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International Principles of Practice for Educators Год публикации: 2020 Организация-автор: Childhood Education International This document is a unique tool for educators that outlines how universally accepted beliefs about education can guide them in their work to help young people reach their full potential. By emphasizing the responsibilities and challenges that educators around the world share, it also helps to inspire them as members of a professional community that has inestimable value for promoting positive transformation. 
2020 교육(누리)과정 연계 다문화교육 수업 도움자료: 다문화감수성 제고를 위한 세계시민 교수·학습 자료; 초등(1~4학년) Год публикации: 2020 Автор: 김다원 Организация-автор: 국가평생교육진흥원 본 자료는 초등 저학년 단계에서 교과와 연계하여 다문화감수성 함양을 위한 세계시민교육 실천에 도움을 주고자 개발되었다. 학교급별 교육과정과 연계한 다문화이해교육 및 세계시민교육 주제의 교수ㆍ학습과정안으로 구성되어 있다. 
2020 교육(누리)과정 연계 다문화교육 수업 도움자료: 다문화이해교육 교수·학습 자료; 초등(5~6학년) Год публикации: 2020 Автор: 설규주 Организация-автор: 국가평생교육진흥원 본 자료는 초등 고학년 단계에서 교과와 연계하여 다문화감수성 함양에 도움을 주고자 개발되었다. 다문화교육 연구학교의 연차별 연구과제 수행의 결과로 마련된 수업모델을 토대로 개발되었으며, 제11회 다문화교육 우수사례 공모전 교육자료 부문 수상작 일부도 수록하였다. 
UNESCO Green Citizens: A Global Voice for Local Actors of Change Год публикации: 2020 Организация-автор: UNESCO UNESCO launches the UNESCO Green Citizens Initiative, a flagship project to support citizen engagement for the planet. The UNESCO Green Citizens campaign echos the global voice of local actors of change, highlighting innovative citizen projects from around the world. UNESCO Green Citizens: Une voix globale pour des acteurs locaux du changement Год публикации: 2020 Организация-автор: UNESCO L’UNESCO lance l’initiative UNESCO Green Citizens, un projet phare visant à soutenir l’engagement des citoyens pour la planète. La campagne offre une voix globale aux acteurs locaux du changement, en mettant en lumière des projets citoyens innovants du monde entier. 
T-KIT 4: Intercultural Learning Год публикации: 2018 Автор: Oana Nestian Sandu | Nadine Lyamouri-Bajja Организация-автор: Council of Europe | European Commission Intercultural learning is an important topic for the priorities of both the European Commission and the Council of Europe, and of their partnership in the field of youth.Intercultural learning is an educational approach that can lead to social transformation, so that people from different cultural backgrounds can develop positive relations based on the values and principles of human rights and on seeing cultural differences as positive things. It is a form of political and social education that needs to pay attention not only to intercultural relations, but also to different understandings of culture and diversity, power relations, distribution of resources, political and social context, human rights, discrimination, history and daily interactions among different groups.This T-Kit was developed for the context of youth work and non-formal education with young people, both of which support the personal development, social integration and active citizenship of young people. Educators and youth workers have an important role in addressing intercultural learning in their work with young people. They can stimulate young people’s learning in their daily lives, so that they can question and extend their perception, develop competences to interact positively with people from different cultural backgrounds and embrace the values of diversity, equality and dignity. In today’s Europe, these values and skills are fundamental for young people and for society as a whole in order to continue building peace and mutual understanding. 
Éducation à la citoyenneté mondial Год публикации: 2020 Автор: Vincent Plourde-Lavoie Организация-автор: Association québécoise des organismes de coopération internationale (AQOCI) Cette capsule vidéo a été produite pour présenter les grandes lignes de cette définition de l’ECM et les principaux éléments du Cadre de référence de l’AQOCI. Cette vidéo permettra à la fois aux organismes de coopération internationale membres de l’AQOCI de s’approprier notre vision commune de l’ECM et aux partenaires et autres personnes intéressées à mieux comprendre le travail important en ECM. 
Countering Online Hate Speech Год публикации: 2015 Автор: Iginio Gagliardone | Danit Gal | Thiago Alves | Gabriela Martinez Организация-автор: UNESCO The present report provides a global overview of the dynamics characterizing hate speech online and some of the measures that have been adopted to counteract and mitigate it, highlighting good practices that have emerged at the local and global levels. While the study offers a comprehensive analysis of the international, regional and national normative frameworks developed to address hate speech online, and their repercussions for freedom of expression, it places particular emphasis on social and non-regulatory mechanisms that can help to counter the production, dissemination and impact of hateful messages online. 
Subject of "Public": The New Development of School Citizenship Education Curriculum of Japan (Studies in Foreign Education; Vol. 46, No. 9) Год публикации: 2018 Автор: Sun Cheng | Karaki Kiyoshi Организация-автор: Northeast Normal University The “Modern Society” subject of the Japanese high school will be completely changed to the “public” subject since 2022. Compared with the current “modern society” subject, the upcoming “public” subject have a lot of developments and changes in the objectives, content and learning methods. As a civic education curriculum, the “public” subject’s ideological function is more prominent, the practical orientation is more distinct, and the open characteristics are more prominent. However, there are still many controversies and topics in the course attributes, curriculum settings and evaluation methods of the “public” subject, which need to be further studied and discussed. "公共" 科目:日本学校公民教育课程新发展 (外国教育研究; Vol. 46, No. 9) Год публикации: 2018 Автор: Sun Cheng | Karaki Kiyoshi Организация-автор: Northeast Normal University 日本高中公民科中的“现代社会”科目自2022年起将变更为全新的“公 共”科目，这是近30年来日本基础教育领域在公民教育课程设置上首次发生的重大变 化。与现行的“现代社会”科目相比，即将设立的“公共”科目在教学目标、课程内容与 学习方式上都有较大的发展与变化，其作为公民教育课程的意识形态功能更为凸显， 实践性导向更加鲜明，开放性特征更为突出，但“公共”科目当前在课程属性、课程设 置及评价方式等方面还存在着诸多争议，有待进一步的研究和探讨。