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Global Education Magazine (4): World Refugee Day

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While the world-society close its eyes, refugees, stateless, asylum seekers and internally displaced people are suffering each day.
This edition wants to raise awareness about transcultural links to develop a new identity “Earth-Homeland”.

Sağlık! The mission of Global Education Magazine is to propose a moral agreement between all interested people to reflect on a new perspective for the future of humanity. If we look ahead to the future, the 21st century education should promote the transformation of planetary culture through the consciousness of human beings. This new vision of reality has to be holistic, polilogic and transdimensional: understanding the human being as an integral part of the cosmos as a whole.

In this sense, transdisciplinarity represents the capable germ to promote an endogenous development of the evolutionary spirit of internal critical consciousness, where religion and science are complementary. Respect, solidarity and cooperation should be global standards for the entire human development with no boundaries. This requires a radical change in the ontological models of sustainable development, global education and world-society. We must rely on the recognition of a plurality of models, cultures and socio-economical diversification. As well as biodiversity is the way for the emergence of new species, cultural diversity represents the creative potential of world-society.

Global Education Magazine aims to create and disseminate specialized knowledge with multi, inter and transdisciplinary contents, with original works of research, studies, reviews and innovative experiences to improve management and practice of institutions and organizations with humanitarian and philanthropic educational activities. For that reason we promote copyleft and creative commons for the dissemination of the magazine.

Global Education Magazine is destined to raise awareness, to develop critical thinking, and encourage the active participation of students in achieving global citizenship, solidarity, and committed to poverty eradication and sustainable human development.
Their preferred writers are come from educational scientific community with international projects, humanitarian and voluntary activities, as well as cooperation and development: Public and Private Educational Institutions, NGOs, Development and Cooperation Associations, International Volunteers, etc

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  • 1. Transdisciplinary Education as Ethic of the DiversityReform in the World­Society of the 21st CenturyJavier Collado RuanoDirector of Edition
  • 2. Javier Collado RuanoDirector of EditionEducación transdisciplinar como reforma ética de ladiversidad en la sociedad­mundo del siglo XXI
  • 3. Resource: 2012 UNHCR/F.JuezFollow us!
  • 4. www.globaleducationmagazine.comRefugees: the Dreamed Return
  • 5. www.globaleducationmagazine.com
  • 6. www.globaleducationmagazine.comRuth MarjalizoRefugees Section ManagerNOTES
  • 7. www.globaleducationmagazine.comLos refugiados también existenen las Américas Francesca Fontanini
  • 8. www.globaleducationmagazine.com
  • 9. www.globaleducationmagazine.comFrancesca Fontanini
  • 10. www.globaleducationmagazine.com20 juin, la journée desréfugiésN’oublions pasEnsemble nous pouvons nousmobiliserdizaines de milliers de personnesdans lemonde entierqui prend le temps de rendrehommage auxpersonnesdéracinées de force.Un réfugié craint dêtre importunéLes adultes dans le monde entier,doivent savoir,lesenfants et leurs familles sont dans lobligation de toutquitterRien nest pire pour la plupart des réfugiésbattus torturés décès injusteemprisonnement parent disparu.Il faut donc construireles déraciner.vivent des horreurs en permanencesUn Avenir Pour Tous,Refugies y Compris!
  • 11. www.globaleducationmagazine.comdes constations faiteslhorreur des épidémiesréfugiés qui ne vont pas oublier de se battreOuvrez les portes des écoles aux réfugiés!Brésil protège les réfugiésLa France est le premier paysPourque la paix règne sur cette terre et que les réfugiés soient des hommescomme les autres, tous les êtres humains devraient se remettre enquestion en acceptant les coutumes, les religions, les langues, les races,le savoir de chacun, donner la liberté dexpression, accepter les couleursde nos visages en donnant légalité pour tous!Sonia Colasse
  • 12. www.globaleducationmagazine.comDid you know about the...UNHCRNansen Refugee Award?
  • 13. www.globaleducationmagazine.com
  • 14. www.globaleducationmagazine.comJavier Collado Ruano Dear readers, it is abig pleasure present Ms. “Mama” HawaAden Mohamed: a Somali humanitarian,educator and women´s rights advocatewhich won the 2012 Nansen RefugeeAward. Ms. “Mama” Hawa is a big activistwhich solidarity showed us many valuablelessons in peacebuilding activism.(Salaam Aleikum) Ms. “Mama” Hawa,thank you very much for accepting ourinvitation in the current edition of GlobalEducation Magazine: World Refugee Day."Mama" Hawa:JCR: As educator, Iwould like to start thissmall interview askingyour opinion about thebenefits of Early Childhood Education in theautonomous Puntland region, where youwere one founder of the Galkayo EducationCentre for Peace and Development (GECPD).Would you say it could be an important toolto develop international projects ofcooperation around the entire world withmost needy people?MH:JCR In this sense, what is your vision aboutthe kind of educational approach we shouldpromote in an interconnected world? HowInterview to “Mama” Hawa Aden Mohamed,2012 Nansen Refugee AwardResource:2012UNHCR/F.Juez
  • 15. www.globaleducationmagazine.comimportant is to recognize theConvention on the Rights of theChild (CRC) as internationaltool of co­operation forimproving the living conditionsof children in every country, inparticular in the developingcountries?MH:JCR: By the other hand, how do you feelremembering the challenged situation youfound in rural areas of Somalia after yourexile in Canada because the civil war of90s?MH:JCR: Have you ever dreamed that all thosehard years were just a nightmare?MH:JCR: How could your experiencehelp people in Syria, Mali,Palestine, Sahara and SouthSudan? Would you like toencourage them with a littlemessage?MH:JCR: In other way, looking at the future withyour intergenerational solidarity thinking,the global displacement is an inherentlyinternational issue and, as such, it requiresinternational solutions. Do you think thecurrent conditions of economical crisiscould reduce policies and programs toprevent conflicts and finish with refugeessituation around the world?MH:Resource:2012UNHCR/F.Juez
  • 16. www.globaleducationmagazine.comJCR: Reading some studies, the world willhave around 10,100 million of citizens by2100. The most important growth will be inAfrica and Asia, where people will have anextraordinary rural exodus. In the paradigmof International Development, what shouldbe the role of States, African Union andUnited Nations to prevent violence andinjustice? Will it be necessary assumed theXeer polycentric legal system to developnew peaceful bridges?MH:JCR: Finally, what will it be your advice forall our readers? How could we empowerthem to participate in the refugee issuewith their little global actions?MH:JCR: Dear “Mama” Hawa, we deeplyappreciate your willingness to give us theopportunity to share some of your key­concepts about refugees between ourreaders. Thank you very much, I hope this isthe beginning of a long friendship...MH:Resource: 2012 UNHCR/F.Juez
  • 17. Refugiados EducativosArt. 1, apartado A.2 de la Convención de Ginebra de 1951.Jose María Barroso TristánSecretario de Alternativas Educativas
  • 18. www.globaleducationmagazine.comMilleniumDevelopmentGoalsGlobalEducationTransversalStudiesCallixte KavuruRalitsa RanoOlga Moreno Fernández y Clara Beatriz Pascual HernándezLaura SampietroCarlos Madridejos OrnillaMadhulika SahooKali GoldstoneJuan Carlos MeleroDorina MarinCeline WoznicaValdir Lamim­GuedesGawel WalczakPedro Javier Gómez Jaime y Félix Marcial Díaz Rodríguez
  • 19. www.globaleducationmagazine.comReflecting on Refugees and Asylum­Seekers TertiaryEducation in South Africa: Tension Between RefugeeProtection and Education Transformation PoliciesAbstractKey words:1. IntroductionCallixte Kavuro
  • 20. www.globaleducationmagazine.com2. Post­Apartheid Tertiary Education Policies3. Political Exclusion of Refugees and Asylum­Seekers
  • 21. www.globaleducationmagazine.com4. National security and Social Welfare
  • 22. www.globaleducationmagazine.com
  • 23. www.globaleducationmagazine.com5. ConclusionREFERENCESArticlesBooksCase LawInternational Conventions
  • 24. www.globaleducationmagazine.comNational Legislations and Legal DocumentsLegislationsLegal DocumentsNotes
  • 25. www.globaleducationmagazine.comOvercoming the Mental Health Stigma and FacilitatingCultural Integration for Refugee Youth by ProvidingCounseling Services at SchoolAbstract:Key Words:IntroductionStages of Cultural AdjustmentRalitsa Rano, PhD, LCSW
  • 26. www.globaleducationmagazine.comInternational KidSuccess’ Cultural Adjustment Groups for RefugeeYouth
  • 27. www.globaleducationmagazine.comOvercoming Mental Health Stigma
  • 28. www.globaleducationmagazine.com
  • 29. www.globaleducationmagazine.comReferences
  • 30. www.globaleducationmagazine.comLa tecnología de consumo vs Objetivos de Desarrollodel Milenio: ¿De qué está hecho tú móvil?ResumenPalabras clavesThe consumer technology vs Millennium DevelopmentGoals: What are you made your mobile?AbstractKeywordsOlga Moreno Fernández Clara Beatriz Pascual Hernández
  • 31. www.globaleducationmagazine.comIntroducción y JustificaciónRepública Democrática del Congo: la paradoja de la riqueza
  • 32. www.globaleducationmagazine.comTeléfono móvil, coltán, globalización, Derechos Humanos yObjetivos del Milenio
  • 33. www.globaleducationmagazine.comReflexiones
  • 34. www.globaleducationmagazine.comNotasBibliografía
  • 35. www.globaleducationmagazine.comNessun essere umano e´illegale.Abstract:Parole chiave:No human being is illegalAbstract:Keywords:Laura Sampietro
  • 36. www.globaleducationmagazine.com
  • 37. www.globaleducationmagazine.com
  • 38. www.globaleducationmagazine.comBibliografia
  • 39. www.globaleducationmagazine.comLos Grupos de Ahorro y Crédito como procesoseducativos de fortalecimiento comunitario.Resumen:Palabras clave:Village Savings and Loans groups as educationalprocesses of community strengtheningAbstract:Keywords:Carlos Madridejos Ornilla
  • 40. www.globaleducationmagazine.comSolidaridadDemocraciaHonestidadResponsabilidad
  • 41. www.globaleducationmagazine.com
  • 42. www.globaleducationmagazine.comReferencias Bibliográficas
  • 43. www.globaleducationmagazine.comAdministrative challenges and IDPs in Odisha:experience from Subernarekha irrigation project, IndiaAbstractKey words:Madhulika Sahoo
  • 44. www.globaleducationmagazine.com
  • 45. www.globaleducationmagazine.comNotes
  • 46. www.globaleducationmagazine.comWhy is the Destruction of Women, as Women, a Reality,But Absent in International law?Abstract:Keywords:Kali Goldstone
  • 47. www.globaleducationmagazine.comIt’s a Man’s World
  • 48. www.globaleducationmagazine.comThe State Vs. WomenThe Gendered War in the former Yugoslavia
  • 49. www.globaleducationmagazine.comLink Between Gender Based Crimes and Human Rights Law
  • 50. www.globaleducationmagazine.comConclusion
  • 51. www.globaleducationmagazine.comBIBLIOGRAPHY
  • 52. www.globaleducationmagazine.comInternational Statutes, Cases, Conventions, Recommendations:NOTES
  • 53. www.globaleducationmagazine.com
  • 54. www.globaleducationmagazine.comEducar la empatía para construir una humanidadsolidariaResumen:Palabras clave:Educating for empathy to build a caring humanityAbstract:Keywords:Juan Carlos Melero
  • 55. www.globaleducationmagazine.comTodo empezó en otro lugarFlujos migratorios y desplazamientos
  • 56. www.globaleducationmagazine.com
  • 57. www.globaleducationmagazine.comSociedades de acogida, empatía y ética del cuidadoEducar la empatía
  • 58. www.globaleducationmagazine.comUna muestra de trabajo educativo: “Los nuevos vecinos”NaturalezaÁmbito de actuaciónPoblación destinatariaObjetivoHerramientas
  • 59. www.globaleducationmagazine.comDinámica educativa:Más informaciónConclusionesReferencias bibliográficas
  • 60. www.globaleducationmagazine.comPromoting youth values through artAbstract:Keywords:IntroductionTheater educationDorina Marin
  • 61. www.globaleducationmagazine.com
  • 62. www.globaleducationmagazine.comEducation through paintingConclusionBibliographic references
  • 63. www.globaleducationmagazine.comBuilding Resilience Through the Child­to­ChildApproach:Abstract:Keywords:IntroductionChild participation as a fundamental rightCeline Woznica
  • 64. www.globaleducationmagazine.comThe Child­to­Child approach
  • 65. www.globaleducationmagazine.comRole of the Child­to­Child Trust and the Child­to­Child of theAmericasImplementation of Child­to­Child in refugee and displaced personscamps
  • 66. www.globaleducationmagazine.comIncorporating Child­to­Child methodology with displaced childrenfollowing a disaster
  • 67. www.globaleducationmagazine.comChild­to­Child targeting children living in difficult circumstancesBuilding resilience through Child­to­Child’s meaningful participationChild­to­Child in Latin American and Caribbean
  • 68. www.globaleducationmagazine.comCONCLUSIONREFERENCESFOR MORE INFORMATION:
  • 69. www.globaleducationmagazine.comRefugiados do clima: reflexões para o DiaInternacional dos Refugiados.Resumo:Palavras­chave:Climate refugees: reflections for the International Dayof Refugees.Abstract:Key words:Valdir Lamim­Guedes
  • 70. www.globaleducationmagazine.comIntroduçãoDefinição de RefugiadosCrise ambiental e Injustiça Ambiental
  • 71. www.globaleducationmagazine.comRefugiados ambientais
  • 72. www.globaleducationmagazine.comRespondendo às mudanças climáticas
  • 73. www.globaleducationmagazine.comConsiderações FinaisReferências
  • 74. www.globaleducationmagazine.com
  • 75. www.globaleducationmagazine.comLike a Rollercoaster. Detention Centres for Foreignersin PolandAbstractKeywords:Como montaña rusa. Centros de Internamiento paraExtranjeros en PoloniaResumen:Palabras clave:Gawel Walczak
  • 76. www.globaleducationmagazine.comIntroductionRefuge
  • 77. www.globaleducationmagazine.comProtectionPrison
  • 78. www.globaleducationmagazine.comGapConclusion
  • 79. www.globaleducationmagazine.comNotesReferences
  • 80. www.globaleducationmagazine.comA sensibilidade musical desde uma óticaepistemológica. Considerações sobre os aspectosfísicos envolvidosResumo:Palavras chaves:The Musical Sensibility from an EpistemologicalPerspective. Considerations about Physical AspectsInvolvedAbstract:Keywords:Pedro Javier Gómez Jaime Félix Marcial Díaz Rodríguez
  • 81. www.globaleducationmagazine.comIntrodução1.1 Fundamentos epistemológicos desde a mira da pesquisa.
  • 82. www.globaleducationmagazine.com
  • 83. www.globaleducationmagazine.com1.2 A internalização como processo relativo à sensibilidade musical.1.3 Sobre conhecimento e percepção musical. Alguns elementosfísicos ligados à percepção sonora.
  • 84. www.globaleducationmagazine.com
  • 85. www.globaleducationmagazine.comReferências
  • 86. www.globaleducationmagazine.comNotas
  • 87. How to Submit a Letter to the Editor?
  • 88. www.globaleducationmagazine.com‘Post-2015 Development Agenda’: Invest inRefugee Education to Expand Human CapacityDavid Dickson
  • 89. www.globaleducationmagazine.com
  • 90. www.globaleducationmagazine.comAre we learning enough life?Anna Barchetti Durisch
  • 91. www.globaleducationmagazine.com
  • 92. www.globaleducationmagazine.comHuwayda MohamedIbrahimIntroduction:Gender prospective approachExecutive Summary of the project:To Support DemocraticTransformation andGood GovernanceInterventions
  • 93. www.globaleducationmagazine.comActual results of the projectSeminars:Some conclusions:
  • 94. www.globaleducationmagazine.comLe Projet:L’Auteur:La vision:Les mots sont beaux quand ilspeuvent unir les enfantsSonia Colasse
  • 95. www.globaleducationmagazine.com20 de junio:Día Internacional del RefugiadoMónica di Marco
  • 96. www.globaleducationmagazine.comFuente propia de la autora
  • 97. www.globaleducationmagazine.comNext Development ChallengesBrief on UDYAMAPradeep Mohapatra