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์ธ๊ณ์๋ฏผ๊ต์ก์ ๋ํ ์ดํด๋ฅผ ๋ํ๊ณ ์ฐ๊ตฌ, ์นํธ ํ๋, ๊ต์, ํ์ต ๋ฑ์ ํฅ์์ํฌ ์ ์๋ ๋ค์ํ๊ณ ์ ์ฉํ ์๋ฃ๋ฅผ ์ฐพ์๋ณด์ธ์.
43 ๊ฑด์ ๊ฒฐ๊ณผ๊ฐ ๊ฒ์๋์์ต๋๋ค
Working for a Better Life: A Junior Cycle Civic, Social and Political Education (CSPE) Unit Exploring Human Rights and Development ๋ฐํ ์ฐ๋: 2016 ์ ์: Kathryn Moore | Mella Cusack ๋จ์ฒด ์ ์: A Partnership with Africa (APA) | City of Dublin Education and Training Board (CDETB) The aim of this Teaching and Learning Unit is to encourage teachers and junior cycle students to question the sources of generalisations about โdeveloping countries,โ and to use a human rights framework when engaging with case studies about people who are working to lift themselves out of situations of poverty and inequality. The unit can also be used to support teaching and learning in Civic, Social and Political Education (CSPE), and to contribute to the delivery of Wellbeing at junior cycle level. The unit could also be used in citizenship, social justice or development education module for Transition Year students. 
Children's Global Thinking: Research Investigating the Engagement of Seven-to-Nine-Year Old Children with Critical Literacy and Global Citizenship Education ๋ฐํ ์ฐ๋: 2014 ์ ์: Rowan Oberman | Fiona OโShea | Beth Hickey | Claire Joyce ๋จ์ฒด ์ ์: Education for a Just World Partnership | St. Patrick's College | Trรณcaire | Centre for Human Rights and Citizenship Education (CHRCE) The focus of this research is two-fold. Firstly, it investigates how children aged seven to nine years conceptualise global and justice issues. Secondly, it explores childrenโs engagement with critical literacy strategies as part of a global citizenship education programme. This research project is undertaken with the intention of providing an empirical basis to support the development of pedagogy integrating global citizenship education into different curriculum areas. 
The prospects of development education in African countries: building a critical mass of citizenry for civic engagement ๋ฐํ ์ฐ๋: 2015 ์ ์: Simon Eten ๋จ์ฒด ์ ์: Centre for Global Education (CGE) This article argues that development education is often framed in an African context within notions of national citizenship designed to engender support for public institutions and policies rather than develop critical thinking skills. This limited concept and application of development education often results in public apathy and disengagement from participation in community, national and global development initiatives. The author argues that recourse to the more radical, Freirean conception of development education practice in African states could potentially support more engaged public activism in issues underpinning poverty and injustice locally and globally. The author draws upon his knowledge and experience of the public sector in Ghana and general trends across Africa to propose potentially fertile areas of research that could support more effective DE practice that nurtures enhanced civic engagement. Les perspectives de l'รฉducation au dรฉveloppement dans les pays africains: la construction d'une masse critique de citoyens pour l'engagement civique ๋ฐํ ์ฐ๋: 2015 ์ ์: Simon Eten ๋จ์ฒด ์ ์: Centre for Global Education (CGE) Cet article soutient que l'รฉducation au dรฉveloppement est souvent encadrรฉe dans un contexte africain dans les notions de citoyennetรฉ nationale visant ร susciter le soutien des institutions et des politiques publiques plutรดt que de dรฉvelopper la pensรฉe critique. Ce concept limitรฉ et l'application de l'รฉducation au dรฉveloppement se traduit souvent par l'apathie du public et le dรฉsengagement de la participation ร la communautรฉ, les initiatives nationales et mondiales de dรฉveloppement. L'auteur fait valoir que le recours ร la plus radicale, la conception freirienne de la pratique de l'รฉducation au dรฉveloppement dans les pays africains pourrait soutenir l'activisme public plus engagรฉ dans les questions qui sous-tendent la pauvretรฉ et de l'injustice localement et globalement. L'auteur puise dans ses connaissances et de l'expรฉrience du secteur public au Ghana et les tendances gรฉnรฉrales ร travers l'Afrique pour proposer des zones potentiellement fertiles de la recherche qui pourrait soutenir la pratique DE plus efficace qui favorise l'engagement civique renforcรฉe. 
Climate Action: Teacher Resource ๋ฐํ ์ฐ๋: 2018 ์ ์: Grรกinne Ryan ๋จ์ฒด ์ ์: An Taisce The Climate Action Teacher Resource has been devised to equip Geography, C.S.P.E., Science, English teachers with the tools and guidance to explore the topic of climate change through their curriculum. This comprehensive guide provides teachers with the resources to educate, encourage and inspire students to take action on climate change, a challenge that faces Irish society and the wider international community. 
Climate Revolution: How Dare Youth; Resource Pack ๋ฐํ ์ฐ๋: 2019 ์ ์: Valerie Duffy | Leo Gilmartin | Valery Molay | Dermot OโBrien ๋จ์ฒด ์ ์: National Youth Council of Ireland (NYCI) This resource explores the issue of Climate Change and the Sustainable Development Goals. Produced as part of the national One World Week youth work programme and during an era of youth-led climate strikes, Climate Revolution contains many new and innovative activities that cover a wide range of learning levels on topics related to climate change and climate justice.It is designed for Global Educators, Youth Workers, Development Education practitioners, trainers, climate activists, changemakers of all shapes and sizes but in particular those working with the current generation of young people. 
A How-To Guide to Global Citizenship Education: Teacher Handbook; 2020-21 ๋ฐํ ์ฐ๋: 2020 ๋จ์ฒด ์ ์: WorldWise Global Schools (WWGS) | Irish Aid This guide is for post-primary schools that are working to embed Global Citizenship Education (GCE) into their school community, and are part of the WorldWise Global Schools (WWGS) Programme. It aims to support schools to integrate Global Citizenship Education and create global citizens in their schools. Whether you are just starting to explore, or you are experienced in Global Citizenship Education, this handbook will help to guide your GCE practice and offer some suggestions as to how you can approach your GCE work and engage with the WWGS programme. 
Challenging the Crisis: Promoting Global Justice and Citizensโ Engagement in a Time of Uncertainty; Survey on Attitudes of Young Adults Towards Global Development and Social Justice ๋ฐํ ์ฐ๋: 2015 ๋จ์ฒด ์ ์: Irish Development Education Association (IDEA) This report outlines the views of young people, aged 15-34 from Portugal, Ireland, Italy, Greece, Spain and Slovenia, on international development, and their understanding of related concepts and issues. The aim of the research was to assess whether global solidarity and development aid are priorities for European youth in a time of economic and political crisis and high unemployment. 
Digital Technologies to Advance Global Citizenship Education in Schools ๋ฐํ ์ฐ๋: 2020 ์ ์: Maria Barry | Gabriela Martinez Sainz ๋จ์ฒด ์ ์: Dublin City University. Institute of Education. Centre for Human Rights and Citizenship Education | Trรณcaire How can technology be used in classrooms to advance Global Citizenship Education? That is the general question that guides the present report as a result of a research project conducted at the Centre for Human Rights and Citizenship Education in partnership with Trรณcaire. The overall aim of the project was to develop a knowledge base on the contribution of digital technologies (DT) to school-based GCE programmes and teaching. It consisted of a systematic review of the most recent literature and published evidence, a discussion with experts in the field of digital technologies and education, and an exploration of teacher practices in Ireland and beyond. 
Human Rights Stories: Tales of Human Rights Defenders for Primary Schools ๋ฐํ ์ฐ๋: 2012 ์ ์: Claire Glavey | Fiona OโShea | Valeria Navarro ๋จ์ฒด ์ ์: Amnesty International Ireland | Irish Aid This resource pack has been developed by Amnesty International Ireland in consultation with an advisory and piloting group of primary school teachers. The concept for the resource pack originated with primary school teachers who identified storytelling as a powerful medium through which a range of concepts and topics can be introduced in the classroom. Human rights issues can appear daunting, distant and theoretical. Through the familiar medium of storytelling, human rights situations can be explored on a level at which children can encounter the real life impact of human rights in practice. Engaging with stories through discussion, creative thinking and character exploration develops the skill of empathy. This brings about the realisation that human rights belong to everyone and that we all have a role to play in ensuring that human rights are protected locally and globally.