์๋ฃ
์ธ๊ณ์๋ฏผ๊ต์ก์ ๋ํ ์ดํด๋ฅผ ๋ํ๊ณ ์ฐ๊ตฌ, ์นํธ ํ๋, ๊ต์, ํ์ต ๋ฑ์ ํฅ์์ํฌ ์ ์๋ ๋ค์ํ๊ณ ์ ์ฉํ ์๋ฃ๋ฅผ ์ฐพ์๋ณด์ธ์.
220 ๊ฑด์ ๊ฒฐ๊ณผ๊ฐ ๊ฒ์๋์์ต๋๋ค
Localizing the 2030 Agenda and Global Citizenship Education: An Essential Dialogue ๋ฐํ ์ฐ๋: 2020 ๋จ์ฒด ์ ์: Diputaciรณ de Barcelona Diputaciรณ de Barcelona has produced a document that offers guidelines to strengthen the links between Global Citizenship Education (GCE) actions and localizing SDGs initiatives, in order to drive real changes in local policies.What we call Global Citizenship Education (GCE) brings together key elements of different educational trends, such as development education, peace education or education for sustainability, among others. Each of them has decades of experience in promoting changes in citizenโs knowledge, attitudes and behaviours through formal or informal channels. This experience can help to reinforce the 2030 Agendaโs capacity to generate real change towards a more sustainable future for the planet, connecting local and global realities and highlighting interdependencies and co-responsibility. The document points out what can be done at the local level to improve this dialogue between SDG and GCE with practical proposals such as introducing GCE perspective in the SDGs training activities or implementing joint initiatives between development cooperation departments and other areas to reach new audiences. 
International Environmental Politics and Critical Approach to Global Citizenship Education ๋ฐํ ์ฐ๋: 2017 ์ ์: Zheng Fuxing The research and practice of global citizenship education have thrived since 1990s, but the effectiveness of global citizenship education is limited. The research cannot avoid the problematic premise of the possibility of global citizenship education. The identity predicament of global citizen and alienation of local implementing make probability of the global citizenship education problematic. The practial predicament of the global citizenship education maninfest5s that the nation state is the key factor of policy implementation. Environmental question, which is about global common good, attracts the attention from the government of most of nations, and becomes the good case for exploring the feasibility of global citizenship education. Environmental politics explain the inequality and injustice in the globally enviromental governance which made the global citizenship education critical. The critical ecopedagogy becomes the new form of global citizenship. The practice of the global citizenship education becomes viable by hybrid activism generated by dialectical movement between local and global in the limit of nation-state. 
Education for Global Citizenship: Promoting Democracy ๋ฐํ ์ฐ๋: 2019 ์ ์: Manuela Mesa ๋จ์ฒด ์ ์: Autonomous University of Madrid | Red Iberoamericana de Investigaciรณn sobre Cambio y Eficacia Escolar (RINACE) This paper makes a reflection on the role of education in the current international context, marked by profound changes and by a situation of uncertainty and instability and reverse in rights. It discusses the various interpretative frameworks that explain the current world and that are articulated around the global-local axis and ethnic-national identities and multiple identities. In a world characterized by the complexity and speed of changes, it is very important to overcome the the compartmentalization of knowledge in areas such as mathematics, social, language, etc and look for global approaches. Education as a transformative practice cannot be outside of the major challenges facing humanity at the national and multilateral. The 2030 Agenda and the Sustainable Development Goals gives opportunities for the consolidation of the Education for Global Citizenship. 
Global citizenship in primary and secondary education in the Netherlands ๋ฐํ ์ฐ๋: 2012 ์ ์: Lette Hogeling ๋จ์ฒด ์ ์: National Committee for International Cooperation and Sustainable Development (NCDO) NCDO has examined the opinions and methods of teachers and directors with regard to global citizenship, as well as the obstacles and opportunities they experience around global citizenship in education. More than 1,500 teachers and almost 300 directors have participated in the research. A large majority of the teachers in primary and secondary education think that global citizenship is an important subject for Dutch education. Also, the majority of the teachers are of the opinion that it is important that the lessons link up with current events. Nevertheless, only a minority of the teachers in primary and secondary education believe that global citizenship should be a compulsory part of the curriculum. It is mainly teachers of geography, economics, cultural and social subjects who are of the opinion that global citizenship is an important theme. 
Peace the Best Way ๋ฐํ ์ฐ๋: 2017 ๋จ์ฒด ์ ์: Lesotho Distance Teaching Centre (LDTC) The storybook titled โPeace, the Best Way (Ngoanโa Khotso Ha a Lebale Tsa Khotso)โ is an end-product of Workshop in Lesotho on GCED: Teacher Training on Peace Education & GCED Learning Material Development held between 12 and 14 of July 2017. During the workshop, participants created learning materials on peace and conflict transformation based on what they have learned throughout the sessions.The authors share their stories of conflicts that they encounter in their everyday lives and further identify ways of managing and resolving the conflicts in a peaceful manner to let everyone live in harmony. They hope to instill the importance of peace not only to the adults reading the book, but also to the younger generation who learn from their parents and adults of the community.The book published in English as well as Sesotho, will be used as teaching and learning resources for learners and also be disseminated to public locations including schools, community centers and libraries.For more information on the Workshop, Please click here. 
#EquiTalks: How Can We Turn Division into Dialogue? ๋ฐํ ์ฐ๋: 2024 ๋จ์ฒด ์ ์: Equitas This brochure gathers the answers of five human rights defenders during the 2024 #EquiTalks panel discussion, who attempted to answer the question: How can we turn division into dialogue? The brochure suggests potential solutions and tips to counteract the polarization of opinions on human rights. 
Global Citizenship Education in Australian Elementary Schools(Journal of Ethics; Vol. 137, No 1) ๋ฐํ ์ฐ๋: 2022 ์ ์: ํ์์ | ์ถ๋ณ์ ๋จ์ฒด ์ ์: ํ๊ตญ์ค๋ฆฌํํ Global citizens think and act about the world as a universal community of borderless members who care for each other and are dedicated to taking care of the earth. Considering these visions and moral ideals, global citizenship education is an important goal and content of moral education. However, at present, we do not have a framework for dealing with global citizenship education in moral education. In this regard, Australia is the country we should pay attention to. Australia declared a national statement for global citizenship education in 2002. Since 2009, it has been reflected in the Australian curriculum. This article examines the historical development of global citizenship education in Australia, analyzes the current systems of global citizenship education system in primary schools, and investigates what Australia's approach to global citizenship education suggests for elementary moral education in Korea. In conclusion, we proposed three things. First, we must develop and apply a framework for the practice of global civic education in moral education. Second, we should emphasize the aspects of knowledge and understanding, skills and processing, behavior and participation as well as values and attitudes. Third, we must seek a balance between moderate global citizenship education and critical global citizenship education. 
SDG4 ์ดํ ์ด์ง์ ์ํ ์งํ ์ฐ๊ตฌ ๋ฐํ ์ฐ๋: 2025 ์ ์: ๋ฐ๊ทผ์ | ์ฃผํ๋ฏธ | ๋ฌธ๋ฌด๊ฒฝ | ์ค์์ง | ๋ฅ๊ธฐ๋ฝ | ์กฐํ์น | ๋ณ์ข
์ | Sunmi Ji | ์ด์ฌ๋น | ๋ฐ๊ธฐ์
| ์ํด์ | ์๋ฌด๊ณ ๋จ์ฒด ์ ์: Korean National Commission for UNESCO ์ง์๊ฐ๋ฅ๋ฐ์ ๋ชฉํ(SDGs) ์ดํ์ ์ ํ์ ์ ๋ง์ ๊ตญ๋ด ๊ต์ก์ ํํฉ๊ณผ ๊ณผ์ ๋ฅผ SDG4 ์งํ๋ฅผ ํตํด ์ง๋จํ๊ณ ํฅํ ๋ฐฉํฅ์ ํ์ํ ์ฐ๊ตฌ ๋ณด๊ณ ์ <๋ชฉ์ฐจ> ๋ฐ๊ฐ์ฌ โSDG4 ์ดํ ์ด์ง์ ์ํ ์งํ ์ฐ๊ตฌโ ๋ณด๊ณ ์๋ฅผ ๋ฐ๊ฐํ๋ฉฐ ์๋ก ํ ์์ ์ SDG4 ์ดํ ์์ค ์ ๊ฒ๊ณผ ๊ฐ์ ๋ฐฉํฅ ํ์์ ๋น์์ฑ SDG 4.1 ๊ณตํํ๊ณ ์์ง์ ์ดยท์ค๋ฑ ๊ต์ก ์ด์ ๋ณด์ฅ์ ๋ํ ํ๊ตญ ํํฉ ๋ฐ ํฅํ ๊ณผ์ SDG 4.2 ์์ ์ ๊ต์ก๊ณผ ๋ณด์ก ์งํ ๊ฒํ ์ ํฅํ ๊ณผ์ SDG 4.3 ๊ณ ๋ฑ๊ต์ก์ ์์์ฑ๊ณผ ํํ์ฑ ๋
ผ์ ๋ฐ ํฅํ ๊ณผ์ SDG 4.4 ๊ณ ์ฉ์ ์ํ ์คํฌ: SDG 4.4์ ์ดํ ํํฉ๊ณผ ๊ณผ์ SDG 4.5 ๊ต์ก ํํ์ฑ ์คํ์ ์ํ SDG 4.5 ์งํ ๊ฒํ ์ ์ดํ ํํฉ ๋ถ์ SDG 4.6 ํ๊ตญ์ SDG 4.6 ์ดํ ํํ๊ณผ ๊ณผ์ : ์ฑ์ธ ๋ฌธํด๋ ฅ SDG 4.7 ๋๋ถ์ด ์ด๊ธฐ ์ํ ํ์ต์ ํฅํ์ฌ: ์ธ๊ณ์๋ฏผ๊ต์ก ๋ฐ ์ง์๊ฐ๋ฅ๋ฐ์ ๊ต์ก ์ดํ ํํฉ๊ณผ ๋ชจ๋ํฐ๋ง ๊ฐ์ ๋ฐฉ์ ํ์ SDG 4.a SDG 4.a.1๊ณผ ํ๊ตญ ๋์งํธ ๊ต์ก ์ดํ ํํฉ: ์ ๊ทผ์ฑ, ์ฌ์ฉ๋, ์คํฌ SDG 4.b ๊ณต์ ๊ฐ๋ฐ์์กฐ(ODA) ์ฅํ๊ธ ํ๋ SDG 4.c ์๊ฒฉ์ ๊ฐ์ถ ๊ต์ฌ์ ๊ณต๊ธ ๊ด๋ จ ์ดํ ํํฉ ๋ฐ ๊ฐ์ ๋ฐฉ์ ๊ฒฐ๋ก ์๊ฒฉํ ํ์ค ์ธ์์ ๊ธฐ๋ฐํ ๋ค์ ๋ชฉํ๋ก์ ์ดํ ์ค๋น 
Educational Pack: Claire Ravez, research analyst focused on monitoring and analysis, IFE ๋ฐํ ์ฐ๋: 2021 ๋จ์ฒด ์ ์: French Institute of Netherlands As a professor of history and geography, Claire Ravez joined the Monitoring and Analysis team of the French Institute of Education within the รcole normale supรฉrieure de Lyon in 2017.Pedagogical file #1 is dedicated to civic education, with contributions from Claire Ravez, Dominique Schnapper, FEi, and the National Library of France. 
Education Pack: Dominique Schnapper, sociologue ๋ฐํ ์ฐ๋: 2023 ๋จ์ฒด ์ ์: French Institute of Netherlands Member of the Constitutional Council from 2001 to 2010, Dominique Schnapper is a French sociologist and political scientist. pedagogical file #1 is dedicated to civic education, with contributions from Claire Ravez, Dominique Schnapper, FEi and the BnF.