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Disinformation and Peacebuilding in Sub-Saharan Africa : Security Implications of AI-Altered Information Environments : Research Report 발행 연도: 2024 저자: Eduardo Albrecht | Eleonore Fournier-Tombs | Rebecca Brubake 단체 저자: United Nations University This report aims to further explore the way in which AI technologies as they currently stand impact peace and conflict, and what methods might be used to mitigate their adverse effects - through the development of better tools and the inclusion of peace and conflict considerations in AI governance frameworks. The report proposes the following recommendations: 1. More funding and support should be provided to civil society organization efforts to expand media literacy and fact-checking initiatives using AI tools to enhance capabilities. 2. Governments need to work with civil society to develop and implement comprehensive, transparent legal frameworks combating disinformation. These legislative measures need to support digital and media literacy campaigns and fact-checking organizations. 3. Social media companies need to expand investment and research into understanding local information environments, so they can better identify and respond to instances of disinformation in all contexts in which they operate and enhance transparency. 4. Peacebuilding organizations need to carefully consider local media ecosystems and information environments when conducting conflict analyses, and factor these dynamics into their projects' frameworks. 
The Teacher as a Promoter of the Pedagogy of Coexistence for Education for Peace 발행 연도: 2014 저자: María Elena López Serrano | Rosa María Medrano Domínguez | Patricia Villar López 단체 저자: Universidad Católica Silva Henríquez Recognizing the diversity in the aulic space allows to create spaces of harmonious coexistence that promote and accept interculturality, for this the teacher becomes the nodal axis to propitiate the conditions that allow the students to recognize themselves as equal beings capable of developing their capacities to the maximum academic and personal. To achieve this goal it is essential that the teacher recognizes himself and others, in such a way that generates spaces in which students identify as social beings able to interact with their peers, the educational community and their environment. What has been described here supports the proposal of the pedagogy of coexistence in the aulic space as a promoter of education for peace that contributes to the reduction of the violence experienced in society. The proposal is based on a documentary research on the pedagogy of coexistence linked to diversity and interculturality to promote education for peace. The proposal recognizes the teacher as the axis that drives education for peace through fostering harmonious environments in the classroom. It is not possible to speak of harmonic coexistence without considering the teacher's awareness of his role as a social educator, which promotes through Pedagogy of Coexistence an intercultural education that attends to diversity and that favors education for peace and contributes to the decrease of cultural violence. El docente como promotor de la pedagogía de la convivencia para la educación por la paz 발행 연도: 2014 저자: María Elena López Serrano | Rosa María Medrano Domínguez | Patricia Villar López 단체 저자: Universidad Católica Silva Henríquez Reconocer la diversidad en el espacio áulico permite propiciar espacios de convivencia armónica que promuevan y acepten la interculturalidad, por ello el docente se convierte en el eje nodal para propiciar las condiciones que permitan a los estudiantes reconocerse como seres iguales capaces de desarrollar al máximo sus capacidades académicas y personales. Para conseguir este objetivo es fundamental que el docente se reconozca en sí mismo y en los demás, de tal forma que genere espacios en el que los alumnos se identifiquen como seres sociales capaces de interactuar con sus pares, con la comunidad educativa y su entorno. Lo hasta aquí descrito sustenta la propuesta de la pedagogía de la convivencia en el espacio áulico como promotor de la educación para la paz que contribuya a la disminución de la violencia que se vivencia en la sociedad. La propuesta se sustenta en una investigación documental respecto a la pedagogía de la convivencia vinculada con la diversidad e interculturalidad para promover la educación por la paz.La propuesta reconoce al docente como el eje que impulsa la educación por la paz a través de propiciar ambientes armónicos en el aula. No es posible hablar de Convivencia armónica sin considerar la conciencia del docente respecto a su rol como educador social, que promueve a través de la Pedagogía de la Convivencia una educación intercultural que atienda a la diversidad y que favorezca la educación para la paz y contribuya a la disminución de la violencia cultural. 
Teaching approaches that help to build resilience to extremism among young people 발행 연도: 2011 단체 저자: United Kingdom. Department of Education Il s’agit d’un résumé des éléments clés des approches et interventions éducatives qui se sont avérées efficaces pour développer et renforcer la résilience des jeunes à l’extrémisme, destiné aux décideurs politiques ou non, chefs d’établissement scolaire, enseignants et autres acteurs du domaine éducatif, comme les jeunes et les animateurs socio-culturels. Le livre détaille également le soutien à apporter aux écoles et autres environnements éducatifs pour maximiser les bénéfices et l’impact de ces interventions. 
Neither Villains Nor Victims: Towards an Educational Perspective on Radicalisation 발행 연도: 2015 저자: Stijn Sieckelincka, Femke Kaulingfreksb, Micha de Wintera This study questions whether the perspectives of security and intelligence serve educators well enough in the early stages of radicalization. Assigned to signal deviant behaviour, educators are unwittingly drawn into a villain-victim imagery of their students. This imagery seems to impede a genuine educational outlook on radicalization. Key notions of this outlook may be ‘critically addressing ideals’ and ‘forming pedagogical coalitions’. Neither Villains Nor Victims: Towards an Educational Perspective on Radicalisation 발행 연도: 2015 저자: Stijn Sieckelincka, Femke Kaulingfreksb, Micha de Wintera Cette étude cherche à déterminer si les perspectives de sécurité et de renseignement sont vraiment utilisées à bon escient par les éducateurs dans les premiers stades de la radicalisation. Chargé de signaler les comportements déviants, les éducateurs sont amenés à se représenter leurs étudiants comme des "méchants" ou des victimes. Cette perspective empêche de porter un regard pertinent sur la radicalisation dans le milieu éducatif. Deux éléments-clés pour développer une approche plus adaptée consistent à porter un regard critique sur les idéaux et former des "coalitions" pédagogiques. 
Discussing Controversial Issues in the Classroom 발행 연도: 2012 저자: Michael Hand | Ralph Levinson Discussion is widely held to be the pedagogical approach most appropriate to the exploration of controversial issues in the classroom, but surprisingly little attention has been given to the questions of why it is the preferred approach and how best to facilitate it. Here we address ourselves to both questions. Discussing Controversial Issues in the Classroom 발행 연도: 2012 저자: Michael Hand | Ralph Levinson Engager la discussion est largement considéré comme l'approche pédagogique la plus appropriée pour aborder les questions controversées dans la salle de classe. Toutefois, l’analyse et la compréhension de ce statut privilégié n’a soulevé que peu d’attention, de même que la question de savoir par quels moyens faciliter cette approche dans la salle de classe. L'article traite de ces deux questions. 
Moral Disengagement and Building Resilience to Violent Extremism: An Education Intervention 발행 연도: 2014 저자: Anne Aly | Elisabeth Taylor | Saul Karnovsky 단체 저자: Taylor & Francis This article reports on the development of an education intervention, the Beyond Bali Education Resource funded by the Australian Governments’ Building Community Resilience Grants of the Federal Attorney General's Department, that applies a conceptual framework grounded in moral disengagement theory. The theory of moral disengagement has been applied to the study of radicalization to violent extremism to explain how individuals can cognitively reconstruct the moral value of violence and carry out inhumane acts. Moral Disengagement and Building Resilience to Violent Extremism: An Education Intervention 발행 연도: 2014 저자: Anne Aly | Elisabeth Taylor | Saul Karnovsky 단체 저자: Taylor & Francis Dans cet article, il est question du développement d'une approche éducative, the « Beyond Bali Education Resource » financée par « l’Australian Governments’ Building Community Resilience Grants of the Federal Attorney General's Department ». Cette approche utilise un cadre conceptuel fondé sur la théorie du désengagement moral. La théorie du désengagement moral a été appliquée à l'étude de la radicalisation à l'extrémisme violent en vue d’expliquer comment les individus peuvent, du point de vue cognitif, reconsidérer la violence comme une valeur morale et commettre des actes inhumains.