Recursos
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Quand l’art et la citoyenneté mondiale se rencontrent: Histoire d’une expérience menée au Conservatoire Royal de Bruxelles; Section arts de la parole 2019-2020 Año de publicación: 2020 Autor corporativo: Annoncer la Couleur (ALC) | Enabel Aujourd’hui, le monde scolaire entame un grand réaménagement de son fonctionnement avec la mise en place du Pacte pour un Enseignement d’Excellence. Dans cette nouvelle architecture se dessine l’ECA, Éducation Culturelle et Artistique, qui renforce les liens entre les disciplines traditionnelles et le monde artistique.Au cour de l’année scolaire 2019-2020, Annoncer la couleur s’est demandé comment pratiquement mettre en lien les artistes avec les nouvelles attentes des écoles. Il lui a semblé que l’enjeu pourrait être de familiariser les futur·e·s artistes avec les nouveaux fonctionnements du monde scolaire, et de conscientiser le lien entre une approche artistique et des thématiques de citoyenneté mondiale abordées dans les écoles. Elle s’est donc dirigée vers l’Enseignement Supérieur Artistique et plus précisément vers le Conservatoire royal de Bruxelles, section arts de la parole, où le projet s’est construit en partenariat avec les professeur.e.s. La brochure « Quand l’art et la citoyenneté mondiale se rencontrent » retrace cette expérience, en détaille la genèse, les étapes les résultats et les extensions possibles. 
Ici et là-bas: Les élèves enquêtent sur les objectifs de développement durable; Guide pédagogique Año de publicación: 2019 Autor corporativo: Eco-Ecole | Agence Française de Développement (AFD) Ici et Là-Bas c’est :- une méthodologie et des outils pour mener un projet sur les Objectifs de développement durable avec des élèves, en 5 étapes.- Une carte interactive pour découvrir des projets dans le monde qui contribuent à la réalisation de l’Agenda 2030.Les contenus proposés, pour expliquer les enjeux auxquels les populations font face ailleurs dans le monde, s’adressent prioritairement aux élèves des cycles 3 et 4 et du lycée. Les enseignants du 1er degré pourront également les utiliser en les adaptant, pour parler avec leurs élèves des problématiques qui touchent certains pays ou régions du monde, et les amener à faire des liens avec leur propre mode de vie. 
Let’s Talk SDGs: Supporting Critical Perspectives on the Sustainable Development Goals Año de publicación: 2020 Autor: Caroline Murphy Autor corporativo: Centre for Global Education (CGE) This resource is an invitation to development educators to critically interrogate the Sustainable Development Goals and discuss their capacity to deliver upon their intended outcomes. It invites users to ask if the SDGs can support effective global learning and represent a sound critique of the international system. The resource is a useful starting point for a critical discussion on the Goals' capacity for effective advocacy and education toward the eradication of poverty and inequality. 
The Conceptualization of competencies related to sustainable development and sustainable lifestyles Año de publicación: 2017 Autor: Irmeli Halinen Autor corporativo: UNESCO International Bureau of Education (IBE) The education system of Finland has been developed soundly and steadily during the past 40 years. The guiding principles have been equity and equality in education as going hand in hand with the view to promote every individual’s life-long learning. Following these principles, it has strengthened the sustainability of the system itself. This report describes the role of sustainable development and the importance of learning a sustainable lifestyle in Finnish basic (primary and lower secondary) education. It highlights the goals, values, tasks, and the conceptualization of the competencies related to sustainability in the 2014 National Core Curriculum for basic education. In addition, it describes the sustainable nature of the curriculum reform process itself. The report examines the role and the contribution of various school subjects and key aspects, such as the school culture and the learning environment, in creating a strong knowledge base on which to build the values, attitudes, skills and the will needed for sustainable lifestyle, and in promoting sustainable ways of living. The report concludes with lessons drawn from the Finnish way of enhancing sustainability in education. 
Global Citizenship Education and Human Rights Education: Are They Compatible With U. S. Civic Education? (Journal of International Social Studies; Vol. 6, No. 2) Año de publicación: 2016 Autor: William R. Fernekes Autor corporativo: International Assembly of the National Council for the Social Studies Global citizenship education (GCE) and human rights education (HRE) offer substantive contributions to civic education. Interconnections between the fields exist in curricula from intergovernmental organizations (UNESCO), non-governmental organizations (Oxfam Great Britain) and national ministries (Learning and Teaching Scotland). This essay explores how civic education curricula, learning outcomes, and teacher preparation can be developed to enhance the roles played by GCE and HRE in U. S. civic education. Analysis of the relationships between GCE and HRE yields these conclusions: (1) global citizenship education programs share a philosophy of cosmopolitanism, commitments to universal human rights norms, respect for cultural diversity and sustainable development, and issues-based curriculum designs; (2) a high degree of compatibility exists between GCE program goals and the goals of the values-awareness-socialization HRE model, and (3) this strong compatibility does not extend to the accountability-professional development or the activismtransformation models of HRE. Implementing GCE faces major obstacles, notably emphases on national identity in nation-state civic education, the potential incompatibility between national interests and cosmopolitan commitments in the study of global issues, and the low commitment to GCE or HRE in teacher preparation. 
Putting the Voice of Young People at the Heart of Global Citizenship Education Año de publicación: 2014 Autor: Douglas Bourn Autor corporativo: UCL Institute of Education | Erasmus+ This briefing is aimed at policy-makers across Europe who are engaged with, or interested in ensuring that education and international development programmes give consideration to the voices of young people. It also aims to contribute to policy-makers responses to how they are implementing the Sustainable Development Goals. 
La famille Tout-Écran: Conseils en éducation aux médias et à l’information Año de publicación: 2019 Autor corporativo: Centre pour l’éducation aux médias et à l’information (CLEMI) | Réseau Canopé L’Éducation aux Médias et à l'Information (EMI) devient une exigence républicaine au cœur du Parcours citoyen, un enjeu éducatif et sociétal incontournable dans un environnement où le numérique est omniprésent.Dans un monde globalisé et complexifié, la définition et la compréhension de la source de l’information constituent une priorité pour déjouer les tentatives de manipulation et de désinformation.Les enjeux sociétaux de l’EMI dépassent les murs de l’école et doivent mobiliser tous les acteurs pour renforcer le continuum entre temps scolaire et hors temps scolaire.Ce guide bénéficie de l’expertise des professionnels du CLEMI et de son réseau de pédagogues, de partenaires institutionnels, associatifs et médiatiques. Issu de cette mobilisation, cet ouvrage est le produit d’un groupe de travail dédié aux pratiques informationnelles des jeunes, composé de membres représentant du ministère de l’Éducation nationale et de la Jeunesse, du ministère de la Culture, France Télévisions, Radio France, le CSA, CNRS Images, Ceméa, la Ligue de l’enseignement, la CNAF, Jets d’encre et l’Icem-Pédagogie Freinet. 
Research in Teaching and Learning About the Holocaust: A Dialogue Beyond Borders Año de publicación: 2017 Autor: Monique Eckmann | Doyle Stevick | Jolanta Ambrosewicz-Jacobs Autor corporativo: International Holocaust Remembrance Alliance (IHRA) | Metropol A multilingual expert team of the International Holocaust Remembrance Alliance (IHRA) collected and reviewed research on teaching and learning about the Holocaust in fifteen languages identified nearly 400 studies resulting in more than 600 publications.This systematic review includes research conducted in most IHRA Member Countries as well as several non-member countries. The multilingual focus of the project enables cross-cultural analyses and the transfer of knowledge between various regions and countries. The book’s two parts present the research first by language and then by selected themes. This innovative transnational, trans-lingual study reflects IHRA’s core mission: to shape and advance teaching and learning about the Holocaust worldwide.The second outcome is a set of bibliographies in fifteen languages. These bibliographies comprise references to empirical research on teaching and learning about the Holocaust. They also include abstracts or summaries of most of publications. Each bibliography includes research from a single language or related group of languages. 
Mapping of Media Literacy Practices and Actions in EU-28 Año de publicación: 2016 Autor corporativo: European Audiovisual Observatory | Council of Europe The European Audiovisual Observatory provides the first major mapping of media literacy initiatives in Europe. A detailed analysis of the main trends is based on a selection of 547 projects imprelemented across EU member states.The authors found that initiatives to develop 'critical thinking' were the most prevalent, followed by 'media use' covering projects which aim to improve our ability to search, find and navigate and use media content and services.Other major findings include the very active role played by civil society with 'extra-curricular projects aimed at 'teens and older students' as the main target demographic for media literacy projects.The study is accompanied by a wealth of background media literacy research contained in its 4 annexes, including detailed national summaries, summaries of the 547 featured projects supplemented by 145 detailed case studies. 
‘Hate Speech’ Explained: A Toolkit Año de publicación: 2015 Autor corporativo: ARTICLE 19 In this toolkit, ARTICLE 19 provides a guide to identifying ’hate speech‘ and how effectively counter it, while protecting the rights to freedom of expression and equality. It responds to a growing demand for clear guidance on identifying “hate speech,” and for responding to the challenges ‘hate speech’ poses within a human rights framework.The toolkit is guided by the principle that coordinated and focused action taken to promote the rights to freedom of expression and equality is essential for fostering a tolerant, pluralistic and diverse democratic society in which all human rights can be realised for all people.