal and informal education and aligns with the 2023 Recommendation on Education for Peace, Human Rights and Sustainable Development, opening new perspectives on history education, dialogue, and conflict transformation. 
Addressing Anti-semitism in Schools: Training Curriculum for Primary Education Teachers Año de publicación: 2020 Autor corporativo: UNESCO | OSCE. Office for Democratic Institutions and Human Rights (ODIHR) This OSCE/ODIHR and UNESCO co-publication aims to help primary school teachers to prevent and respond to anti-Semitism. The curriculum, intended for teacher trainers, is designed to be comprehensive, robust, practical and adaptable. It suggests concrete ways to address anti-Semitism and counter prejudice in and through education, while promoting human rights, global citizenship education, and gender equality.The co-publication is part of a series of four training curricula, designed for trainers of (1) primary school teachers, (2) secondary school teachers, (3) vocational school teachers, and (4) school directors. 
Addressing Anti-semitism in Schools: Training Curriculum for Secondary Education Teachers Año de publicación: 2020 Autor corporativo: UNESCO | OSCE. Office for Democratic Institutions and Human Rights (ODIHR) This OSCE/ODIHR and UNESCO co-publication aims to help secondary school teachers to prevent and respond to anti-Semitism. The curriculum, intended for teacher trainers, is designed to be comprehensive, robust, practical and adaptable. It suggests concrete ways to address anti-Semitism and counter prejudice in and through education, while promoting human rights, global citizenship education, and gender equality.The co-publication is part of a series of four training curricula, designed for trainers of (1) primary school teachers, (2) secondary school teachers, (3) vocational school teachers, and (4) school directors. 
Addressing Anti-semitism in Schools: Training Curriculum for Vocational Education Teachers Año de publicación: 2020 Autor corporativo: UNESCO | OSCE. Office for Democratic Institutions and Human Rights (ODIHR) This OSCE/ODIHR and UNESCO co-publication aims to help vocational school teachers to prevent and respond to anti-Semitism. The curriculum, intended for teacher trainers, is designed to be comprehensive, robust, practical and adaptable. It suggests concrete ways to address anti-Semitism and counter prejudice in and through education, while promoting human rights, global citizenship education, and gender equality.The co-publication is part of a series of four training curricula, designed for trainers of (1) primary school teachers, (2) secondary school teachers, (3) vocational school teachers, and (4) school directors. 
Addressing Anti-semitism in Schools: Training Curriculum for School Directors Año de publicación: 2020 Autor corporativo: UNESCO | OSCE. Office for Democratic Institutions and Human Rights (ODIHR) This OSCE/ODIHR and UNESCO co-publication aims to help school directors to prevent and respond to anti-Semitism. The curriculum, intended for school director trainers, is designed to be comprehensive, robust, practical and adaptable. It suggests concrete ways to address anti-Semitism and counter prejudice in and through education, while promoting human rights, global citizenship education, and gender equality.The co-publication is part of a series of four training curricula, designed for trainers of (1) primary school teachers, (2) secondary school teachers, (3) vocational school teachers, and (4) school directors.