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Education Under Attack 2018 出版年份: 2018 机构作者: Global Coalition to Protect Education from Attack (GCPEA) This report is the fourth edition of Education under Attack. It builds on the 2014 study published by the Global Coalition to Protect Education from Attack and the 2007 and 2010 publications by the United Nations Educational, Scientific and Cultural Organization (UNESCO). The present edition covers the five-year period from January 2013 to December 2017. The previous edition included profiles of 30 countries that had experienced at least five incidents of attacks on education in which students or education personnel were harmed, including at least one direct attack or one person killed, between 2009 and mid-2013. The current study includes profiles of 28 countries that experienced at least 20 attacks on education during the 2013-2017 reporting period, regardless of the severity of the incidents. Although significant data gaps remain and data quality varies, reporting of attacks on education has become more comprehensive and systematic over the last five years.Each country profile includes information on six categories of attacks on education, as relevant: Physical attacks or threats of attacks on schools Physical attacks or threats directed at students, teachers, and other education personnel Military use of schools and universities Child recruitment at, or en route to or from, school or university Sexual violence by armed parties at, or en route to or from, school or university Attacks on higher education 
[Summary] Education Under Attack 2018; Executive Summary 出版年份: 2018 机构作者: Global Coalition to Protect Education from Attack (GCPEA) A global study of threats or use of force, either deliberate or indiscriminate, against students, teachers, academics, education support and transport staff or education officials, and against schools, universities and other education institutions carried out for political military, ideological, sectarian, ethnic or religious reasons from 2013 to 2017. [Resumen] Ataques a la Educación 2018; Resumen Ejecutivo 出版年份: 2018 机构作者: Global Coalition to Protect Education from Attack (GCPEA) Estudio global de las amenazas o instancias de uso deliberado o indiscriminado de la fuerza contra estudiantes, docentes, académicos, personal auxiliar educativo y de transporte o funcionarios de educación, y contra escuelas, universidades y otras instituciones educativas, perpetradas con fines políticos, militares, ideológicos, sectarios, étnicos o religiosos entre 2013 y 2017. [Résumé] L’education prise pour cible 2018; Un résumé de 出版年份: 2018 机构作者: Global Coalition to Protect Education from Attack (GCPEA) Une étude globale des menaces ou de l'usage de la force, délibérée ou non, contre les élèves, les enseignants, les universitaires, le personnel scolaire et des transports ou les agents de l'éducation; et contre les écoles, les universités et autres institutions éducatives, menées pour des raisons politiques, militaires, idéologiques, sectaires, ethniques ou religieuses de 2013 à 2017. 
Towards an Inclusive Peace, 2017-2019: Human-centered Approaches to Addressing Extremism of All Kinds 出版年份: 2018 作者: Eliana Jimeno | Johannes Langer 机构作者: Initiatives of Change Switzerland Current approaches to violent extremism which excessively focus on counter terrorism and increasing military capacity, have failed to either stop violence or create peace. On the contrary, they have led to distrust in government institutions and alienation of large sections of the population.Doubling down on these past approaches will not resolve the issue. A new approach is needed and Towards an Inclusive Peace can offer it. Come and learn about human-centred approaches that prioritize sustainable peace, while dealing with root causes, advancing human rights, strengthening communities and enabling development. 
The Failure of Living-Together in Rwanda: What is the Responsibility of History Textbooks? 出版年份: 2013 作者: Éric Mutabazi 机构作者: McGill University. Faculty of Education Rwanda, landlocked in the Great Lakes region in Central Africa, has known war and massacres resulting in the 1994 genocide. Many critics and researchers have attempted to explain the reasons behind the inhuman and monstrous massacres that ravaged this country. While political, historical and economical factors are more often invoked to justify these horrible events, this article seeks to draw attention to the responsibility of history textbooks in the failure of living-together in pre-genocide Rwanda. Our analysis of textbook content reveals that certain values transmitted through the teaching of Rwanda’s history has generated injustice, inequality, victimisation, suffering, etc., at school and in society. We attempt to demonstrate how textbook content contributed to the failure of living-together in Rwanda and we propose alternative perspectives to guide the development of content that can contribute to peace, unity and living-together in post-genocide Rwanda. Échec du vivre-ensemble au Rwanda : quelle est la responsabilité des manuels scolaires d’histoire ? 出版年份: 2013 作者: Éric Mutabazi 机构作者: McGill University. Faculty of Education Le Rwanda, enclavé dans la région des Grands Lacs en Afrique centrale, a connu la guerre et les massacres aboutissant au génocide de 1994. Plusieurs penseurs et chercheurs ont tenté d’expliquer les raisons de ces massacres inhumains et monstrueux qui ont ravagé ce pays. Alors que les facteurs politiques, historiques et économiques sont plus souvent évoqués pour justifier ces horribles événements, cette contribution consiste à dégager la responsabilité des manuels scolaires d’histoire dans l’échec du vivre-ensemble au Rwanda avant le génocide. Notre analyse des contenus des manuels scolaires révèle que certaines valeurs transmises à travers l’enseignement de l’histoire du Rwanda ont généré toutes sortes d’injustices, d’inégalités, de victimisation, de souffrances, etc., à l’école et dans la société. Nous essaierons de montrer en quoi le contenu des manuels a contribué à l’échec du vivre-ensemble au Rwanda et nous proposerons des perspectives qui pourraient guider l’élaboration du nouveau contenu contribuant à la paix, à l’unité et au vivre-ensemble au Rwanda après le génocide. 
Abu Dhabi Memorandum on Good Practices for Education and Countering Violent Extremism 出版年份: 2014 作者: Sara Zeiger 机构作者: Hedayah Foundation The contents of this brief are based on the discussions that occurred from 3 to 4 November 2014 at an expert workshop on Research Trends in Countering Violent Extremism hosted by Hedayah in Abu Dhabi, United Arab Emirates. The purpose of this two-day expert roundtable was to bring together researchers, policymakers and practitioners in a closed discussion of the current trends in CVE research. The goals at the meeting were to address the current research outcomes in countering violent extremism; determine the critical gaps in research on CVE; identify the new and emerging threats of violent extremism; and establish a recommended research agenda for Hedayah and CVE researchers in the coming two years. Abu Dhabi Memorandum on Good Practices for Education and Countering Violent Extremism 出版年份: 2014 作者: Sara Zeiger 机构作者: Hedayah Foundation Le contenu de cette note est basé sur les discussions qui ont eu lieu les 3 et 4 Novembre 2014 dans un atelier d'experts sur les orientations de la recherche dans la lutte contre l'extrémisme violent, organisé par Hedayah à Abu Dhabi aux Emirats Arabes Unis. Cette table ronde d'experts de deux jours avait comme objectif de réunir des chercheurs, des décideurs et des praticiens autour d’une discussion close sur les orientations actuelles de la recherche contre l’extrémisme violent. Ils ont examiné les résultats des recherches actuelles dans la lutte contre l'extrémisme violent (CVE) ; déterminé les lacunes importantes ; identifié les nouvelles menaces et les menaces émergentes de l'extrémisme violent ; et établi un programme recommandé de recherche à l’intention des chercheurs de Hedayah et tous les chercheurs qui travaillent sur la lutte contre l’extrémisme violent, pour les deux années à venir. 
International Day against Homophobia & Transphobia: Lesson Plan 出版年份: 2014 机构作者: UNESCO Each year, the world celebrates the International Day Against Homophobia and Transphobia (IDAHO) on May 17th. During the days surrounding IDAHO, private and public actors, ranging from the United Nations agencies, to city councils, police stations, human rights organiza-tions, individual citizens, schools and others, implement activities to mark the day. The theme of this year’s IDAHO is “Fighting homophobia and transphobia IN and THROUGH education”. This theme was selected in response to a growing awareness that homophobic and transphobic bullying in schools which are manifestations of homophobia and transphobia, are serious issues that students and educational staff face every day across the world.Over the years, teachers around the world have been developing activities in their classrooms, with the help of various organizations working on efforts to address and homophobia and transphobia in educational institutions. Building on the success of these experiences, UNESCO and the IDAHO Committee propose teachers take advantage of the International Day Against Homophobia and Transphobia to conduct an ‘IDAHO Lesson’. The four activities proposed below are aimed at both primary and secondary level classes. A list of resources from other organizations for teachers, for all subjects and all grades is included below to enable greater choice of possible activities. By conducting an “IDAHO Lesson”, you can create safer learning environments, address discrimination and encourage respect and tolerance between and amongst learners.(Title: International Day against Homophobia and Transphobia: Lesson Plan)