相关资源
探索丰富的全球公民教育资源，深化理解，促进研究、倡导、教学与学习。
共找到3,182条结果
El mundo que queremos: Una guía para niños, niñas, adolescentes y jóvenes acerca de los objetivos mundiales 出版年份: 2015 作者: Dora Bardales | Paola Arenas 机构作者: Movimiento Mundial por la Infancia en Latinoamérica y el Caribe (MMI-LAC) El propósito de esta guía es ayudarle a comprender los Objetivos, la manera en que impactan su vida y lo que usted puede hacer día con día para ayudar a su gobierno a lograrlos. Este documento también nos ayudará a comprender lo que piensan los niños, niñas, adolescentes y jóvenes como usted acerca de estos Objetivos, lo que es más importante para usted, los pasos que se deben tomar para mejorar la vida de todos y la manera en que podemos trabajar jun. 
Digital Technologies to Advance Global Citizenship Education in Schools 出版年份: 2020 作者: Maria Barry | Gabriela Martinez Sainz 机构作者: Dublin City University. Institute of Education. Centre for Human Rights and Citizenship Education | Trócaire 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 Trócaire. 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. 
The Intersection and Division between Ideological and Political Education and Civic Education: Starting from the question of the Jewish Question (Journal of North Minzu University; No. 2) 出版年份: 2020 作者: Liu Yan 机构作者: North Minzu University Based on the analysis of Marx’s critique of western citizenship contained in On the Jewish Question, ideological and political education and citizenship education have overlaps and divergences in three aspects, core content, basic attributes and value orientation：the difference between actual and expected of citizenship, the difference between the unity and fragmentation of political personality and social personality, the difference between the authenticity and contradiction of patriotism education and the cultivation of international vision. Compared with civic education, ideological and political education does not have any regrets, but has characteristics and advantages that civic education does not have. 
A Desirable and Practical Approach to Global Citizenship Education: An Exploration of “Global Storylines” in Scotland (Studies in Foreign Education; Vol. 47, No. 3) 出版年份: 2020 作者: Rao Shuqi 机构作者: Northeast Normal University The problems that global citizenship education has to deal with are threefold. “Global Storylines”, which provides corresponding solutions to practical difficulties, has emerged as the most effective approach to global citizenship education in Scotland. Firstly, global citizenship education has enjoyed a long continuity of government support. Through integrating with the current curriculum landscape, “Global Storylines” experiences secure curriculum status. Secondly, by utilizing “storylines” and educational drama, global society and global issues are introduced in subtle forms, which benefits students’ experienced-based learning. The contradiction between students’ cognitive need and ability is resolved accordingly. Thirdly, WOSDEC as the co-creator of “Global Storylines” offers a professional learning program. Teachers are universally supported in terms of theoretical knowledge, practical skills and being involved in the teaching community of global citizenship education. 
Global Citizenship Education in Hong Kong 出版年份: 2015 作者: Jun Xing 机构作者: IACSIT Press Education is in the midst of massive reforms in different parts of the world. Over the last few decades, there is an increasing call for global citizenship education(GCE) in the academy. In this paper, the author will first explain why the concept is a game changer in higher education, and then explorethe opportunities as well challenges for GCE, particularly in the Hong Kong academy, from the perspectives of public policies, curriculum and pedagogy. Finally, the author wants to explore how the pedagogy of service learning (SL) can serve as a powerful vehicle to achieve the intended learning outcomes of GCE while, in the meantime, GCEcan inform the theory and practice of international SL. 
The Teaching of Regional and Minority Languages in Schools in Europe: Eurydice Report 出版年份: 2019 机构作者: European Commission This Eurydice report provides a short overview of policy efforts made across Europe in support of the teaching of regional or minority languages in schools. It firstly presents the reference made to regional or minority languages by top-level education authorities in official documents. It then illustrates some of the policies and measures related to the teaching of regional or minority languages that are in place in the different European education systems. This is followed by an overview of some of the EU-funded projects and initiatives aiming to support the teaching of regional or minority languages in schools in Europe. 
Human Rights Stories: Tales of Human Rights Defenders for Primary Schools 出版年份: 2012 作者: Claire Glavey | Fiona O’Shea | Valeria Navarro 机构作者: 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. 
From Rhetoric to Reality: Identifying Teacher Opportunities and Barriers in Educating for Human Rights (Journal of Global Citizenship & Equity Education; Vol. 7, No. 1) 出版年份: 2020 作者: Wanda Cassidy | Özlem Sensoy | Kumari Beck 机构作者: Centennial College In this paper we report findings from a four-year study into legal literacy that examined educational opportunities and barriers when teaching about legal literacy, citizenship education, and human rights education. Detailed findings are drawn from interviews with eleven teachers who self-identify as valuing and embedding legal literacy and related themes (human rights, identity, citizenship, and ecological sustainability) in their classrooms. Results show that despite deep rhetorical commitments to human rights education, teachers are stymied by perceived barriers to implementing HRE, particularly the action dimension. We name these perceived barriers and examine the case of one of the teachers who seemingly has overcome them, in order to identify potential constructive interventions in teacher education. 
Mapping Digital Literacy Policy and Practice in the Canadian Education Landscape 出版年份: 2015 作者: Michael Hoechsmann | Helen DeWaard 机构作者: MediaSmarts This paper Mapping Digital Literacy Policy and Practice in the Canadian Landscape draws on policy and curriculum documents from across Canada to synthesize key concepts and best practices in current digital literacy education. 
National Environmental Education and Education for Sustainable Development Policy 出版年份: 2019 机构作者: Namibia. Ministry of Environment, Forestry and Tourism Namibia has become the first country in the SADC region to have a stand-alone National Environmental Education (EE) and Education for Sustainable Development (ESD) Policy. The development of the policy was a long time collaboration between government ministries and civil society. UNESCO through the Sustainability Starts with Teachers programme also supported the process.The vision of the national EE/ESD Policy is an “educated and empowered Namibia with environmentally literate people taking responsibility and action for a sustainable future”.The policy is designed to support EE and ESD in formal, non-formal and informal education processes across all sectors of the Namibian society including higher education, teacher education, technical and vocational education institutions, and general education. It gives Namibia the much-needed foundation to work towards ESD for 2030 and the sustainable development goals (SDGs).