Ressources
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지속가능발전교육 및 새천년 개발목표 Année de publication: 2009 Auteur institutionnel: UNESCO 새천년개발목표(MDGs)는 2000년 유엔 회원국 모두가 동의한 개발을 위한 보편적인 틀을 제공한다. 이는 개발 도상국과 개발 파트너가 지속 가능한 미래를 추구하기 위해 함께 노력할 수 있는 하나의 수단을 제공한다. 지속가능발전교육(ESD)은 모든 새천년개발목표(MDGs) 달성에 기여할 수 있다. ESD는 정부와 개발 파트너가 MDGs 달성을 위한 역량을 확보할 수 있도록 도울 수 있다. ESD는 MDGs 달성에 도움이 되는 학습 목표를 제공한다. 
Mission Impossible? Creating a Monitoring Framework for Education for Global Citizenship Année de publication: 2015 Auteur: Amy Skinner Auteur institutionnel: Éducation des Adultes et Développement Global Citizenship Education (GCED) must be understood as a complex and multilayered process. It can be a force for transformation on the personal, local and system level. It would be a great help to be able to monitor the impact of GCED taking this complexity into account. The article presents some research results on monitoring and explains the challenges in setting up a monitoring framework. ¿Misión imposible? Crear un marco de seguimiento destinado a la educación para la ciudadanía mundial Année de publication: 2015 Auteur: Amy Skinner Auteur institutionnel: Éducation des Adultes et Développement La educación para la ciudadanía mundial (ECM) debe entenderse como un proceso complejo y de varios niveles. Puede ser una fuerza de transformación a nivel personal, local y sistémico. Sería muy útil poder realizar un seguimiento del impacto de la ECM, teniendo en cuenta su complejidad. En el artículo se presentan algunas conclusiones de investigaciones sobre el seguimiento, y se explican los desafíos que plantea la creación de un marco para llevarlo a cabo. Análisis de los contextos y estructuras de la educación para el desarrollo sostenible 2009: principales conclusiones y camino a seguir Année de publication: 2009 Auteur institutionnel: UNESCO This document suggests key findings and ways forward in review of the contexts and strctures of education for sustainable development. 
La citoyenneté des adolescents du 21e siècle dans une perspective de justice sociale : pourquoi et comment ? Année de publication: 2018 Auteur: Caroline Caron Auteur institutionnel: Lien social et Politiques Comment sait-on ce que l’on sait sur la citoyenneté des adolescents et leurs pratiques de participation civique ? Cette question épistémologique a été négligée dans les écrits traitant de l’engagement civique et de la participation politique des jeunes. Cet article utilise la perspective théorique de la justice sociale pour examiner le rôle que jouent les rapports sociaux fondés sur l’âge dans la production de connaissances qui offrent un portrait pessimiste du rapport des jeunes à la politique. L’analyse montre que l’injustice épistémique et la validation empirique déficiente des connaissances à propos de la compétence civique appellent une théorisation alternative, précisément inclusive, de la citoyenneté des jeunes. L’analyse souligne aussi que l’avènement du Web social a créé de nouveaux besoins de connaissances que les cadres de recherche établis par tradition peinent à satisfaire. Un premier pas vers la production de connaissances socialement justes au sujet des compétences civiques des adolescents à l’ère du Web social consiste à analyser les fondements épistémologiques des approches de recherche prédominantes afin de susciter des échanges fructueux au sujet des critères normatifs qui devraient guider la confection des protocoles de recherche dans le futur. Oбзор содержания и структур Образования в интересах устойчивого развития 2009 г. Основные выводы и направления будущей работы Année de publication: 2009 Auteur institutionnel: UNESCO This document suggests key findings and ways forward in review of the contexts and strctures of education for sustainable development. Contextes et structures de l'education pour le développement durable 2009: principales conclusions et propositions d'action Année de publication: 2009 Auteur institutionnel: UNESCO This document suggests key findings and ways forward in review of the contexts and strctures of education for sustainable development. Средства массовой информации как партнеры в сфере образования для устойчивого развития. Учебно-ресурсный комплект Année de publication: 2009 Auteur: Eleanor Bird | Richard Lutz | Christine Warwick Auteur institutionnel: UNESCO Media as Partners in Education for Sustainable Development addresses issues that are being discussed on the social, economic and environmental fronts. It does not pretend to know all the answers, but draws on existing experience and recommends resources for further inquiry and research. It encourages the media to engage in public participation and to debate improvements that can lead to sustainable development. It also seeks to contribute to media awareness and understanding of sustainability, as outlined by the Agenda 21 Plan of Action for all nations endorsed at the 1992 Earth Summit in Rio de Janeiro. Authentic Pedagogy and the Holocaust: A Critical Review of State Sponsored Holocaust Curricula Année de publication: 2005 Auteur: Samuel Totten | Karen L. Riley Over the past decade and a half, states in all regions of the United States have formed Holocaust councils, advisory groups, and other agencies for the purpose of developing educational programs in response to a growing interest in the Holocaust. Some states have called upon educators and Holocaust agencies within the state to develop curricula and/or resource materials for use in social studies and English classrooms. Furthermore, many states now either strongly recommend the teaching of the Holocaust or mandate that it be taught in their public schools. In the present paper, we present a critical analysis of the instructional strategies advocated in state–sponsored Holocaust curricula. We ground our evaluation within the framework of authentic pedagogy—particularly the work of Fred Newmann. More than an attempt to simply criticize these works, we offer constructive alternatives to inadequate and/or poorly designed instructional strategies. Fundamental to the intent of this paper is its usefulness as a guide for evaluating instructional activities designed to support the teaching of content knowledge about the Holocaust. (By the author) 
Indicators of the Concept of Secularism in the Context of Conversations Between Teachers on the Topic of Civic Education in High Schools Année de publication: 2015 Auteur: Sylvie Courtine Sinave | France Jutras Auteur institutionnel: McGill University. Faculty of Education As part of a collaborative research project on civic education, conversations between high school teachers and faculty were analyzed from the perspective of indicators of secularism, namely, freedom of conscience and religion as they relate to tolerance, equality of rights, fraternity, emancipation, separation between church and state, and law and order. The results show that, according to these educators, the role of the school is paramount to the learning of social behaviour and that some values related to secularism are actualized in the context of teaching history and civic education, such as the primacy of human rights, emancipation, and the importance of the public space.