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2nd European congress on global education: education, interdependence and solidarity in a changing world; final report 出版年份: 2012 机构作者: North-South Centre of the Council of Europe | Global Education Network Europe (GENE) | CONCORD Europe | Portuguese Institute of Cooperation and Language | Portuguese NDGO Platform | University of Lisbon | European Commission Ce rapport national sur l'éducation globale en Autriche fait partie du processus d'évaluation intra-européenne Éducation Mondiale, qui a été lancé en 2002 dans le but d'augmenter et d'améliorer l'éducation mondiale dans les États membres du Conseil de l'Europe. Ce rapport est l'aboutissement d'un processus d'examen par les pairs mené par une équipe d'examen international par des pairs. Grâce à la recherche et des entrevues avec des intervenants clés, des informations ont été recueillies et des perspectives critiques développé sur l'état actuel et les perspectives d'avenir pour l'éducation mondiale en Autriche. Ce processus long de l'année, facilitée par le Centre Nord-Sud du Conseil de l'Europe, a été développé en partenariat avec le Groupe Stratégie autrichienne pour l'éducation mondiale comme la contrepartie nationale dans le processus. Il a impliqué le Ministère des Affaires étrangères, le Ministère de l'Education, l'Agence Autrichienne de Développement (AAD), KommEnt, et les ONG et les milieux universitaires. Ce rapport d'évaluation intra reconnaît la relativement forte tradition d'éducation mondiale en Autriche. le soutien autrichien de EM se reflète dans l'éventail des organisations engagées impliquées dans EM, et les nombreuses initiatives et projets dans les secteurs formels et non formels d'éducation, et dans la société civile. Le chapitre 1 ci-dessous fournit une introduction au rapport et le processus général. Le chapitre 2 décrit le contexte de l'éducation mondiale en Autriche. Le chapitre 3 examine l'éducation mondiale dans le secteur de l'éducation formelle. Le chapitre 4 met l'accent sur le travail important et varié qui se déroule dans l'éducation non formelle, les organisations de la société civile et d'autres secteurs dans ce domaine. Le chapitre 5 fournit, de façon sommaire, un aperçu des observations et recommandations de l'examen par les pairs clés. 세계 교육에 관한 제 2차 유럽 의회: 변화하는 세계에서의 교육, 상호 의존 및 연대; 최종 보고서 出版年份: 2012 机构作者: North-South Centre of the Council of Europe | Global Education Network Europe (GENE) | CONCORD Europe | Portuguese Institute of Cooperation and Language | Portuguese NDGO Platform | University of Lisbon | European Commission 오스트리아 글로벌 교육에 관한 이 국가 보고서는 유럽 의회 회원국들의 글로벌 교육을 증진 및 향상시키기 위한 목적으로 2002년에 시작된, 유럽 글로벌 교육의 공동 심의 과정(the European Global Education Peer Review Process)의 일부이다. 이 보고서는 국제 공동 심의 과정 팀에 의해 주도되는 공동 심의 과정의 정점이다. 리서치 및 주요 이해 관계자들과의 인터뷰를 통해서 정보를 수집하고, 오스트리아 글로벌 교육 현황 및 미래 전망에 대한 비판적 시각도 발전시켰다. 유럽 의회 남북 센터가(the North-South Centre of the Council of Europe)가 추진한 이 1년 과정은 현재 진행중인 국가적 대응 사업으로서, 글로벌 교육을 위한 오스트리아 전략 그룹(Austrian Strategy Group for Global Education)과 협력하여 개발되었다. 여기에는 외무부, 교육부, 오스트리아 개발기구(ADA), KommEnt, NGO 및 학계가 포함된다. 이 피어 리뷰 보고서(Peer Review report)에서는 오스트리아 글로벌 교육의 상대적으로 강한 전통을 인지하고 있다. 글로벌 교육(이하 GE)을 위한 오스트리아 국가 서포트와 GE와 관련된 열성적인 조직과 공식 및 비공식적 교육 분야, 시민 사회 내의 다수 이니셔티브 및 프로젝트에 반영이 되어 있다. 다음의 제 1장에서는 보고서와 프로세스 전반에 대한 소개를 제공한다. 제 2장에서는 오스트리아 글로벌 교육의 맥락을 개략적으로 보여준다. 제 3장에서는 정규 교육 부분에서의 글로벌 교육에 대해 살펴본다. 제 4장에서는 비정규 교육, 시민사회 조직 및 다른 부문에서 일어나는 중요하고 다양한 교육 작업에 중점을 둔다. 제 5장에서는 요약 방식으로, 피어 리뷰의 권고안들 및 주요 관찰에 대한 아웃라인을 제공한다. Curricular guidelines and citizenship attitudes in Latin American students: a comparative analysis 出版年份: 2015 作者: Martín Bascopé | Macarena Bonhomme | Cristián Cox | Juan Carlos Castillo | Daniel Miranda 机构作者: Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud Curricular guidelines have become progressively relevant for educating future active citizens. In such a context, it becomes crucial to explore the relationship between the curricular guidelines and how citizenship education is currently acquired by students in Latin American countries. Therefore, the aim of this paper is to comparatively evaluate the institutional view of citizenship expressed in each curriculum and students’ attitudes on civic issues. The exploratory factor analysis and curricular descriptive statistical analysis are based in two valuable and complementary sources, respectively: The Latin American module of the International Civic and Citizenship Study (ICCS) and the Regional System of Citizenship Skills (Sredecc). By making a systematic comparison of both sources, this study reveals that several curricular aspects are consistent with students’ citizenship attitudes and beliefs, and suggests some guidelines for improving and expanding citizenship education in Latin America, considering the importance of education for the formation of an active citizenship. Directives curriculaires et les attitudes de citoyenneté chez les étudiants latino-américains: une analyse comparative 出版年份: 2015 作者: Martín Bascopé | Macarena Bonhomme | Cristián Cox | Juan Carlos Castillo | Daniel Miranda 机构作者: Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud Les directives curriculaires sont devenues progressivement pertinentes pour la formation des futurs citoyens actifs. Dans un tel contexte, il devient crucial d'explorer la relation entre les directives sur les programmes et la façon dont l'éducation à la citoyenneté est actuellement acquise par les étudiants dans les pays d'Amérique latine. Par conséquent, le but de cet article est d'évaluer comparativement la vision institutionnelle de la citoyenneté exprimée dans chaque programme et les attitudes des élèves sur les questions civiques. L'analyse factorielle exploratoire et l'analyse statistique descriptive scolaires reposent sur deux sources précieuses et complémentaires, respectivement: Le module latino-américain de l'Étude Internationale Civique et la Citoyenneté (EICC) et le Système Régional de la Citoyenneté des Compétences. En faisant une comparaison systématique des deux sources, cette étude révèle que plusieurs aspects scolaires sont compatibles avec les attitudes et les croyances de la citoyenneté des élèves, et suggère quelques lignes directrices pour l'amélioration et l'expansion de l'éducation à la citoyenneté en Amérique latine, compte tenu de l'importance de l'éducation pour la formation d'un la citoyenneté active. 
Securitising Education to Prevent Terrorism or Losing Direction? 出版年份: 2016 作者: Bill Durodie 机构作者: Society for Educational Studies | Taylor & Francis This article examines the growing relationship between security and education, particularly in the light of the UK government’s Prevent Duty that seeks to tackle radicalization in a variety of milieus, including universities. However, rather than seeing this process as being merely one-way, through a so-called securitization of education, what is explored here is the dialectic between these two spheres. It is suggested that a heightened sensitivity to the supposed consequences of inflammatory rhetoric on the well-being of supposedly suggestible or vulnerable students has been in existence within education for quite some time. Securitising Education to Prevent Terrorism or Losing Direction? 出版年份: 2016 作者: Bill Durodie 机构作者: Society for Educational Studies | Taylor & Francis Cet article examine le lien grandissant entre la sécurité et l'éducation, à la lumière, en particulier, du programme « Prevent Duty » du gouvernement britannique, qui vise à lutter contre la radicalisation dans différents milieux, tels que les universités. Cependant, plutôt que de voir un simple processus de sécurisation de l'éducation, il s’agit ici d’explorer la dialectique entre ces deux éléments. On pose comme hypothèse qu'une sensibilité accrue aux soi-disant conséquences d’un discours enflammé sur le bien-être des élèves prétendus influençables ou vulnérables existe au sein de l'éducation depuis un certain temps. 
Holocaust Education: Analysis of Curricula and Frameworks: A Case Study of Illinois This article addresses how far educational institutions have come in designing authentic and meaningful curricula for teaching the Holocaust at the secondary level. Examined in this article are the historical development of Holocaust education in the United States, with a focus on the state of Illinois as a case study, what contributes to the development of a full curriculum, and what constitutes the boundary between a curriculum and a framework, based on examination of the work of scholars and institutions in the field. Analysis of existing frameworks according to criteria developed by the authors has yielded the finding that a framework can only guide teachers to an extent because of its looser structure. A full curriculum, however, is structured with greater detail and more direct ways of determining evidence that demonstrates understanding of the content and mastery of essential skills. Recommendations are provided for Holocaust Education curriculum development, underscoring the significance of an engaging design that makes learning more lasting and meaningful. (By the author) 
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) 
Controversial Issues - Teachers' attitudes and practices in the context of citizenship education 出版年份: 2004 作者: Christopher Oultona | Vanessa Dayb | Justin Dillon | Marcus Graced A survey of the literature suggests that the principles and methods relating to the teaching of controversial issues are themselves controversial. This irony is more relevant to teachers now than ever before. This paper explores the issue of teachers' readiness to use controversial issues in the classroom, and reports on research involving focus groups and questionnaires. We suggest that many teachers are under‐prepared and feel constrained in their ability to handle this aspect of their work. Controversial Issues - Teachers' attitudes and practices in the context of citizenship education 出版年份: 2004 作者: Christopher Oultona | Vanessa Dayb | Justin Dillon | Marcus Graced Une analyse de la littérature portant sur cette question montre que les principes et les méthodes relatifs à l'enseignement des questions controversées sont eux-mêmes controversés. Cette situation absurde concerne plus que jamais les enseignants. Cet article porte sur la formation des enseignants à l’utilisation des questions controversées dans la salle de classe, et publie les résultats de la recherche effectuée auprès des groupes cibles et par le biais de questionnaire. Il s’avère que de nombreux enseignants sont loin d’être formés et qu’ils ne sont pas prêts à gérer cet aspect de leur travail.