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[Video] Preventing Violent Extremism (English w/subtitles) Année de publication: 2017 Auteur institutionnel: Inter-agency Network for Education in Emergencies (INEE) The number of violent extremist attacks committed across the world has increased sharply in recent years. And there are more attacks on schools and students than ever before. So, why is this happening and what can be done to change this pattern?The Inter-Agency Network for Education in Emergencies (INEE) has developed a whiteboard video to illustrate education’s role in preventing violent extremism (PVE). The 5-minute video -- available in English, Arabic, French, Spanish, and Portuguese -- looks at some definitions of PVE and education’s role in fostering inclusive and equitable environments, encouraging critical thinking, promoting tolerance and respect for diversity, and thereby contributing to wider social cohesion and the reduction of violence in all forms.For further information on education and PVE, please visit the INEE website (www.ineesite.org/preventing-violent-extremism), where you can find key activities and resources, including a curated catalogue of PVE resources. [Vídeo] Previniendo el Extremismo Violento (subtítulos en español) Année de publication: 2017 Auteur institutionnel: Inter-agency Network for Education in Emergencies (INEE) El número de ataques extremistas violentos cometidos en todo el mundo ha aumentado considerablemente en los últimos años. Y hay más ataques que nunca en las escuelas y hacia estudiantes. Entonces, ¿por qué está sucediendo esto y qué se puede hacer para cambiar este patrón?La Red Interinstitucional para la Educación en Situaciones de Emergencia (INEE) ha desarrollado un video de pizarra para ilustrar el papel de la educación en la prevención del extremismo violento (PVE). El video de 5 minutos - disponible con subtítulos en inglés, árabe, francés, español y portugués - examina algunas definiciones de PVE y el papel de la educación en fomentar ambientes inclusivos y equitativos, fomentar el pensamiento crítico, promover la tolerancia y el respeto a la diversidad, Contribuyendo así a una mayor cohesión social ya la reducción de la violencia en todas sus formas.Para más información sobre educación y PVE, visite el sitio web de la INEE (www.ineesite.org/preventing-violent-extremism), donde encontrará actividades clave y recursos, incluyendo un catálogo de recursos de PVE. 
Media and Information Literacy: Reinforcing Human Rights, Countering Radicalization and Extremism (The MILID Yearbook, 2016) Année de publication: 2016 Auteur: Jagtar Singh | Paulette Kerr | Esther Hamburger Auteur institutionnel: UNESCO | Alliance of Civilizations Media and Information Literacy (MIL) is a strong tool, cutting across educational, cultural and social contexts. It can help overcome disinformation, stereotypes and intolerance conveyed through some media and in online spaces. Here, stimulating critical empathy is one of the vital components and there are many stakeholders that have a role to play in this dimension of MIL.This year’s edition is focused on a highly relevant theme of “Media and Information Literacy: Reinforcing Human Rights, Countering Radicalization and Extremism”. It is a relevant reference point to initiate discussion and offer perspectives to stakeholders seeking to apply MIL as a tool to counter violent extremism. There is evident need for evidence-based research, assessment and evaluation that can provide insight into the impact of media and information literacy on societies. UNESCO trusts that this publication will contribute to ongoing scholarship and debate on these key topics.For media and other information providers to serve their purpose, we need critical minds in the public, which means to develop MIL programmes at the national, regional and international levels. 
INEE Thematic Paper: An Introduction to Education and Preventing Violent Extremism Année de publication: 2017 Auteur institutionnel: Inter-agency Network for Education in Emergencies (INEE) This paper was conceptualized and developed by the INEE Education Policy Working Group subgroup on Youth, Violence and Peacebuilding. Though there remains limited consensus on how to define violent extremism, this paper highlights some of the more commonly used concepts and working definitions, presents current thinking and up-to-date research, and provides some examples of how education can contribute to preventing violent extremism. INEE does not take a particular stance.The paper is the most recent addition to the INEE’s work gathering resources on education and preventing violent extremism (PVE) from around the world, which may help policy-makers, teachers, principals, trainers, and researchers understand better the link between education and violent extremism and promote the positive ‘face’ of education. Documento temático de la INEE: una introducción a la educación y la prevención del extremismo violento Année de publication: 2017 Auteur institutionnel: Inter-agency Network for Education in Emergencies (INEE) Sigue habiendo un consenso limitado sobre cómo definir el extremismo violento. Este documento destaca algunos de los conceptos y definiciones comúnmente utilizadas, aunque la INEE no adopta ninguna particular.El documento presenta el pensamiento actual y la investigación actualizada, y proporciona algunos ejemplos de cómo la educación puede contribuir a la prevención de la violencia. Document thématique de l'INEE: Introduction à l'éducation et prévention de l'extrémisme violent Année de publication: 2017 Auteur institutionnel: Inter-agency Network for Education in Emergencies (INEE) Le sous-groupe de travail sur la jeunesse, la violence et la consolidation de la paix du Groupe de travail sur les politiques d'éducation de l'INEE a eu l'idée de cette thématique et a développé le document.Le consensus sur la définition de l'extrémisme violent reste limité. Cet article présente certains des concepts et des définitions pratiques les plus usuels, sachant toutefois que l'INEE ne prend pas de position sur la question. Le document présente les réflexions actuelles et la recherche à jour, et fournit quelques exemples de la façon dont l'éducation peut contribuer à la prévention de la violence. 
Let's Decide How to Measure School Violence (Policy Paper 29) Année de publication: 2017 Auteur institutionnel: UNESCO Violence in schools and other education settings causes serious harm to children and adolescents that can last into adulthood. As the UN World Report on Violence against Children observed, it is a global phenomenon (Pinheiro, 2006). Policies, laws and strategies to prevent school-related violence depend on accurate knowledge of its global prevalence, trends and effects, but such evidence is lacking.In schools, manifestations of violence include bullying, corporal punishment, verbal and emotional abuse, intimidation, sexual harassment and assault, gang activity and the presence of weapons. While attention usually focuses on extreme events, the more common and often unnoticed forms of violence cause the greatest harm to the education experience of children and adolescents. These tend to be under-reported, as they often involve taboos.To collect data on aspects of violence in schools, large-scale, multi-country school-based surveys are increasingly used; some countries also have well-established monitoring mechanisms. Overall, however, consistent evidence on the global prevalence and trends of school-related violence is lacking. To ensure reliable data is gathered, action is needed to bridge differences between the various monitoring methods. This paper, launched to coincide with the International Symposium on School Violence and Bullying: From Evidence to Action, in Seoul, Republic of Korea (January 17–19, 2017), aims to inform the current debate and propose options for the future. 
Empowering Global Citizens: A World Course Année de publication: 2016 Auteur: Fernando Reimers | Vidur Chopra | Connie K. Chung | Julia Higdon | E. B. O'Donnell The world is changing rapidly and shcools must evolve to prepare young people to invent the future. Reinventing education requires thinking anew about how to help students develop competencies that will empower them as architects of their own lives and contributing members of their communities. Drawing on a synthesis of research and practice in global citizenship education, this book presents The World Course - a rigorous and coherent curriculum to foster student agency, empathy, and deep knowledge and skills to recognize the biggest global challenges and opportunities of our times, and to advance sustainability, human rights, and peace. Integrating current thinking on twenty-first-centry competencies and deeper learning, and deploying pedagogies that cultivate student responsibility, imagination, and creativity, such as project-based learning and design thinking, this book is a blueprint to reinvent education to empower global citizens. 
Media and Information Literacy for the Sustainable Development Goals (The MILID Yearbook 2015) Année de publication: 2015 Auteur: Jagtar Singh | Alton Grizzle | Sin Joan Yee | Sherri Hope Culver Auteur institutionnel: International Clearinghouse on Children, Youth and Media (Sweden) In the year 2000, governments and development partners all over the world agreed on eight global development targets called the Millennium Development Goals (MDGs). The year 2015 is a pivotal year as it marks the end of the period during which the MDGs were to be reached and the year in which new global development targets are to be set. These new targets are referred to as the Post-2015 Sustainable Development Goals (SDGs). This process is in its highest gear with ongoing debates and consultative meetings/initiatives globally both online and offline. While much progress has been made, achievement of the MDGs has been mixed across countries. The centrality of information and communication to development is irrefutable. The MILID Yearbook provides a case for media and information literacy (MIL) as a tool for open and inclusive sustainable development.The 2015 edition of the MILID Yearbook displays how media and information literacy can be helpful in facilitating progress and achievement of the sustainable development goals. It is sincerely hoped that the articles in this yearbook will go a long way to sensitize the stakeholders about the role and value of MIL in sustainable development of one and all across frontiers. 
Quelques constats à propos de la transmission scolaire de la Shoah en Suisse This study is based on interviews conducted among teachers from the French-speaking cantons of Switzerland to determine how the history and memory of the Shoah are transmitted in the schools: it is at the intersection of the teaching of history and of social perception. The interviews reveal the high standards the teachers set for themselves. Consequently, they are caught between their own perception of the uniqueness of the Shoah and their concern that its exceptional nature might not be shared by their students. Thus, the combination of the exceptional nature of the subject and the teachers’ concern becomes a veritable pedagogical leitmotif that translates both the strength of their conviction and their difficulty in expressing it through effective teaching strategies. It is one of the factors that lead certain teachers to compare the Shoah with other genocides. And yet, when these teachers broach the subject of genocide in a comparative way, the uniqueness of the Shoah stands out, in their eyes, and is reinforced by the strong identification that a majority of them feel with the victims. (By the author)