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Education for All: Meeting the Challenges of the 21st Century 出版年份: 2017 机构作者: Global Partnership for Education (GPE) In this speech at the London School of Economics on May 22 2017, Julia Gillard, Board Chair of the Global Partnership for Education, described the global education crisis that the world is facing, and how investing in inclusive, quality education is urgently needed to achieve sustainable development. 
[Video] Global Education Week 2018 Highlights 出版年份: 2019 机构作者: North-South Centre of the Council of Europe This video clip shows some highlights from the 2018 edition (The world is changing: What about us?) of the Global Education Week (GEW).#GlobalEducationWeek#GEW18 
Towards an Inclusive Peace, 2017-2019: Human-centered Approaches to Addressing Extremism of All Kinds 出版年份: 2018 作者: Eliana Jimeno | Johannes Langer 机构作者: Initiatives of Change Switzerland Current approaches to violent extremism which excessively focus on counter terrorism and increasing military capacity, have failed to either stop violence or create peace. On the contrary, they have led to distrust in government institutions and alienation of large sections of the population.Doubling down on these past approaches will not resolve the issue. A new approach is needed and Towards an Inclusive Peace can offer it. Come and learn about human-centred approaches that prioritize sustainable peace, while dealing with root causes, advancing human rights, strengthening communities and enabling development. 
Moral and Civic Teaching in French Schools, a Consistant Transversality? 出版年份: 2017 作者: Anne-Claire Husser 机构作者: Éthique en éducation et en formation This paper will examine the issues of the French « moral and civic education » syllabus, enforced in September 2015, and analyse the difficulties that hinder its implementation in schools. Considering the cross-sectionnal dimension of the learning goals outlined in this program, we will give special consideration to the way French teachers may fit to teaching approaches and methods developed within the framework of Belgian and Quebec didactic researches in a context where moral education is considered as a teaching specialty unlike France. L’enseignement moral et civique dans les établissements scolaires français, une transversalité consistante? 出版年份: 2017 作者: Anne-Claire Husser 机构作者: Éthique en éducation et en formation Deux ans après l’entrée en vigueur du nouvel enseignement moral et civique, le présent article se propose de revenir sur les enjeux de ce nouveau programme et sur les difficultés spécifiques de sa mise en oeuvre dans le système scolaire français. Compte tenu de la dimension fortement transversale des objectifs de formation poursuivis par la réforme, il convient en particulier d’interroger les conditions d’appropriation par les enseignants français d’outils et démarches développées dans le cadre d’une didactique de l’enseignement moral en Belgique et au Québec où il constitue, contrairement à la France, une discipline de spécialisation pour les professeurs. 
Making Democracy an Ethic and a Pedagogy 出版年份: 2017 作者: Christophe Point 机构作者: Éthique en éducation et en formation This article presents the argument that an ethics of democracy in the school requires an appropriate pedagogy. This pedagogy cannot be limited to theoretical content or to an assortment of civic actions because democracy is not composed either of a particular set of facts, concepts or dates, or of an undetermined social behaviour. According to the approach of John Dewey, who places inquiry at the center of his definition of democracy, we wish to demonstrate a double benefit from pragmatist thinking. For ethics, in defining democracy as a habit of collective thinking, we wish to construct values that can be shared by all participants in the school environment. For pedagogy, this habit of inquiry can lend itself to all subjects taught at school without limiting itself to a particular discipline. Finally, we will propose a modeling of this democratic education for a step-by-step didactic progression. Faire de la démocratie une éthique et une pédagogie 出版年份: 2017 作者: Christophe Point 机构作者: Éthique en éducation et en formation Cet article présente l’argument suivant : une éthique de la démocratie à l’école nécessite une pédagogie appropriée. Cette dernière ne peut se limiter à un contenu théorique ou à un éventail de gestes civiques, car la démocratie ne se réduit ni à un ensemble de faits, concepts ou dates particulières, ni à un comportement social vague. Suivant la démarche de John Dewey qui place l’enquête au centre de sa définition de la démocratie, nous souhaitons montrer un double bénéfice de la pensée pragmatiste. Pour l’éthique, en définissant la démocratie par une habitude de pensée collective, nous voulons construire des valeurs pouvant être partagées par l’ensemble des acteurs du milieu scolaire. Pour la pédagogie, cette habitude de l’enquête peut alors se prêter à toutes les disciplines enseignées à l’école sans se limiter à un domaine particulier. Enfin, nous proposons une modélisation de cet enseignement démocratique pour une progression didactique par étapes. 
Gathering the voices: Disseminating the message of the Holocaust for the digital generation by applying an interdisciplinary approach The aim of the Gathering the Voices project is to gather testimonies from Holocaust survivors who have made their home in Scotland and to make these testimonies available on the World Wide Web. The project commenced in 2012, and a key outcome of the project is to educate current and future generations about the resilience of these survivors. Volunteers from the Jewish community are collaborating with staff and undergraduate students in Glasgow Caledonian University in developing innovative approaches to engage with school children. These multimedia approaches are essential, as future generations will be unable to interact in person with Holocaust survivors. By students being active participants in the project, they will learn more about the Holocaust and recognize the relevance of these testimonies in today’s society. Although some of the survivors have been interviewed about their journeys in fleeing from the Nazi atrocities, for all of the interviewees, this is the first time that they have been asked about their lives once they arrived in the United Kingdom. The interviews have also focused on citizenship and integration into society. The project is not yet completed, and an evaluation will be taking place to measure the effectiveness of the project in communicating its message to the public. (By the author) 
Fostering Intercultural Perspectives of Future Teachers 出版年份: 2012 作者: Marilyn Steinbach 机构作者: McGill University. Faculty of Education This article describes pedagogical activities in teacher education. The objective is to make intercultural education more pertinent for future teachers and to broaden their intercultural perspectives to enable them to work more effectively in pluriethnic environments. This study emphasizes the importance of experiences and personal contacts, and promotes changes in students’ perspectives, focusing on the sense of intercultural education, and contributing to the methodology of intercultural education in teacher education. Élargir les perspectives interculturelles des futurs enseignants 出版年份: 2012 作者: Marilyn Steinbach 机构作者: McGill University. Faculty of Education Cet article est une description des interventions lors de la formation des enseignants. L’objectif est de rendre l’éducation interculturelle plus pertinente pour les futurs enseignants et d’élargir leurs perspectives interculturelles afin de mieux agir dans un milieu pluriethnique. Cette étude souligne l’importance des expériences et des contacts personnels, et incite les étudiants à apporter des changements notoires à leur façon de faire, attribuant ainsi une signification particulière à l’éducation interculturelle. Cet article contribue à la didactique de l’éducation interculturelle dans la formation des enseignants.