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Disinfodemic: Deciphering COVID-19 Disinformation (Policy Brief; 1) 出版年份: 2020 作者: Julie Posetti | Kalina Bontcheva 机构作者: UNESCO The purpose of this brief is to provide a structure for understanding the COVID-19 disinfodemic and the responses to it, highlighting practices which have a bearing on the UN Sustainable Development Goals (SDGs), the right to health and the right to freedom of expression. SDG 16.10 calls for “public access to information and fundamental freedoms”. Desinfodemia: Descifrando la desinformación sobre el COVID-19 (Policy Brief; 1) 出版年份: 2020 作者: Julie Posetti | Kalina Bontcheva 机构作者: UNESCO El propósito de este resumen es presentar una estructura para comprender la ‘desinfodemia’ del COVID-19 y las respuestas respectivas, resaltando las prácticas pertinentes a los Objetivos de Desarrollo Sostenible de la ONU, al derecho a la salud y al derecho a la libertad de expresión. EL ODS16.10 subraya la necesidad de “acceso público a la información y libertades fundamentales”. Désinfodémie: Déchiffrer la désinformation sur le COVID-19 (Note d’orientation; 1) 出版年份: 2020 作者: Julie Posetti | Kalina Bontcheva 机构作者: UNESCO Le but de cette note d’orientation est de présenter une structure pour comprendre la désinfodémie sur le COVID-19 et les réponses possibles, en mettant en évidence les pratiques liées aux Objectifs de développement durable (ODD) des Nations Unies, le droit à la santé et le droit à la liberté d’expression. L’ODD 16.10 appelle à « un accès public à l’information et aux libertés fondamentales ». 
United Against Racism 出版年份: 2020 机构作者: UNESCO We all can do something against racism. You too. Join UNESCO and leading personalities from all over the world in denouncing mounting racial discrimination.This video features messages by the following prominent women and men from the worlds of cinema, the media, music, sport and science alongside UNESCO Director-General Audrey Azoulay: Charlotte Gainsbourg, Freida Pinto, Naomi Campbell, UNESCO Goodwill Ambassador Jean-Michel Jarre, UNESCO Artist for Peace Marcus Miller, Jorge Ramos, UNESCO Goodwill Ambassador Yalitza Aparicio, Rossy de Palma, UNESCO Goodwill Ambassador Sumaya bint Al Hassan, Bobi Wine, UNESCO Goodwill Ambassador Herbie Hancock, UNESCO Goodwill Ambassador Forest Whitaker, UNESCO Champion for Girls’ and Women’s Education Nadia Nadim, Amadou Gallo Fall, Ada Hegerberg and UNESCO Artist for Peace Gilberto Gil.UNESCO has been on the forefront of the fight against racism since its creation in 1945. In 1978, it adopted the Declaration on Race and Racial Prejudice which reaffirms that “All human beings belong to a single species and are descended from a common stock. They are born equal in dignity and rights and all an integral part of humanity.”Learn more: Fight against Racism and Discrimination 
可持续发展教育: 路线图 出版年份: 2022 机构作者: 联合国教科文组织 (UNESCO) 本文是联合国教科文组织实施可持续发展教育所制定的路线图，旨在阐明地球面临的紧迫挑战，探讨教科文组 织通过教育应对这些挑战的下一步工作，并详细梳理新的侧重点和行动。 
Addressing Anti-semitism in Schools: Training Curriculum for School Directors 出版年份: 2020 机构作者: UNESCO | OSCE. Office for Democratic Institutions and Human Rights (ODIHR) This OSCE/ODIHR and UNESCO co-publication aims to help school directors to prevent and respond to anti-Semitism. The curriculum, intended for school director trainers, is designed to be comprehensive, robust, practical and adaptable. It suggests concrete ways to address anti-Semitism and counter prejudice in and through education, while promoting human rights, global citizenship education, and gender equality.The co-publication is part of a series of four training curricula, designed for trainers of (1) primary school teachers, (2) secondary school teachers, (3) vocational school teachers, and (4) school directors. 
Expert Consultation Meeting: Global Citizenship Education for a Culture of Lawfulness; Meeting Report 出版年份: 2018 机构作者: UNESCO | UN. Office on Drugs and Crime (UNODC) In the context of a UNESCO/UNODC partnership on “Global Citizenship Education for a Culture of Lawfulness”, an expert consultation meeting was held in Paris on March 15 and 16 of 2018. The purpose of the partnership is to strengthen the capacities of educational systems to promote the rule of law. To this end, the partnership aims to empower and equip learners to act and engage in society as constructive and ethically responsible agents of change, supporting peace, justice, and strong institutions. This notably contributes to the achievement of the 2030 Agenda for Sustainable Development, and in particular Sustainable Development Goals 4 and 16. Additionally, the partnership intends to enable learners to be both motivated and capable to respond resiliently to crime and violence. The meeting had three broad objectives: To help clarify the conceptual foundation of the partnership; to identify the measures that can be taken in the education sector to promote a culture of lawfulness; and to identify effective educational approaches. Thus, the meeting is meant to elucidate core concepts and identify promising educational approaches in the promotion of a culture of lawfulness by asking fundamental questions, including: What constitutes the rule of law and a culture of lawfulness? How do we create demand for the rule of law? How do we ensure learners apply these principles? How do we ensure they survive in a context where there is no rule of law? 
Social Contract Pedagogy: A Dialogical and Deliberative Model for Global Citizenship Education (Background paper for the Futures of Education initiative) 出版年份: 2020 作者: Richard Desjardins | Carlos Alberto Torres | Susan Wiksten 机构作者: UNESCO We propose that together Social Contract Pedagogy (SCP) and Global Citizenship Education (GCE) offer a comprehensive vision including key principles and core elements that are important for rethinking education and shaping the future of the world. We introduce the novel concept of Social Contract Pedagogy (SCP) as a means to adapt the social contract in liberal democracies which has been (conceptually) located at the level of the state, to the level of the classroom and other pedagogically relevant contexts. A key feature of this pedagogy is the negotiation of values and norms in ways that maintain cohesion and inclusion and avoids too much power in the hands of sectarian extremes (of any kind) which tend to impose their views on others, oppress and exclude. This includes using fake news, denying scientific debates and/or any extremely politicized interpretations of evidence and facts to obfuscate or deny consequences of individual and group choices and behavior, but also ‘othering’ of any kind whether from the political right or the political left. In our view, this is an essential premise for the education of democratic citizens. Citizenship education of this kind is seen as essential for the survival and growth of liberal democracies in the future. 
Survey on Privacy in Media and Information Literacy With Youth Perspectives 出版年份: 2017 作者: Sherri Hope Culver | Alton Grizzle 机构作者: UNESCO This report aims to provide conceptual, development and policy recommendations to foster privacy in MIL, while enabling the critical engagement of people, including young women and men, in an environment conducive to sustainable development and to freedom of expression online and offline. It seeks to provide clarity on the complex issue of how MIL and privacy intersect. 
Media Literacy in Finland: National Media Education Policy 出版年份: 2019 机构作者: European Training and Research Centre for Human Rights and Democracy (Austria) | UNESCO Media literacy in Finland is the media literacy policy and the national media education policy document, published by the Ministry of Education and Culture in 2019. The document updates and extends the cultural policy guidelines for media literacy published in 2013. The need to update the policy arose from the changes that have taken place in media culture and the broader than before target groups of media education in particular. The Program of the Government also highlights the need for media skills for all age groups, from children to seniors. The vision of the policy is to improve everyone’s opportunities to develop their media literacy.