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์ธ๊ณ์๋ฏผ๊ต์ก์ ๋ํ ์ดํด๋ฅผ ๋ํ๊ณ ์ฐ๊ตฌ, ์นํธ ํ๋, ๊ต์, ํ์ต ๋ฑ์ ํฅ์์ํฌ ์ ์๋ ๋ค์ํ๊ณ ์ ์ฉํ ์๋ฃ๋ฅผ ์ฐพ์๋ณด์ธ์.
32 ๊ฑด์ ๊ฒฐ๊ณผ๊ฐ ๊ฒ์๋์์ต๋๋ค
L'enseignement de la Shoah dans l'education nationale francaise (1945-1990) The author analyzes the place reserved for teaching about the Jewish genocide during World War II in the secondary education curriculum in France and how the subject is treated in history textbooks from 1945 to 1990. According to the author, developments and policy changes can be seen since the 1980s. (By Refdoc.fr) Die Darstellung des Faschismus und Nationalsozialismus in deutschen, รถsterreichischen und italienischen Schulbรผchern Textbooks are often held to be official representations of history. Contrary to many other products of historical culture, they are subject to state control and approval. Yet, especially against this background, the question remains which historical theories and which history didactical concepts are being offered for studentsโ processing of this period in secondary school level I. How are the dictatorships evaluated and which possibilities are the students offered to deal with the didactically prepared material? Recent Italian, Austrian, and German history textbooks are analysed to see how Italian Fascism and German National Socialism are narratively conceptualized and to what extent students are offered the chance to make an independent evaluation of this recent history. The study tries above all to build a bridge to the contemporary debate about competences in the didactics of history and civics, related to the domain-specific competences students should acquire during their time in school. This is particularly interesting with respect to the two dictatorships, as it comes to determine to what extent the processing of the two dictatorships, in the sense of the acquisition of a reflective and (self-)reflexive historical consciousness, something which today is considered by the majority to be the goal of history education, is at the centre for these three democracies (By the publisher) 
Thinkpiece on education and conflict ๋ฐํ ์ฐ๋: 2009 ์ ์: Lynn Davies ๋จ์ฒด ์ ์: UNESCO This paper looks first at the learning sites generally (violent schools, schools as a weapon of war, curriculum and textbooks). It then focuses on specific groups in conflict โ gender, language, refugees, child soldiers. Thirdly it discusses education policy and donor intervention; and finally talks of the role of research. All these overlap hugely. This is not a prescription for how the Global Monitoring Report should be structured, but identification of themes and lessons learned that seem the most significant. Pensez piรจce sur l'รฉducation et les conflits ๋ฐํ ์ฐ๋: 2009 ์ ์: Lynn Davies ๋จ์ฒด ์ ์: UNESCO Ce document examine d'abord les sites d'apprentissage en gรฉnรฉral (รฉcoles violentes, les รฉcoles comme une arme de guerre, programmes et manuels). Elle se concentre ensuite sur des groupes spรฉcifiques dans les conflits - le sexe, la langue, les rรฉfugiรฉs, les enfants soldats. Troisiรจmement, il discute de la politique de l'รฉducation et de l'intervention des bailleurs de fonds; et, enfin, parle du rรดle de la recherche. Tous ces chevauchent รฉnormรฉment. Ce n'est pas une prescription pour la faรงon dont le rapport Suivi mondial devrait รชtre structurรฉ, mais l'identification des thรจmes et des leรงons apprises qui semblent les plus importants. 
Les juifs dans les manuels scolaires d'Histoire en France This book examines the dissonance between national memory and history concerning French Jewry. From the third Republic to the present, the analysis of textbooks reveals what representations the French educational system has disseminated across the nation and how these images persist or fade through time. 
Comparative study of textbooks: working document in the framework of the Euro-Arab Dialogue; summary report ๋ฐํ ์ฐ๋: 2015 ์ ์: Jacqueline Costa-Lascoux | Janine d'Artois Pursuant to the Charter of the United Nations and the Constitution of UNESCO, calling for peace between peoples and respect for cultural diversity, several National Commissions for UNESCO have taken the initiative to create the conditions for a Euro-Arab dialogue in the field of education. The French and Moroccan National Commissions, in particular, have decided to launch studies to highlight stereotypes, misunderstandings and subliminal bias about Arab countries in European textbooks and about European countries in textbooks in the Arab world. First, these studies were conducted by researchers focusing on their own countries' textbooks in order to analyse how the history of the countries on "the other side of the Mediterranean" was represented. Second, a common methodology was developed to allow comoparative approaches favourable to Euro-Arab dialogue. This was to address any mutual bias or misrepresentations that may exist between the two regions and to work togehter to find ways of preventing and combating them. The originality of the approach was to conduct a critical analysis of textbooks published in each country and then underetake a comparative study to be used as the basis for common recommendations. Participants in this project initiated by the National Commissions defined three main objectives: 1. To strengthen dialogue, laying the foundations for learning to live together, based on mutual respect. 2. To help National Commissions for UNESCO, experts, institutions and non-governmental organizations (NGOs) to find ways to work together in areas of research of common interest. 3. To contribute to UNESCO's efforts to develop a stretegy relating to textbooks, to improve the quality of education for peace, human rights, mutual understanding and intercultural dialogue. ุฏุฑุงุณุฉ ู
ูุงุฑูุฉ ูููุชุจ ุงู
ูุฏุฑุณูุฉ ูุซููุฉ ุนู
ู ูู ุฅุทุงุฑ ุงูุญูุงุฑ ุงุฃููุฑูุจู - ุงูุนุฑุจู ๋ฐํ ์ฐ๋: 2015 ์ ์: Jacqueline Costa-Lascoux | Janine d'Artois Pursuant to the Charter of the United Nations and the Constitution of UNESCO, calling for peace between peoples and respect for cultural diversity, several National Commissions for UNESCO have taken the initiative to create the conditions for a Euro-Arab dialogue in the field of education. The French and Moroccan National Commissions, in particular, have decided to launch studies to highlight stereotypes, misunderstandings and subliminal bias about Arab countries in European textbooks and about European countries in textbooks in the Arab world. First, these studies were conducted by researchers focusing on their own countries' textbooks in order to analyse how the history of the countries on "the other side of the Mediterranean" was represented. Second, a common methodology was developed to allow comoparative approaches favourable to Euro-Arab dialogue. This was to address any mutual bias or misrepresentations that may exist between the two regions and to work togehter to find ways of preventing and combating them. The originality of the approach was to conduct a critical analysis of textbooks published in each country and then underetake a comparative study to be used as the basis for common recommendations. Participants in this project initiated by the National Commissions defined three main objectives: 1. To strengthen dialogue, laying the foundations for learning to live together, based on mutual respect. 2. To help National Commissions for UNESCO, experts, institutions and non-governmental organizations (NGOs) to find ways to work together in areas of research of common interest. 3. To contribute to UNESCO's efforts to develop a stretegy relating to textbooks, to improve the quality of education for peace, human rights, mutual understanding and intercultural dialogue. Etude comparative de manuels scolaires: document de travail dans le cadre du dialogue Euro-Arabe, rapport de synthรจse ๋ฐํ ์ฐ๋: 2015 ์ ์: Jacqueline Costa-Lascoux | Janine d'Artois Pursuant to the Charter of the United Nations and the Constitution of UNESCO, calling for peace between peoples and respect for cultural diversity, several National Commissions for UNESCO have taken the initiative to create the conditions for a Euro-Arab dialogue in the field of education. The French and Moroccan National Commissions, in particular, have decided to launch studies to highlight stereotypes, misunderstandings and subliminal bias about Arab countries in European textbooks and about European countries in textbooks in the Arab world. First, these studies were conducted by researchers focusing on their own countries' textbooks in order to analyse how the history of the countries on "the other side of the Mediterranean" was represented. Second, a common methodology was developed to allow comoparative approaches favourable to Euro-Arab dialogue. This was to address any mutual bias or misrepresentations that may exist between the two regions and to work togehter to find ways of preventing and combating them. The originality of the approach was to conduct a critical analysis of textbooks published in each country and then underetake a comparative study to be used as the basis for common recommendations. Participants in this project initiated by the National Commissions defined three main objectives: 1. To strengthen dialogue, laying the foundations for learning to live together, based on mutual respect. 2. To help National Commissions for UNESCO, experts, institutions and non-governmental organizations (NGOs) to find ways to work together in areas of research of common interest. 3. To contribute to UNESCO's efforts to develop a stretegy relating to textbooks, to improve the quality of education for peace, human rights, mutual understanding and intercultural dialogue. 
Textbooks pave the way to sustainable development (Policy paper 28) ๋ฐํ ์ฐ๋: 2016 ๋จ์ฒด ์ ์: UNESCO This paperโs focus on textbooks is directly related to the global indicator established for Target 4.7, which seeks to measure the extent to which global citizenship education and education for sustainable development, including gender equality and human rights, are mainstreamed in national education policies, curricula, teacher education and student assessments. Textbooks are related mostly to policy implementation and curricular intentions but also to teacher preparation and student assessment. Informe de seguimiento de la educatiรณn en el mundo: documento de polรญtica ๋ฐํ ์ฐ๋: 2016 ๋จ์ฒด ์ ์: UNESCO This paperโs focus on textbooks is directly related to the global indicator established for Target 4.7, which seeks to measure the extent to which global citizenship education and education for sustainable development, including gender equality and human rights, are mainstreamed in national education policies, curricula, teacher education and student assessments. Textbooks are related mostly to policy implementation and curricular intentions but also to teacher preparation and student assessment.