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Key Concepts: A Feminist Approach to Human Rights Education (Chapter 4) 出版年份: 2014 作者: Julie Maia 机构作者: Stanford Human Rights Education Initiative (SHREI) Developed for the Stanford Human Rights Education Initiative (SHREI), this curriculum project examines connections among Gender Studies, feminist theory, and human rights movements around the world. This SHREI project presents its four key concepts through four curricular units, or chapters, each with a series of activities that can easily be adapted for use in courses in many disciplines. Each chapter contains these elements: A definition of the key concept An example of the use of the concept in a human rights document A brief essay on the value of the concept for human rights education A series of activities that guide students in using gender, race/ethnicity/nation, and class as lenses for analyzing social justice issues include transnational and multicultural perspectives on gender and human rights issues use "best practices" pedagogies for teaching human rights topics in community colleges. Within each chapter, activities are orgaized from simple to complex. Most activities, however, have self-contained objectives and can be used independently of the others. Sections on “Extending the Learning” offer longer readings or in-depth material for advanced courses. The GCED Clearinghouse introduces only chapter 4, "global citizenship" of this SHERI project. 
Global youth advocacy workshop on GCED: final report 出版年份: 2015 机构作者: APCEIU The United Nations Secretary-General's Global Education First Initiative (GEFI) recognizes Global Citizenship Education (GCED) as one of its three priorities. UNSG GEFI has generated momentum for GCED which has since been in the target of the education goal in the Muscat Agreement 2014 and in the proposed Sustainable Development Goals (SDGs) of the Open Working Group. The proposed SDGs will provide the basis for further intergovernmental negotiations on the post 2014 development agenda.In support of UNSG GEFI, UNESCO held its Second Global Forum on Global Citizenship Education on Building Peaceful and Sustainable Societies: Preparing for Post-2015 from 28 to 30 January 2015 in Paris, France. The forum aimed to identify GCED related inputs to the emerging Framework for Action on Education for the post 2015 development agenda, as well as key dimensions of GCED in relation to peace. Furthermore, it had a concurrent session dedicated to youth on Driving the GCED Agenda Forward: Acting with and for Young People to assemble the perspectives, ideas, and priorities of youth on GCED. Against this background, the Global Youth Advocacy Workshop on GCED, co-organized by GEFI, the Asia-Pacific Centre of Education for International Understanding (APCEIU) and UNESCO's Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP) aimed to build the capacity of dynamic youth leaders from countries around the world to advocate for GCED. The participants of the workshop were selected on the basis of their previous experiences, present engagement, and future commitment in educating youth at the local and national levels. The objectives of the workshop were: 1. To build a common understanding of GCED and its key priority areas by building on the dialogue initiated at the Paris GCED Forum.2. To allow the participating youth leaders to elaborate an advocacy strategy suitable for implementation at the local and national levels to advance the GCED agenda beyond 2015.3. To establish a wider network of youth advocates on GCED to advance the agenda globally. La jeunesse mondiale atelier de plaidoyer sur ECM: rapport final 出版年份: 2015 机构作者: APCEIU À l'appui de SGNU GEFI, l'UNESCO a tenu son Forum mondial Deuxième sur L'éducation à la citoyenneté Mondiale (ECM) sur la construction de sociétés pacifiques et durables: Préparation de L'après 2015 du 28 au 30 Janvier 2015 à Paris, France. Le forum visait à identifier les entrées liées à l'ECM au Cadre émergent d'action sur l'éducation pour le programme de développement post 2015, ainsi que les dimensions clés de l'ECM par rapport à la paix. En outre, il a eu une séance simultanée dédiée aux jeunes sur la conduite du ECM Agenda Forward: Agir avec et pour les jeunes à assembler les perspectives, les idées et les priorités de la jeunesse sur ECM. Dans ce contexte, l'atelier de plaidoyer mondial de la jeunesse sur ECM, co-organisé par GEFI, le Centre Asie-Pacifique d'éducation pour la compréhension internationale (APCECI) et de l'Institut Mahatma Gandhi de l'UNESCO de l'éducation pour la paix et le développement durable (MGIEP) visant à construire le la capacité des jeunes leaders dynamiques des pays du monde entier à plaider pour ECM. Les participants de l'atelier ont été sélectionnés sur la base de leurs expériences précédentes, l'engagement présent et futur engagement dans l'éducation des jeunes aux niveaux local et national. Les objectifs de l'atelier étaient les suivants: 1. Pour construire une compréhension commune de l'ECM et de ses domaines prioritaires en misant sur le dialogue initié lors du Forum ECM Paris. 2. Pour permettre aux jeunes leaders participants d'élaborer une stratégie de plaidoyer approprié pour la mise en œuvre aux niveaux local et national pour faire avancer l'ordre du jour de l'ECM au-delà de 2015. 3. Pour établir un réseau plus large de défenseurs des jeunes sur ECM pour faire avancer l'ordre du jour à l'échelle mondiale. 글로벌시민교육 청소년 리더십 워크숍 최종보고서 出版年份: 2015 机构作者: APCEIU 본 보고서는 2015년 3월 30일부터 4월 4일까지 부산에서 열린 ‘글로벌시민교육 청소년 리더십 워크숍(Global Youth Advocacy Workshop on GCED)’의 최종보고서이다. 이번 워크숍은 글로벌시민교육 청소년 옹호활동에 초점을 둔 첫 번째 워크숍으로서, 전세계 34개국에서 45명의 청소년 활동가들이 참가하여 글로벌시민교육에 대한 아이디어를 교환하며, 글로벌시민교육을 전 세계적으로 확산하고 지역·국가적 차원의 청소년 글로벌시민교육 활동을 증진하기 위한 핵심 전략을 논의하는 장이었다. 본 보고서는 6일 간의 워크숍 활동들에 대한 기록과 더불어 글로벌시민교육의 주체로서 글로벌시민교육의 의미와 우선 과제들에 대한 젊은이들의 목소리를 담고자 했다. 본 워크숍은 유네스코 아태교육원과 유엔 사무총장의 글로벌교육우선구상(GEFI), 유네스코 마하트마간디 평화지속가능발전교육원(MGIEP)가 공동주최하고 부산시 금정구와 에듀케이트어차일드(Educate A Child)가 후원했다.문의: 유네스코 아태교육원 교육연수팀(ent@unescoapceiu.org) 
Global Citizenship in the Classroom: A guide for teachers 出版年份: 2015 机构作者: Oxfam GB A practical and reflective guide full of practical tools and ideas that can be applied to almost any topic to develop learner participation and global learning. 
1er rendez-vous de l'éducation à la citoyenneté mondiale: Mot d'ouverture 出版年份: 2017 机构作者: Association québécoise des organismes de coopération internationale (AQOCI) La Directrice générale de l’AQOCI, Michèle Asselin, souhaite la bienvenue aux personnes participantes du 1er rendez-vous de l’AQOCI sur l’éducation à la citoyenneté mondiale. Elle a expliqué sur la valeur de l’éducation à la citoyenneté mondial et souligné comme ci-dessous :« L’ÉCM promeut des valeurs et des comportements qui encouragent le changement social et la solidarité internationale » 
1er rendez-vous de l'éducation à la citoyenneté mondiale de l'AQOCI: Panel d'experts 出版年份: 2017 机构作者: Association québécoise des organismes de coopération internationale (AQOCI) Panel d'experts: l'ÉCM en contextes social et scolaire.Rachad Antonius, professeur de sociologie à l’UQÀM, chercheur, consultant et personne-ressource dans les milieux de la solidarité internationale, propose des éléments de réflexion sur l’éducation, sur le rôle de différents intervenants – militants, OCI, chercheurs et intellectuels - en ÉCM, sur le sens et les dimensions du concept de citoyenneté dans le contexte et face aux enjeux actuels et sur les réponses que le travail en ÉCM est appelé à apporter face à la mondialisation.La présentation de Marie-Hélène Chastenay, responsable de l’éducation interculturelle à la Direction des services d’accueil et d’éducation interculturelle du ministère de l’Éducation et de l’Enseignement supérieur (MÉES), examine l’apport de l’ÉCM à l’éducation des jeunes du Québec; l’intégration actuelle de l’ÉCM aux curriculums et à la vie scolaires; les enjeux et les défis de l’ÉCM en milieux scolaires et académiques et le rôle des organismes de coopération internationale et de la société civile dans la promotion de l’ÉCM en contextes scolaires et académiques. 
Зачем преподавать историю Холокоста? 出版年份: 2014 机构作者: UNESCO The Holocaust was a turning point in human history. Understanding the genocide of the Jewish people and other crimes perpetrated by the Nazi regime remains of great signi cance in the modern world.Regardless of where we live or who we are, learning about this universal history can help engage students in a critical re action about the roots of genocide and the necessity to nurture peace and human rights to prevent such atrocities in the future.This short introduction provides an essential overview on education about the Holocaust that can support policymakers, educators and students alike in their understanding of genocide and why it is vital that we continue to teach about the Holocaust today. 为什么要进行关于反犹大屠杀的教育？ 出版年份: 2014 机构作者: UNESCO The Holocaust was a turning point in human history. Understanding the genocide of the Jewish people and other crimes perpetrated by the Nazi regime remains of great signi cance in the modern world.Regardless of where we live or who we are, learning about this universal history can help engage students in a critical re action about the roots of genocide and the necessity to nurture peace and human rights to prevent such atrocities in the future.This short introduction provides an essential overview on education about the Holocaust that can support policymakers, educators and students alike in their understanding of genocide and why it is vital that we continue to teach about the Holocaust today. 
Aprender a vivir juntos: ¿hemos fracasado? Síntesis de las reflexiones y los aportes surgidos durante la 46a Conferencia Internacional de Educación de la UNESCO, Ginebra, 5-8 de septiembre de 2001 出版年份: 2003 机构作者: UNESCO International Bureau of Education (IBE) | UNESCO Brasilia The present book is based mainly on the work of the forty-sixth session of the International Conference on Education (ICE), organized by UNESCO’s International Bureau of Education (IBE) and held in Geneva from 5 to 8 September 2001. The theme of the conference was ‘Education for All for Learning to Live Together: Contents and Learning Strategies - Problems and Solutions’. Unless stated otherwise, the numerous quotations chosen to illustrate the points made in this book are from ICE documents and contributions. The Conclusions and Proposals for Action adopted by the 2001 ICE are provided in Chapter V.The ICE is the only regularly occurring event during which Ministers of Education from all over the world can meet. It therefore serves as a unique and highly appreciated international forum for high-level dialogue on educational issues and their policy implications.The 2001 ICE brought together over 600 participants from 127 countries, including in particular 80 Ministers and 10 Vice-Ministers of Education, as well as representatives of intergovernmental and non-governmental organizations. The themes of the 2001 ICE were, and still are, very relevant all over the world: those in charge of education have become well aware of the necessity and complexity of living together, as well as of the role and limits of education in this respect.The ICE was inspired by abundant literature dealing with the principle issues that participants debated, including: Preparatory reports;National reports presented by the Member States;Examples of initiatives and good practice (including those presented at the conference as video case studies);Messages from Ministers of Education attending the Conference;And contributions from the numerous researchers, experts, educationists and decision makers at all levels of education who also participated in the Netforum between April and August 2001.More information and opinions on the vast issue of Education for All for Learning to Live Together were added during the Conference itself, in the form of keynote addresses, presentations and debates during the two plenary sessions, six thematic workshops and the special session devoted to partnerships with civil society.The present book draws on this wealth of experience, research, opinions, ideas and visions of the future. It seeks to contribute to bringing the debate on Education for All for Learning to Live Together closer to actors of the global educational community. By setting out ins concise way the key issues and proposed actions, and illustrating them with concrete examples, numerous quotations and a number of questions, this book is intended particularly for teacher trainers, teachers themselves and their professional organizations, as well as for all actors in civil society who endeavour to improve the quality of education, to encourage dialogue and to foster in this way the capacity for living together.Neither a ‘conference report’ nor a scientific or academic work, this book is intended to be a sort of ‘gallery of photographs’ of the forty-sixth session of the ICE – its atmosphere of dialogue, the themes of its debates, and the first-hand descriptions and experiences exchanged. Far from prescribing norms or standards, it intends to share information, ideas and practices, rather like the ICE itself, in a spirit of exchange and dialogue.