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“Why Do We Have to We Apologize for It All the Time, We Can’t Help it”: History Education between Memory-Pedagogy Challenges and Fantasies about Effectiveness Année de publication: 2006 Auteur: Matthias Proske The original title: “Wieso Müssen Wir Uns Jedes Mal Wieder dafür Entschuldigen, Wir Können Doch Gar Nichts Mehr Dafür”: Geschichtsunterricht zwischen Erinnerungspädagogischen Herausforderungen und Wirksamkeitsphantasien(Widerstand sachunterricht, 7, pp. 1–10)Against the background of public expectations on the schools’ history education, the article connects a theoretical analysis of the changes in the German historical culture and their consequences for history education about the Holocaust and Nazism with a discussion about how students and teachers take on these themes in educational practice. This is exemplified with a case study from a 9th grade history class. 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. 
Between Transmission and Conflict Mediation: On the Handling of “Problematic” Forms of Appropriation of Nazi History in Multicultural School Classes Année de publication: 2000 Auteur: Bernd Fechler The original title: Zwischen Tradierung und Konfliktvermittlung: Über den Umgang mit “Problematischen” Aneignungsformen der NS-Geschichte in Multikulturellen Schulklassen(Erziehung nach Auschwitz” in der multikulturellen Gesellschaft: Pädagogische und soziologische Annäherungen, pp.1-18) Discussion of the challenges of Holocaust education a multicultural setting, based on a case when a German 10th grade class visited an exhibition about the Nazi period, something which led to an intense conflict between “German” and “immigrant” students.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 
Addressing Anti-Semitism: why and how? a guide for educators Année de publication: 2007 Auteur institutionnel: Organization for Security and Co-operation in Europe (OSCE) These guidelines provide suggestions for teachers and other educators who feel the need to address issues pertaining to contemporary anti-Semitism. Recognizing that the context may vary in every country, or even in individual classrooms, this document provides educators with a general overview of common manifestations of contemporary anti-Semitism, as well as with some key educational principles and strategies for addressing this complex and challenging subject. Aborder l'antisémitisme: pourquoi et comment? Un guide pour les éducateurs Année de publication: 2007 Auteur institutionnel: Organization for Security and Co-operation in Europe (OSCE) Ces instructions générales apportent des conseils et indications aux enseignants et autres éducateurs qui doivent aborder des sujets liés à l'antisémitisme contemporain. Ce document, qui reconnaît que le contexte varie selon le pays et selon la composition de la salle de classe, donne aux éducateurs un aperçu général des manifestations courantes de l'antisémitisme contemporain, et formule des principes éducatifs clés et des stratégies pour traiter de ce sujet complexe et délicat. 
“Just Don’t Moralize!” Emotional Processes in the Pedagogical Engagement with National Socialism Année de publication: 2008 Auteur: Gudrun Brockhaus The original title: “Bloß nicht moralisieren!” Emotionale Prozesse in der pädagogischen Auseinandersetzung mit dem Nationalsozialismus(Einsichten und Perspektiven, Bayerische Zeitschrift für Politik und Geschichte, 1(8), pp. 28–33.) The article is a critical reflection on the outcomes of an empirical study (Kühner 2008; Kühner et al. 2008), based on a psychological/psychoanalytical perspective: how should we deal with emotions when dealing with the Holocaust? The author highlights the teachers’ very high expectations regarding the emotional Betroffenheit, the pressure on consensus, and the tabooisation of “political incorrectness” in the classroom, tendencies that can lead to a problematic teacher-student relationship. Thus, teachers encounter specific didactical difficulties and show a certain lack of self-assertion. Brockhaus assumes that this is based on how the teacher relates, as a person and as a pedagogue, to the heritage of National Socialism. Brockhaus concludes by insisting on the necessity to reflect openly, as students and as teachers, on the emotional processes and the reluctance caused by the topic of the Holocaust in this society. 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 
Capacity Building Workshop on the Prevention of Violent Extremism through Education in West Africa and the Sahel: Final Report Année de publication: 2017 Auteur institutionnel: UNESCO Dakar | Institut de la Francophonie pour l'éducation et la formation (IFEF) The capacity building workshop for the countries of West Africa and the Sahel, was organized in close collaboration with IICBA and APCEIU from 9 to 11 May 2017 in Dakar. The following countries participated in the meeting: Côte d’Ivoire, Cameroon, Guinea‐Bissau, Liberia, Mali, Mauritania, Niger, Senegal, Sierra Leone and The Gambia.This workshop was organized on the basis of a long‐standing partnership between UNESCO and the International Organization of La Francophonie (OIF), which strengthens its action on PVE. The regional workshop on capacity building for the prevention of violent extremism through education mainly used UNESCO materials and those for youth promoted by OIF. This workshop is a follow‐up to a similar initiative for education stakeholders of East and Southern Africa, organized in Addis Ababa in February 2017 by UNESCO through its International Institute for Capacity Building in Africa (IICBA).The overall objective of the workshop was to guide the countries of West Africa and the Sahel towards the Prevention of Violent Extremism (PVE). This includes familiarization with key issues, challenges, and opportunities identified to implement and further stimulate the implementation of the PVE strategy at the country level. 
Ocean Literacy for All: A Toolkit (IOC Manuals and Guides, 80) Année de publication: 2017 Auteur: Francesca Santoro | Selvaggia Santin | Gail Scowcroft | Géraldine Fauville | Peter Tuddenham Auteur institutionnel: UNESCO Venice Ocean literacy programs and projects, until now, have been mainly focusing on developing resources, lesson plans and activities targeting Science, Technology, Engineering and Mathematics (STEM) education. Currently, and in particular after the adoption of the Sustainable Development Goal (SDG) 14, we have assisted to a shift in the focus towards the inclusion of approaches closer to those developed under the UNESCO framework of Education for Sustainable Development (ESD).ESD aims to improve access to quality education on sustainable development at all levels and in all social contexts, to transform society by reorienting education and help people develop knowledge, skills, values and behaviors needed for sustainable development. Individuals are encouraged to be responsible actors who resolve challenges, respect cultural diversity and contribute to creating a more sustainable world. This publication is made of two parts. The first part presents the history of ocean literacy, and describes its framework made of 7 essential principles, and connects them to international ocean science programs that contributes to enhancing ocean knowledge and observations. Moreover, marine scientists and educators were interviewed to share their professional experiences on ocean literacy as well as their views on its future. The last chapter of part 1 describes the existing challenges to marine education, as well as the path for the development of successful ocean literacy activities in the context of the 2030 Agenda. One of the most important factors identified is related to the creation of multi-sector partnerships among the education, government, and private sector that have jointly built ocean literacy programs for all formal educational levels from the primary school to the university level as well as for non-formal learners. Worldwide examples of such programs are presented. The second part, after introducing the methodological approach based on the multi-perspective framework for ESD developed by UNESCO, presents 14 activities that could provide tested examples and support for the implementation of marine education initiatives. The aim is not to provide a one size-fits-all ready to use collection, but rather to offer support and examples of what could be then adapted for different geographical and cultural contexts. The resources are designed to be relevant for all learners of all ages worldwide and to find their application in many learning settings, while in their concrete implementation they will, naturally, have to be adapted to the national or local context. Cultura oceánica para todos: kit pedagógico (COI Manuales y guías, 80) Année de publication: 2017 Auteur: Francesca Santoro | Selvaggia Santin | Gail Scowcroft | Géraldine Fauville | Peter Tuddenham Auteur institutionnel: UNESCO Venice Más que un concepto, la cultura oceánica es una herramienta fundamental para mejorar el conocimiento sobre el océano y estimular la participación activa de los ciudadanos y de las partes interesadas en la implementación de acciones sostenibles. Es también una manera de promover prácticas de producción sostenible, formular sólidas políticas públicas marinas, promover una ciudadanía más responsable, y animar a los jóvenes a iniciar una carrera en la economía azul o en las ciencias oceánicas. Esta publicación pretende describir y revisar los actuales enfoques, iniciativas, programas y proyectos sobre cultura oceánica. La primera parte ilustra los principios esenciales de la cultura oceánica y evidencia el conocimiento científico subyacente a través de estudios de casos, datos históricos e información cultural. Asimismo, muestra los esfuerzos actuales que realiza la cultura oceánica desde una perspectiva multidisciplinaria mediante entrevistas a expertos, educadores y científicos que trabajan y estudian en todo el mundo. La segunda parte presenta catorce actividades que proporcionan herramientas y buenas prácticas basadas en las competencias clave necesarias para que alumnos de todas las edades conozcan y se comprometan activamente con los temas sobre el desarrollo sostenible. Estas actividades pueden ser adaptadas a las necesidades y a los recursos disponibles. Las referencias adicionales que se proporcionan sirven para ampliar la información de los temas propuestos. Con este manual, la UNESCO y su Comisión Oceanográfica Intergubernamental (COI) pretenden que los países y las partes interesadas participen en el desarrollo de actividades interdisciplinarias y culturalmente diversas sobre cultura oceánica a escala mundial. 
Education and Disability: Analysis of Data from 49 Countries (UIS Information Paper No. 49) Année de publication: 2018 Auteur institutionnel: UNESCO Institute for Statistics (UIS) Sustainable Development Goal (SDG) 4 calls for “inclusive and quality education for all”. Persons with a disability are among the population groups most likely to suffer from exclusion from education but data that permit an analysis of the links between disability and education remain scarce.This paper examines educational disparities linked to disability based on data from 49 countries and territories for five education indicators: Proportion of 15- to 29-year-olds who ever attended school Out-of-school rate (primary school age, lower secondary school age) Completion rate (primary education, lower secondary education) Mean years of schooling of the population 25 years and older Adult literacy rate (population 15 years and older) 
The Write for Rights: A Human Rights Education Pack Année de publication: 2015 Auteur institutionnel: Amnesty International This education pack contains five activities on human rights for young people. It can be used as an introduction to human rights, to global solidarity, to campaigning and activism, and to the wider work of Amnesty International. The activities provide a broad perspective on these issues and others.They are useful in opening young people’s minds to global concerns and involving them in actions which can have a real impact on people’s lives.The activities can be run at any time, but will be most effective either before or during the time of Amnesty International’s ‘Write for Rights’ campaign, which this year runs from 4 to 17 December. By working on these cases and taking part in the campaign, young people will know that they are part of a massive global movement of people. They – and you – can bring about a real improvement in the lives of the people featured in the following pages.