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Multicultural Education between Theoretical Modeling and Problematic Practices: A Comparative Study between Egypt, France, and Japan Année de publication: 2006 Auteur: Ahmed Aidrous | Mohammed Awad Auteur institutionnel: Zagazig University This paper focuses on studying multiculturalism as a concept, theories, frameworks and associated applied models. The study reviews the experience of France, Japan and Egypt, and makes comparisons between them. The study ends with a proposed vision for multicultural education in light of the experiences presented. 
المجتمع الخليجي.. وتعدد الثقافات الوافدة Année de publication: 2014 Auteur institutionnel: Sky News Arabia برنامج تلفزيوني يناقش قضية التعددية الثقافية في دول الخليج العربي، ويتطرق لجلب التعددية الثقافية إلى الخليج من قبل العمال الأجانب. ويستضيف البرنامج مجموعة من الضيوف لمناقشة القضية. ويجاوب على الاسئبة التالية: ما هي الآثار السلبية والإيجابية للثقافات الأجنبية على الثقافة المحلية في دول المنطقة؟ ما هي طرق الحفاظ على هوية المجتمع وقيمه؟لمشاهدة المزيد، يرجى زيارة صفحة البرنامج على الموقع الإلكتروني لسكاي نيوز عربية من خلال الضغط على الرابط التالي:http://www.skynewsarabia.com/web/AlMasaa Gulf Society .. and the Multiplicity of Foreign Cultures Année de publication: 2014 Auteur institutionnel: Sky News Arabia This video is a TV program discussing the case of multiculturalism in the Arab Gulf countries. The multiculturalism is brought to the Gulf by foreign workers. There program is having guests discussing the issue. What are the negative and positive effects of foreign cultures on local culture in the countries of the region? What are the ways to preserve the identity and values of society? 
التربية من أجل المواطنة في دول مجلس التعاون لدول الخليج العربية: الواقع والتحديات Année de publication: 2014 Auteur: Saif Al-Maamari Auteur institutionnel: Emirates Center for Strategic Studies and Research هدفت هذه الدراسة إلى تعرف واقع التربية من أجل المواطنة في دول مجلس التعاون لدول الخليج العربية وتحدياتها من خلال تبني مقاربة بين مفاهيم المواطنة والمواطنة المسؤولة وواقع تطبيقها في الأنظمة التربوية الخليجية، وفهمها من قبل الطلبة والمعلمين. وتبنت الدراسة المنهج الوصفي من خلال مراجعة الأدبيات التربوية في مجال المواطنة في دول مجلس التعاون لدول الخليج العربية. Education for Citizenship in the Arab Gulf Cooperation Council States: Reality and Challenges Année de publication: 2014 Auteur: Saif Al-Maamari Auteur institutionnel: Emirates Center for Strategic Studies and Research This study aimed at identifying the reality of education for citizenship in the Gulf Cooperation Council states and its challenges by adopting an approach between the concepts of citizenship and responsible citizenship and the reality of its application in the Gulf educational systems, and its understanding by students and teachers. The study adopted the descriptive approach by reviewing the educational literature in the field of citizenship in the countries of the Cooperation Council for the Arab Gulf States. 
مجلة تنمية الموارد البشرية مج. 6، ع. 2، 2015 Année de publication: 2015 Auteur institutionnel: University Mohamed Lamine Debaghine - Setif2 مجموعة من الأوراق العلمية لعدد من الباحثين. هذه الاوراق منشورة في مجلة تنمية الموارد البشرية، العدد 2، 2015. هذه الاوراق جميعها تركز على المواطنة، وتستخدم منهجيات مختلفة. Human Resources Development Journal Vol. 6, no. 2, 2015 Année de publication: 2015 Auteur institutionnel: University Mohamed Lamine Debaghine - Setif2 A set of scientific papers for a number of researchers. These papers are published in the Human Resources Development Magazine, Issue 2, 2015. All these papers focus on citizenship, and they use different methodologies. 
협동학습을 적용한 세계시민교육 방안 탐색 연구 (국제이해교육연구; Vol. 13, No. 1) Année de publication: 2018 Auteur: 김종훈 Auteur institutionnel: 한국국제이해교육학회 본 연구는 세계시민교육의 효과적인 교수학습 모형의 하나로 협동학습의 타당성을 탐색해 보고, 이를 바탕으로 교육 현장에서 활용가능한 교수학습(안)을 제시하는 데 목적을 두었다. 세계시민교육은 유엔(UN) 지속가능발전목표(SDGs) 4.7에 포함된 글로벌 교육의제로 그 역할과 중요성이 전 세계적으로 부각됨에 따라 많은 국가들이 자국의 공교육 과정에 반영하기 시작하고 있다. 그럼에도 불구하고 초·중·고등학교 교육 현장에서 적용할 수 있는 세계시민교육의 적합한 교수학습 모형과 구체적인 교수학습(안)에 대한 실천적 연구는 부족한 상황이다. 이에 본 연구는 이론적 검토를 통해 협동학습은 긍정적 상호의존성, 개인 책무성, 집단과정, 촉진적 상호작용, 대인관계 및 사회적 기술을 본질적 요소로 하는 구조화된 교수학습 모형으로 그 자체에 세계시민의식을 함양하는 데 효과적인 학습구조를 가지고 있어 다른 어떤 교수학습 모형보다 세계시민교육에 적합한 교수학습 모형임을 분석·규명했다. 이를 토대로 다양한 협동학습 모형들 중에서 직소 모형을 적용하여 인류 및 자연의 역사가 집약된 유네스코 세계유산을 소재로 세계시민교육 교수학습(안)을 개발·제시했다. 본 연구에서 제시한 교수학습(안)은 교육 현장에서 자신의 정체성 형성, 타인에 대한 이해, 책임의식 함양, 지역·국가·세계차원에서 공동체간의 상호작용과 연계에 영향을 미치는 이슈에 대한 지식과 행동의 연계를 강화하여 학습자 중심의 변혁적 세계시민교육 구현에 유용하게 활용할 수 있을 것이다. 
Challenging the Crisis: Promoting Global Justice and Citizens’ Engagement in a Time of Uncertainty; Survey on Attitudes of Young Adults Towards Global Development and Social Justice Année de publication: 2015 Auteur institutionnel: Irish Development Education Association (IDEA) This report outlines the views of young people, aged 15-34 from Portugal, Ireland, Italy, Greece, Spain and Slovenia, on international development, and their understanding of related concepts and issues. The aim of the research was to assess whether global solidarity and development aid are priorities for European youth in a time of economic and political crisis and high unemployment. 
‘Going Glocal’: A Qualitative and Quantitative Analysis of Global Citizenship Education at a Dutch Liberal Arts and Sciences College (High Education; Vol. 72, No. 3) Année de publication: 2015 Auteur: Marcin Skald | John Friedman | Eri Park | Barbara Oomen Auteur institutionnel: Springer Nature Over the past decades, more and more institutions of higher learning have developed programs destined to educate students for global citizenship. Such efforts pose considerable challenges: conceptually, pedagogically and from the perspective of impact assessment. Conceptually, it is of utmost importance to pay attention to both structural inequalities and intercultural competencies, to emphasize both differences and similarities. In addition, there is the need to increase awareness of the dialectics between the global and the local. Pedagogically, this calls for transformative learning, with an emphasis on attitudes and skills, in addition to knowledge alone. Once objectives have been defined and translated pedagogically, such programs call for an assessment of the degree to which they have been met. In this light, this article describes the conceptualization and pedagogics of an innovative project, Going Glocal, designed at a Dutch liberal arts and sciences college on the basis of these premises and its impact on the university students concerned.