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Educación sobre el Holocausto y la prevención del genocidio: Una guía para la formulación de políticas 出版年份: 2017 机构作者: UNESCO La presente guía proporciona a los responsables de la formulación de políticas diversas soluciones para la introducción de la educación sobre el Holocausto, y posiblemente una educación más amplia sobre el genocidio y las atrocidades masivas, en los sistemas educativos y los planes de estudios. Es la primera obra de este tipo, al hacer hincapié en asuntos que atañen a las políticas, más que en la mera enseñanza de las prácticas. En la publicación se aborda una amplia gama de cuestiones, entre las que figuran: ¿Por qué conviene impartir enseñanza sobre el Holocausto? ¿Qué resultados de aprendizaje cabe esperar de estas iniciativas educativas? ¿Cuál es su relación con las prioridades educativas a escala global? ¿Cómo introducir el tema en los planes de estudios, formar a los profesores, promover las pedagogías más pertinentes, y trabajar con el sector no formal de la educación? 
유럽 개발교육 혁신공모전 수상작 모음집 出版年份: 2019 机构作者: KOICA ODA 교육원 GENE(유럽 개발교육 네트워크)은 개발교육 혁신공모전을 통해 개발교육 혁신 사례를 시상하고 널리 알린다. 본 공모전은 긍정적 변화를 촉진하고 사람들이 자신이 사는 지역은 물론 전 세계가 마주한 현실에 눈과 마음을 열게 만드는 개발교육 프로젝트를 시상한다. 개발교육 혁신공모전은 창의성, 참여, 실천, 시너지, 혁신을 통해 변화를 현실화하는 개발교육, 궁극적으로 공공정책에 영향을 줄 수 있는 개발교육을 장려한다.2017년과 2018년의 개발교육 혁신공모전은 해당 연도 기준으로 진행 중이거나 막 끝난 유럽 내 개발교육 프로젝트들을 집중 조명한다. 본 공모전에는 혁신의 모범 사례이면서 그 과정에서 얻은 교훈을 유럽 전역의 정책결정자들에게 전파할 수 있는 이니셔티브들이 선정되었다.GENE은 개발교육 혁신공모전을 통해 유럽의 개발교육 프로그램들로부터 교훈과 반성의 기회를 얻는 데 기여하고자 한다. 다양한 접근법과 배경을 고려해 선정된 이니셔티브들이 개발교육의 기금 후원자 및 정책 개발자들에게 새로운 사고, 창의성, 영감의 기회가 되기를 희망한다. 
Intercultural Perspectives, Rights and Recognition in Montreal (Anthropologie et Sociétés; Vol. 41, No. 3) 出版年份: 2017 作者: Francine Saillant | Joseph J. Lévy | Alfredo Ramirez-Villagra 机构作者: Département d’anthropologie de l’Université Laval Within the debates about the way to deal with cultural diversity, new perspectives emerge which are actually discussed by the political and sociocultural instances, such as the notions of interculturalism, intercultural, interculturality, recognition, and their links to human rights. These topics are part of the discussion in Quebec, whether on the political scene, on the urban management level and in the social sciences. This article presents the European and Quebec perspectives on these issues and analyses the discourses of community leaders in Montreal who are involved and interviewed within the InterReconnaissances project. Data show that theses intercultural perspectives are not formally defined nor validated, although they often are associated with diverse practices and trainings that are designated to enhance the awareness of the actors involved in the intercultural encounter. The notions of right and recognition play a part on three levels : the struggle for the recognition of the migrant groups and of their cultures, and the recognition of the work done by community organizations. The awareness of the social diversity within these groups of migrants, who may be strongly stigmatized, bring new intercultural problematics, corroborating the importance of these notions on the field of communitarian action in Montreal. Perspectives interculturelles, droits et reconnaissance à Montréal (Anthropologie et Sociétés; Vol. 41, No. 3) 出版年份: 2017 作者: Francine Saillant | Joseph J. Lévy | Alfredo Ramirez-Villagra 机构作者: Département d’anthropologie de l’Université Laval Dans les débats entourant la gestion de la diversité culturelle, de nouvelles perspectives sont actuellement discutées par les instances politiques et socioculturelles, comme celles de l’interculturalisme, de l’interculturel, de l’interculturalité, de la reconnaissance et de leurs arrimages aux droits humains. Ces thèmes se retrouvent dans la réflexion québécoise sur les plans politique, de la gestion urbaine et de la recherche en sciences sociales. Cet article, après avoir situé les perspectives respectives européenne et québécoise sur ces thèmes, analyse les discours de leaders communautaires montréalais impliqués dans le domaine de l’immigration et interviewés dans le cadre du projet InterReconnaissances. Les données montrent que les perspectives interculturelles ne font pas l’objet d’une formalisation ni d’une validation poussées, mais qu’elles se retrouvent surtout associées à des pratiques diverses et à des formations visant à la sensibilisation des intervenants impliqués dans la rencontre interculturelle. Les notions de droit et de reconnaissance se déclinent sur trois plans: la lutte pour la reconnaissance à la fois des groupes immigrants, de leurs cultures et du travail réalisé par les groupes associatifs dans ce domaine. La reconnaissance de la diversité sociale des groupes fortement stigmatisés suggère aussi l’ouverture à de nouvelles problématiques interculturelles jusque-là négligées, confirmant la place importante de ces notions dans le champ de l’action communautaire montréalaise. 
The Sustainable Development Goals and Youth: Resource Pack 出版年份: 2015 作者: Valerie Duffy | Leo Gilmartin | Fionn Scott 机构作者: National Youth Council of Ireland (NYCI) | Irish Aid This resource encourages young people and those who work with young people to learn about the new Sustainable Development Goals (SDGs) and think about how these Goals can be incorporated into our everyday lives. It supports the exploration of key local, national and global issues to see and understand how we are linked together. 
Femmes et mouvement populaire d’habitation au Brésil: Vers une féminisation des luttes pour le droit au logement ? (Économie et Solidarités; Vol. 43, No. 1-2) 出版年份: 2013 作者: Charmain Levy | Marianne Carle-Marsan | Anne Latendresse 机构作者: Centre interdisciplinaire de recherche et d’information sur les entreprises collectives (CIRIEC)‑Canada Au Brésil, depuis la fin des années 1990, des actions collectives ont lieu autour du droit à la ville, en particulier pour le droit au logement. Alors qu’il existe des centaines, voire des milliers de bâtiments vacants dans le centre-ville de Rio de Janeiro et São Paulo, notamment, des organisations populaires occupent des bâtiments publics vides en vue d’obtenir le droit d’y résider et, éventuellement, de les transformer en logement public. Deux études ont mis en lumière la présence majoritaire de femmes qui, issues du milieu des sans-abri, des taudis et des favelas, jouent un rôle important dans les occupations. Dans cet article, nous proposons une analyse de la trajectoire de ces femmes afin de voir comment leur engagement à l’intérieur du mouvement urbain a changé leur vie sur les plans individuel et collectif. En d’autres termes, nous allons nous pencher sur le processus de construction du sujet politique opéré par des femmes de milieux précaires, actives au sein du mouvement pour le droit au logement. Par ailleurs, en nous penchant sur leur rôle au sein de ce mouvement, nous tenterons de voir dans quelle mesure ces femmes l’influencent et, en nous inspirant des travaux de Lefebvre et de Castells (1980), dans quelle mesure elles contribuent à la production de la ville. 
주요 외국의 환경교육 비교 연구 出版年份: 2018 作者: 김찬국 | 이선경 | 김남수 | 민경석 | 황세영 | 이은주 | 김태연 | 강진영 机构作者: 대한민국 환경부 | 한국환경교육학회 이 연구는 유엔 지속가능발전교육 10년(UN DESD: 2005~2014)이 종료된 시점에서 국제기구와 주요 외국의 환경교육 분야에서 최근 나타나는 변화에 대한 종합적인 이해가 필요한 상황에서 시작되었다.특히 최근 환경교육 분야의 축적된 경험과 논의를 바탕으로 각국의 환경 및 교육상황에 부합하여 환경교육 법·제도 등을 정비하려는 노력이 국제 사회에서 이루어지고 있다는 점에 주목하였다. 이 조사 연구는 아시아, 유럽, 북미와 남미에 위치한 10개국(일본, 중국, 대만, 싱가포르, 호주, 영국, 독일, 미국, 캐나다, 브라질)을 대상으로 환경교육 현황을 조사하고 비교분석과 발전방향을 제시한다. 아울러 국제기구인 UNEP와 UNESCO의 환경교육 정책과 실행 방식도 함께 살펴보았다. Part I에는 주요 외국 10개국의 환경교육 상황과 UNESCO, UNEP의 환경교육 정책을 수록하였고, Part II에서는 각국의 환경교육을 비교 분석하고 있다. 
SDG 4 - Policies for flexible learning pathways in higher education: Taking stock of good practices internationally (IIEP-UNESCO Working Papers) 出版年份: 2020 作者: Michaela Martin | Ana Godonoga 机构作者: UNESCO International Institute for Educational Planning (IIEP) This paper draws on country examples across different UNESCO regions to illustrate policy-relevant as well as practical approaches to developing flexible learning pathways in higher education. It shows that policies can facilitate flexible learning pathways include legislative and regulatory frameworks, articulation and transfer policies, and lifelong learning policies. It also presents a number of supportive policy instruments that can serve to bridge policy and practice, such as national qualifications frameworks, quality assurance and accreditation, credit accumulation and transfer systems, and information and guidance services. Finally, apart from discussing system-wide approaches, this paper also gives examples of more decentralized, institution-led practices that contribute to flexible learning pathways. This paper concludes that well-designed policy frameworks and instruments and targeted measures can create an enabling environment for flexible learning pathways, but their effectiveness requires strong administrative capacity and coordination, as well as the involvement of all relevant stakeholders, including those who design, implement, and benefit from policies. It is also essential that policies, instruments, and practices are in alignment with one another and work towards a common objective. Therefore, a holistic approach, comprising an adequate and well-coordinated mix of policies, instruments, and targeted measures, is required, in order to translate flexible learning pathways from a national priority into an institutionalized practice that reaches its intended beneficiaries. 
다문화시대 평생교육 관점에서의 세계·민주시민교육 과제 및 실천 방향 出版年份: 2018 作者: 옥일남 机构作者: 국가교육회의 | 서원대학교 산학협력단 본 연구는 이제까지의 국내외 민주시민교육의 정책 동향을 검토하고, 다문화사회의 특수성과 평생교육의 관점에서 새롭게 요청되는 민주시민교육의 정책 방향과 주요 과제를 제시하는데 목적이 있다. 이러한 연구 목적을 달성하기 위해 현재 우리 사회가 처해있는 세계화·다문화 맥락을 이해하고, 해외의 주요 정책 사례들을 살펴보고자 한다. 그리고 거버넌스 개념을 활용하여 민주시민교육을 세계시민교육과 연계해 세계화·다문화 시대의 시민교육을 위한 정책 방향과 실천 방안을 제시할 것이다. 
Imagining a Post-COVID-19 Global Citizenship Education 出版年份: 2020 作者: Marta Estelles | Gustavo E. Fischman 机构作者: State University of Ponta Grossa The COVID-19 pandemic has created unprecedented conditions in all areas of social life and as the suspension of schooling became “the new normal,” numerous experts and opinion-makers rushed to voice their recommendations to overnments and educational organizations for normalizing schooling operations. In light of this worldwide crisis, we re-evaluate proposals to expand the model of Global Citizenship Education (GCE) that have received increasing attention and support from both international organizations, governments, and scholars.In this article, we argue that the predominately redemptive nature of GCE models and proposals since the mid-1990s cannot handle global problems associated with the current pandemic such as the restriction of citizen’s privacy rights or the strengthening of exclusionary nationalistic messaging. Instead, more realistic models of GCE are needed. This paper concludes with new questions to strengthen the debate and alternatives for imagining a non-redemptive and more realistic GCE.