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Action for Climate Empowerment: Guidelines for Accelerating Solutions through Education, Training and Public Awareness 出版年份: 2016 作者: Leslie Paas 机构作者: UNESCO | United Nations Framework Convention on Climate Change Secretariat (UNFCCC) Action for Climate Empowerment (ACE) is the popular term adopted by the United Nations Framework Convention on Climate Change (UNFCCC) for its Article 6, pertaining to education, training, public awareness, access to information and participation, and international cooperation.Country-driven implementation of these interrelated elements is increasingly recognized as crucial for meeting the objectives of the Convention, and for achieving sustainable development in general.This publication is designed to help national decision-makers better understand the components of ACE and how they can be bolstered by the principles and methods of Education for Sustainable Development (ESD). It also aims to provide guidance on engaging with a wide variety of stakeholders, establishing cross-sector partnerships, and mobilizing technical and financial support for ACE implementation. 
Meeting a moral imperative. A rationale for teaching the Holocaust A primary rationale for studying the Holocaust (Shoah) involves the opportunity to consider the moral implications that can be drawn from examining the event. Studying the Shoah forces students to consider what it means to be human and humane by examining the full continuum of individual behavior, from ultimate evil to ultimate good. This article discusses several implications involved in studying the event, while proposing that a moral imperative exists for the presence of Holocaust education in contemporary classrooms. (By the publisher) 
Dakar Office: Annual Report 2017 出版年份: 2018 机构作者: UNESCO Dakar Across the globe, the 2030 Agenda remains the unifying tool of the international community in the construction of a prosperous, peaceful, and sustainable world for all. The 17 Sustainable Development Goals are the expression of a shared global and transformative vision to change the world and improve the well-being of all peoples. UNESCO plays a transformative role in the implementation of this agenda, thanks to its education, culture, sciences and communication and information programmes.This annual report underlines the drive and spirit of our team in promoting innovation to uphold the 2030 and 2063 Agendas. It is a resounding testament to the unwavering forts of our team in 2017, and the depth of their commitment to advance the ideals and objectives of UNESCO.The 2017 Annual Report of the UNESCO Regional Office covers seven countries in the region: Burkina Faso, Cabo Verde, Guinea-Bissau, Niger, Senegal, The Gambia as well as Mali, supported by the national office in Bamako. 
Holocaust education: An investigation into the types of learning that take place when students encounter the Holocaust This study employs qualitative methods to investigate the types of learning that occurred when students in a single school encountered the Holocaust. The study explored the experiences of 48 students, together with two of their teachers and a Holocaust survivor who visited the school annually to talk to the students. A thematic analysis was conducted to identify prevalent similarities in the students’ responses. Three themes were identified, analysed and discussed. The three themes were: ‘surface level learning’ (their academic knowledge and understanding of the Holocaust), ‘affective learning’ (their emotional engagement with the topic) and ‘connective learning’ (how their encounter with the Holocaust fitted their developing worldview). The first theme revealed that students had a generally sound knowledge of the Holocaust, but there were discrepancies in the specifics of their knowledge. The second theme revealed that learning about the Holocaust had been an emotionally traumatic and complicated process. It also revealed that meeting a Holocaust survivor had a significant impact upon the students, but made them begin to question the provenance of different sources of Holocaust learning. The third theme showed that students had difficulty connecting the Holocaust with modern events and made flawed connections between the two. Finally, the study examines the views of the Holocaust survivor in terms of his intentions and his reasons for giving his testimony in schools. The study’s conclusions are drawn within the context of proposing a new conceptualization of the Holocaust as a ‘contested space’ in history and in collective memory. A tripartite approach to Holocaust Education is suggested to affect high quality teaching within the ‘contested space’ of the event. (By the author) Holocaust education: challenges for the future The theme of the 2012 Ethel LeFrak Holocaust Education Conference was Holocaust Education: Challenges for the future. Its purpose was to bring together well-known scholars who could share with conference participants their research and reflections about what the Holocaust has to teach students about the dangers of dictatorship and apathy in the face of prejudice. Its purpose also was to inform participants about the 1994 genocide in Rwanda so that teachers also can incorporate teaching about the terrible event into their curricula. The essays in this book are intended to educate and encourage students and others who may be in situations to see, judge, and act on behalf of those whose lives are in danger. Studying about the Holocaust should encourage the people to help others in need. (By the USHMM) Dialogue and transformation in Holocaust education? Reweaving the tapestry of experience, research and practice. This article draws upon Habermas's three human interests to discuss different goals in Holocaust education research, namely the technical/instrumental interest in changing others' racist views, the communicative interest in understanding how such views make sense to others from their own perspective through dialogue, and the emancipatory interest in self-knowledge through which the researcher can uncover both implicit values about how things should be and implicit, and perhaps even subconscious theories of how things work. Achieving greater clarity about these implicit normative and empirical foundations of researchers' design decisions and interpretations has several positive outcomes: first, it enhances subjectivity, positionality and transparency in a field that is often highly personal for its participants; second, it enables the field to deliberate about the ethical dimensions of the work, while making theories about how things work explicit opens them up for critical examination; third, it has heuristic value, sharing ways of thinking, meaningful narratives and metaphors that may enhance Habermas's second, communicative interest in understanding. In practice, Habermas's three interests are not cleanly differentiated in Holocaust education research and practice, but are interconnected. This article focuses upon the emancipatory interest by exploring the interrelationships between experience and inquiry, or more specifically, how the author's encounter with tragedy shaped an evolving research agenda in Holocaust education. It revealed a set of implicit theories and commitments that, once unearthed and made explicit, are available for reflection and critique. It also clarified the ethical and empirical grounds for certain theories and commitments. (By the publisher) 
Transferring findings from genocide education research into strategies for teaching and learning about genocide in schools In recent years interest in schools outreach and academic enrichment has increased dramatically, reflecting a greater social conscience and awareness of the impact that universities can have on the wider community. The transferable skills that academics bring to schools need to be honed for this new learning environment, as delivery methods and success benchmarks are radically different in a schools context. This collection addresses the numerous issues raised when arts and humanities academics become involved with schools, bringing together practitioners from a broad range of fields within the arts and humanities to share experiences and insights. (By the author) What can we learn from the dark chapters in our history? Education about the Holocaust in Poland in a comparative perspective The article investigates what research tells us about the dynamics of educational practice in both formal and informal education about the Holocaust. It poses such questions as whether it is possible to identify good practices on a political and/or educational level, whether there are links between education about the Holocaust and human rights education, and how education about the Holocaust relates to attitudes toward Jews. Examples of both international studies (such as those by the Fundamental Rights Agency of the EU and the American Jewish Committee) and some national surveys on education about the Holocaust are discussed, followed by an analysis of empirical studies from Poland based on focus group interviews and individual interviews with educators. The choice of case study was based on the historical fact that occupied Poland was the site of the murder of almost 5 million Jews, including 3 million Polish Jews. In many cases a strong association with a Polish sense of victimhood based on the memory of the terror and the murder of almost 2 million ethnic Poles during WWII creates conflictingapproaches and generates obstacles to providing education about Jewish victims. Nevertheless, following the fall of communism, the number of educational initiatives designed to teach and learn about the Shoah is steadily increasing. The article presents tips for successful programmes of education about the Holocaust which can be generalized for any type of quality education, but are primarily significant for education about tolerance and education aimed at reducing prejudice, counteracting negative stereotypes and preventing discrimination. (By the author) 
Biennial Report 2016/2017: UNESCO Regional Bureau for Education in the Arab States 出版年份: 2018 机构作者: UNESCO Beirut As Regional Bureau for Education, UNESCO Beirut is the lead coordinator for SDG 4 in the Arab Region. We strive to provide tangible support for each Member State in the region, taking into account national needs and priorities, thereby employing nationally relevant approaches. More specifically, our work aims to address both the humanitarian and development aspects brought about by the protracted crisis in Syria through bridging the learning gaps for the youth, both for Syrian refugees and vulnerable youth in host communities. Our response also targets teachers, mentors and facilitators as well as Ministries’ technical officials. The crisis in Syria has created a need for specific support in education in emergencies and quality education to which we actively engage from both, upstream analytical and capacity building and downstream operational levels. UNESCO Beirut has also strengthened its leadership to respond to the deliberate destruction of cultural heritage, illicit trafficking, and attacks against individuals on religious or cultural grounds. We raise the alarm to protect heritage in danger, assessing damages to World Heritage sites in conflict. We also raise awareness among the public about the values of cultural heritage and the need to protect it for future generations. In today’s diverse societies, the Organization’s fundamental humanist mission guides us to support people, especially the youth, in understanding each other and working together to build lasting peace and enables people to create and use knowledge for just and inclusive societies. We continue to advocate free, independent and pluralistic media in print, broadcast and online to enhance freedom of expression as a contributor to peace, sustainability, poverty eradication and human rights. This biennial report summarizes the work and achievements accomplished between 2016 and 2017 by our office. 
Understanding Matters: Holocaust Curricula and the Social Studies Classroom Over the past two decades, interest in Holocaust education has grown substantially as individual states, starting in the 1980s, began to mandate and/or recommend Holocaust studies as part of the social studies curriculum. As a result, these mandates and/or interest in the Holocaust have spawned any number of curriculum products, some of which seek less to help the student of history acquire an understanding of this historical event, and more in terms of dictating to the social studies student what he or she should understand. Hence, the purpose of this paper is to critique Holocaust curricula that have been developed under the auspices of a state department of education (SDE) or endorsed by a SDE, as we believe that teachers unfamiliar with the Holocaust will turn to these products as sources of authority. We base this critique on what we refer to as three approaches or considerations to understanding history—the body of work on historical thinking which we view as the underpinning of historical empathy and positionality, historical empathy as articulated by Elizabeth Yeager, O.L. Davis, Jr., and Stuart Foster, and the guidelines on teaching the Holocaust developed for the U.S. Holocaust Memorial Museum by William Parsons and Samuel Totten. These three elements, each in their own way, help us to understand the challenge for teachers and students whose foundation for understanding the Holocaust may solely rest upon curriculum products whose curricular aims and/or design often obstruct the quest to “understand,” e.g., lack of historical accuracy, lack of depth, and historical gaps. (By the author)