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세계시민교육, 학교와 만나다: 선생님들의 세계시민교육 이야기 나눔 Année de publication: 2016 Auteur institutionnel: 유네스코 아시아태평양 국제이해교육원 유네스코 아시아태평양 국제이해교육원은 “세계시민교육, 학교와 만나다”를 출간하였다. 이 책은 세계시민교육을 실천하고 있는 학교 선생님들의 현장 이야기를 담은 책으로, 세계시민교육 선도교사로 활동하고 있는 11명의 선생님들의 세계시민교육에 관한 진솔한 이야기를 만날 수 있다. 여는글수평적 관계 맺음으로 시작하는 세계시민교육 - 김동혁 (광주 문정여고)작은 학교에서 세계시민교육 실천하기 - 곽병남 (충북 영동초등학교)배움으로 행동하기, 행동으로 배우기 - 임영아 (울산 강남고등학교)아이들의 시선에서 사회적 문제 바라보기 - 이흥순 (인천 청일초등학교)지구인과 소통하며 살아가기 - 박범철 (서울 경문고등학교)제주에서 세계시민을 만나다 - 한상희 (제주 서귀중앙여자중학교)아이들과 함께, 선생님들과 함께 열어가는 세계시민교육 - 김민경 (인천 청량초등학교)스스로, 천천히, 하나의 변화로 시작하기: ‘촛불하나’ 이야기 - 최재화 (경기 신천고등학교)세계시민교육, 아이들과 눈맞춰 함께 가기 - 김양모 (안동 동부초등학교)미래로 가는 길, 선생님과 함께 걷는 세계시민교육 - 정애경 (서울 국제고등학교) 세계시민교육이란 일상에서 가치 찾기 - 조성준 (대전 복수고등학교) 
What's in a Word? The Problem with 'Development' with Dr Karen Pashby Année de publication: 2020 Auteur: Karen Pashby Auteur institutionnel: Bridge 47 Dr Karen Pashby is a Reader at Manchester Metropolitan University and is also part of Bridge 47's Knowledge Exchange Partnership.In this episode, Karen explores development through a post/de-colonial lens, discussing how development is viewed in public discourse and how these effects the field of Development Education. Encountering Global Citizenship Education in Schools: Stories of School Teachers on GCED Année de publication: 2016 Auteur institutionnel: 유네스코 아시아태평양 국제이해교육원 Titled “Encountering Global Citizenship Education in Schools: Stories of School Teachers on GCED,” the book includes stories of 11 GCED Lead Teachers focusing on the practical implementation of GCED in real educational setting. Readers will be able to learn from the experiences of those teachers, who worked to implement GCED in the field of education. Moreover, this publication provides an opportunity for educators from small primary schools in rural areas to the high schools in big cities, to think about the implications associated with GCED and how GCED can be used for students from diverse backgrounds and various ages. The stories included in the book are as follows: • GCED Starts from the Horizontal Relationships • GCED Practices in Small Schools • Doing by Learning, Learning by Doing • To View Social Issues from the Children's Perspective • Living through Communication with the People of Earth • Meeting Global Citizens in Jeju • Beginning of GCED with Students and Teachers • Starting with a Slow Change : The Story of a Candle • GCED with the views of the Children • A Path to the Future, Walking with Teachers to GCED • GCED is to Search for Values in Daily Lives 
Why Contextualization is Critical for Global Citizenship Education Année de publication: 2019 Auteur: Waqar Shams Auteur institutionnel: APCEIU This video is an interview on "Why contextualization is Critical for Global Citizenship Education". It is also under UNESCO's APCEIU "Meet the Global Citizens" series.Do you want to know why Contextualization is Critical for GCED? Check out what Waqar has to say. This is a story of Waqar Shams from Pakistan.In this video you will learn why Contextualization is Critical for GCED and through it, learn to think globally but act locally. 
From Rhetoric to Reality: Identifying Teacher Opportunities and Barriers in Educating for Human Rights (Journal of Global Citizenship & Equity Education; Vol. 7, No. 1) Année de publication: 2020 Auteur: Wanda Cassidy | Özlem Sensoy | Kumari Beck Auteur institutionnel: Centennial College In this paper we report findings from a four-year study into legal literacy that examined educational opportunities and barriers when teaching about legal literacy, citizenship education, and human rights education. Detailed findings are drawn from interviews with eleven teachers who self-identify as valuing and embedding legal literacy and related themes (human rights, identity, citizenship, and ecological sustainability) in their classrooms. Results show that despite deep rhetorical commitments to human rights education, teachers are stymied by perceived barriers to implementing HRE, particularly the action dimension. We name these perceived barriers and examine the case of one of the teachers who seemingly has overcome them, in order to identify potential constructive interventions in teacher education. 
فن الإقصاء الإدماجي : تعليم الطلاب الفلسطينيين اللاجئين في لبنان Année de publication: 2014 Auteur: Maha Shuayb Auteur institutionnel: Centre for Arab Unity Studies ترمي هذه الدراسة إلى إبراز المفارقة التي تواجه اللاجئين الفلسطينيين في لبنان مُتَجَلّيةً في إدماجهم قسراً عبر تلقّي المقرر الدراسي اللبناني مع اضطرارهم في الوقت ذاته إلى البقاء على هامش المجتمع اللبناني نتيجة للقوانين والترتيبات اللبنانية التمييزية. بغية استقصاء ذلك؛ فحصتِ هذه الدراسة، نوعية التربية المتوافرة للفلسطينيين الدارسين في مدارس الأنروا (وكالة الأمم المتحدة لغوث وتشغيل اللاجئين الفلسطينيين) ووَقْع التضييقات القانونية اللبنانية على حافزهم التعليمي وتطلعاتهم التربوية. يتوزّع محتوى الورقة على قسمين اثنين يعرض الأوّل منهما تقويماً عامّاً للظروف الاجتماعية والسياسية والاقتصادية والتعليمية التي يعيشها اللاجئون الفلسطينيون في لبنان. The Art of Inclusive Exclusions: Educating the Palestinian Refugee Students in Lebanon (Refugee Survey Quarterly, Vol. 33, No. 2) Année de publication: 2014 Auteur: Maha Shuayb Auteur institutionnel: Centre for Arab Unity Studies For more than 65 years, Palestinian refugees have been living in Lebanon in a “temporary” State in over-crowded camps, deprived of basic rights such as the right to have a professional job. It has been argued that these restrictions have had a major effect on the fair provision and quality of education, an effect manifested in the increasing number of Palestinian students who are dropping out of school. This article examines the quality of education offered in United Nations Relief and Works Agency for Palestine Refugees schools and the impact of Lebanese legal restrictions on students’ educational motivation and aspirations.A quantitative survey of the educational experiences and aspirations of 404 secondary students and 48 teachers in five secondary schools of the United Nations Relief and Works Agency for Palestine Refugees was carried out. An in-depth study of a primary school also took place. The findings revealed that Palestinian refugee students are confronted by a paradox: forced inclusion because of having to learn the Lebanese curriculum, but exclusion because of simultaneously being pushed to the periphery of Lebanese society as a result of the Lebanon’s discriminatory laws and regulations. 
Glosario sobre los pueblos indígenas Année de publication: 2018 Auteur institutionnel: International Fund for Agricultural Development (IFAD) La finalidad de este glosario es asegurar la coherencia y la exactitud de la terminología en español, francés e inglés, así como normalizar la terminología en materia de pueblos indígenas que se emplea en la documentación y las publicaciones oficiales, y en todos los aspectos relativos a la preparación de reuniones. Sus destinatarios son el personal del FIDA, las organizaciones de pueblos indígenas y otras partes interesadas. Los términos y las definiciones van acompañados de información sobre el documento de origen y su fecha de publicación. Glossaire sur les peuples autochtones Année de publication: 2018 Auteur institutionnel: International Fund for Agricultural Development (IFAD) Le but de ce glossaire est de garantir la cohérence et la précision de la terminologie relative aux peuples autochtones, et ce en anglais, en espagnol et en français, et d’uniformiser cette terminologie dans les documents officiels ainsi que dans tout ce qui a trait à l’organisation de réunions. Il a été établi à l’intention du personnel du FIDA, des organisations des peuples autochtones et d’autres parties concernées. À côté de chaque terme, on trouvera le document source et sa date de publication. 
UNESCO - UCLA Chair in Global Learning and Global Citizenship Education Année de publication: 2016 Auteur institutionnel: HFP | global media Documentary Presentation of Dr. Carlos A. Torres as UNESCO-UCLA Chair in Global Learning and Global Citizenship Education.