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์ธ๊ณ์๋ฏผ๊ต์ก์ ๋ํ ์ดํด๋ฅผ ๋ํ๊ณ ์ฐ๊ตฌ, ์นํธ ํ๋, ๊ต์, ํ์ต ๋ฑ์ ํฅ์์ํฌ ์ ์๋ ๋ค์ํ๊ณ ์ ์ฉํ ์๋ฃ๋ฅผ ์ฐพ์๋ณด์ธ์.
232 ๊ฑด์ ๊ฒฐ๊ณผ๊ฐ ๊ฒ์๋์์ต๋๋ค
2023 Asia-Pacific Regional Global Citizenship Education (GCED): Network Activities Summary Report ๋ฐํ ์ฐ๋: 2023 ์ ์: Seek Ling Tan ๋จ์ฒด ์ ์: UNESCO Bangkok This is a summary report from the Global Citizenship Education (GCED) network activities in Asia-Pacific in 2023. The Asia-Pacific Regional Global Citizenship Education Network, spearheaded by UNESCO Bangkok and the Asia-Pacific Centre of Education for International Understanding (APCEIU), has illuminated the path to empower learners to become global citizens since its inception in 2018. In 2023, their journey was punctuated by significant milestones and a revitalized commitment to propel GCED across the region. This commitment is particularly evident in the key priority areas of advocacy, capacity building, learning/teaching materials, policy and research and the synergizing of regional collaboration towards Education 2030. 
MGIEP Annual Report 2015-2016 ๋ฐํ ์ฐ๋: 2017 ๋จ์ฒด ์ ์: Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP) The Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP) is UNESCOโs first Category I institute in the Asia-Pacific region, established with the generous support of the Government of India.UNESCO MGIEP focuses on transforming current education policies and practices by developing innovative teaching and learning methods. Their objective is to build generations of young people equipped to create peaceful and sustainable societies.This annual report describes MGIEPโs main works and various educational programmes for peace and sustainable development. 
Empathy, Perspective and Complicity: How Digital Games can Support Peace Education and Conflict Resolution ๋ฐํ ์ฐ๋: 2016 ์ ์: Paul Darvasi ๋จ์ฒด ์ ์: Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP) This paper will address how digital games may be uniquely suited to further the work of peace education and conflict resolution. There is a scarcity of research that specifically studies how digital games, as dynamic and interreactive learning tools, can be leveraged to support and enhance the closely related fields of peace education or conflict resolution; however, research in a number relevant sectors will be recruited to better understand the topic and expose gaps for further work. After defining basic terms, the first section will briefly discuss the aims of peace education and interactive conflict resolution and how digital games can assist in facilitating intergroup contact and collaboration. The heart of the paper will examine several serious games for their potential to cultivate perspective-taking and empathy, explore ethical dilemmas, promote intercultural understanding and encourage a sense of complicity, all crucial components in the work of peace education and conflict resolution. The final section will discuss the importance of context and reflection when implementing digital games and consider whether they can produce long-term, sustainable changes to behaviors and attitudes. 
Backtalk: The Participatory Film and Its Residency in the Space of Cultural Violence and Creative Education towards a Conceptual Understanding of Peace ๋ฐํ ์ฐ๋: 2017 ์ ์: Ruchika Gurung ๋จ์ฒด ์ ์: Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP) Cultural violence is defined as the beliefs, attitudes and values that justify structural and direct violence (Galtung 1990). It dulls us into seeing exploitation and repression as normal or in not actively witnessing it, and the media plays a vital role in its dissemination. Media and in particular film studies occupies a space through which notions of culture, ideology, peace and violence are negotiated.While the observational approach to film is well established in education, participatory filmmaking as an educational tool is what this paper addresses, with reference to concepts of cultural violence and peace education.This paper uses Brantmeierโs (2011) five stage model, that encourages social and cultural change towards a future that is nonviolent, sustainable and renewable, and Beryโs (2003) conceptualisation of empowerment to propose that participatory film functions as a transformative creative process and challenges notions of identity and culture while helping learners describe the world around them (Zembylas & Bekerman 2013).Through analysing existing cases in the field of participatory video (Schwab-Cartas & Mitchell 2014), the author argue that participatory film functions as a tool for creative education practices that promotes a more hands-on approach to raising awareness about cultural violence and engaging with identity formation, and as a creative tool for knowledge creation and dissemination. 
Peace Education in the 21st Century: An Essential Strategy for Building Lasting Peace ๋ฐํ ์ฐ๋: 2024 ๋จ์ฒด ์ ์: UNESCO This report provides an overview of the importance of peace education, highlighting the challenges and opportunities for using it in efforts to bring about lasting global peace. It reviews key research and is heavily inspired by the discussions held in the context of the revision process of the 1974 Recommendation concerning education for international understanding, co-operation and peace and education relating to human rights and fundamental freedoms. More specifically, this report draws from the following notes developed by UNESCO in 2022: โCurrent understandings, and threats to lasting peaceโ, โNew understandings of educationโs contributions to peaceโ, and โThe role of non-state actors in the promotion of peace through educationโ. 
Address by Irina Bokova, Director-General of UNESCO on the occasion of the the Side Even โWhat Works and What Doesnโt in the Prevention of Violent Extremism (PVE)โ ๋ฐํ ์ฐ๋: 2017 ๋จ์ฒด ์ ์: UNESCO. Director-General, 2009-2017 (Bokova, I.G.) This Address was delivered by Irina Bokova, Director-General of UNESCO on the occasion of the the Side Even โWhat Works and What Doesnโt in the Prevention of Violent Extremism (PVE): A Discussion on UNESCOโs Actions and Launch of UNESCOโs Latest Publicationsโ. 
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. 
Education: Still Searching for Utopia? (The UNESCO Courier no. 1, January-March 2018) ๋ฐํ ์ฐ๋: 2018 ๋จ์ฒด ์ ์: UNESCO At a time of heightened global tension, when human rights, freedom of speech, peace and the future of the planet itself may seem challenged as never before, the transformational power of education is of critical importance.In Learning: The Treasure Within, the landmark Report to UNESCO by the International Commission on Education for the Twenty-first Century in 1996, Jacques Delors, then Chairman of the Commission (1992 to 1996), spoke of education as โthe necessary Utopiaโ and โan indispensable asset in its attempt to attain the ideals of peace, freedom and social justice.โEducation was held up as neither miracle nor magic, but rather the best means to foster a climate where humanity would be improved โ. and where the rich potential for learning, inherent in every individual, would be tapped. Our humanity is confronted with a very strange paradox: the worldโs population has never been better educated, and yet, according to the UNESCO Institute for Statistics, 263 million children and young people are out of school, 617 million children and adolescents worldwide do not meet the minimum threshold for literacy and mathematics, at least 750 million adults are illiterate, and girls remain more likely than boys to never set foot in a classroom. Yet education is still called upon to address inequalities, poverty, terrorism and conflict. It is seen as one of the keys to global citizenship and sustainable development, two of UNESCOโs fields of action. The Organization is also mandated to lead the Education 2030 global agenda with a special focus on ensuring that no one is left behind. Under the title, โEducation: Still searching for Utopia?โ, the UNESCO Courier evaluates the state of global education and explores how it responds to some of the main challenges we face. 
Toolbox in Education for Peace ๋ฐํ ์ฐ๋: 2013 ์ ์: Luz Marfa Chapela ๋จ์ฒด ์ ์: UNESCO Mexico The components of this box form a system in which each element has its own ends and all the elements, gathered and linked, seek the same shared goal: offer recreational materials that encourage introspective reflection, the best knowledge of the other and the environment, the collaborative study, the participation of different agents of the community in support of teachers, the use of mother tongues and the identification of resources, knowledge, talents and skills in local communities. This box is addressed in a special way to teachers and students of basic education, as well as to different agents of the civil society that support them. Its purpose is to favor the development of school communities that make the school a center of study, play, advice and work for all. Because the materials of the Toolbox can also be interesting to young people and adults of all ages. In this sense, the box invites the different agents of the communities to think and produce new playful-educational materials that collect and put into action some priority local contents, which, surely, will enrich the life and educational possibilities of school communities. Caja de Herramientas en Educaciรณn para la Paz ๋ฐํ ์ฐ๋: 2013 ์ ์: Luz Marfa Chapela ๋จ์ฒด ์ ์: UNESCO Mexico Los componentes de esta caja forman un sistema en el que cada elemento tiene sus propios fines y todos los elementos, reunidos y vinculados, buscan un mismo fin compartido: ofrecer materiales lรบdicoeducativos que propicien la reflexiรณn introspectiva, el mejor conocimiento del otro y del entorno, el estudio colaborativo, la participaciรณn de distintos agentes de la comunidad en apoyo a los maestros, el uso de las lenguas maternas y la identificaciรณn de recursos, saberes, talentos y habilidades en las comunidades locales. Esta caja se dirige de manera especial a maestros y estudiantes de educaciรณn bรกsica, asรญ como a distintos agentes de la sociedad civil que los apoyan. Tiene entre sus propรณsitos favorecer el desarrollo de comunidades escolares que hagan de la escuela un centro de estudio, juego, asesorรญa y trabajo para todos. Porque los materiales de la Caja de Herramientas tambiรฉn pueden resultar interesantes a jรณvenes y adultos de todas las edades. En este sentido, la caja invita a los distintos agentes de las comunidades a pensar y producir nuevos materiales lรบdico-educativos que recojan y pongan en acciรณn algunos contenidos locales prioritarios, mismos que, seguramente, enriquecerรกn la vida y las posibilidades educativas de las comunidades escolares.