์๋ฃ
์ธ๊ณ์๋ฏผ๊ต์ก์ ๋ํ ์ดํด๋ฅผ ๋ํ๊ณ ์ฐ๊ตฌ, ์นํธ ํ๋, ๊ต์, ํ์ต ๋ฑ์ ํฅ์์ํฌ ์ ์๋ ๋ค์ํ๊ณ ์ ์ฉํ ์๋ฃ๋ฅผ ์ฐพ์๋ณด์ธ์.
2,193 ๊ฑด์ ๊ฒฐ๊ณผ๊ฐ ๊ฒ์๋์์ต๋๋ค
2023 ํ์ํ์ต, ๊ต์ก์ ๋ฏธ๋ ์ฝํผ๋ฐ์ค ์๋ฃ์ง ๋ฐํ ์ฐ๋: 2023 ๋จ์ฒด ์ ์: ๊ตญ๊ฐํ์๊ต์ก์งํฅ์ ๊ต์ก๋ถ๊ฐ ์ฃผ์ตํ๊ณ ๊ตญ๊ฐํ์๊ต์ก์งํฅ์์์ ์ฃผ๊ดํ์ฌ 2023. 9.18(์)~9. 19(ํ) ์ ์ฃผํ๋ผ๋ํ๊ต ์ปจ๋ฒค์
์ผํฐ์์ ๊ฐ์ต๋์๋ 2023 ํ์ํ์ต, ๊ต์ก์ ๋ฏธ๋ ์ฝํผ๋ฐ์ค์ ์๋ฃ์ง์ผ๋ก ๊ตญ๊ฐํ์๊ต์ก์งํฅ์ ํํ์ด์ง ์๋ฃ์ค(https://www.nile.or.kr/)์์ ๋ค์ด๋ก๋ํ์ค ์ ์์ต๋๋ค. 
๋ฏธ๋์ด ๋ฆฌํฐ๋ฌ์ ๊ต์ก๊ณผ์ ์ด์์ ํตํ ์๋ฏผ์ญ๋ ์ ๊ณ ๋ฐฉ์ ์ฐ๊ตฌ (2019๋
๊ต์ก๋ถ ์ ์ฑ
์ฐ๊ตฌ๋ณด๊ณ ์) ๋ฐํ ์ฐ๋: 2019 ์ ์: ๊ฐ์ง์ | ๋ฐฐํ์ | ๊น์ง์ฐ | ๋ฐ์ ์ | ์์งํ ๋ณธ ์ฐ๊ตฌ๋ ์๋ฏผ์ญ๋์ ์ ๊ณ ํ ์ ์๋ ๊ตญ๋ด ์ด์ค๋ฑ ๋ฏธ๋์ด ๋ฆฌํฐ๋ฌ์ ๊ต์ก๊ณผ์ ์ ๊ตฌ์ฑ๊ณผ ์คํ๋ฐฉ์ ๋ฐ ์ ์ฑ
๋ฐฉ์์ ๋์ถํ๋ ๋ฐ ๋ชฉ์ ์ด ์๋ค. 
EIU Best Practices Series No. 19: Culture-Based Education Programme for Indigenous Children & Youth in the Philippines ๋ฐํ ์ฐ๋: 2010 ์ ์: Benjamin David Abadiano ๋จ์ฒด ์ ์: APCEIU This monograph is one of APCEIU's EIU Best Practices Series, which aims to encourage educators, scholars, and activists to implement and share local initiatives on EIU. The Series No.19 introduces the Pumulaan program, a successful culture-based education programme for indigenous children and youth in the Philippines. The program is similar to that of Tugdaan, a widely recognized education program that promote learning for the Indigenous people. The Pumulaan program focuses on providing culturally sensitive, appropriate, and relevant education to students in Mangyan Tribe in Mindoro and the Matigsalog Tribe in Mindanao, incorporating values of peace, harmony, and diversity within the education programs. 
ํฌ๋ฐ๋ฏน ์๋, ๋ณํ์ ๊ต์๋ฒ์ ํ์ฉํ ์ธ๊ณ์๋ฏผ๊ต์ก: ๊ต์ฌ์ฉ ๊ฐ์ด๋ (์ด๋ฑยท์ค๋ฑ) ๋ฐํ ์ฐ๋: 2020 ์ ์: ๊นํ์ | ๋ฐ์ฌ์ค | ํ์น์ฒ [์ด๋ฑ ํธ] | ์์ฒ ์ง | ์ต์ธ์ | ์ต์ค๊ฒฝ [์ค๋ฑ ํธ] ๋จ์ฒด ์ ์: ์ ๋ค์ค์ฝ ์์์ํํ์ ๊ตญ์ ์ดํด๊ต์ก์ ๋ณธ ๊ต์ฌ์ฉ ๊ฐ์ด๋๋ ํฌ๋ฐ๋ฏน๊ณผ ๊ด๋ จ๋ ๋ค์ํ ์ธ๊ณ์๋ฏผ๊ต์ก ์ฃผ์ ๋ฅผ ์ ์ ํ์ฌ, ์ ๋ค์ค์ฝ๊ฐ ๊ถ์ฅํ๋ ๋ณํ์ ๊ต์ํ์ต๋ฒ(Transformative pedagogy)์ ์์
์ ์ ์ฉํ์ฌ ์ค์ฒํด๋ณผ ์ ์๋๋ก ๊ตฌ์ฑํ์๋ค. ์ด๋ฑ๊ณผ ์ค๋ฑ ์์ค์ ๋ง์ถฐ ๋ค์ํ ์ฃผ์ ์ ์์
ํ๋์ ์ํ ๊ต์ฌ์ฉ ํ๊ณผ ๊ต์ํ์ต์๋ฃ๋ ํฌํจํ์๋ค. 
์ด๋ฑํ๊ต ๊ต์ก๊ณผ์ ๋ถ์์ ํตํ ๋๋ฌผ๊ถ ๊ต์ก์ ์๊ณ ๋ฐฉ์ ๋ชจ์: ๋๋ฌผ๋ณต์ง ๊ต์ก์ ์ค์ฌ์ผ๋ก ๋ฐํ ์ฐ๋: 2018 ์ ์: ๋ฐํ์ฐ | ๊ฐ์ฐ์ค | ์ฑํฌ์ | ๋ฌธ์น์ค | ์ฅ์์ | ํ์์ฐ | ์ก์ฌ๊ฒฝ | ๊น์์ | ์ด๋ดํฌ | ๋ฐ์๋ฆ ๋จ์ฒด ์ ์: ์์ธํน๋ณ์๊ต์ก์ฒญ ๊ต์ก์ฐ๊ตฌ์ ๋ณด์ | ์์ธ๊ต์ก์ ์ฑ
์ฐ๊ตฌ์ ๋ฐ๋ ค๋๋ฌผ์ ๊ธฐ๋ฅด๋ ์ธ๊ตฌ์๊ฐ ์ฒ๋ง์ ๋์ด์๊ณ ๋ฐ๋ ค๋๋ฌผ์ ๋ํ ๊ตญ๋ฏผ์ ๊ด์ฌ๊ณผ ์ธ์ ์์ค์ด ๋์์ง๊ณ ์๋ ์ํฉ์ ๊ณ ๋ คํ ๋, ์ง๊ธ์ด ๋๋ฌผ์ ๋ณต์ง์ ๊ถ๋ฆฌ์ ๋ํ ํ์๋ค์ ์ฌ๋ฐ๋ฅธ ์ดํด์ ์ค๋น๊ฐ ํ์ํ ์์ ์ด๋ค.๋ณธ ์ฐ๊ตฌ๋ ํ์๋ค์ ๋๋ฌผ๊ถ์ ๋ํ ์ธ์์ ์ ๊ณ ํ๊ธฐ ์ํ์ฌ ์ด๋ฑํ๊ต ํ์ฅ์์ ์ ์ฉ ๊ฐ๋ฅํ ์ด๋ฑํ๊ต ๋๋ฌผ๋ณต์ง ๊ต์ก์ ์๊ณ๋ฅผ ์ค์ ํ๊ณ , ๋๋ฌผ๋ณต์ง ๊ต์ก ํ๋ก๊ทธ๋จ์ ๊ฐ๋ฐํ๋ ๋ฐ ๊ทธ ๋ชฉ์ ์ด ์๋ค. ์์ธํน๋ณ์๊ต์ก์ฒญ๊ต์ก์ฐ๊ตฌ์ ๋ณด์์ด(๊ฐ) ์ฐฝ์ํ [์ ์ฑ
-17-32] ์ด๋ฑํ๊ต ๊ต์ก๊ณผ์ ๋ถ์์ ํตํ ๋๋ฌผ๊ถ ๊ต์ก์ ์๊ณ ๋ฐฉ์ ๋ชจ์-๋๋ฌผ๋ณต์ง ๊ต์ก์ ์ค์ฌ์ผ๋ก- ์ ์๋ฌผ์ "๊ณต๊ณต๋๋ฆฌ ์ 4์ ํ(์ถ์ฒํ์-์์
์ ์ด์ฉ๊ธ์ง-๋ณ๊ฒฝ๊ธ์ง)" ์กฐ๊ฑด์ ๋ฐ๋ผ ์ด์ฉ ํ ์ ์์ต๋๋ค. 
The Symbiosis Relationship Between Ethnic Identity and National Identity in School Education Field: A Case Study Of Axi Yi High School Students in Yunnan (Journal of Research on Education for Ethnic Minorities; Vol. 28, No. 141) ๋ฐํ ์ฐ๋: 2017 ์ ์: Chen Yukui ๋จ์ฒด ์ ์: Minzu University of China This paper uses educational anthropolog to examine and analyse ethnic identity and national identity of ethnic Axi Yi high school students. It finds that they have both very strong ethnic and national identities, and there is a moderate positive correlation between the two identities. This shows that the two identities can coexist harmoniously for ethnic minorities. This paper also finds that the symbiosis relationship between studentsโ ethnic identity and national identity is built on common foundations, such as common territorial awareness, common consanguinity๏ผcommon historical memory๏ผcommon heroic characters and common national symbols. This paper argues that schools are the important place where those common foundations are built. ๅญฆๆ กๆ่ฒๅบๅไธญๆฐๆ่ฎคๅไธๅฝๅฎถ่ฎคๅ็ๅ
ฑ็๏ผไบๅๅฝๆ้ฟ็ปไธญๅญฆ็็ไธชๆก็ ็ฉถ (ๆฐๆๆ่ฒ็ ็ฉถ; ็ฌฌ28ๅท, ๆป็ฌฌ 141 ๆ) ๋ฐํ ์ฐ๋: 2017 ์ ์: Chen Yukui ๋จ์ฒด ์ ์: Minzu University of China ๅบ็จๆ่ฒไบบ็ฑปๅญฆๆนๆณ่ๅฏๅๆไบๅๅฝๆ้ฟ็ปไธญๅญฆ็็ๆฐๆ่ฎคๅไธๅฝๅฎถ่ฎคๅ๏ผ็ปๆๅ็ฐ: ้ฟ็ป ไธญๅญฆ็ๅ
ทๆๅผบ็็ๅฝๅฎถ่ฎคๅๅๆฐๆ่ฎคๅ๏ผไธไธค็ง่ฎคๅไน้ดๅๆญฃ็ธๅ
ณๅ
ณ็ณป๏ผ่ฏดๆๅฐๆฐๆฐๆ็ๅฝๅฎถ่ฎคๅไธๆฐๆ่ฎค ๅๅฏไปฅๅ่ฐๅ
ฑ็; ไปไปฌ็ๅฝๅฎถ่ฎคๅไธๆฐๆ่ฎคๅๅ
ทๆๅๆๆงใๅทฎๅผๆงๅๅฑๆฌกๆง; ไธค็ง่ฎคๅ็ๅบ็กๆขๆๅ
ฑๆงไนๆๅทฎ ๅผใ้ฟ็ปไธญๅญฆ็็ๆฐๆ่ฎคๅไธๅฝๅฎถ่ฎคๅไน้ด็ๅ
ฑ็ๅ
ณ็ณปๆฏๅปบ็ซๅจๅ
ฑๅ็ๅฝๅๆ่ฏใๅ
ฑๅ่ก็ผใๅ
ฑๅๅๅฒ่ฎฐๅฟใ ๅ
ฑๅ็่ฑ้ไบบ็ฉใๅ
ฑๅ็ๅฝๅฎถ่ฑกๅพ็ฌฆๅท็ญๅ
ฑๅๅบ็กไนไธ๏ผ่ๅญฆๆ กๆ่ฒๅบๅๆฏๆ็ญ่ฟไบๅ
ฑๅๆงๅบ็ก็้่ฆๅบๆใ 
International Human Rights Law & Sexual Orientation & Gender Identity ๋ฐํ ์ฐ๋: 2017 ๋จ์ฒด ์ ์: UN. Office of the United Nations High Commissioner for Human Rights (UN. OHCHR) | United Nations Free & Equal What are human rights? What is international human rights law? Is it ever legal to discriminate against lesbian, gay, bisexual, transgender or intersex people? What are some of the most common forms of human rights violations affecting LGBT people? What have the UN General Assembly and Human Rights Council said on this subject? What practical steps does international law require States to take in order to safeguard the rights of LGBT people? ๅฝ้
ไบบๆๆณไธๆงๅๅๅๆงๅซ่ฎคๅ ๋ฐํ ์ฐ๋: 2017 ๋จ์ฒด ์ ์: UN. Office of the United Nations High Commissioner for Human Rights (UN. OHCHR) | United Nations Free & Equal ไปไนๆฏไบบๆ๏ผไปไนๆฏๅฝ้
ไบบๆๆณ๏ผๆญง่ง็ทๅฅณๅๆงๆใๅๆงๆใๅๆง่
ๆๅๆงไบบๆฏๅฆๅๆณ๏ผไพต็ฏ็ทๅฅณๅๆงๆใๅๆงๆใๅๆง่
ไบบๆ็ไธไบๆๅธธ่งๅฝขๅผๆฏไปไน๏ผ่ๅๅฝๅคงไผๅไบบๆไบๅกๅงๅไผๅฏน่ฏฅไธป้ขๆไฝ่กจ่ฟฐ๏ผๅๅฝๅจๅฐ้็ทๅฅณๅๆงๆใๅๆงๆๅๅๆง่
ๆน้ขๆๅชไบๆณๅพไนๅก๏ผ 
ReflectโShareโAct: A Guide to Community-based Education for Sustainable Development ๋ฐํ ์ฐ๋: 2021 ๋จ์ฒด ์ ์: UNESCO This guidebook aspires to build a community where learning for sustainable development takes place everywhere for everyone as an ongoing practice. It introduces you to Re๏ฌect-Share-Act, a process to discover and define sustainable development in your own contexts together with others in your community. The guide compiles resources that can support this learning process, including stories of various communitiesโ actual experiences of Re๏ฌect-Share-Act.