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And the Right to the City? Approaches to Racism, Patriarchal Domination and Feminist Strategies of Resistance in Cali, Colombia Год публикации: 2015 Автор: Vicenta Moreno Hurtado | Debaye Mornan This article seeks to give visibility to some spatial strategies of resistance developed by black women in the predominantly black district of Aguablanca District (DA), in eastern Cali, Colombia, against the systematic violence they are daily subjected to. We contextualize their practices within the systematic violence of displacement, paramilitaries terror and spatial segregation in the city. It also seeks to discuss how black women resist stigma, political marginalization and death in a city divided along racial and gender lines. The questions that guide this article are: What is the role of racism and patriarchal domination in the production of “geographies of violence” in Cali? What are the strategies of resistance developed by black women in these topographies of violence? Ultimately, the article seeks to fulfill a gap in academic discourses that silence on black women’s social suffering and that regard them as disorganized, a-political and passive victims. 
Constructions of Generational Relations: Childhood and the Theme of National Socialism in Primary-School Education Год публикации: 2012 Автор: Alexandra Flügel The original title: Konstruktionen des Generationalen Verhältnisses: Kindheit und das Thema Nationalsozialismus im Grundschulunterricht(Kinder und Zeitgeschichte: Jüdische Geschichte und Gegenwart, Nationalsozialismus und Antisemitismus, Supplement 8, pp. 75–84) This is a qualitative study, based on the results in Fügel 2009, of German primary school children’s communication about Nazism and the Holocaust. It demonstrates how interwoven these exchanges are with general German memory discourses about these topics, but also how the children already at the age of 9–10 reflect upon their need to learn about this dark side of German history.The above abstract is taken from the International Holocaust Remembrance Alliance Education Research Project. Please also consult the full list of abstracts in 15 languages and the accompanying publication Research in Teaching and Learning about the Holocaust: A Dialogue Beyond Borders. Ed: IHRA, Monique Eckmann, Doyle Stevick, Jolanta Ambrosewicz-Jacobs, 2017, Metropol Verlag at www.holocaustremembrance.com/resources/publications. 
Pedagogical Guide for an Intercultural, Anti-racist and Gender Perspective Education: Ideas, Experiences and Tools Год публикации: 2017 Автор: Carolina Stefoni | Andrea Riedemann | Fernanda Stang | Andrea Guerrero | Antonia Garcés | Marta Camarena Организация-автор: Programa Interdisciplinario de Estudios Migratorios (PRIEM) | Universidad Alberto Hurtado | Fundación para la Superación de la Pobreza (FUSUPO) The main purpose of this Guide is, then, to share some ideas, tools and experiences that can help build and walk the path towards an intercultural, anti-racist and gender perspective education in various educational spaces. It is directed primarily - though not exclusively, of course - to all those people who are part of formal and informal teaching-learning processes. It is important to emphasize that the Guide does not pretend to be a recipe for a mechanical application, but a tool box that each educational community can use considering its specific context, its particular needs and its potentialities. 
Global Citizenship Concepts in the Curricula of Four Countries Год публикации: 2017 Автор: Natalie Browes Организация-автор: UNESCO International Bureau of Education (IBE) | APCEIU This report details the presence of Global Citizenship Education (GCED) concepts in the education systems of four countries: Cambodia, Colombia, Mongolia and Uganda. It highlights the main findings of eight reports: four expert reports, which predominately analyse curriculum content, and four situational analysis reports, which take a broader view and detail some of the country-specific challenges and opportunities with regard to GCED. Findings reveal the presence of GCED concepts across the curricula of the four countries. In addition to cognitive content related to GCED, competency-based content is also found present within the curricula of these countries. However, the majority of this content can only be indirectly linked to GCED, and it is better interpreted as part of the more traditional civics or citizenship education approach. As such, it generally lacks a global perspective and does not engage with all key themes of GCED. Furthermore, this content is often concentrated at the lower and upper secondary levels, instead of being equally distributed across all grade levels. This is particularly true in the case of behaviour-based competencies. Findings also reveal challenges beyond the curriculum. These include lack of teacher training and lack of support to implement GCED, which are concerns expressed by stakeholders in all four countries. A lack of GCED content in textbooks and lack of supplementary materials were also found to be issues. The report concludes with recommendations regarding the effective implementation of GCED within curricula. Among others, the report suggests the transversal integration of GCED - across the curriculum at all grade levels, while at the same time, actors from all levels of the education system, ranging from central government to teachers, should be engaged to ensure the use of complementary learning materials, pedagogies and assessment techniques. 
Prévenir la radicalisation des jeunes Год публикации: 2015 Организация-автор: Ministère de l'Education nationale, de l'Enseignement supérieur et de la Recherche This booklet is a tool to prevent youth radicalizationtargetting school administrators and other educational staff. It characterizes radicalization and guides on the identification of number of its identifiable signs. Finally, it indicates what should be done when these signs are observed. Prévenir la radicalisation des jeunes Год публикации: 2015 Организация-автор: Ministère de l'Education nationale, de l'Enseignement supérieur et de la Recherche Cette brochure est un outil de prévention de la radicalisation des jeunes, principalement destiné aux directeurs des écoles et au personnel éducatif. Il apporte une définition de la radicalisation et explique comment reconnaître les signes distinctifs. Enfin, il apporte des renseignements sur ce qui doit être fait lorsque certains de ces signes sont observés. 
Addressing Anti-Semitism: why and how? a guide for educators Год публикации: 2007 Организация-автор: Organization for Security and Co-operation in Europe (OSCE) These guidelines provide suggestions for teachers and other educators who feel the need to address issues pertaining to contemporary anti-Semitism. Recognizing that the context may vary in every country, or even in individual classrooms, this document provides educators with a general overview of common manifestations of contemporary anti-Semitism, as well as with some key educational principles and strategies for addressing this complex and challenging subject. Aborder l'antisémitisme: pourquoi et comment? Un guide pour les éducateurs Год публикации: 2007 Организация-автор: Organization for Security and Co-operation in Europe (OSCE) Ces instructions générales apportent des conseils et indications aux enseignants et autres éducateurs qui doivent aborder des sujets liés à l'antisémitisme contemporain. Ce document, qui reconnaît que le contexte varie selon le pays et selon la composition de la salle de classe, donne aux éducateurs un aperçu général des manifestations courantes de l'antisémitisme contemporain, et formule des principes éducatifs clés et des stratégies pour traiter de ce sujet complexe et délicat. 
Teaching Controversial Issues Год публикации: 2006 Организация-автор: Oxfam GB Young people frequently face making decisions about a wide range of issues on which there are many different views. Issues like sexuality, religion, bullying, and war can evoke complicated emotions, both in and out of the classroom.Young people need to develop skills that allow them to discuss and come to their own views about these types of issues. Having a chance to engage with controversial topics in a constructive environment will help young people to develop as global citizens, and teachers have a key role to play in enabling this.This guide explores what controversial issues are, why they should be taught, and includes classroom strategies, existing guidance and practical teaching activities. Teaching Controversial Issues Год публикации: 2006 Организация-автор: Oxfam GB Les jeunes sont souvent confrontés à des prises de décisions dans de nombreux domaines. Des sujets tels que la sexualité, la religion, le harcèlement scolaire et la guerre peuvent susciter des émotions compliquées, que ce soit au sein des salles de classe ou ailleurs.Il est nécessaire que les jeunes développent des compétences leur permettant d’échanger sur ces sujets et de se forger leur propre opinion. Avoir la possibilité d’échanger sur des sujets controversés dans un environnement constructif peut aider les jeunes à devenir des citoyens mondiaux ; les enseignants ont un rôle primordial à jouer dans ce processus.Ce guide s'interroge sur la nature des questions controversées et la nécessité d'en parler ; il comprend des conseils et des activités pratiques d'apprentissage.