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| Author | : Falk Pingel |
| Publisher | : UNESCO |
| Total Pages | : 83 |
| Release | : 2010-01-01 |
| Genre | : Education |
| ISBN | : 923104141X |
| Author | : Falk Pingel |
| Publisher | : |
| Total Pages | : 96 |
| Release | : 1999 |
| Genre | : Textbooks |
| ISBN | : |
| Author | : Pingel, Falk |
| Publisher | : UNESCO Publishing |
| Total Pages | : 97 |
| Release | : 2016-07-04 |
| Genre | : |
| ISBN | : 9236000487 |
| Author | : Unesco |
| Publisher | : UNESCO |
| Total Pages | : 412 |
| Release | : 2006 |
| Genre | : Education |
| ISBN | : |
Focused on the dual aspects of access and quality, this publication discusses the role of textbooks in facilitating quality education for all. The book consists of reviews of the international perspectives as well as case studies on Brazil, Russian Federation, and Rwanda. It also documents strategies that could help to optimise procedures of textbook development, production, and evaluation; enhance textbooks' pedagogical impact; improve teachers' selection of textbooks; and raise textbook supply efficiently.
| Author | : Miao, Fengchun |
| Publisher | : UNESCO Publishing |
| Total Pages | : 107 |
| Release | : 2019-10-15 |
| Genre | : |
| ISBN | : 9231003410 |
| Author | : Margaret Sinclair |
| Publisher | : United Nations Educational, Scientific & Cultural Organization |
| Total Pages | : 172 |
| Release | : 2004 |
| Genre | : Business & Economics |
| ISBN | : |
This study represents an attempt to interpret the aim of 'learning to live together' as a synthesis of many related goals, such as education for peace, human rights, citizenship and health-preserving behaviours. It focuses specifically on the skills, values, attitudes and concepts needed for learning to live together, rather than on 'knowledge' objectives. On the basis of a review of the literature and an examination of a number of cases from post-conflict and transition settings, this study proposes what appears to work in terms of helping students learn to become politely assertive rather than violent, to understand conflict and its prevention, to become mediators, to respect human rights, to become active and responsible members of their communities - as local, national and global citizens - to have balanced relationships with others and neither to coerce others nor be coerced, especially into risky health behaviours. While the focus is mainly on schools, the approach advocated is also applicable to non-formal education for youth and adults.
| Author | : Carrier, Peter |
| Publisher | : UNESCO Publishing |
| Total Pages | : 235 |
| Release | : 2015-01-14 |
| Genre | : Education |
| ISBN | : 9231000330 |
How do schools worldwide treat the Holocaust as a subject? In which countries does the Holocaust form part of classroom teaching? Are representations of the Holocaust always accurate, balanced and unprejudiced in curricula and textbooks? This study, carried out by UNESCO and the Georg Eckert Institute for International Textbook Research, compares for the first time representations of the Holocaust in school textbooks and national curricula. Drawing on data which includes countries in which there exists no or little information about representations of the Holocaust, the study shows where the Holocaust is established in official guidelines, and contains a close textbook study, focusing on the comprehensiveness and accuracy of representations and historical narratives. The book highlights evolving practices worldwide and thus provides education stakeholders with comprehensive documentation about current trends in curricula directives and textbook representations of the Holocaust. It further formulates recommendations that will help policy-makers provide the educational means by which pupils may develop Holocaust literacy.
| Author | : Kaisa Hahl |
| Publisher | : Cambridge Scholars Publishing |
| Total Pages | : 201 |
| Release | : 2015-04-01 |
| Genre | : Education |
| ISBN | : 1443876690 |
Textbooks are crucial in shaping today’s global and diverse world. They can contribute to making it both ‘better’ and more ‘intercultural’, but also, on occasion, create limited and biased ideas about the ‘Other’. This collected volume undertakes multidisciplinary research into textbooks, taking one of the best education systems in the world – Finland – as an example. The authors investigate the issue of diversities in textbooks from multiple perspectives, disciplines, school levels and content areas. Together, the chapters provide examples of hidden ideologies, (neo-)stereotyping and othering when looking beneath the surface of texts and illustrations. The authors also present concrete tools that can be used for analysing diversities and interculturality in textbooks. In addition, the chapters will serve to develop teachers’ and students’ abilities to encounter diversities and similarities in ways that enhance their sensitivity, self-reflexivity and criticality. This volume will be of interest for students in educational sciences; pre-service teachers and in-service teachers of various school subjects; teacher educators; and researchers in the areas of subject didactics, multicultural and intercultural education, language education, educational leadership, curriculum, and policy. Forewords and Commentary by Jari Lavonen, Karen Risager, Adrian Holliday and Julie S. Byrd Clark.
| Author | : Miao, Fengchun |
| Publisher | : UNESCO Publishing |
| Total Pages | : 242 |
| Release | : 2016-04-18 |
| Genre | : |
| ISBN | : 9231001485 |
| Author | : Unesco |
| Publisher | : |
| Total Pages | : 182 |
| Release | : 1949 |
| Genre | : International education |
| ISBN | : |
