Ressources
Explorez une large gamme de ressources sur le GCED afin d’approfondir votre compréhension et de renforcer vos activités de recherche, de plaidoyer, d’enseignement et d’apprentissage.
154 résultats trouvés
Policy Recommendations of Gender Equality in Education Année de publication: 2015 Auteur: Teresa Tovar Samanez Auteur institutionnel: United Nations Children's Fund (UNICEF) This document synthesizes the proposals of the Florecer Network to advance in gender equality, because we are convinced that the commitment to a more just and more human world necessarily implies the assumption of equality between men and women. Recomendaciones de Política de Igualdad de Género en Educación Année de publication: 2015 Auteur: Teresa Tovar Samanez Auteur institutionnel: United Nations Children's Fund (UNICEF) Este documento sintetiza las propuestas de la Red Florecer para avanzar en la igualdad de género, porque estamos convencidas y convencidos de que la apuesta por un mundo más justo y más humano implica necesariamente por la asunción de la igualdad entre hombres y mujeres. 
Global Citizenship Education in Australian Elementary Schools(Journal of Ethics; Vol. 137, No 1) Année de publication: 2022 Auteur: 한은영 | 추병완 Auteur institutionnel: 한국윤리학회 Global citizens think and act about the world as a universal community of borderless members who care for each other and are dedicated to taking care of the earth. Considering these visions and moral ideals, global citizenship education is an important goal and content of moral education. However, at present, we do not have a framework for dealing with global citizenship education in moral education. In this regard, Australia is the country we should pay attention to. Australia declared a national statement for global citizenship education in 2002. Since 2009, it has been reflected in the Australian curriculum. This article examines the historical development of global citizenship education in Australia, analyzes the current systems of global citizenship education system in primary schools, and investigates what Australia's approach to global citizenship education suggests for elementary moral education in Korea. In conclusion, we proposed three things. First, we must develop and apply a framework for the practice of global civic education in moral education. Second, we should emphasize the aspects of knowledge and understanding, skills and processing, behavior and participation as well as values and attitudes. Third, we must seek a balance between moderate global citizenship education and critical global citizenship education. 호주의 초등학교 세계시민교육(윤리연구; Vol. 137, No 1) Année de publication: 2022 Auteur: 한은영 | 추병완 Auteur institutionnel: 한국윤리학회 세계시민교육을 통해 우리가 길러내고자 하는 세계 시민은 서로 배려하고 지구를 돌보는 국경 없는 구성원들의 보편적 공동체로서의 세계에 관해 생각하고 행동하는 사람의 비전과 도덕적 이상을 드러내므로, 세계 시민성과 세계시민교육은 도덕교육이 다루어야 할 중요한 목표이자 내용에 해당한다. 1960년대부터 세계시민교육에 관심을 가졌던 호주는 학교 교육에서 세계시민교육을 실천하기 위한 국가 차원의 프레임워크를 이미 2002년에 발표하였고, 초등학교에서는 ‘인문학과 사회과학’, 일반 능력, 범교과 우선순위를 통해 세계시민교육에 주력하는 중이다. 이에 이 논문은 호주에서 세계시민교육의 역사적 전개를 살펴보고, 현재 초등학교에서 세계시민교육 체제를 분석하며, 호주의 세계시민교육 접근법이 초등학교 도덕 교과에서 세계시민교육의 실천에 시사하는 바가 무엇인지를 규명하였다. 
Culture of Peace and Education for Democratic Citizenship Année de publication: 2006 Auteur: Jose Tuvilla Rayo The Culture of Peace understood as the synthesis concept - sum of human rights, democracy, disarmament and sustainable human development - demands, as a humanizing response of globalization, important efforts of educational systems towards the achievement of four world social contracts ( Lisbon Group, 1995): the contract of basic needs aimed at suppressing inequalities, the cultural contract aimed at promoting tolerance and dialogue between cultures, the contract of democracy aimed at a system of world government; and, the Earth contract to promote stable and lasting human development. To do this - remembering Juan Carlos Tedesco (2001) - learning to live together, one of the pillars of 21st century education, can not be maintained in the exclusive domain of merely rhetorical adherence. Cultura de Paz y educación para la ciudadanía democrática Année de publication: 2006 Auteur: Jose Tuvilla Rayo La Cultura de Paz entendida como el concepto síntesis --suma de derechos humanos, democracia, desarme y desarrollo humano sostenible--, demanda, como respuesta humanizadora de la globalización, importantes esfuerzos de los sistemas educativos hacia la consecución de cuatro contratos sociales mundiales (Grupo de Lisboa, 1995): el contrato de las necesidades básicas destinado a suprimir las desigualdades, el contrato cultural destinado a promover la tolerancia y el diálogo entre culturas, el contrato de la democracia encaminado hacia un sistema de gobierno mundial; y, el contrato de la Tierra para promover un desarrollo humano estable y duradero. Para ello – recordando a Juan Carlos Tedesco (2001) – aprender a vivir juntos, uno de los pilares de la educación del siglo XXI, no puede ser mantenido en el terreno exclusivo de la adhesión meramente retórica. 
Holocaust Education: How Students and Teachers Experience Teaching and Learning about National Socialism and the Holocaust Année de publication: 2008 Auteur institutionnel: Bayerische Landeszentrale fürpolitische Bildungsarbeit The original title: Holocaust Education: Wie Schüler und Lehrer den Unterricht zum Thema Nationalsozialismus und Holocaust Erleben(Bayerische Zeitschrift für Politik und Geschichte, 1(8) [Themenheft Einsichten und Perspektiven]) Special issue of a Journal presenting several articles of a pilot study carried out in Bayern, focusing on the subjective experiences and representations of teachers and students when dealing with the Holocaust and with National Socialism. The above abstract is taken from the International Holocaust Remembrance Alliance Education Research Project. Please also consult the full list of abstracts in 15 languages and the accompanying publication Research in Teaching and Learning about the Holocaust: A Dialogue Beyond Borders. Ed: IHRA, Monique Eckmann, Doyle Stevick, Jolanta Ambrosewicz-Jacobs, 2017, Metropol Verlag at www.holocaustremembrance.com/resources/publications. 
The Memory of Nazism and the Migration Society: Fears, Experiences and Attributions. Intergenerational Historical Consciousness Année de publication: 2008 Auteur: Angela Kühner The original title: NS-Erinnerung und Migrationsgesellschaft: Befüchtungen, Erfahrungen und Zuschreibungen(Einsichten und Perspektiven, Bayerische Zeitschrift für Politik und Geschichte, 1(8), pp. 52-65) The articles deals with a specific part of the pilot-study (see Kühner et al. 2008) on teachers’ and students’ experiences and representations, i.e. with the dimension of a migration-society. The author suggests to use the idea of “a society of migration as a context,” instead of the “migrants as target group.” This approach allows the author to work out several ways in which the students and teachers position themselves towards the national-socialist past of German society, and how the attribution of guilt, shame or esponsibility to several groups of “Others” serves as an interactive pattern in a migration society. Migration can therefore offer on one hand a tool to project their own fears or feelings, but on the other hand, it can also offer an opportunity for dialog and a higher degree of reflexivity on the past and the present. The above abstract is taken from the International Holocaust Remembrance Alliance Education Research Project. Please also consult the full list of abstracts in 15 languages and the accompanying publication Research in Teaching and Learning about the Holocaust: A Dialogue Beyond Borders. Ed: IHRA, Monique Eckmann, Doyle Stevick, Jolanta Ambrosewicz-Jacobs, 2017, Metropol Verlag at www.holocaustremembrance.com/resources/publications. 
The Right to Education of Migrants and Refugees Année de publication: 2014 Auteur: Vernor Muñoz Villalobos The focus of this report is on those who have crossed national borders, who generally are at risk of marginalization and specifically to discrimination in the provision of education. The research addresses six core issues, the consideration of which follows an analysis of the contextual background. Attention to these issues is viewed as indispensable in meeting the educational challenges and opportunities related to migration. These core, but inevitably interrelated themes are: the legal and normative framework; social and cultural issues; language and curriculum; teachers; accreditation and lifelong learning. The preparation of the report has benefitted greatly from the active and constructive engagement of many relevant actors including Governments, international organizations, academics, non-governmental organizations and concerned individuals. Together they have offered a wealth of different perspectives and which form the basis of a number of recommendations ending the text. El Derecho a la Educación de las Personas Migrantes y Refugiadas Année de publication: 2014 Auteur: Vernor Muñoz Villalobos El objetivo de este artículo es sobre las personas que han cruzado las fronteras nacionales, quienes generalmente se encuentran en riesgo de exclusión social y se enfrentan a la discriminación en el acceso y las oportunidades educativas. El texto aborda seis temas principales, seguido de un análisis del marco contextual. La atención a estas cuestiones es indispensable para enfrentar los desafíos y las oportunidades educativas relacionadas con la migración. Los temas tratados están inevitablemente interrelacionados son el marco legal y normativo, las cuestiones sociales y culturales, el lenguaje y el currículo, los maestros, acreditación y el aprendizaje a lo largo de la vida. La elaboración de la investigación que nutre este artículo se ha beneficiado en gran medida de la participación activa y constructiva de muchas partes interesadas, incluidos los gobiernos, organizaciones internacionales, académicos, organizaciones no gubernamentales y personas interesadas. Juntos han ofrecido una gran cantidad de diferentes perspectivas y que forman la base de una serie de recomendaciones con las que termina el texto.