์๋ฃ
์ธ๊ณ์๋ฏผ๊ต์ก์ ๋ํ ์ดํด๋ฅผ ๋ํ๊ณ ์ฐ๊ตฌ, ์นํธ ํ๋, ๊ต์, ํ์ต ๋ฑ์ ํฅ์์ํฌ ์ ์๋ ๋ค์ํ๊ณ ์ ์ฉํ ์๋ฃ๋ฅผ ์ฐพ์๋ณด์ธ์.
98 ๊ฑด์ ๊ฒฐ๊ณผ๊ฐ ๊ฒ์๋์์ต๋๋ค
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. 
Youth PVE: Preventing Violent Extremism ๋ฐํ ์ฐ๋: 2020 ๋จ์ฒด ์ ์: UNESCO | UN. Office of Counter-Terrorism (UNOCT) Violent extremism threatens the security and fundamental rights of citizens all over the world, and undermines the attempts of many countries to achieve sustainable peace. Many violent extremist organizations work by recruiting disenfranchised youth and inciting them to commit acts of violence. This project focuses on meaningful youth engagement because we believe that enhancing the resilience of young people will prevent their involvement in violent extremism and instead transform them into agents of positive change. We provide a framework for action that mobilizes UNESCO at multiple levels to provide young people with opportunities, knowledge and capacities to foster dialogue and cooperation in furtherance of PVE. 
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. 
Reconciliation through Global Citizenship Education ๋ฐํ ์ฐ๋: 2023 ๋จ์ฒด ์ ์: UNESCO This document zeroes in on how concepts of GCED and reconciliation are addressed in current research and practice and aims to provide existing grounds and future considerations for policy-makers concerned with reconciliation through education. 
Social Media 4 Peace ๋ฐํ ์ฐ๋: 2021 ๋จ์ฒด ์ ์: UNESCO | European Union (EU) The overall objective of the UNESCO project 'Social Media 4 Peace' funded by the European Union is to strengthen the resilience of societies to potentially harmful content spread online, in particular hate speech inciting violence while protecting freedom of expression and enhancing the promotion of peace through digital technologies, notably social media. For more information, please visit:https://en.unesco.org/social-media-4-peace 
Teaching approaches that help to build resilience to extremism among young people ๋ฐํ ์ฐ๋: 2011 ๋จ์ฒด ์ ์: United Kingdom. Department of Education This is a summary for decision-makers โ policy- makers, school leaders, teachers and other practitioners, such as youth and community workers โ of the key ingredients of evidence-based teaching approaches and interventions that are effective in building resilience to extremism among young people. It also details support factors in schools and other education settings that maximize the benefits and impact of such interventions. 
Transformative Pedagogy for Peace-building: A Guide for Teachers ๋ฐํ ์ฐ๋: 2017 ๋จ์ฒด ์ ์: UNESCO International Institute for Capacity-Building in Africa (IICBA) This publication is a guide for teachers and teacher trainers on transformative pedagogy so that they are able to empower youth with peace-building knowledge, skills and competencies necessary to develop into advocates and actors of peace.The guide particularly aims to introduce teachers to the foundation of conflict analysis and peace-building and to equip them with a learner-centered approach to peace education and community engagement.This guide is a resource for educators to engage and support youth in their journey to becoming active peace-builders and fostering transformation in the Horn of Africa and Surrounding Countries. 
Countering Terrorism through Education of Populations: The Case of African Countries ๋ฐํ ์ฐ๋: 2011 ์ ์: Simon M. Lelo Terrorism has become a major concern of current governments. African countries are also involved in counter- terrorism but, due to several internal security and development problems, their effective participation in the combat against terrorism is very limited. They need capacity and skills in order to participate actively in countering terrorism. Education is one of the most appropriate ways for preparing African countries to prevent terrorism. Education provides not only knowledge but also capacity to make informed decisions, strategies and policies. The international community should help African countries to strengthen their education through specialized and general training programmes. Countering Terrorism through Education of Populations: The Case of African Countries ๋ฐํ ์ฐ๋: 2011 ์ ์: Simon M. Lelo Le terrorisme est devenu un enjeu de premier ordre pour les gouvernements actuels. Les pays africains prennent รฉgalement part ร la lutte contre le terrorisme ; cependant, ร cause de problรจmes de sรฉcuritรฉ nationale et de dรฉveloppement, leur participation effective dans le combat contre le terrorisme reste trรจs limitรฉe. Ces pays manquent de moyen pour pouvoir y participer de maniรจre plus active. Ainsi, l'รฉducation doit รชtre privilรฉgiรฉe afin de soutenir les efforts de prรฉvention dans les pays africains. Lโรฉducation n'apporte pas seulement des connaissances aux apprenants, elle permet รฉgalement de prendre des dรฉcisions, et de mettre en place des stratรฉgies et des mesures de maniรจre informรฉe. La communautรฉ internationale doit aider les pays africains ร renforcer leurs systรจmes รฉducatifs ร travers divers programmes de formation. 
Digital Technologies for Environmental Peacebuilding : Horizon Scanning of Opportunities and Risks ๋ฐํ ์ฐ๋: 2024 ๋จ์ฒด ์ ์: United Nations Environment Programme (UNEP) This report specifically delves into how digital technologies can be harnessed to manage environmental and natural resource risks that contribute to insecurity and social conflict, as well as the opportunities they present for peacebuilding, cooperation, and social cohesion. It examines relevant use cases spanning the peace and security continuum and concludes with a set of important policy and governance recommendations. The report is designed to inform and contribute to significant upcoming frameworks addressing digital technologies, including the Summit of the Future and the Global Digital Compact.