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How Youth Drive Change (The UNESCO Courier no. 3; July-September 2011) Año de publicación: 2011 Autor corporativo: UNESCO Considering school history as a place of confrontation of discourse and knowledge from competing socialization spaces (school, family, media), we are interested in citizenship education work and challenges posed by these plural socializations. In an important context media coverage of debates on the recognition of minority memories in France and their entry into the school programs of the college in 2008, how do students appropriate the ""socially vivid issues"" of immigration, colonization, and decolonization? Fromcontent analysis of a corpus made up of around a hundred interviews semi-structured conducted between 2007 and 2010 with 3rd year college students (end of lower secondary and compulsory education), we analyze and highlight contrasting interpretations of these heritages by majority students and minority students, respectively supplied by categories of public debate and family narratives. We show, following work relating to the sociology of school curricula, which learning citizenship in the light of these historical legacies results from the confrontation of the pupils with the discourses and knowledge different spaces in which they take part. But it is above all the product oftheir position in the face of these historical legacies, according to their experiences social and the role they give to these stories in building a common identity and belonging. Changer le monde: Comment s'y prennent les jeunes (Le Courrier de l'UNESCO no. 3; Juillet-Septembre 2011) Año de publicación: 2011 Autor corporativo: UNESCO Considérant l’histoire scolaire comme un lieu de confrontation de discours et savoirs issus d’espaces de socialisation en concurrence (l’école, la famille, les médias), nous nous intéressons au travail d’éducation à la citoyenneté et aux défis que lui posent ces socialisations plurielles. Dans un contexte d’importante médiatisation des débats sur la reconnaissance des mémoires de minorités en France et de leur entrée dans les programmes scolaires du collège en 2008, comment les élèves s’approprient-ils les « questions socialement vives » de l’immigration, la colonisation, et la décolonisation ? En outre, comment s’effectue dans ce contexte l’apprentissage de la citoyenneté et du principe politique qui la fonde dans la tradition scolaire républicaine ? À partir de l’analyse de contenu d’un corpus composé d’une centaine d’entretiens semi-directifs menés entre 2007 et 2010 auprès de collégiens de 3e(fin du premier cycle du secondaire et de la scolarisation obligatoire), nous analysons et mettons en évidence des interprétations contrastées de ces héritages par les élèves majoritaires et les élèves minoritaires, respectivement alimentées par les catégories du débat public et les récits familiaux. Nous montrons, à la suite des travaux relevant de la sociologie des programmes scolaires, que l’apprentissage de la citoyenneté à la lumière de ces héritages historiquesrésulte de la confrontation des élèves aux discours et savoirs issus des différents espaces auxquels ils prennent part. Mais il est surtout le produit de leur prise de position face à ces héritages historiques, selon leurs expériences sociales et le rôle qu’ils confèrent à ces histoires dans la construction d’une identité et une appartenance communes. 
Exploring the Development of Special Education Professional Knowledge of Teachers in Ordinary Schools from the Perspective of the Inclusive Education (Advances in Educatio; vol. 10, no. 3) Año de publicación: 2020 Autor: Chi-Man Tong | Kim-Cho Ng This paper discusses problems related to the acculturation of dislocated Chinese ethnic minority students and provides suggestions for future improvement. 从融合教育角度探讨普通学校教师的特教专业知能发展 (教育进展; vol. 10; no. 3) Año de publicación: 2020 Autor: 董志文 | 伍剑佐 文章探讨中国异地就读的少数民族学生的文化适应问题，并对如何改变和提升这些学生的文化适应提出相关建议。 
An Effective Way to Strengthen the Ecological Civilization Education of College Students (Advances in Education; vol. 11, no. 4) Año de publicación: 2021 Autor: Lijiao Ma Using Tsinghua University and Nankai University as two examples, this paper discusses different ways of carrying out ecological education in Chinese universities. 加强大学生生态文明教育的有效途径探索 (教育进展; vol. 11, no. 4) Año de publicación: 2021 Autor: Lijiao Ma 本文以清华大学和南开大学为例，探讨在中国的大学中开展生态文明教育的有效途径。 
Race, Culture and Institution: The Construction of National Identity in Singapore’s Bilingual Policy (Advances in Social Sciences; vol. 10, no. 4) Año de publicación: 2021 Autor: Zhang Lifang This paper introduces the bilingual education policy in Singapore, and discusses how the policy has contributed to the construction of national identity in Singapore. 种族·文化·制度: 新加坡双语政策中的国家认同构建 (社会科学前沿; vol. 10, no. 4) Año de publicación: 2021 Autor: Zhang Lifang 本文介绍了新加坡的双语教育政策，并探讨了相关政策与国家认同建构的关系。 
Feasibility study: establishment of an international centre for the promotion of human rights at the local and regional levels in Graz, Austria, under the auspices of UNESCO Año de publicación: 2017 Autor: Vandenhole, Wouter On 3 November 2016, the Government of the Republic of Austria requested (annexed to this report) the Director-General of UNESCO to initiate all necessary steps for the establishment of an International Centre for the Promotion of Human Rights at the Local and Regional Levels (hereafter: ‘the Centre’) in Graz (Styria, Austria) as a UNESCO Category 2 Centre, in application of the Integrated Comprehensive Strategy for Category 2 Institutes and Centres under the Auspices of UNESCO, adopted by the General Conference at its 37th session (res. 37 C/Resolution 93). This application stems from the long-standing commitment and efforts by the Government of the Republic of Austria, the Federal State of Styria and the City of Graz to further the implementation of human rights, both within the country and globally. The Centre will contribute, through research, capacity-building, information-sharing and international collaboration, to UNESCO programmes relating to Sustainable Development Goals 10, 11 and 16 of the 2030 Agenda for Sustainable Development, as well as to urban inclusion-related commitments of the New Urban Agenda. As regards the latter, the Centre is equally expected to feed into the work of the International Coalition of Inclusive and Sustainable Cities – ICCAR and its European Chapter, as well as into UNESCO urban initiatives and platforms. Feasibility study: establishment of an international centre for the promotion of human rights at the local and regional levels in Graz, Austria, under the auspices of UNESCO Año de publicación: 2017 Autor: Vandenhole, Wouter On 3 November 2016, the Government of the Republic of Austria requested (annexed to this report) the Director-General of UNESCO to initiate all necessary steps for the establishment of an International Centre for the Promotion of Human Rights at the Local and Regional Levels (hereafter: ‘the Centre’) in Graz (Styria, Austria) as a UNESCO Category 2 Centre, in application of the Integrated Comprehensive Strategy for Category 2 Institutes and Centres under the Auspices of UNESCO, adopted by the General Conference at its 37th session (res. 37 C/Resolution 93). This application stems from the long-standing commitment and efforts by the Government of the Republic of Austria, the Federal State of Styria and the City of Graz to further the implementation of human rights, both within the country and globally. The Centre will contribute, through research, capacity-building, information-sharing and international collaboration, to UNESCO programmes relating to Sustainable Development Goals 10, 11 and 16 of the 2030 Agenda for Sustainable Development, as well as to urban inclusion-related commitments of the New Urban Agenda. As regards the latter, the Centre is equally expected to feed into the work of the International Coalition of Inclusive and Sustainable Cities – ICCAR and its European Chapter, as well as into UNESCO urban initiatives and platforms.