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[Summary] Education Under Attack 2018; Executive Summary Année de publication: 2018 Auteur institutionnel: Global Coalition to Protect Education from Attack (GCPEA) A global study of threats or use of force, either deliberate or indiscriminate, against students, teachers, academics, education support and transport staff or education officials, and against schools, universities and other education institutions carried out for political military, ideological, sectarian, ethnic or religious reasons from 2013 to 2017. [Resumen] Ataques a la Educación 2018; Resumen Ejecutivo Année de publication: 2018 Auteur institutionnel: Global Coalition to Protect Education from Attack (GCPEA) Estudio global de las amenazas o instancias de uso deliberado o indiscriminado de la fuerza contra estudiantes, docentes, académicos, personal auxiliar educativo y de transporte o funcionarios de educación, y contra escuelas, universidades y otras instituciones educativas, perpetradas con fines políticos, militares, ideológicos, sectarios, étnicos o religiosos entre 2013 y 2017. [Résumé] L’education prise pour cible 2018; Un résumé de Année de publication: 2018 Auteur institutionnel: Global Coalition to Protect Education from Attack (GCPEA) Une étude globale des menaces ou de l'usage de la force, délibérée ou non, contre les élèves, les enseignants, les universitaires, le personnel scolaire et des transports ou les agents de l'éducation; et contre les écoles, les universités et autres institutions éducatives, menées pour des raisons politiques, militaires, idéologiques, sectaires, ethniques ou religieuses de 2013 à 2017. 
[Video] Global Education Week 2018 Highlights Année de publication: 2019 Auteur institutionnel: North-South Centre of the Council of Europe This video clip shows some highlights from the 2018 edition (The world is changing: What about us?) of the Global Education Week (GEW).#GlobalEducationWeek#GEW18 
Guide d’enseignement aux citoyens du monde Année de publication: 2016 Auteur institutionnel: La Fondation Aga Khan Cette ressource est destinée aux corps enseignant des niveaux intermédiaire et secondaire et a pour but d’instruire les jeunes sur le développement international et les thèmes qui y sont liés, notamment la citoyenneté mondiale. Les activités qui y sont présentées visent à approfondir les connaissances des élèves sur l’interdépendance des pays, les facteurs qui exacerbent les inégalités à l’échelle mondiale et les solutions efficaces et durables pour réduire la pauvreté dans le monde. Nous espérons que le contenu incitera les élèves à agir de façon concrète pour améliorer la vie des gens dans le monde entier. 
Human rights education at Holocaust memorial sites across the European Union : An overview of practices Année de publication: 2011 Auteur institutionnel: European Union Agency for Fundamental Rights Most European Union (EU) Member States have memorial sites and museums that both preserve the memory of the Holocaust and encourage visitors, in particular young people, to reflect on current human rights issues. In this handbook, the European Union Agency for Fundamental Rights (FRA) provides examples of the various ways in which memorial sites link the history of the Holocaust to human rights, ensuring that the past resonates in the present and its lessons are brought to bear on difficult contemporary issues against its backdrop. The report offers a sampling of educational programmes at selected historical sites and museums that either address human rights directly or approach, in a more general way, the dignity of human life and the equality of all human beings. (By the publisher) 
Gathering the voices: Disseminating the message of the Holocaust for the digital generation by applying an interdisciplinary approach The aim of the Gathering the Voices project is to gather testimonies from Holocaust survivors who have made their home in Scotland and to make these testimonies available on the World Wide Web. The project commenced in 2012, and a key outcome of the project is to educate current and future generations about the resilience of these survivors. Volunteers from the Jewish community are collaborating with staff and undergraduate students in Glasgow Caledonian University in developing innovative approaches to engage with school children. These multimedia approaches are essential, as future generations will be unable to interact in person with Holocaust survivors. By students being active participants in the project, they will learn more about the Holocaust and recognize the relevance of these testimonies in today’s society. Although some of the survivors have been interviewed about their journeys in fleeing from the Nazi atrocities, for all of the interviewees, this is the first time that they have been asked about their lives once they arrived in the United Kingdom. The interviews have also focused on citizenship and integration into society. The project is not yet completed, and an evaluation will be taking place to measure the effectiveness of the project in communicating its message to the public. (By the author) "Why are we learning this ?" : Does studying Holocaust Encourage better citizenship values ? Année de publication: 2008 Auteur: Henry Maitles The relationship between learning about the Holocaust and the development of positive values may seem common sense, but in reality there is a complex level of development and understanding. The research reported here, which was sponsored by the Scottish government, was designed to ascertain whether learning about the Holocaust has an impact on young people’s general citizenship values and attitudes; does learning about the Holocaust allow them to extrapolate from the events of the Holocaust to present-day issues, such as racism and discrimination? The study followed a cohort of approximately 100 pupils (aged 11–12) who had studied the Holocaust and compared their values one year later both to their earlier attitudes and to those of their peers who had not studied the Holocaust. As we might expect, the results were not always as predicted, particularly when it came to the pupils’ understanding of anti-Semitism or genocide; in general, however, the study’s core group maintained more positive values than they had before their lessons on the Holocaust and showed more positive values than their peers who had not studied the Holocaust. (By the author) Intercultural Education : Special Issue : Holocaust Education : Promise, Practice, Power and Potential (Vol 24) Issue 1 & 2 Année de publication: 2013 Auteur institutionnel: International Association for Intercultural Education | Routledge "Intercultural Education is a global forum for the analysis of issues dealing with education in plural societies. It provides educational professionals with the knowledge and information that can assist them in contributing to the critical analysis and the implementation of intercultural education." This issue is about the promise, practice, power and potential of Holocaust Education. The Coverage of the Holocaust in High School History textbooks Année de publication: 2009 Auteur: David H. Lindquist The Holocaust is now a regular part of high school history curricula throughout the United States and, as a result, coverage of the Holocaust has become a standard feature of high school textbooks. As with any major event, it is important for textbooks to provide a rigorously accurate and valid historical account. In dealing with the Holocaust, however, textbook authors face particular challenges. The Holocaust had complex causes, both immediate and long-term; different groups played roles in perpetrating or assisting it; and the meticulous accuracy required in detailing its occurrence imposes many demands on authors. Unlike many other events listed in history textbooks, students have often heard of the Holocaust and may bring considerable prior conceptions of it to the classroom but many of these impressions may come from sources for whom historical accuracy is of little concern. Textbooks are often the first recourse for teachers and students interested in dispelling inaccurate notions and seeking to acquire valid knowledge. In addition, the existence of Holocaust denial makes it crucial that textbook narratives should be completely accurate because deniers often contend that the presence of any error calls into question the actual occurrence of the Holocaust. This article presents the results of a study the author conducted of the treatment of the Holocaust in major history textbooks. While the textbooks provide substantial coverage of the Holocaust, there are also problems in the coverage that can foster inaccurate perspectives about the event. The author recommends that substantive changes be made in future editions of these textbooks to ensure that accurate, comprehensive Holocaust units are presented to students. (By the author)