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(Re)penser l’accès aux espaces intimes en contexte de handicap intellectuel: Une question de droit et de participation sociale (Revue générale de droit; vol. 47) Année de publication: 2017 Auteur: Éditions Wilson & Lafleur, inc Auteur institutionnel: Éditions Wilson & Lafleur, inc En contexte de handicap, la question de l’accès est constituée généralement de l’éventail des aménagements individuels et collectifs nécessaires afin de faciliter l’occupation d’espaces publics. A contrario, peu de choses sont dites à propos des aménagements possibles et potentiels requis afin de sécuriser l’espace privé des personnes identifiées comme ayant un handicap intellectuel. Ce sont pourtant ces lieux intimes, au sein desquels se développent et se déploient l’identité et l’expression affectives, qui sont susceptibles de contribuer à une reconnaissance plus soutenue de l’identité affective et de la citoyenneté sexuelle de ces personnes. Inspirée par les théories d’Erving Goffman et de Michel Foucault, une analyse phénoménologique interprétative (API) fut réalisée auprès des personnes ayant un handicap intellectuel et de leurs proches aidants afin d’explorer cette situation. Nos constats préliminaires suggèrent l’existence d’un processus de négociation complexe des acteurs, des lieux et des moments nécessaires afin de favoriser le développement de la vie affective et sexuelle. De ce fait, trois modes d’existence semblent cohabiter au sein d’une matrice complexe : la dépossession, l’habitation et l’occupation des espaces de socialisation et d’expression affective. Il est proposé d’aborder cette problématique en tant que dynamique géopolitique intégrant les processus d’exclusion des pratiques sexuelles des espaces privés, leur projection dans des espaces publics et, finalement, la juxtaposition de ces deux sphères, publique et privée dans des espaces mixtes. Nous discuterons enfin des implications de cette réflexion sur la « question de l’accès» et sur les politiques publiques visant à diminuer la discrimination systémique ciblant les personnes identifiées comme ayant un handicap intellectuel. 
De la capacité, de la compétence, de l’empowerment, repenser l’anthropologie de la participation (Politique et Sociétés; vol.34, no.1) Année de publication: 2013 Auteur: Jean-Louis Genard Auteur institutionnel: Société québécoise de science politique Le plus souvent étudiée dans le contexte des évolutions du politique et du passage présumé d’une démocratie représentative vers une démocratie davantage participative ou délibérative, la question de la participation est abordée ici sous l’angle d’une transformation de nos coordonnées anthropologiques. Les exigences et les attentes de participation se retrouvent en effet dans de multiples domaines qui excèdent de loin la seule sphère du politique, allant du monde de l’entreprise et de ses cercles de qualité jusqu’à la production de biens en kit sollicitant les capacités de montage des acheteurs. Cette extension du domaine de la participation s’appuie en réalité sur un certain nombre de présupposés anthropologiques. Ceux-ci prêtent aux acteurs des capacités et des compétences qu’ils sont censés détenir, à moins qu’ils ne soient appelés à les enrichir par des stratégies d’empowerment si elles leur font défaut ou sont insuffisantes. Ils leur attribuent aussi un potentiel de motivation indispensable à l’actualisation de ces compétences et capacités. Le texte soutient que l’évaluation des personnes ainsi que la configuration de nombreux dispositifs sociaux récents tendent de plus en plus à s’ajuster à ce nouveau référentiel anthropologique. Il en va ainsi de la participation politique bien sûr, mais aussi des nouvelles politiques sociales, des formations au «pouvoir d’agir », des objectifs éducatifs, des politiques de développement ou de santé. Revenant plus spécifiquement sur la question de la participation politique, le texte montre comment ces nouvelles coordonnées anthropologiques reconfigurent la question de l’expertise en réorganisant les partages entre expertises ordinaire et spécialisée et, du coup, le partage entre les espaces où peut prendre place une démocratie participative et ceux qui demeurent confiés à l’expertise technocratique. 
Thinkpiece: Are We Changing the World?; Reflections on Development Education, Activism and Social Change Année de publication: 2015 Auteur: Stephen McCloskey Auteur institutionnel: Centre for Global Education (CGE) This article has been published as part of a one year development education project delivered by the Centre for Global Education and funded by Trócaire. It aims to support reflection and debate on how development educators engage the public on international development issues. The article comes on the back of recent research, most notably Oxfam’s Finding Frames report, which suggests that the development sector is struggling to enhance and sustain citizenship engagement on the structural causes of poverty and inequality. The article probes some of the factors that may underpin this lack of engagement both within the development education sector specifically and the wider development sector more generally. It examines some of the challenges involved in engaging learners in actions on global issues. Some of these challenges relate to the sectors and environmental pressures in which development educators operate which can thwart in-depth engagement with learners. 
Curriculum in the Education 2030 Agenda: Latin America and the Caribbean Année de publication: 2017 Auteur: Renato Opertti Auteur institutionnel: UNESCO International Bureau of Education (IBE) “Curriculum in the Education 2030 Agenda: Latin America and the Caribbean”1 discusses the importance of rethinking the curriculum in light of a transformational, humanistic and holistic vision of education. The Education 2030 Agenda, which emerged from the World Education Forum (WEF) 2015 held in Incheon, Republic of Korea, positions curriculum as a powerful education policy tool leading the way to effective, relevant and sustainable learning opportunities, processes and outcomes. Curricula have a positive effect as levers for the sustainable, inclusive, fair and cohesive development of a country. They reflect and help to construct the type of society envisioned. The article provides recommendations to strengthen the positioning of curriculum toward an inclusive and equitable quality education in Latin America and the Caribbean. It therefore addresses the following questions: 1) How is curriculum currently conceived?; 2) What role does it play in the reforms aimed at improving equity and quality of the learning processes?; 3) What are the main regional challenges in relation to curriculum development?; and 4) How could countries align their curricula with their development needs? 
2020 연대와 공동체 의식으로 코로나바이러스감염증-19를 함께 극복해 나가는 세계시민교육 Année de publication: 2020 Auteur institutionnel: 서울특별시교육청 민주시민생활교육과 세계시민교육은 지역에서 일어나는 다양한 사안들이 지구 공동의 문제와 연결되어 있다는 것을 이해하고 공감하며 이러한 문제들을 해결하기 위한 다양한 방면에서의 지식, 기술, 태도를 기르고 지구 공동체의 더 평화롭고 행복한 미래를 지향하는 교육이다.이 자료는 서울특별시교육청에서 코로나바이러스감염증-19로 인한 위기에 대응하기 위해 발간한 혐오와 차별을 극복하는 연대와 책임의 세계시민성 함양 자료이다. 코로나 바이러스 감염으로 학교에 오지 못하는 학생들에게 온라인 수업 교재로 활용하여 관련 주제에 대해 학생 스스로 다양한 자료를 찾아보거나 자신의 생각을 온라인으로 공유하는 방법으로 사용할 수 있으며 직접 교실에서 학생들과 함께 교과 융합이나 주제 중심 수업으로도 활용 가능하다. 
Statement of International Development NGOs of Korea on the Global Fight against COVID-19 Année de publication: 2020 Auteur institutionnel: Korea NGO Council for Overseas Development Cooperation (KCOC) The recent outbreak of COVID-19 has become a global crisis. Since the WHO declared it as a pandemic on March 11, we’ve seen an exponential growth of the numbers of confirmed cases and deaths across the world. No one can predict a peak or duration of the crisis at this point.As the U.S. and European countries with relatively effective healthcare infrastructure are also struggling with the pandemic, the magnitude of damages on developing countries would be unimaginable. It would be extremely difficult for vulnerable states to tackle the crisis by themselves. Now is the time that we forge international solidarity and find solutions together. 국제사회의 코로나19 퇴치를 위한 한국 국제개발협력 시민사회단체들의 호소문 Année de publication: 2020 Auteur institutionnel: Korea NGO Council for Overseas Development Cooperation (KCOC) 코로나19가 전 지구적 위기로 다가왔습니다. 지난 3월 11일 세계보건기구(WHO)가 팬데믹을 선언한 이래, 전 세계 확진자 및 사망자의 수가 기하급수적으로 증가하고 있고, 그 정점이 어디인지, 언제까지 이 사태가 계속될지 누구도 예측하지 못하는 상황입니다.보건 의료 인프라가 잘 갖춰진 미국과 유럽에서조차 팬데믹의 영향이 심각한 상황임을 감안할 때, 향후 개발도상국(이하 개도국)이 받게 될 피해의 정도를 가늠하기 어렵습니다. 취약한 나라일수록 스스로의 노력만으로 현 위기 상황을 타개하기란 매우 어렵기에 우리는 지금부터 국제적으로 연대하고 공동으로 해결방안을 모색해야 합니다. 또한 개도국의 감염예방 및 치료를 돕는 것이 곧 우리의 안전을 지키는 일이며, 필수적이고도 선제적인 예방책이 될 것이라는 점을 기억해야 합니다. 
Well-Being and Safety of Women: OSCE-Led Survey on Violence Against Women Année de publication: 2019 Auteur institutionnel: Organization for Security and Co-operation in Europe (OSCE) This report presents the cross-regional, comparable findings of the OSCE-led Survey on the Well-being and Safety of Women, which was implemented in 2018 in Albania, Bosnia and Herzegovina, Montenegro, North Macedonia and Serbia, Moldova3 and Ukraine. The research was also conducted in Kosovo.The OSCE-led survey included a quantitative and qualitative component and was undertaken with the goal of providing comparable data on different forms of violence women experience in their childhood and throughout the course of their lives. The research examined violence that women experience in conflict and non-conflict settings, as well as the impact violence has on women, including its lasting consequences. Questions on norms and attitudes connected to violence against women were asked to better understand the underlying causes of violence.The area covered by this research is diverse and has different historical, social and economic contexts. Rather than focusing on the findings from particular locations, the report aims to provide an overview of women’s experiences and to highlight the issues – often similar – that persist and continue to hamper the well-being and safety of women throughout the area covered by the research. 
UNESCO-HNA Partnership for Girls' & Women's Education Année de publication: 2017 Auteur institutionnel: UNESCO The UNESCO-HNA Partnership for Girls’ and Women’s Education is one component of the “Better Life, Better Future” Global Partnership for Girls’ and Women’s Education launched by UNESCO in 2011. The Global Partnership recognizes that educating girls and women can break the cycle of poverty, foster greater social justice and contribute to the achievement of the Sustainable Development Goals. It aims to expand and improve the quality and relevance of education for girls and women, creating a better life and better future for all members of society for generations to come. 
From Volunteers to Active Citizens Année de publication: 2015 Auteur: Grainne O’Neil Auteur institutionnel: Comhlámh This is a practical guide for volunteer sending-organisations, which aims to build capacity to support and deepen volunteers’ ongoing learning and critical engagement with international development issues, and to help volunteers “to address the structural and underlying causes of inequality and injustice to participate in social change making.”