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Responsibility Education in the View of Citizen 出版年份: 2017 作者: Feng Jianjun | Fang Duo 机构作者: Ohio State University Press The modern western citizen is the entitled citizen oriented by the liberalism, who has an excessive pursuit for self－interest, resulting in the public crisis. Contemporary citizenship is moving from the entitled citizen to the responsible citizen. Civic responsibility is the essential requirement of the responsible citizen. Civic responsibility points to the interests of the civic community, which is the responsibility of the civic public life. The mission of the contemporary civic responsibility education is to cultivate the strong sense of civic responsibility, to stimulate the positive civic emotion, and to improve the civic ability to participate actively. According to the civic responsibility relations, civic responsibility education covers education on the responsibility to others, the responsibility to the society, the responsibility to the country and the responsibility to the whole world. 公民视野中的责任教育 出版年份: 2017 作者: Feng Jianjun | Fang Duo 机构作者: Ohio State University Press 近代西方公民是以自由主义为主导的权利公民,权利公民过分追求自我利益,导致公民公共性的危机,当代公民身份正在从权利公民走向责任公民。公民责任是责任公民的本质要求,公民责任指向公民共同体的利益,是为公民公共生活而必须承担的责任。当代公民责任教育的使命是培养公民强烈的责任意识,激发公民积极的责任情感,提高公民主动参与的能力。基于公民的责任关系,公民责任教育的内容包括对他人的责任、对社会的责任、对国家的责任和对全球的责任教育。 
An Analysis of the Cultural Position of Educational Reform in the Context of Multiculturalism 出版年份: 2019 作者: Xu Zusheng | Yang Zhaoshan 机构作者: Theory Monthly In the context of the multicultural era, education reforms based on the requirements of political and economic development and reform also need to pay attention to attitudes and tendencies toward different cultures. Upholding the main position of Chinese culture and properly handling relationships with Western cultures are the prerequisites for successful education reform. The cultural standpoint of China’s educational reform has undergone nearly a hundred years of historical evolution, and finally precipitated the cultural position of China’s educational reform: we must adhere to the cultural position of opening to the outside world, the cultural standpoint of Marxist guidance, and the cultural position of Chinese educational subjectivity. To establish the cultural standpoint of China’s educational reform, it is necessary to take “Ma Xue as the soul, middle school as the body and western learning as the method” as the correct path for the cultural position of China’s educational reform. 多元文化背景下教育改革的文化立场分析 出版年份: 2019 作者: Xu Zusheng | Yang Zhaoshan 机构作者: Theory Monthly 在多元文化的时代背景下，基于政治经济发展变革要求的教育改革也需要关注对待不 同文化的态度和倾向性，秉持中国文化的主体立场处理好与西方文化的关系，是教育改革取得成 功的前提。我国教育改革的文化立场经历了近百年的历史演变，最终沉淀出中国教育改革的文 化立场：要坚持对外开放的文化立场、坚持马克思主义指导的文化立场、坚持中国教育主体性的 文化立场。确立中国教育改革的文化立场需要将“马学为魂、中学为体、西学为用”作为中国教育 改革文化立场选择的正确道路。 
Development Education: What Is It and Why Get Involved? 出版年份: 2017 机构作者: WorldWise Global Schools (WWGS) Global Citizenship Education (GCE) is an educational process aimed at increasing awareness and understanding of the rapidly changing, interdependent and unequal world in which we live. This video explores what we mean by Development Education (DE), as also known as Global Citizenship Education, what value it has for students and what supports are available to help schools doing it. 
Global Rights, Nobel Goals: Refugees, Migration, the Sustainable Development Goals and Youth; Resource Pack 出版年份: 2016 作者: Valerie Duffy | Leo Gilmartin | Grace McManus | Dermot O’Brien 机构作者: National Youth Council of Ireland (NYCI) This resource pack explores the terms around migration (asylum seeker, refugee, internally displace peoples etc), the reasons that people choose or are forced to migrate and makes connections with the SDGs. It also includes a great selection of activities for young people at different ages and stages. 
Fostering national and global citizenship: an example from South Africa (Social Studies and the Young Learner, vol 21, no. 1, september/october 2008) 出版年份: 2008 作者: Omiunota Nelly Ukpokodu 机构作者: National Council for the Social Studies Multicultural and global scholars urge that we prepare the young for national and global democratic citizenship given the increasing interdependence and challenging realities for today. Young people desire to be a part of the solution to global problems, but they must be educated about what those problems are and how solutions can be arrived at. As has been seen in the U.S. presidential campaign, young people care about their communities, country, and planet, and they are volunteering and voting at record rates. We must take responsibility to plant the seeds of critical citizenship if we are to foster a more sustainable, peaceful, just, and prosperous world. Educator Sheldon Berman sums it up by writing: It is important for teachers to tell young people about the success stories of others, students who have reclaimed forests, cleaned up rivers, improved their school environment, helped the homeless. They need to hear about the Mother Teresas and the Martin Luther Kings, of course, but also about the people who live down the street who are doing what they can to improve the neighbourhood and about the many organizations that make a difference in our communities. We must put students in touch with these people and organizations so that they can see how deeply people care about their world and how worthwhile it is to participate in creating change. 
Action on Global Citizenship: Teacher Toolkit 出版年份: 2017 作者: Gráinne Ryan | Deirdre Walsh 机构作者: Global Action Plan (GAP) Ireland | Irish Aid This toolkit aims to support educators to empower their students in becoming active global citizens in their schools and communities, with a range of activities and resources which align to the Irish Curriculum, whilst using active learning methodologies in an engaging and fun way. 
A How-to Guide to Global Citizenship Education: Teacher Handbook 出版年份: 2019 机构作者: WorldWise Global Schools (WWGS) | Irish Aid This guide is for post-primary schools that are working to embed Global Citizenship Education (GCE) into their school community, and are part of the WorldWise Global Schools (WWGS) Programme. It aims to support schools to integrate Global Citizenship Education and create global citizens in their schools. Whether you are just starting to explore, or you are experienced in Global Citizenship Education, this handbook will help to guide your GCE practice and offer some suggestions as to how you can approach your GCE work and engage with the WWGS programme. 
2014 syllabus: le caractère et l'éducation à la citoyenneté: primaire 出版年份: 2014 机构作者: Singapore. Ministry of Education. Student Development Curriculum Division Caractère et éducation à la citoyenneté (CEC) a toujours été au cœur du système éducatif de Singapour. En CEC, les élèves apprennent à être responsables de la famille et de la communauté; et de comprendre leurs rôles dans l'élaboration de l'avenir de la nation. Les nouvelles tendances et évolutions mondiales qui influent sur la société, tels que les changements sociaux, la mondialisation et les progrès technologiques sont pris en considération dans l'élaboration du programme d'études du CEC. Le but du CEC est d'inculquer des valeurs et de construire des compétences chez les élèves de les développer pour être de bons individus et des citoyens utiles. Depuis 1959, divers programmes clés ont été mis en place pour inculquer des valeurs, des habitudes, des compétences et des compétences chez les élèves. Certains de ces programmes comprennent l'éducation civique et l'éducation morale (ECM, 1992), l'éducation nationale (NE, 1997), social et apprentissage émotionnel (SPE, 2005), et les expériences d'apprentissage tels que Co-curriculaires Activités (CCA). Les nouveaux changements du curriculum CEC se concentrent des programmes à un but commun. Les résultats escomptés du CEC sont alignés sur les résultats clés de scène (RCS) et résultats souhaités de l'Education (RSE). CEC est au centre du cadre pour les compétences du 21e siècle et résultats des élèves. Il met l'aCECnt sur l'interdépendance des valeurs fondamentales, les compétences sociales et émotionnelles et alphabétisation civique, la sensibilisation mondiale et les compétences interculturelles qui sont critiques pour le caractère et la citoyenneté développement des élèves.