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Kit Papaz Families and Communities Educating for Peace Année de publication: 2016 Auteur: Melisa Castellanos | María Paula Chaparro Auteur institutionnel: Organización Internacional para las Migraciones (OIM) | Corporación Colombiana de Padres y Madres (Red PaPaz) This kit offers practical and simple tools so that, through the development of citizen competencies, fathers, mothers and other educational agents promote peace-building education in children and adolescents. Kit Papaz Familias y Comnidades Educando para la Paz Année de publication: 2016 Auteur: Melisa Castellanos | María Paula Chaparro Auteur institutionnel: Organización Internacional para las Migraciones (OIM) | Corporación Colombiana de Padres y Madres (Red PaPaz) Este kit ofrece herramientas prácticas y sencillas para que, a través del desarrollo de competencias ciudadanas, padres, madres y otros agentes educativos promuevan en los niños y adolescentes procesos de construcción de paz. 
A Human Rights-Based Approach to Education for All Année de publication: 2008 Auteur institutionnel: United Nations Children's Fund (UNICEF) This publication presents the theoretical foundations of human rights education and the responsibilities of states in guaranteeing them. Un enfoque de la educación para todos basado en los derechos humanos Année de publication: 2008 Auteur institutionnel: United Nations Children's Fund (UNICEF) En esta publicacion se presentan las bases teóricas de la educación para los derechos humanos y las responsabilidades de los estados en su garantía. 
Citizenship education and coexistence: guides for citizenship and coexistence based on the collective construction of meaning and networks; unit 2; citizenship, society, and territory Année de publication: 2014 Auteur institutionnel: Centro de Investigación y Educación Popular (CINEP) | Secretaría de Educación del Distrito (SED) These modules and guides are directed to Facilitators Network Citizenship and Coexistence to help them through a process of training and reflection that allows them to be aware of their capabilities, and the tools we have, providing a bank of learning activities, as well as a general guide for development, according to the needs of the processes with their educational communities .Therefore, the processes of dialogue and exchange that have been developed with the same Network facilitators, and the interaction and reflection with all educational stakeholders in Bogota, have been taken into account in the conceptual, methodological and didactic guidelines of the modules and guides. Educación para la ciudadanía y la convivencia: manual de ciudadanía y convivencia desde la construcción colectiva de sentidos y redes;unidad 2; ciudadanía, sociedad y territorio Année de publication: 2014 Auteur institutionnel: Centro de Investigación y Educación Popular (CINEP) | Secretaría de Educación del Distrito (SED) These modules and guides are directed to Facilitators Network Citizenship and Coexistence to help them through a process of training and reflection that allows them to be aware of their capabilities, and the tools we have, providing a bank of learning activities, as well as a general guide for development, according to the needs of the processes with their educational communities .Therefore, the processes of dialogue and exchange that have been developed with the same Network facilitators, and the interaction and reflection with all educational stakeholders in Bogota, have been taken into account in the conceptual, methodological and didactic guidelines of the modules and guides. Education à la citoyenneté et de la coexistence: la citoyenneté manuelle et la coexistence de construction collective du sens et de réseaux; Unité 2; la citoyenneté, la société et le territoire Année de publication: 2014 Auteur institutionnel: Centro de Investigación y Educación Popular (CINEP) | Secretaría de Educación del Distrito (SED) Ces modules et guides sont dirigés vers Facilitateurs Réseau Citoyenneté et Coexistence pour les aider dans un processus de formation et de réflexion qui leur permet d'être au courant de leurs capacités, et les outils dont nous disposons, en fournissant une banque d'activités d'apprentissage, ainsi qu'un général guide pour le développement, en fonction des besoins des processus avec leurs communautés éducatives. Par conséquent, les processus de dialogue et d'échange qui ont été développés avec les mêmes animateurs de réseau, et l'interaction et de réflexion avec tous les acteurs de l'éducation à Bogota, ont été prises en compte dans les orientations conceptuelles, méthodologiques et didactiques des modules et des guides. 
Critical Understanding on Global Citizenship Education in Post 2015 Context (Theory and Research in Citizenship Education; Vol. 57, No. 1) Année de publication: 2015 Auteur: Jinhee Kim Auteur institutionnel: Korea Association of Social Education It is notable that global citizenship education has recently gained prominence in Post 2015 context. This study attempted to explore diverse discourses of global citizenship education in theoretical dimension and it also analyzed the current status of global citizenship education as a new global education agenda. Major findings displayed issues and challenges; de-contextualization against local dimension; vague conceptualization of global citizenship education; limitation of transformative pedagogy and learning discourse; indicator development and monitoring issues; a paradigm shift for global citizenship education engaging with lifelong learning. Eventually, this study argues that comprehensive vision and long term road-map should be established to enhance global citizenship education. Lifelong learning approach is crucial to reshape global citizenship education while interacting with life-world context and life experience, which can promote an epistemology of learning to live together. 
La relación entre la cultura del cuidado y la ciudadanía global Année de publication: 2020 Auteur: Bernardo Toro | José Laguna | Zenovia Gamarra | Jackson Almonte Auteur institutionnel: Grupo SM En este video se explora la relación entre la cultura del cuidado y la educación para la ciudadanía globla con referencias a la educación católica. 
Global Citizenship Education Starts With Curricular Reform and Active Student Learning (Journal of Global Citizenship & Equity Education; Vol. 7, No. 1) Année de publication: 2020 Auteur: Evan Saperstein Auteur institutionnel: Centennial College In this new age of globalization, the concept of global citizenship has taken root and become the subject of increasing scholarly attention and analysis. While the study of global citizenship has become part of high school curricula in several countries across the globe, it has not to the same degree in the United States. To expand upon the existing literature and advance the study of global citizenship in the United States, this qualitative, interpretivist case study evaluates the perceptions and experiences of an administrator, two teachers, and six students of a global studies course at an urban high school in New Jersey. The study included interviews of the participants, as well as analysis of the course curriculum, syllabus, and student assignments.This study advances three primary findings. First, the need for continued curriculum development and design of global studies related courses and content in U.S. high schools. Second, the importance of experiential learning, among other forms of pedagogy and instructional practices, in furthering the goals of global citizenship education. Third, the need for class projects, international education programs, and other experiential learning opportunities (such as fieldwork, service-learning, or community programs) to cultivate student interest in global citizenship. Based on these findings and the prevailing literature, this study is proposing that U.S. high schools offer an elective course on global citizenship with ten units: 1) Introduction to Global Citizenship; 2) Sustainable Development; 3) Poverty and World Hunger; 4) Global Health Issues; 5) Child Mortality; 6) Peace and Conflict; 7) Human Rights and Gender Equality; 8) Universal Education; 9) Liberal Democratic Governance and Rights; 10) Global Citizenship Action Plan.