Recursos
Exploren una amplia gama de recursos valiosos en GCED para profundizar su comprensión y promover su búsqueda, incidencia, enseñanza y aprendizaje.
1,451 resultados encontrados
Well-Being and Safety of Women: OSCE-Led Survey on Violence Against Women Año de publicación: 2019 Autor corporativo: Organization for Security and Co-operation in Europe (OSCE) This report presents the cross-regional, comparable findings of the OSCE-led Survey on the Well-being and Safety of Women, which was implemented in 2018 in Albania, Bosnia and Herzegovina, Montenegro, North Macedonia and Serbia, Moldova3 and Ukraine. The research was also conducted in Kosovo.The OSCE-led survey included a quantitative and qualitative component and was undertaken with the goal of providing comparable data on different forms of violence women experience in their childhood and throughout the course of their lives. The research examined violence that women experience in conflict and non-conflict settings, as well as the impact violence has on women, including its lasting consequences. Questions on norms and attitudes connected to violence against women were asked to better understand the underlying causes of violence.The area covered by this research is diverse and has different historical, social and economic contexts. Rather than focusing on the findings from particular locations, the report aims to provide an overview of women’s experiences and to highlight the issues – often similar – that persist and continue to hamper the well-being and safety of women throughout the area covered by the research. 
From Volunteers to Active Citizens Año de publicación: 2015 Autor: Grainne O’Neil Autor corporativo: Comhlámh This is a practical guide for volunteer sending-organisations, which aims to build capacity to support and deepen volunteers’ ongoing learning and critical engagement with international development issues, and to help volunteers “to address the structural and underlying causes of inequality and injustice to participate in social change making.” 
When Mandela Danced in the Square: Lessons for Young Citizens from the Scottish Anti-Apartheid Movement Año de publicación: 2020 Autor corporativo: West of Scotland Development Education Centre (WOSDEC) | Nelson Mandela Scottish Memorial Foundation This resource aims to understand the context of apartheid South Africa, the life of Nelson Mandela and the connections to the Scottish anti-apartheid movement. The activities in this resource support second and third level learners within Scotland's Curriculum for Excellence to explore Scotland’s connection with Nelson Mandela and feel empowered to take action on issues of importance to them today. 
Teaching about Climate Change in Irish Primary Schools Año de publicación: 2017 Autor: Fionnuala Flynn Autor corporativo: Trocaire | Centre for Human Rights and Citizenship Education (CHRCE) | Global Schools This resource is a useful and practical tool for educators and policy makers on climate change education that puts forward a whole school approach. It sets out some of the key elements of climate change education and offers practical tips and tools for teachers and schools. 
David Livingstone: Global Citizen Año de publicación: 2015 Autor: Kate Simpson | Megan Ward Autor corporativo: Livingstone Online This material urges students to explore the term global citizenship and what it means to them. Students can use Livingstone’s letter to practice their deep reading skills, finding out what the letter reveals about nineteenth-century perspectives on global life. 
Pour vivre ensemble à 10 milliards, changeons l’éducation: Manifeste pour une éducation à la citoyenneté planétaire Autor corporativo: Le collectif Paris-éducation 2015 | Les Amis de Circée 2050, c’est demain. Nos enfants et petits-enfants seront alors, sans doute, 10 milliards sur la Terre. D’ici là, quelles que soient les décisions qui seront prises par les gouvernants et les engagements de millions de citoyens dans le monde, la température du globe aura monté, comme le niveau des océans. Selon ce que notre génération aura entrepris plus ou moins résolument pour réduire nos émissions de CO2, ce sera entre 2° C ou 4° C à l’horizon 2100, voire davantage. Il faudra donc, de toute façon, vivre autrement. Face à l’ampleur, l’urgence, la diversité et la complexité des problématiques engendrées par le modèle de développement de nos sociétés contemporaines, nous sommes donc obligés, dans l’urgence, de nous pencher sur les questions d’éducation et de formation des générations futures qui devront affronter des réalités biophysiques, économiques et politiques inédites, dont nous commençons à peine à entrevoir l’ampleur. Ce qui est dès lors en jeu, avec l’avenir de l’homme et de la Terre, c’est l’humain, ce qu’il deviendra, ce qu’il sera capable de porter comme projet pour l’humanité. Quelles qualités d’humains devons-nous faire advenir pour que ces réalités inédites puissent être rencontrées demain, sans que l’humanité bascule dans la violence et le dépeçage égoïste de la planète? Quels enfants voulons-nous laisser à notre Terre?Cette urgence impose un changement d’échelle dans la transformation des systèmes éducatifs, des contenus et des méthodes d’enseignement. Malgré la volonté et la compétence de nombreux acteurs de l’école, force est de constater que les actions menées pour une éducation plus en cohérence avec les enjeux climatiques et, plus largement, sociétaux restent à la marge. Elles sont réalisées par des individus clairvoyants. Il est temps d’enclencher la vitesse supérieure. 
These Stories are From the Past: Feminism in History and Citizenship Textbooks as Seen by Grade 10 Quebec Students (McGill Journal of Education; Vol. 52, No. 2) Año de publicación: 2017 Autor: Marie-Hélène Brunet Autor corporativo: McGill University. Faculty of Education The article looks at the way students interact with content related to feminism in history textbooks. A questionnaire was distributed to 575 Québec high school students in order to identify their conceptions of textbooks and feminism. Nine students then participated in interviews to assess their understanding of the role of women’s agency in history as well as their reaction to contradictory narratives. The results show the importance of considering students’ representations of the past in order to evaluate the mediation process. A very high proportion of students (88 %) considered the textbook to be a reflection of objective truth. They seemed uncomfortable when completing the task and tried to lessen the differences between narratives while selecting the elements corresponding to their initial conceptions. A majority of the students were able, in varied ways, to differentiate the texts in depending on their agency. 
유럽 개발교육 혁신공모전 수상작 모음집 Año de publicación: 2019 Autor corporativo: KOICA ODA 교육원 GENE(유럽 개발교육 네트워크)은 개발교육 혁신공모전을 통해 개발교육 혁신 사례를 시상하고 널리 알린다. 본 공모전은 긍정적 변화를 촉진하고 사람들이 자신이 사는 지역은 물론 전 세계가 마주한 현실에 눈과 마음을 열게 만드는 개발교육 프로젝트를 시상한다. 개발교육 혁신공모전은 창의성, 참여, 실천, 시너지, 혁신을 통해 변화를 현실화하는 개발교육, 궁극적으로 공공정책에 영향을 줄 수 있는 개발교육을 장려한다.2017년과 2018년의 개발교육 혁신공모전은 해당 연도 기준으로 진행 중이거나 막 끝난 유럽 내 개발교육 프로젝트들을 집중 조명한다. 본 공모전에는 혁신의 모범 사례이면서 그 과정에서 얻은 교훈을 유럽 전역의 정책결정자들에게 전파할 수 있는 이니셔티브들이 선정되었다.GENE은 개발교육 혁신공모전을 통해 유럽의 개발교육 프로그램들로부터 교훈과 반성의 기회를 얻는 데 기여하고자 한다. 다양한 접근법과 배경을 고려해 선정된 이니셔티브들이 개발교육의 기금 후원자 및 정책 개발자들에게 새로운 사고, 창의성, 영감의 기회가 되기를 희망한다. 
Intercultural Perspectives, Rights and Recognition in Montreal (Anthropologie et Sociétés; Vol. 41, No. 3) Año de publicación: 2017 Autor: Francine Saillant | Joseph J. Lévy | Alfredo Ramirez-Villagra Autor corporativo: Département d’anthropologie de l’Université Laval Within the debates about the way to deal with cultural diversity, new perspectives emerge which are actually discussed by the political and sociocultural instances, such as the notions of interculturalism, intercultural, interculturality, recognition, and their links to human rights. These topics are part of the discussion in Quebec, whether on the political scene, on the urban management level and in the social sciences. This article presents the European and Quebec perspectives on these issues and analyses the discourses of community leaders in Montreal who are involved and interviewed within the InterReconnaissances project. Data show that theses intercultural perspectives are not formally defined nor validated, although they often are associated with diverse practices and trainings that are designated to enhance the awareness of the actors involved in the intercultural encounter. The notions of right and recognition play a part on three levels : the struggle for the recognition of the migrant groups and of their cultures, and the recognition of the work done by community organizations. The awareness of the social diversity within these groups of migrants, who may be strongly stigmatized, bring new intercultural problematics, corroborating the importance of these notions on the field of communitarian action in Montreal. Perspectives interculturelles, droits et reconnaissance à Montréal (Anthropologie et Sociétés; Vol. 41, No. 3) Año de publicación: 2017 Autor: Francine Saillant | Joseph J. Lévy | Alfredo Ramirez-Villagra Autor corporativo: Département d’anthropologie de l’Université Laval Dans les débats entourant la gestion de la diversité culturelle, de nouvelles perspectives sont actuellement discutées par les instances politiques et socioculturelles, comme celles de l’interculturalisme, de l’interculturel, de l’interculturalité, de la reconnaissance et de leurs arrimages aux droits humains. Ces thèmes se retrouvent dans la réflexion québécoise sur les plans politique, de la gestion urbaine et de la recherche en sciences sociales. Cet article, après avoir situé les perspectives respectives européenne et québécoise sur ces thèmes, analyse les discours de leaders communautaires montréalais impliqués dans le domaine de l’immigration et interviewés dans le cadre du projet InterReconnaissances. Les données montrent que les perspectives interculturelles ne font pas l’objet d’une formalisation ni d’une validation poussées, mais qu’elles se retrouvent surtout associées à des pratiques diverses et à des formations visant à la sensibilisation des intervenants impliqués dans la rencontre interculturelle. Les notions de droit et de reconnaissance se déclinent sur trois plans: la lutte pour la reconnaissance à la fois des groupes immigrants, de leurs cultures et du travail réalisé par les groupes associatifs dans ce domaine. La reconnaissance de la diversité sociale des groupes fortement stigmatisés suggère aussi l’ouverture à de nouvelles problématiques interculturelles jusque-là négligées, confirmant la place importante de ces notions dans le champ de l’action communautaire montréalaise.