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新世纪以来全球公民教育的国际经验与启示 (上海教育科研) Année de publication: 2019 Auteur: Wuxi | Thomas Tse Auteur institutionnel: Shanghai Educational Research 新世纪以来，联合国教科文组织、乐施会等国际或地区组织正在积极开展有关全球公民 教育的教学实践，突显出相似的取向特征，对全球公民教育在正式教育中的实施具有重要借鉴价值。它 们强调以认知、技能、价值与行动为培养方向，以多样性、批判性和行动力为核心议题，学习目标从简单 描述向批判性分析进阶，并以全校融合的系统化教学为主要实践模式。 
Study on Singapore’s Character and Citizenship Education Curriculum Reform: Discuss the Design of the Integration of Moral Education Curriculum from Primary School to University (Global Education; Vol. 48, No. 2) Année de publication: 2019 Auteur: Wu Xiaowei Auteur institutionnel: East China Normal University Strengthening the integration of moral education curriculum is an important part of the overall planning of a moral education system from primary school to university, which also is an important method to improve the effectiveness of moral education. Singapore’s curriculum reform reviving around character and citizenship education can provide reference and enlightenment for the integration of moral curriculum from primary school to university in China. Using the socialist core values to lead and plan the moral education curriculum system, we should focus on the systematic of curriculum objectives, the organic integration of curriculum structure and content, the rational use of teaching methods and strategies and evaluation models, so as to promote the coordinated connection and development of moral education courses from primary school to university. 新加坡品格与公民课程改革研究: —兼论我国的德育课程一体化建设 (全球教育展望; Vol. 48, No. 2) Année de publication: 2019 Auteur: Wu Xiaowei Auteur institutionnel: East China Normal University 加强德育课程一体化建设，是整体规划大中小幼德育体系的重要环节，也是提高德育实效性的重要举措。本文通过分析新加坡围绕品格与公民教育开展的课程改革，试图为我国德育课程一体化建设路径提供借鉴和思考。在以社会主义核心价值观引领和规划德育课程体系的过程中，应注重课程目标的一体化衔接、课程结构和内容的有机整合，教学方法策略及评价模式的合理运用，推动不同学段德育课程的体系化架构与设计。 
A Case Study on the Possible Contribution of Global Citizenship Concept to Education for Sustainable Development (Environmental Education; Vol. 31, No.1) Année de publication: 2018 Auteur: Seyoung Hwang Auteur institutionnel: Korean Society for Environmental Education The aim of this study was to explore the ways in which the recent discussion on global citizenship education could contribute to the discursive possibility of education that addresses cultural diversity and co-existence which had not been considered much in the education for sustainable development (ESD) field. For that, the study showed how the formative experience of global citizen identity as the core concept of global citizenship can be a significant learning experience for ESD. The case studies included UNESCO school activity, school club activity, international volunteering activity and local cultural exchange activity. Based on the interviews with participants, the study found out that they were in the state of accepting or orienting themselves toward global citizen identity. The study also identified the kinds of qualitative experiences affecting such identity formation as facing and reflecting on one’s own cultural bias, intercultural sympathy, participation and action beyond mere knowledge acquisition, self-directed participation and achievement, lack of reflection in the one’ own life context as a global citizen, and conflict with the values embedded in the competition-driven lifestyle. Based on the result, the potential and meanings of the ESD focused on global citizen identity were discussed. 세계시민의식 개념의 지속가능발전교육 기여 가능성에 대한 질적 사례연구 (환경교육; Vol. 31, No. 1) Année de publication: 2018 Auteur: Seyoung Hwang Auteur institutionnel: Korean Society for Environmental Education 본 연구의 목적은 최근 세계시민교육에 대한 활발한 논의와 실천이 그간 지속가능발전교육에서 간과되어왔던 문화 다양성 존중과 공존과 관련된 교육적 논의를 확산하는데 어떻게 기여할 수 있는지를 탐색하는 데 있다. 이를 위해 본 연구에서는 세계시민의식의 핵심 개념인 세계시민 정체성(global citizen identity)의 형성이 지속가능발전교육의 중요한 학습 경험이 될 수 있다는 것을 연구 사례를 통해 보여주고자 하였다. 이를 위해 유네스코학교활동, 동아리, 해외자원봉사활동, 지역문화교류활동 등의 4가지프로그램 사례에 대한 질적 연구를 수행하였다. 연구 결과, 참여자들은 세계시민 정체성을 수용 또는 지향하는 과정에 있었으며, 이에 영향을 주는 질적 경험에는 문화적 편견에 대한 직시와 성찰, 타문화권 사람들과의 정서적 교감, 지식만이 아닌 참여와 실천, 자기 주도적 참여와 성취, 개인 관심사와 연결, 내 삶 안에서 세계시민으로서의 성찰 부족, 경쟁위주의 삶의 양식과의 가치 충돌 등이 있음을 파악하였다. 이러한 분석 결과를 바탕으로, 지속가능발전교육에서 세계시민의식의 형성을 핵심 목표로 삼는 교육적 접근의 가능성과 의미를 논의하였다. 
The Emergence of Global Citizenship Education in Colombia: Lessons Learned From Existing Education Policy (Compare: A Journal of Comparative and International Education; Vol. 50, No. 6) Année de publication: 2019 Auteur: Jana De Poorter | Nicolás Aguilar-Forero Auteur institutionnel: Taylor & Francis Colombia has joined the international movement of countries which, under the impulse of the United Nations Educational, Scientific and Cultural Organization (UNESCO), are looking to integrate global citizenship education (GCED) into their educational system. However, being a recently emerging initiative, the characteristics and possible effects of GCED have not been discussed sufficiently in academia, nor among policy makers. This paper presents a critical discourse analysis of the most recent antecedents of GCED to be found in Colombian education policy. It thereby contributes to the national and international debate surrounding the integration of GCED in contexts that differ from those of Western and ‘developed’ countries, which have been the main focus of GCED research and interventions to date. It is argued that, in the case of Colombia, educational initiatives that are based on critical approaches to GCED should be recuperated and strengthened, since these initiatives provide powerful clues for a truly transformative integration of GCED in the country. 
معالم الرحمة بين الاسلام والتعددية الثقافية Année de publication: 2016 Auteur: Abdel Karim Osman Ali Auteur institutionnel: Nile Valley University ورقة مؤتمر سعى الباحث فيها إلى: بيان عظمة المنهج الرباني وشموله. الكشف عن معالم الرحمة من خلال المقاصد القرآنية في إقرار واحترام التنوع الثقافي تبيين تميز الإسلام على آخر النظريات السياسية في الغرب. Landmarks of Mercy between Islam and Multiculturalism Année de publication: 2016 Auteur: Abdel Karim Osman Ali Auteur institutionnel: Nile Valley University Conference paper in which the researcher sought to: Explaining the greatness and comprehensiveness of the Allah’s path Disclosure of the features of mercy through the Qur’anic intentions to recognize and respect cultural diversity Show the distinction of Islam over the latest political theories in the West. 
Critical Analysis of World Geography and Travel Geography Curriculum through the Viewpoints of Global Citizenship Education (Journal of Education for International Understanding; Vol. 13, No. 2) Année de publication: 2018 Auteur: Kyeonghan Yi Auteur institutionnel: Korean Society of Education for International Understanding (KOSEIU) In this study I analysed world geography and travel geography curriculum through neo-liberal and critical viewpoints of global citizenship education(GCED). They have many contents about the understanding of diversity which deals in GCED importantly. Two geography curriculums provide many contents of GCED with neo-liberal viewpoint. World geography includes critical viewpoint based on regional conflicts, desertification problems, regional separation movements, righteous distribution of resources etc. The critical viewpoint of GCED in world geography emphasizes the critical understanding of disputes, regional issues, distribution etc. with structural aspect, and guides the realization of justice with problems solutions of these. Travel geography guides students’ identification about unfairness and injustice of travel, and emphasizes travelers’ responsibility, fairness and alternatives. But this travel geography is in circle of neo-liberalism viewpoint mainly. The understanding of diversity in two geographies provides important contents for GCED in schools. Geography make a understanding of diversity with other’s perspectives objectively, but it can neglect the critical and structural understanding about diverse landscape, culture, environment, issues, and travel etc. So geography is necessary to deal critical viewpoint also, because geography has mainly neo-liberal viewpoint. Geography teachers should have the harmony of neo-liberal viewpoint and critical viewpoint to contribute on development of global citizens. Geography teachers should critically re-conceptualize geography curriculum and reconstruct the contents of textbook. And students is necessary to aim transformative learning to understand global diversity and critically participate with global issues in everyday life. 세계시민교육의 관점에서 세계지리와 여행지리 교육과정의 비판적 분석 (국제이해교육연구; Vol. 13, No. 2) Année de publication: 2018 Auteur: 이경한 Auteur institutionnel: 한국국제이해교육학회 본 연구에서는 세계시민교육의 신자유주의적 관점과 비판적 관점으로 세계지리와 여행지리 과목을 분석하였다. 두 과목은 세계시민교육에서 매우 중요하게 다루는 다양성의 이해를 주요 학습 내용으로 담고 있다. 세계지리와 여행지리 과목은 내용면에서 신자유주의적 관점을 가지고서 세계시민교육의 콘텐츠를 풍부하게 제공하고 있다. 반면 세계지리 과목은 지역 분쟁, 사막화에 따른 지역 문제, 지역 분리 운동, 자원의 정의로운 분배 등의 비판적 관점도 담고 있다. 세계시민교육의 비판적 관점은 세계지리에서 분쟁, 지역문제, 분리, 분배를 구조적 측면에서의 비판적인 이해를 강조하면서, 이의 해결방안으로 정의의 실현을 제시하고 있다. 여행지리에서는 여행의 불공정과 부정의도 살펴보도록 유도하고 여행자의 책무성, 공정과 대안을 강조하지만 여행의 특성상 신자유주의적 관점을 벗어나지 못하고 있다. 세계지리와 여행지리 과목의 다양성 이해는 학교 수업에서 세계시민교육을 위한 중요한 콘텐츠를 제공하고 있다. 지리과목은 타자의 입장에서 다양성을 관조하게 만들고 지나치게 객관화함으로써 다양한 경관, 문화, 환경, 지역문제, 여행 등에 대한 심층적이고 구조적, 비판적 이해를 소홀히 할 수도 있다. 그래서 지리과목이 신자유주의적 관점을 주로 가지고 있어서 비판적 관점도 함께 다룰 필요가 있다. 지리교사는 신자유주의적 관점과 비판적 관점을 균형 있게 가진 역량 있는 세계시민을 육성하는데 기여해야 한다. 이를 위해서 지리교사는 비판적으로 지리교육과정을 재개념화하고 지리교과서의 내용을 재구성하여 학생들이 일상의 삶 속에서 세계 다양성의 이해와 세계 쟁점에의 비판적 참여를 실천할 수 있도록 변혁적 학습을 지향할 필요가 있다.