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Etnoscience Année de publication: 2014 Auteur: María del Carmen Ararat Córdoba | Alexandra Riveros Rueda | Andrés Eduardo González | Arturo Grueso Bonilla | Ángela Patricia Valencia Salas Auteur institutionnel: Bogotá. Secretaría de Educación del Distrito (SED) These materials contribute with contents and select activities to help teachers impart knowledge on the study of the Afro-Colombian culture, helping to include this knowledge into their curricular plans. The first material is a book written by the teacher Maria del Carmen Ararat Córdoba, which studies Afro-Colombian identities in Colombia. The second one is called ethno science, a pedagogical perspective of the Afro-Colombian studies for the teaching process of natural science, in which raises a science that recognizes that each group of people that have inhabited our world have made a meaningful explanation of their surroundings. The third one is called African Ethno mathematics, which seeks to recover the relation between mathematical knowledge and reality, making visible the human groups that made it possible and finding new pedagogical perspectives to make the experience of teaching mathematics as inclusive, intercultural and participative process. Etnomatemátic un Africain Année de publication: 2014 Auteur: María del Carmen Ararat Córdoba | Alexandra Riveros Rueda | Andrés Eduardo González | Arturo Grueso Bonilla | Ángela Patricia Valencia Salas Auteur institutionnel: Bogotá. Secretaría de Educación del Distrito (SED) Ces matériaux contribuent avec le contenu et choisir des activités pour approcher les enseignants à l'étude de la culture afro-colombienne, en aidant à inclure ces connaissances dans leurs plans curriculaires. Le premier matériau est un livre écrit par le professeur Maria del Carmen Ararat Córdoba, qui étudie les identités afro-colombiennes en Colombie. La seconde est appelée la science ethno, une perspective pédagogique des études afro-colombiennes pour le processus d'enseignement des sciences naturelles, en ce qui soulève une science qui reconnaît que chaque groupe de personnes qui a habité notre monde a fait une explication significative de leur environnement . Le troisième est appelé mathématiques africaine Ethno, qui cherche à récupérer la relation entre la connaissance mathématique et la réalité, ce qui rend visible les groupes humains qui ont permis et de trouver de nouvelles perspectives pédagogiques pour faire l'expérience de l'enseignement des mathématiques comme processus inclusif, interculturel et participative. 
Educación para la ciudadanía global crítica Année de publication: 2020 Auteur: Alejandra Boni | Sergio Belda-Miquel | Carola Calabuig-Tormo Auteur institutionnel: Editorial Síntesis Este libro presenta la propuesta de la educación para la ciudadanía global crítica. Se trata de una invitación a articular una educación transformadora que resulte adecuada para generar una ciudadanía consciente, activa, movilizada, capaz de autoorganizarse, de oponer resistencias, de proponer alternativas y de encontrar caminos distintos ante la actual crisis multidimensional que ataca las bases de la convivencia y las propias condiciones que permiten la vida en el planeta.Las autoras y el autor del presente libro pretenden que este texto sirva, precisamente, para adquirir esa conciencia y para descubrir caminos para ponerla en práctica. Aunque se centra sobre todo en el ámbito educativo formal, ofrece también propuestas y reflexiones para el ámbito no formal y el informal e, incluso, para el diseño de políticas públicas. 
The Effects of Global Citizenship Education in Elementary English Education (English Language Teaching; Vol. 31, No.4) Année de publication: 2019 Auteur: Hoodong Kang | Jihyun Park Auteur institutionnel: Pan-Korea English Teachers Association (PKETA) The purpose of this study was to investigate the effects of global citizenship education which mainly focused on 'values, perceptions and attitudes' at the elementary school level. This study used pre- and post self-evaluation sheets to examine the effects of global citizenship program that was applied into an elementary school English classes for 5 months. Teaching materials, including teaching plans were developed based on the current elementary school textbook. Queries of the self-evaluation sheet were designed to identify student's global citizenship demonstrated in English classes. The self-evaluation test results were collected from 116 elementary school students in the experimental group and 120 elementary school students in the control group. The results implied that the global citizenship education could be meaningfully and successfully applied into English classes at the elementary school level. The research data showed that the global citizenship program has positively influenced students' cognition in terms of their interests in the world peace pursuit and the measures for the relief. The data also presented that students perceived English learning as the necessity of understanding world cultures. 초등영어교육에서의 세계시민교육 효과 연구 (영어교육연구; Vol. 31, No. 4) Année de publication: 2019 Auteur: 강후동 | 박지현 Auteur institutionnel: 팬코리아영어교육학회 이 연구는 초등학교 영어수업에서의 세계시민교육 활동을 개발 및 실시하고 학생들의 가치와 이에 대한 인식, 그리고 태도에 끼친 영향을 알아보고자 한다. 세계시민교육이 초등영어에서 실현 가능한지, 실제 수업의 방향을 점검하고 활성화할 수 있는지를 알아보고자 한다. 
Centros educativos transformadores: Rasgos y propuestas para avanzar Année de publication: 2018 Auteur: Guillermo Aguado de la Obra | Yénifer López Ramos | Ani Urretavizcaya Loinaz | Elisabet Santpere Baro Auteur institutionnel: Movimiento por la educación transformadora y la ciudadanía global | Oxfam Intermón | InteRed | Entreculturas | ALBOAN Este documento es un marco teórico y práctico de innovación pedagógica para la incorporación de la Educación Transformadora para la Ciudadanía Global en el centro educativo. 
Educación para la Ciudadanía Global Année de publication: 2015 Auteur: AM Ketterer Auteur institutionnel: Universitat de Barcelona | Agencia Española de Cooperación Internacional para el Desarrollo (AECID) La Educación para la Ciudadanía Global orienta los aprendizajes hacia unas finalidades que están presentes en el currículo:- Promover el sentimiento de pertenencia a una comunidad planetaria.- Descubrir la interdependencia de los derechos humanos en la globalización.- Generar una cultura de la solidaridad.- Capacitar para la acción por un desarrollo humano y sostenible.Estos aprendizajes pueden relacionarse con los intereses del alumnado y, de hecho, muchos de ellos conectan con sus vivencias de la globalización. African etnomathematics Année de publication: 2014 Auteur: María del Carmen Ararat Córdoba | Alexandra Riveros Rueda | Andrés Eduardo González | Arturo Grueso Bonilla | Ángela Patricia Valencia Salas Auteur institutionnel: Bogotá. Secretaría de Educación del Distrito (SED) These materials contribute with contents and select activities help teachers get comfortable with the study of the Afro-Colombian culture, helping to include this knowledge into their curricular plans. The first material is a book written by the teacher Maria del Carmen Ararat Córdoba, which studies Afro-Colombian identities in Colombia. The second one is called ethno science, a pedagogical perspective of the Afro-Colombian studies for the teaching process of natural science, in which raises a science that recognizes that each group of people that has habited our world has made a meaningful explanation of their surroundings. The third one is called African Ethno mathematics, which seeks to recover the relation between mathematical knowledge and reality, making visible the human groups that made it possible and finding new pedagogical perspectives to make the experience of teaching mathematics as inclusive, intercultural and participative process. Etnomatemática africana Année de publication: 2014 Auteur: María del Carmen Ararat Córdoba | Alexandra Riveros Rueda | Andrés Eduardo González | Arturo Grueso Bonilla | Ángela Patricia Valencia Salas Auteur institutionnel: Bogotá. Secretaría de Educación del Distrito (SED) These materials contribute with contents and select activities help teachers get comfortable with the study of the Afro-Colombian culture, helping to include this knowledge into their curricular plans. The first material is a book written by the teacher Maria del Carmen Ararat Córdoba, which studies Afro-Colombian identities in Colombia. The second one is called ethno science, a pedagogical perspective of the Afro-Colombian studies for the teaching process of natural science, in which raises a science that recognizes that each group of people that has habited our world has made a meaningful explanation of their surroundings. The third one is called African Ethno mathematics, which seeks to recover the relation between mathematical knowledge and reality, making visible the human groups that made it possible and finding new pedagogical perspectives to make the experience of teaching mathematics as inclusive, intercultural and participative process. 
Global Citizenship Education in the Primary Geography Curriculum of the Republic of Korea: Content Analysis Focusing on the Semantic Structure of 2009 Revised School Curriculum (Journal of the Korean Geographical Society; Vol. 49, No. 6) Année de publication: 2014 Auteur: Dongmin Lee Auteur institutionnel: Korean Geographical Society The purpose of this study is to analyze the share of global citizenship education in the 2009 Revised Social Studies (geography area) School Curriculum of the Republic of Korea. I selected the achievement standards of the geography domain in the fifth and sixth grades as the subjects of analysis. The chosen subjects were examined using content analysis: I used KrKwic, a Korean language content analysis tool, to analyze the content and drew a semantic network of the analysis results using UciNet/NetDraw. I found that the geography domain of the 2009 Revised Primary School Curriculum included the concepts of and factors of global citizenship education. However, global citizenship education did not account for a major portion of the curriculum, and the curriculum achievement standards were noticeably nation-state centered. Global citizenship education factors were not closely associated with to other related factors in fact, they even revealed a isolated pattern. These findings suggest that the inclusion of global citizenship education in primary geography education is limited, because the connections between global citizenship education and related contents, such as the environment, sustainable development, conflict, and cooperation, are probably impeded. Globalization accompanies the transformation of territories, identities, and the relations between nation-states and the world, although nation-states continue to play a significant role in the globalized worlds. Therefore global citizenship education, a educational trend focusing on the global community, is particularly important and is required in the geography curriculum of the global era. I expect that the examination undertaken in this study to contribute to future curriculum revisions regarding globalizatin and global citizenship.