Recursos
Exploren una amplia gama de recursos valiosos en GCED para profundizar su comprensión y promover su búsqueda, incidencia, enseñanza y aprendizaje.
1,448 resultados encontrados
Securitisation, Counterterrorism and the Silencing of Dissent: The Educational Implications of Prevent Año de publicación: 2016 Autor: Aislinn O'Donnell Autor corporativo: Society for Educational Studies | Taylor & Francis Le présent document décrit quelques impacts de la législation antiterroriste, y compris la prévention, sur l’approche pédagogique et les établissements d'enseignement. Le concept de « radicalisation » qui figure au cœur de la stratégie « Prévenir » est contesté dans le domaine de la lutte contre le terrorisme. Toutefois, les éducateurs sont maintenant en mesure d'identifier et d’orienter les élèves « en voie de radicalisation ». Sur la base de l'expérience de l'enseignement dispensé aux prisonniers de l'IRA et de l'INLA dans la République d'Irlande, l'auteur décrit un ensemble de principes philosophiques et éthiques qui devraient soutenir l'éducation. On fait valoir l’idée que l'éducation ne doit pas être subordonnée aux questions de sécurité et de renseignement pour des raisons pragmatiques, éducatives et éthiques. 
Global Citizenship in the English Language Classroom Año de publicación: 2008 Autor: Susan Hillyard | Elena Tarasheva | Clarissa Jordão | Francisco Fogaça | Esperanza Revelo Jiménez | Sabiha Khuram | Telma Gimenez | Vanessa Andeotti Autor corporativo: British Council This booklet contains a collection of papers on global citizenship in language education around the world. It provides theoretical frameworks and practical applications in different contexts.Following on from Audrey Osler and Hugh Starkey’s 'Citizenship and Language Learning: international perspectives', published in 2005, this collection aims at offering ideas and practical suggestions on how teachers around the world have tackled the teaching of English within a citizenship education perspective. There are seven chapters, from authors working in different parts of the world, such as Argentina, Bulgaria, Brazil, Colombia, and Pakistan.There are five report style chapters that deal with courses, teaching materials, research and curriculum innovation. The two remaining contributions can be seen as proposals for implementation of a global citizenship perspective in English language classrooms.The diverse interpretations teachers of English around the world have been giving to the task of promoting global citizenship in their classrooms are reflected in this collection with understandings that range from a more prescriptive approach to a transformational one. They bring the potential for new approaches to be tried out in different contexts. The aim is to inspire teachers to experiment and evaluate the results. 
All Together Now!: A Whole School Approach to Anti-bullying Practice Año de publicación: 2010 Autor corporativo: Save the Children All Together Now! provides learning and examples of good practice for teachers and school management teams, in order to encourage a culture in which bullying is less likely to occur. In particular, this report recognises the benefits of two strategies to instil an anti-bullying culture within any school. First, it describes a whole school approach to tackling bullying and promoting positive behaviour, with children and young people participating in their school’s decision-making processes. Positive changes in school anti-bullying policy, together with the ongoing development of better professional practice and peer support, are more likely if everyone connected to the school is informed and offered the opportunity to play a part. Second, All Together Now! demonstrates how creating an effective anti-bullying ethos is dependent upon creating a ‘telling environment’. To achieve this, pupils, staff, and parents and carers need to be consulted and involved. 
Child Rights Education Toolkit: Rooting Child Rights in Early Childhood Education, Primary and Secondary Schools Año de publicación: 2014 Autor corporativo: United Nations Children's Fund (UNICEF) This toolkit, developed by UNICEF, defines what is meant by child rights education and the child rights approach. It explains the relevance of child rights education to UNICEF’s mission and the ways in which education can take place in a range of contexts--including with professionals, caregivers, the corporate sector, the media, and children’s groups. The audience of this toolkit is therefore intended to be UNICEF National Committees, UNICEF country offices, UN agencies working on child rights education (CRE), governments, and other civil society organisations, NGOs, and academic institutions.Although this Toolkit focuses on child rights education in the formal learning environment (early childhood education settings, primary and secondary schools), it is hoped that it will also be useful for those working to promote child rights education through other channels, such as in the media, with children’s organizations and through children’s involvement in advocacy.For more information check the UNICEF webpage. 
Science and Global Citizenship Autor corporativo: Oxfam GB Nurturing global scientists is key to the creation of a clean and fairer world for the future. A global citizenship approach enables learners to appreciate the relevance of science and investigate how it can be used to answer vital questions to global challenges.This guide includes practical advice for embedding global citizenship in topic areas like health and disease, water and climate change. It also has handy links to teaching resources which can be used in your lessons. The end of national models? Integration courses and citizenship trajectories in Europe Año de publicación: 2007 Autor: Dirk Jacobs, Andrea Rea Several European countries have recently introduced, or are planning to introduce, citizenship trajectories (voluntary or obligatory inclusion programmes for recent immigrants) or citizen integration tests (tests one should pass to be able to acquire permanent residence or state citizenship). Authors such as Joppke claim that this is an articulation of a more general shift towards the logic of assimilation(and away from a multicultural agenda) in integration policy paradigms of European states. Integration policies would even be converging in such a fashion that it would no longer make sense to think in terms of national models for immigrant integration. The empirical fact of diffusion of civic integration policies throughout Europe cannot be denied. This paper claims that there is, however, still sufficient distinctiveness between immigrant integration policies in order to continue and use an analytical framework that distinguishes national models. 
D’une pensée coloniale à une pensée du colonial ?: La question de la restitution des œuvres africaines issues de la colonisation Año de publicación: 2019 Autor: Aurélie Duvivier En 2013, le Musée de Tervuren fermait ses portes pour la première grande rénovation de son histoire. Ce samedi 8 décembre 2018, flambant neuf, il a pu à nouveau accueillir des visiteurs. Comme nous le fait remarquer le magazine Culture Remains, au fil des temps, le musée a changé de dénominations : appelé successivement Musée du Congo, Musée du Congo belge puis Musée Royal de l’Afrique centrale, son nom a été dorénavant anglicisé en Africa Museum, l’ancrant ainsi symboliquement dans son époque. Mais ce n’est pas tout : considéré comme « trop colonialiste » par certains, la rénovation a permis une profonde modification de la scénographie plus en adéquation avec la pensée de son siècle. 
Identity, DNA Typing and Citizenship: Philosophical Reflections Año de publicación: 2010 Autor: Marie-Hélène Parizeau Autor corporativo: Sociologie et sociétés In a context of globalization, migratory flows and the hunt for terrorists, how are biometrics, and, more specifically, the notion of the human DNA Typing, changing the individual’s relationship to his or her citizenship ?To try to answer this question, we review some of the theoretical aspects of citizenship and briefly outline the history of identification measures linked to the advent of citizenship. We then examine the current context of the use of biometrics for identification purposes and the reasons for its use as cited by the European Community and the United States. We more particularly look at the case of the human DNA Typing, using examples from Canada and the United States. The genetic footprint is related to personal identity based on Paul Ricoeur’s concept of narrative identity. We show how the ethno-racial criteria used by biometrics, together with the ideology of multiculturalism, are constructing, in the West, a new narration of the Other, of foreigners, which excludes them from the sphere of citizenship. Identité, empreinte génétique et citoyenneté: réflexions philosophiques Año de publicación: 2010 Autor: Marie-Hélène Parizeau Autor corporativo: Sociologie et sociétés Dans quelle mesure la biométrie, et plus spécifiquement l’empreinte génétique, dans un contexte de globalisation, de flux migratoires, et de chasse au terrorisme, vient-elle modifier le rapport de l’individu à sa citoyenneté ?Pour tenter de répondre à cette question, nous rappellerons quelques aspects théoriques de la citoyenneté. L’historique des mesures d’encartement liées à l’avènement de la citoyenneté y sera aussi rapidement présenté. Nous évoquerons ensuite le contexte actuel de l’usage de la biométrie à des fins d’identification et les motifs invoqués par la Communauté européenne et les États-Unis. Nous examinerons plus attentivement le cas précis de l’empreinte génétique avec les exemples du Canada et des États-Unis. Finalement, l’empreinte génétique et l’identité personnelle seront mises en relation à partir du concept d’identité narrative de Paul Ricoeur. Nous montrerons comment les critères ethno-raciaux utilisés par la biométrie ; concomitamment avec l’idéologie du multiculturalisme ; construisent une nouvelle narration occidentale de l’Autre, qui l’exclut de la sphère de la citoyenneté. 
The Do's and Don’ts of Global Citizenship Education Año de publicación: 2015 Autor: Carlos Alberto Torres | Jason Nunzio Dorio Autor corporativo: Éducation des Adultes et Développement UNESCO is promoting Global Citizenship Education (GCED), not only creating a new global norm in education but also a new analytical perspective. The concept of global citizenship is ambiguous and complex, we need a theoretical clarification of what it means and what it could mean. The purpose of the article is therefore to briefly introduce a Global Multicultural Democratic Citizenship theory of GCED and highlight the implications of GCED for adult education.