Learning to Live Together Sustainably - NISSEM · 2019. 5. 28. · 2. What are the key tools for...

Learning to LiveTogether Sustainably

Margaret Sinclair

Addressing the Challenge of UN SustainableDevelopment Goal Target 4.7

MARCH 2019

Jean Bernard

How can weincorporatethese cross-cutting issuesinto book

developmentpolicy forschools?

Abbreviations

CDRM Conflict and Disaster Risk ManagementEGR Early Grade ReadingEAA Education Above AllLS Life SkillsLTLT Learning to Live TogetherNCDC National Curriculum Development Centre (Uganda)PEIC Protect Education in Conflict and InsecuritySAFE Sequenced, Active, Focused and ExplicitSDG Sustainable Development GoalSEL Social and Emotional Learning

The views and opinionsexpressed in this draft paper arethose of the authors and do notnecessarily represent the viewsof PEIC, EAA, or SpectacleLearning Media.

LearningtoLiveTogetherSustainably

AddressingthechallengeofUNSustainableDevelopmentGoalTarget4.7

Howcanweaddressthesecross-cuttingissuesintobookdevelopmentpolicyforschools?

MargaretSinclair JeanBernard

March2019

ThisbookletwasinitiallypreparedinMay2016asaworkinprogresstoencouragenewideas,gathergoodpracticesandinspireinnovativeapproachestobookdevelopmentpolicyforschools.IthasbeenrevisedinlightofensuingdiscussionsanddevelopmentsrelevanttoachievingmeaningfulprogresstowardUNSustainableDevelopmentGoalTarget4.7,especiallyinlowandmiddleincomecountriesandincountriesaffectedbyconflict.Wewelcomeyourcommentsandsuggestionsforitsfurtherrefinementasausefultoolforpolicy-makersaswellasthosedirectlyinvolvedintheproduction,disseminationanduseoftextbooksandlearningmaterials.

MargaretSinclair [email protected] [email protected] [email protected]

LearningtoLiveTogetherSustainablyinBookDevelopmentPolicy 1

TableofContents

Foreword................................................................................................................2

1.Background........................................................................................................3

2.Whatarethekeytoolsforlearningtolivetogethersustainably?........................5

3.HelpingstudentsstrengthentheirLTLTmentaltoolkit:a‘widecoverage’model6

4.Howcan‘learningtolivetogethersustainably’andSDGTarget4.7themesbeincludedwithintheschoolcurriculum?..................................................................8

5.EnsuringcomprehensionandemotionalaccessibilityofLTLT/SDG4.7content...9

Annex1.Someunderpinningsoftheuseofstories..............................................12

Annex2.Explicitandfocusedinclusionof‘learningtolivetogether’(LTLT)intextbooksforcarriersubjectsandinotherteaching-learningmaterials................13

Annex3.Examplesoffamouspeopleandinstitutionswhosestoriesillustrate‘learningtolivetogether’themes.........................................................................14

Annex4.Sampletextforinclusionintextbooksoncorecompetenciesforlearningtolivetogethersustainably..................................................................................15

Annex5.Incorporatingcoreskillsforlearningtolivetogether(andSDG4.7)inschooltextbooks:somechallengesandsuggestions.............................................18

Endnotes..............................................................................................................21

Somekeyresources..............................................................................................22

Otherreferences..................................................................................................23

InformationBoxes:

Box1 SustainableDevelopmentGoalsand‘LearningtoLiveTogether’ 4Box2 Keylearningtolivetogethercompetenciesforstudents 5Box3 Keylearningoutcomesforglobalcitizenshipeducation 6Box4 Comparisonof‘intensive’and‘widecoverage’approachesto

learningtolivetogether7

Box5 Applyingthe‘SAFE’criteriatolearningtolivetogether(LTLT)materials

8

Box6 CopingwithlanguagetransitioninUganda 10


ForewordThis is a call to action. While we are aware of the fact that there are many manuals on peace building, we hope that the ideas and guidance offered in this booklet in your hands will facilitate your efforts to make this generation of learners and their communities more harmonious and able to live together happily without the threat of recurring conflict.

We live in a world that is broken, bruised and traumatized by the overwhelming force of conflict. Poverty, a by-product of conflict and war, has deprived many people of their dignity and their self-esteem. This book is thus an attempt to make us all partners in peace building and promoting harmony among the diverse communities where we live. The practical advice and guidelines in this book help support learning to live together, conflict transformation and peace at the individual, group and community levels. The framework for developing widely accessible, high quality learning materials supports the UN Sustainable Development Goals and is relevant to formal and non-formal education activities and projects.

We believe that the approaches advocated in this booklet can help young people and their teachers better understand their own situation and learn to tolerate differences among people based on their ethnicity, religion, social group and even their values, as long as there is dialogue and interaction towards positive common goals. The booklet is hopefully a contribution to curriculum innovations in our societies, since we all face challenges in responding positively to the rapid changes of the twenty-first century.

This document also raises important issues about the professional responsibilities of policy-makers at global and national level, who determine what content is addressed in the classroom. In particular, it addresses the need for education materials that support cross-cutting issues such as learning to live together, global citizenship education, and education for sustainable development. As Director of a national centre for developing curriculum and instructional materials, I fully endorse this booklet. It reflects collaboration by my institution with the Education Above All Foundation and its PEIC programme, and with Spectacle Learning Media, in developing support materials for teaching about “peace, respect and learning to live together” in primary schools in Uganda. Baguma K. Grace Director National Curriculum Development Centre Republic of Uganda


1.BackgroundDaily reports of conflict and violence perpetrated by extremists and beamed around theworldviatelevisionandtheInternetareastarkreminderoftheurgentneedforeducationsystemstoembracesocialandemotional learning,peacebuildingandotherdimensionsof‘learningto livetogether’asacross-cutting issue.Thereareall toomanysituationswhereyoungpeopleareconfusedabouttheworldaroundthemandwhatistherightthingtodo.Whatcaneducationsystemsdotobuildmind-setssupportiveofpeace, tolerance, respectfordiversityandresponsiblecitizenship?Thepagesthatfollowdescribeanapproachtoconveyingpositivemessagesthatcanbeusedeven in difficult situations, where there are over-crowded classrooms and poorly trainedteachers. It suggests that book development policy (textbooks, supplementary readers,othereducationmaterials)shouldpayheightenedattentiontocross-cuttingissues—notablybutnotexclusively‘learningtolivetogether’themesandtopicsidentifiedinUNSustainableDevelopmentGoal4(Target4.7)ascriticaltobuildingapeaceful,sustainableworld.The term ‘learning to live together’1 is used here as a convenient umbrella term foreducationsupportiveofpro-socialbehavioursandvaluesdevelopment,from‘lifeskills’suchas empathy, cooperation and conflict resolution, gender-sensitivity and HIV/AIDSprevention, to responsible local, national and global citizenship, including sustainablemanagementoftheenvironmentanddisasterriskreduction.Respectforhumanrightsandresponsibilitiesarethecornerstonesofeducationforcitizenship,thoughgovernmentsoftenprefer the latter term.All the foregoing are includedunder the titleof ‘peaceeducation’,whichisoftenusedasanumbrellatermfor‘learningtolivetogether’themes,butagainmaybe unacceptable to governments over the longer term. Regardless of terminology, all thethemes justcitedaimtoconveypro-socialvalues, skills,attitudesandbehaviours thatwillhelpstudentsbuildsafe,peaceful,cohesiveandcaringsocieties.Usinganyof these frameworks todevelopeffective teaching-learningmaterials for schooluse is not easy, however, especially at primary and lower secondary level. To have realimpact,thematerialsmustfeaturetopicsthatdirectlyappealtothestudentsandhelpguidetheirdevelopingsenseofidentitytobeinclusiveandsupportingofotherswhoaredifferentfrom them. This is a challenge in any setting but particularly sowhere education systemsoperateunderdifficult conditions.However, recent researchandprogramme initiatives insocial and emotional learning (SEL) in industrialized countries offer fresh possibilities forintegrating these kinds of topics into classrooms in countries with low to moderateresources. By integrating such themes and skill building activities into level appropriatematerials with clear guidance for teachers, systems can support this kind of expandedlearning by building the capacity of textbook and other learning materials writers toincorporateSELandSDG4.7topicsteachingandlearninginasequencedandengagingway.One of the biggest problems is scalability. There have been many small-scale initiativesrelated to peace education and similar themes. But they often rely on intensive teachertraining and unsustainable material support, rendering them unsuited to nation-wideimplementation in countries with limited resources. The approach presented here is tomaximizeoutreach through including social andemotional learning and ‘learning to livetogether sustainably’ competencies more systematically and explicitly in textbooks,supplementary readers and other teaching-learningmaterial, especially in low resourcecountriesandcountriesaffectedbyconflict.SDG4callsupontheworldto‘Ensureinclusiveandequitablequalityeducationandpromotelifelong learning opportunities for all. For education systems to build the capacities they


need to achieve this and related SDGs, much more focus is needed on providing easilyaccessible, high quality learning and teaching materials that effectively incorporate keymessages and mental tools for ‘learning to live together sustainably’ and other prioritycross-cuttingissues.

Box1:SustainableDevelopmentGoalsand‘LearningToLiveTogether’ Goal 4. Ensure inclusive and equitable quality education and promote lifelong learningopportunitiesforall.—Goal4,target4.7:By2030,ensurethatalllearnersacquiretheknowledgeandskillsneededtopromote sustainable development, including, among others, through education for sustainabledevelopmentandsustainablelifestyles,humanrights,genderequality,promotionofacultureof peace and non-violence, global citizenship and appreciation of cultural diversity and ofculture’scontributiontosustainabledevelopment.—Goal4, target 4a: Build and upgrade education facilities that are child, disabilityandgendersensitiveandprovidesafe,non-violent,inclusiveandeffectivelearningenvironmentsforall.Goal16.Promotejust,peacefulandinclusivesocieties.


2.Whatarethekeytoolsforlearningtolivetogethersustainably?Formodernlife,studentsneedalocallyadaptedversionofthecompetenciesorwhatmaybe called ‘mental tools’ for ‘learning to live together sustainably’, listed in Box 2 below.Thesetoolsshouldbe introducedduringtheearlygradesandreinforcedover theyearsofschooling through repetitionbut inprogressively greaterdepthandwithawider rangeofapplications (the ‘spiral curriculum’). The basic skills, values and behaviours in Box 2 areapplicabletopersonallifeaswelltoindividuals’rolesinthecommunity,workplace,andasresponsible citizensat local, national andglobal level. For younger children, thekey focuswillbeondevelopingthebasicskillsandvalues,whileforolderstudents,therewillbemorefocusontheirapplication.Box2.Keylearningtolivetogethersustainablycompetenciesforstudents2

SocialandEmotionalLearning(SEL)andLifeSkills(LS),including:

• Emotionalawarenessandself-management,grit(persistence)• Empathy,caring,helping,inclusion,non-discrimination,avoidingstereotypes• Gendersensitivity,genderequality• Resistingbullying,appropriateassertiveness• Cooperation,teamwork• Responsibledecision-making,criticalthinking• Negotiation,conflictmanagement/resolution,reconciliation• Participation,advocacy,leadership

AreasofapplicationofSELandLS,including:

• Personallife,relationshipsandhealth• Rolesinthecommunityandworkplace• Activecitizenship:helpingpromoteequity,socialcohesion,respectfordiversity,ruleoflaw,

nationalunity,peacebuilding,humanrightsandresponsibilities,humanitarianprinciples,internationalunderstanding,globalcitizenship

• Environmentalcare,disasterriskreduction,climatechangeadaptation

ThecompetencieslistedinBox3constituteasetofmentaltoolstohelpachievethekeylearningoutcomesidentifiedfor‘globalcitizenshipeducation’.


Box3.KeyLearningoutcomesforglobalcitizenshipeducation3 Cognitive:

• Learnersacquireknowledgeandunderstandingoflocal,nationalandglobalissuesandtheinterconnectednessofdifferentcountriesandpopulations.

• Learnersdevelopskillsforcriticalthinkingandanalysis.

Socio-emotional:

• Learnersexperienceasenseofbelongingtoacommonhumanity,sharingvaluesandresponsibilities,basedonhumanrights.

• Learnersdevelopattitudesofempathy,solidarityandrespectfordifferencesanddiversity.

Behavioural:

• Learnersacteffectivelyandresponsiblyatlocal,nationalandgloballevelsforamorepeacefulandsustainableworld.

• Learnersdevelopmotivationandwillingnesstotakenecessaryactions.

3.HelpingstudentsstrengthentheirLTLTmentaltoolkit:a‘widecoverage’model

Behaviour change and values education usually draw upon a stimulus activity4followed by a facilitated discussion of the experience. The process can be quiteelaborate, using high-impact ‘intensive’ processes of experiential learning in smallgroups with skilled facilitation in settings ranging from the Harvard Law School’snegotiation classes tomany small scale peace education, bullying prevention andadolescent health programmes across theworld. However, scaling up this type ofexperiential approach in education systems in under-resourced, post-conflict andfragile settings has always been problematic due to factors such as overcrowdedclasses, under-prepared teachers, narrow focus on examination subjects, lack ofclassroomandteacherresources,inflexibletimetablesandsoon.Moreeffortisthereforeneededtodevelopa‘widecoverage’modelthatcanreachalargernumberof studentsand their teachers, thoughwith less intensivemethods.What is proposed here is to build the ‘learning to live together’ dimension intotextbookwriting and thedevelopmentof other teaching-learningmedia, includingwall charts, story cardsand supplementary readers. The ‘wide coverage’ approachaims to introduce students to themental tools in Box 2 above, through speciallydesigned, teacher-and learner-friendly materials usingsimpletechniquessuchasfocused age-appropriate stories that build key competencies. At every level, thestoriescanbedesignedtobereadaloudandlinkedtoclassdiscussionsandactivitiesthat facilitate learners’ comprehension of and potential application of the tools inreallife.


Thematerialsmustbecreativelydesignedtocreateemotionalengagement,modelskillsandvalues,andsupportclassdiscussionthatcanbringpeerstoaffirmpositivevalues in the class setting. There is substantial research to support the impact ofcarefullycrafted,relevantstoriesonlisteners intermsofbringingaboutassociatedbehaviouralchange(seeAnnex1).Ideally, these materials would be made accessible to all students and teachers,clearly supportive of parallel topics and themes in the curriculum, and linked tonational examination systems to ensure that they are not sidelined in favour ofexaminationsubjects. Box4.Comparisonof‘intensive’and‘widecoverage’approachestolearningtolivetogether ‘Intensive’approach ‘Widecoverage’approachStimulusactivity Experientialactivities,e.g.

roleplays/skits,structured‘games’tointroducethethemes

Speciallytailorededucationmaterials,includingstoriesrelatedtostudents’lives,tointroducethethemes(canalsobetailoredtoreinforceneededlanguageskills)withsuggestionsforexperientialactivitieswhereconditionspermit

Howstimulusactivityconnectswithstudentidentity/internalization

Empathyandemotionalinteractionwithteacherandclassmatesthroughexperientialactivitiesandclassdiscussion

Empathyandemotionalengagementwithteacherandclassmatesgeneratedbyspeciallytailoredstoriesandclassdiscussion

Classsize Small CanbelargeTeacherpreparationrequired Intensivetrainingand

ongoingmentoringsupport

Limitedtraining/orientationsupportedbyteacherpromptsembeddedinreadingmaterials(andideallybysupportmaterials-print,online,texting-andmentoring,asapplicable)

Linkagetonationalexams Notusuallyconnectedtoexams;schoolsmaythereforeusetheallocatedtimeforexaminedsubjectsinsteadof‘learningtolivetogether’topics

Examquestionslinkedtosomeaspectsofthematerialscanencourageteacherallocationoftimetothisactivity


4.Howcan‘learningtolivetogethersustainably’beincludedwithintheschoolcurriculum?

Research into social and emotional learning supports programmes that are SAFE:sequenced, active, focused and explicit.5 The student must be aware that the‘learning to live together’ activity relates to his or her own behaviour and values,throughfocusedandexplicitteachingandlearningoftheskills,conceptsandvalues,repeatedindifferentcontextssothatthebraincanstructurethemintonewmentaltools.(SeeBox4andAnnex2.)

Box5.Applyingthe‘SAFE’criteriatolearningtolivetogether(LTLT)materials

Focusedandexplicit:LTLTskills,conceptsandvaluesneedtobetaughtinaclearlylabelledway,eitherinastand-alonetextbook,suchasforcitizenshiporciviceducation,orasaseparatemodulewithinthetextbookforcarriersubjectssuchassocialstudiesorlanguagelessons.Supplementaryreadingmaterialsmayalsohaveanexplicitfocusonage-andcontext-appropriateLTLTcontent.Sequenced:theconceptsofempathy,inclusionandcooperation,genderequality,ortheskillsfornegotiationandconflictreconciliationcannotbeeffectivelytaughtjustonce.Theyneedtobeintroducedinasimpleformforyoungerchildrenandthenencounteredrepeatedlyovertheyears,intheirapplicationtodifferenttopicsrelevanttotheage-groupandensuringthatchildrenencounterthevariousthematicareasofLTLT.Active:Inusingstoriesasprovidinganemotionalsurgetolinkcontenttopersonalidentity,theprimaryactivityshouldtaketheformofinterveningquestionsasthestoryunfolds,followedbyamoreholisticdiscussionattheendofthestorythatengagesstudentsinhigherlevelsofunderstanding,criticalthinking,andapplicationofthekeymessages.Additionalactivitiessuchasvocabularybuildingandotherwrittenexercisesbasedonthestory,roleplay,creationofalternativeendingsororiginalstories,songs,artwork,andcommunityserviceareoptionswheretimeandteachingconditionspermit.Ideallythereshouldbereinforcementthroughawholeschoolapproachincludingclassandschoolcouncilsandspecialevents.


ImportantconsiderationsforincludingLTLTintheschoolcurriculum

• Choiceofprincipalexaminedcarriersubject.‘Learningtolivetogether’shouldfeatureasadiscretetopicwithinanexaminedsubjectsuchaslanguagestudiesorsocialstudies.Including‘learningtolivetogether’sectionsinnationaltextbooksonexaminedsubjectsincreasestheprobabilitythatthematerialswillcontinuetobeusedonasustainablebasis.

• Reinforcement.‘Learningtolivetogether’messagesshouldbereinforcedthroughinclusioninschoolmaterialsforallsubjectareas—ashashappenedinmanyplacesintermsofgenderissues.

• Earlygradereadingmaterials.Thereisenhancedinternationalfocusonearlygradereadingandassociatedmaterialsdevelopmenttosupportbasicandemergingliteracyskills.Thereisalsorenewedemphasisonearlyacquisitionofvaluessuchasempathyandrespectforothersasameansofconstructinginclusivegroupidentitiesaswellasameansofprotectingmucholderchildrenandyouthagainsttheacceptanceofextremistthinking.Writersandillustratorsforearlygradematerials—international,nationalandlocal—canthereforebenefitfromtrainingon‘learningtolivetogether’contentanditsinclusionineducationmaterials,suchascharts,readingcards,vocabularylists,teacherstories,andstudentreadingmaterials.ThetermsofreferenceofprojectsrelatingtoEGRcanideallyincludethisspecification.

• Focusedselectionofafewthemes.Theschooltimetableandcurriculumareoverloadedinmanycountries,soitisnotpossibletoincludemorethanafewcarefullyselectedlocally-andage-appropriate‘learningtolivetogether’sectionsintextbooks.Wherepracticable,thecreationoftied-insupplementaryreadingmaterialscanallowgreaterdepthandbreadthofcoverage.InarecentdraftingexerciseinUganda,ledbytheNationalCurriculumDevelopmentCentre,threemainthemeswereselectedforlowerandmiddleprimary:(1)emotionalawareness;(2)empathyandhelping;and(3)respectfordiversity—supportiveofinclusiverelationshipsandnationalunity;withvariousapplicationsofthesetorealisticlifesituationsincludingdisasterriskreduction.Upperprimaryreadersrepeatedthesethemes,addinginafive-stepmodelofnegotiationforconflictresolutionandreconciliation.

5.EnsuringcomprehensionandemotionalaccessibilityofLTLT/SDG4.7contentChildren’svocabularyandunderstandingoftheworldarebuiltby learningnewwords and concepts. This can be problematic, however, if the gap betweenstudent readingcompetenceandcomprehensionand thepresented text is toogreat.Thisexplainssomeoftherotelearningfoundinmanycountries.


Fortextsintendedtopromotestudents’identificationwith‘learningtolivetogether’values and behaviours, it is important that comprehension can flow easily so thatemotionalresponsecantakeplace.Newconceptsandvocabularycanbeintroducedaheadofastory,forexample,andcreativeactivitiesaddedattheendtoensurethatstudentsenlargetheirreadinglexicon.Thestoriesshouldbewrittenatalevelthatiscomprehensiblewithoutextensiveexplanationsfromtheteacher,however,sothatstudentscanfocusondigestingtheethicalandvaluescontent,andonexploringtheskillsandbehavioursthatarebeingintroducedfortheirconsideration.

Recentresearchhasshownthatprimaryschoolstudentsinmanycountriesreadfarbelowtheirofficialgrade level.Forexample, inUganda,schoolsmostlyusea locallanguage as the primary language of instruction up to grade 3 with transition toEnglish medium in grade 4. This means that the ability to read texts and toparticipate effectively in class discussions in English will be limited during thetransitionyearandforsometimethereafter.

Insuchsituations, it isespecially important that teachers readthe ‘learning to livetogether’ stories aloud to the class and ensure that vocabulary is understood, inadditiontofacilitatingdiscussionofintendedskills,valuesandbehaviours.Studentsmaythenpracticereadingthesamematerialsorasimplifiedversionindependentlyorinsmallgroupstoreinforcethelearning.

Box6.CopingwithlanguagetransitioninUganda

TheNationalCurriculumDevelopmentCentreinKampalahasinitiatedmaterialsdevelopmentfor‘learningtolivetogether’(LTLT)themesinsupportofthenationalpolicyforconflictanddisasterriskmanagement(CDRM).Tocopewiththelanguagetransitionissues,theprojectusedthefollowingschema:

Grades1-3:picturechartswithLTLTthemes,tobepresentedthroughteacher-ledoralworkinthemothertongueand/orEnglish,buildingvocabulary,concepts,skillsandvalues;withguidancetotheteacheronthereversesideofthechart.

Grades4-5:illustratedreadingstorycardswithanLTLTtheme,forguidedreadinganddiscussion

Grades6-7:supplementaryreaders,comprisingstoriesonLTLTthemes,discussionpromptsforteachersandexercisesforstudents.

Figure1:UgandanprimaryschoolchildrenparticipateinalanguageandliteracyassessmentexerciseaspartoftheNCDCmaterialsdevelopmentprocess


Grade1-3wallcharts

Grade4-5storycardsGrade6-7readers

Figure2:SamplematerialsdraftedaspartoftheUgandaNCDCProject‘MainstreamingCDRMintotheCurriculum’


Annex1.Someunderpinningsoftheuseofstories1.Emotionalimpactofstories.Storiesmakecontactwiththepersonalityofthestudent,andcanhelpbringaboutvaluesdevelopmentandbehaviourchange—weallwanttoheartheendofastory.Wehavemoisteyesafterasadfilm,orsometimesafterahappyending.Wewantahappyending.Atnight,atnightwedreaminstories;thatispartofhowourbrainswork.Storieshavesometimesbeenusedtoencourageviolentbehaviour(asinextremistrecruitmentvideosonline),buttheyhavealsobeenusedintraditionalsocietiesforcenturiesasameansoftransmittingmoralandculturalvalues.Inmoderneducationsystems,storiescanandshouldbeusedmorewidelytoencouragepositivevalues,responsiblebehavioursandasameansofpromotingsocialcohesion.2.Theroleofempathy.Empathycanhelpbroadenoursenseofidentitytoincludeallhumanbeings—wenearlyallsharesomebasicresponses.Whenweseefootageofafathergingerlyholdingabadlyburned3-year-oldblastvictiminamakeshifthospital,ourfirstthoughtisnotaboutwhetherthischildisSunniorShia,PalestinianorIsraeli,DinkaorNuer.Firstwethinkhowwewouldfeeltobeinthatsituation—thehorrificpain,theparentalgriefandhelplessness.Weautomaticallyrunaprogrammeinourbrainswhichechoesthefeelingsofahumanchildandparent.Relevanthereisthe‘mirrorneuron’phenomenon,wherebyourownbrainsparallelwhatweseehappeningtoothers.Thisreflectsthedescriptionofempathyas‘beingintheotherperson’sshoes’.Withcarefullyselectedstoriesandguidance,empathycanhelpstudentstocareaboutallhumanbeings.3.Narrativetransportation.Whenweareabsorbedinastorywearementally‘transported’intothatworld.Researchontheuseofstoriesinadvertisingshowsthatweareofteninfluencedbythemessageconveyedthroughthestory:otherthoughtsareputasideandwecanabsorbnewideas.Featuresleadingtopositiveinfluenceincludeidentifiablecharacters,animaginableplot,useofrealism,andfamiliarity.64.Neuralcoupling.Aswehearortellastory,ourbrainsre-enactit,includingtheemotionaldimension.Researchshowsthatwhenastoryistold,thereisasimilarpatternofbrainresponsesinnarratorandlisteners,withthelistenersafewsecondsbehindorsometimesafewsecondsahead,anticipatingwhatwillhappennext.This‘neuralcoupling’helpstobuildempathy.Itfollowsthatwecanempathisewithleadpeopleinthestoryunlesswedecidetodisconnectfromthembecausetheyaredifferentfromusorbecausetheirbehaviourisbad.Theimplicationisthataclassteacher,readingastoryaloud,canhavethewholeclassalignedbrain-wise,andusethisgroupsynchronizationandemotionalbuilduptoleadintoadiscussiononvaluesandbehavioursinrelationtotheeventsinthestory.Thisclassdiscussioncanhavethepositiveeffectoftestimonyinfrontofthepeergroup.5.Makingitstick.Characteristicsthatmakeideasstickinthemindhavebeensummarizedas:simple,unexpected,concrete,credible,emotionalandanykindofstory(Heath&Heath2010).Emotional,novelandmemorable(TEDTalks)isanothersuchlistforsuccessfulanddurablecommunicationofideas.7Examplesofmentaltoolsthathavestuckwithmanyofusincludeclassicmoraltaleslike‘TheHareandtheTortoise’(emotionalself-controlandpersistence)andproverbs(thatperhapsremindusofamultitudeofstories)like‘Manyhandsmakelightwork’(cooperation).Wealsohaveasharedrepertoireofstoriesaboutfamouspeoplewhoseremarkableactionscanserveasamentaltoolandstimulusforgood.


Annex2.Explicitandfocusedinclusionof‘learningtolivetogether’(LTLT)andSDG4.7themesintextbooksforcarriersubjectsandinotherteaching-learningmaterials InclusionofLTLTincarrier

subjecttextbook(examined)Separatebooks/materialsfocusedonLTLT

Signpostingthatthiscontentrelatestostudent’slifeandidentity

SeparatesectionsfortheLTLTcontent;clearpersonalmessagesaddressedtostudents;illustrationsprobablyminimal

Introductorynotetoteacherand/orstudentssignpostingtheLTLTlearninggoals;textsupportedthroughdetailedillustrationsandothergraphics

Lengthofstories Shortthumbnailstories;accompaniedbycontentmakingtheLTLTlearninggoalsexplicit

Longerstories;focusonmotivationalsupplementarycontent,makingtheLTLTlearninggoalsexplicit

Factandfiction Truestoriesfitmoreeasilyintotextbooks,e.g.biographiesofnationalandglobalheroes,activitiesofnationalorganisationslikeRedCross/RedCrescent

Mixtureoffictionalandtruestoriesthatrelatetostudents’livesandinterestsarebothacceptable

Linkagetocoreandexaminedsubjects

Examined8 Notetoteacherand/orstudentsshowinglinkstoexaminedsubjects;samplequestions

Reinforcementinothersubjectsandstoriesandwholeschoolactivities

Important Important

Feedback,monitoringandevaluation

Importanttohelpadjustcontentforgreaterimpact

Importanttohelpadjustcontentforgreaterimpact


Annex3.Examplesoffamouspeopleandinstitutionswhosestoriesillustrate‘learningtolivetogether’themes

Storiesaboutfamouspeopleneedtobeadaptedtochildreadersindifferentpartsoftheworld.Balanceisneededbygender,ethnicity,geography,religiousaffiliation,andsoon.Institutionsalsohaveastorybehindthem.

Eachofthesecategoriesshouldalsobebalancedbyinclusionofnationalrolemodelsandinstitutions,writtentoengagetheinterestandappreciationofstudents.

• HenriDunant:helpingthewoundedonthefieldofbattle,‘allbrothers’regardlessofwhichsidetheyfoughton,leadingtothecreationofinternationalhumanitarianaction(RedCross/RedCrescentmovement)andlaw(firstGenevaConvention)

• MahatmaGandhi:careforthoseatthebottomofthesocialladder;non-violence• MartinLutherKing:non-violentoppositiontoracialdiscrimination;compassionforthosewho

oppress• NelsonMandela:racialequality;forgivenessandreconciliation• ArchbishopTutu:TruthandReconciliationCommission• NataliaPartyka:Paraolympicathlete,advocateforpersonswithdisabilities• FlorenceNightingaleandDoctorsWithoutBorders:helpingthesickandwounded• EleanorRoosevelt:theUniversalDeclarationofHumanRights• WangariMaathai:environmentalcare,peaceanddemocracy• EllenJohnsonSirleaf:femalepresidentleadingreconstruction• MalalaYousafzai:girls’educationadvocate• Entrepreneursandcelebritieswhobecamephilanthropists:BillandMelindaGates,Pierreand

PamelaOmidyar,MoIbrahim,Bono,ForestWhitaker• Storiesofinstitutionsthathelptheworld:RedCross/RedCrescentMovement,UNICEF,

UNHCR,UNESCO(WorldHeritageSites),WorldHealthOrganisation,SavetheChildren,Oxfam,InternationalRescueCommittee

• Storiesrelatedtosportsandsportsorganisationsthatconveyafeelingofglobalcitizenship(audienceofabillionforsomeeventsandmanynationalteams)andhaveamessageofteamworkandmutualrespectbetweendifferentethnicitiesandreligiousaffiliations,respectingsharedrules,andotherlearningtolivetogethermessages


Annex4.Sampletextforinclusionintextbooksoncorecompetenciesforlearningtolivetogethersustainably9

1. INTRODUCTIONFORSTUDENTS:

Thesenextlessons(orthissectionofabook)canhelpyoulivehappilywithothersandbeagoodcitizen.Theytellyouaboutimportantskillsandvaluesthathelpyoutoliveinharmonywithotherpeopleandwiththeenvironment:

• Understandingemotions• Empathy(caring)forotherpeopleandwantingtohelpthem• Avoidingstereotypes(biasedviewofothers)• Includingothers,eveniftheyaredifferent• Notbullying• Cooperationandteamwork• Negotiation• Reconciliationandforgiveness• Senseofidentityasacitizenofyourlocality,yourcountryandtheworld.Alwaysrememberthe‘GoldenRule’:treatothersasyouwouldlikeotherstotreatyou.

2. ORIENTATIONTOSKILLSANDVALUESFORLEARNINGTOLIVETOGETHER

Herearesomeskillsandvaluesthatareimportantinlifeinthetwenty-firstcentury.

• UnderstandingemotionsHumanbeingsallhaveemotions.Wecanallfeelhappy,sad,angryorafraid.Wewanttofeelthatwebelongtoafamily,groupoffriends,society.

Ifwegetangryorverysad,weshould‘turnthecontrolbutton’,tobringouremotionsbackundercontrol.

[Addaveryshortstoryaboutemotions.]

[Tothestudent-]Canyoutellthestoryinyourownwords?Howdidthepeoplefeel?Canyoucreateanewstoryaboutemotions?

• Empathy(caring)forpeople

Ouremotionscan‘mirror’thoseofotherpeople.Wefeelhappywhenourfriendwinsaprize.Wefeelsadwhensomeoneishurtorhungry,andwewanttohelp.

[Addaveryshortstoryaboutempathy.]

[Tothestudent-]Canyoutellthestoryinyourownwords?Howdidthepeoplefeel?Canyoucreateanewstoryaboutempathy/caringforothers?


• Avoidingstereotypes(biasedviewofothers)

Ourmindsusestereotypestosavetime.Forexample,wehaveamentalpicture(orstereotype)ofatable.Buttherearemanydifferentkindsoftables,whichareusefulandgood.Howmanykindsoftablescanyouthinkof?

Likewise,ourmindsgetfixedideas(stereotypes)aboutotherpeoplewhoaredifferentfromus–differentappearance,differentreligion,differentsex,ordifferentnationality.Infact,everypersonisdifferent.Weshouldnotthinkthatsomegroupsofpeoplearesuperiortoothers.Weshouldtreateachpersonwithrespectasahumanbeing.

[Addaveryshortstoryaboutstereotypes/bias.]

[Tothestudent-]Canyoutellthestoryinyourownwords?Howdidthepeoplefeel?Canyoucreateanewstoryaboutstereotypes?

• Includingothers,eveniftheyaredifferentfromus

Noonewantstobeleftoutorlonely.Weshouldincludeothers.Weshouldnotdiscriminateagainstthem.

[Addaveryshortstoryaboutincludingpeople.]

[Tothestudent-]Canyoutellthestoryinyourownwords?Howdidthepeoplefeel?Canyoucreateanewstoryaboutincludingpeople?

• Notbullying

Noonewantstobebullied.Weshouldtellthebullytostop,orweshouldaskateacherorotherpersontostopthebullying.

[Addaveryshortstoryaboutbullying.]

[Tothestudent-]Canyoutellthestoryinyourownwords?Howdidthepeoplefeel?Canyoucreateanewstoryaboutpreventingbullying?

• Cooperationandteamwork

Mostofourlifeisorganizedthroughcooperation.Peoplecooperatetogrowfood,toorganizeschoolsandsomanyotherthings.Ifwecooperate,wecansolveproblemsandhaveagoodlife.

[Addaveryshortstoryaboutcooperationandteamwork.]

[Tothestudent-]Canyoutellthestoryinyourownwords?Howdidthepeoplefeel?Canyoucreateanewstoryaboutcooperation?

• Negotiation.

Whenpeopledisagree,thentheyshoulddiscusstheirneedsandagreeonasolutiontotheproblem.Thisismuchbetterthanfighting,whichcanleadtoinjuries,deathandpoverty.Negotiationhasseveralstages:


[Addaveryshortstoryaboutnegotiation.]

[Tothestudent-]Canyoutellthestoryinyourownwords?Howdidthepeoplefeel?Canyoucreateanewstoryaboutnegotiation?

• Reconciliationandforgiveness

Ifwerealisethateachoneofushasourownvalueasahumanbeing,thenwecantrytoforgiveandreconcileafteranargumentorconflict.

[Addaveryshortstoryaboutreconciliationandforgiveness.]

[Tothestudent-]Canyoutellthestoryinyourownwords?Howdidthepeoplefeel?Canyoucreateanewstoryaboutreconciliationandforgiveness?

• Senseofidentityasacitizenofyourlocality,yourcountryandtheworldThiscountryhasmanydifferentculturaltraditionsandabeautifulnaturalenvironment.Wemustcareforthepeopleandenvironmentinourlocalityandthecountrywhereweliveandonourplanet.

[Addaveryshortstoryaboutbeingaresponsiblecitizen.]

[Tothestudent-]Canyoutellthestoryinyourownwords?Howdidthepeoplefeel?Canyoucreateanewstoryaboutcaringforthepeopleandenvironmentintheplaceandcountrywhereyouliveandonourplanet?

FIVESTEPNEGOTIATION(TOSOLVEDISPUTESORCONFLICTS)

A.Whathappened?Eachsidetellsitsstoryandtheothersidelistens.

B.Whatareyourfutureneeds?Whatisitthatyoureallyneedmost?Eachsidespeaksinturn.

C.Whatarepossiblesolutions?Thinkofactionsthatcouldpleaseeachsideandhelpfindacompromise.

D.Agreeonawin-winsolution:Eachsidegetssomethingsthatitneeds.

E.Makeapublicagreement,keepyourpromisesandtrytoreconcile.


Annex5.Incorporatingcoreskillsforlearningtolivetogether(andSDG4.7)inschooltextbooks:somechallengesandsuggestionsSOMECHALLENGESChallengesofincludingbehaviourandvaluesdevelopmentandchangeintextbooksmayinclude:

• Stereotypeofatextbook• Carriersubjectorlearningareabias• Pressurestoincludemultiplecross-cuttingissues• Diversestakeholders

Challenge1:Stereotypeofatextbook.Inmanycountries,textbooksareperceivedascollectionsoffactsorproceduresthatstudentshavetolearnforanexamination,andthathavelittleornoobviousconnectiontotheirlives.Responsestothischallengemayinclude:

(a) Incorporatelearningtolivetogether(LTLT)andotherbehaviour-relatedcontentinaseparatesectionormodule,whichbeginsbystatingtheobjectiveofmakingaconnectionwitheachstudentasapersonandfuturecitizen.

(b) Clearlyaddressthestudentineachlearningunitwithinthesection,especiallyatthebeginningandthenatthepointsofdiscussion/reviewandconclusion;andincludepromptsinthetextfortheteachers/studentstostimulatediscussion.

(c) Suggestwaysthatstudentscancontributetheirideasandexperiencesrelevanttothecontentoftheunit,forexamplethroughwrittenresponses,simulateddebates,andposterdisplays.Encouragestudentstocontributestoriesfromtheirownexperienceandthecollectivememoriesoftheircommunities.

(d) Supplementcoretextbookswithreaders/primersthatfeatureengagingstoriesthatexplicitlyfocusonLTLTthemesinlocalcontexts.Perhapsgiveshortsketchesintextbooksandlongerversionsinsupplementarymaterials.

Challenge2:Carriersubjectorlearningareabias.Ifthecarriersubjectwere‘socialstudies’,forexample,thentheLTLTcontentwouldtendtobemoreanalyticalthanifthecarriersubjectis‘language’.Somecurriculumortextbookwritersandteachersmightnotconsider‘emotionalawareness’or‘empathy’or‘assertiveness’assuitedtothissubject.Ifthecarriersubjectislanguagestudies,however,then‘emotionalawareness’and‘empathy’wouldfitwellbutstereotyping,non-discriminationand5-stepconflictresolutionmightbeoutofthecomfortzoneofwritersandteachers.Responsesmightinclude:

(e) Toavoidconfusion,selectonesubjectasthemaincarriersubjectandthenaddrelatedmaterialsandpracticeinothersubjectstoreinforcethelearning.

(f) Ineachcase,introducetheLTLTsequenceofcompetenciesexplicitly,andthenadjustthepresentationtosuitthecarriersubject.- Forsocialstudiestextbooks,placemoreemphasisonconceptssuchasstereotyping,hybrididentity(overlappingidentitycriteriabetweenmembersofdifferentgroups),andnon-discrimination.


- Forlanguagestudies,placemoreemphasisonpracticingemotionalawareness,two-waycommunicationanditsroleinnegotiation/conflictresolution/reconciliation.

- For‘lifeeducation’andsimilarsubjects,therecanbemoreemphasisonpersonalrelationships,inclusion,relationshipsacrossidentitygroupsandsoon

(g) Usestoriesasalearningandengagementtoolinallsubjects.Insocialstudies,usemorereallifeexampleslinkedclearlytotheskill/valuebeinglearned,includinglocalpeopledoingvaluableworkforthesociety.Thiscangivemoreofa‘factual’feelwhilebeingmotivational.

Challenge3:Diversestakeholders.Nationaltextbooksareusedbyteachersandstudentsfromdifferentidentitygroupsandshouldbeacceptabletoall.(Iftextbooksfavouroneparticularidentitygrouporveertowardsan‘activist’position,thenpoliticalleadersmaycomeunderpressuretodiscardorchangethem.)

Responsesmayinclude:

(a) ConveyandpracticeLTLTskillsusingtopicsthatrelatetochildren’slivesandareinlinewithnationalpoliciessuchasrespectforall,careforthosewithdisability,carefortheenvironment,helpingmarginalizedchildrenaccessandsucceedinschool,andsoon.

(b) Indevelopingnewtextbooks,ensurethatbothtextandimagesconveyarealistic,balancedandrespectfulrepresentationofdifferentsocial,culturalandreligiousgroups,beingsuretoincludethosewhohavebeenunder-ormisrepresentedinpreviouseditions.10

(c) Includepositiveexamples,bothlocalandglobal,ofhowpeoplesofdifferentgroupshavesuccessfullyresolvedtheirdifferencesandlivedtogetherinharmonyforextendedperiodsoftime.

(d) Illustratesensitivetopicsbyreferencetoeventsinothercountries.Ifthereispressuretoteachaboutrecenteventsinthehomecountry,dothisusingamultiplenarrativesapproach(presentingeachsideofthestory).

(e) Suggestclassroomactivitiesthathelpbuildlearners’understandingofpersonalandculturalidentitiesasfluid,contextualizedandmultiple,thereforeraisingawarenessofhowtoplacepersonal,groupandsocietalconflictsthatmayariseintheirlivesintobroaderperspective.

APPROACHESTOTEXTBOOKDISCOURSEExamplesareofferedbelowofpossibletextbookdiscourseaimingtorelatetothepersonalidentityofthestudent.Actualcontentshouldbeidentifiedthroughbrainstormingwithteachers,students,youthandwomen’sgroups,andthroughpilotinginschools:Socialstudies,asmaincarriersubject:moduleson‘Buildingmylife,buildingmysociety’:

• WhoamIandhowcanIleadagoodlife?DoIcareaboutothers?(Positivevalues,attitudesandlifeskills:focusonempathy,respectfordiversity,responsibilityandteamwork,negotiatingwin-winsolutions,activeparticipation).

• Whatdoesitmeantobeme?(multiple/hybrididentities,membershipoflocal,nationalandglobalcommunities)

• Whohelpsordependsonme?• Whatarepositiveandnegativebehavioursformyagegroup,andforolderandyoungerpeople?


• Howdothelawsandgovernmentofthecountryhelpme?• Whatmakesmeagoodcitizen?(positiveandnegativebehavioursofacitizen)• WhatdoIknowaboutgroupsthathelpsocietyworkandhelpthoseinneed?HowcanIhelp?

• Wrap-up:HowdoIplantobeagoodlocal,nationalandglobalcitizen?

(Usestoriesdrawingonthelivesoffamouspeople(global/national),aswellasnationalsdoingusefulworkthatcanprovidearolemodelforstudents.)Languages,asareinforcementsubject:

• WhoamIandhowcanIleadagoodlife?HowcanIengagewithothers?(Positivevalues,attitudesandlifeskills:focusonempathy,communication,negotiationandadvocacy)

• AmIagoodcommunicator?(two-waycommunication,perception,bias/stereotypes)

• Wherecanweusecommunicationskills?(family,friends,school,sports,clubs,committees,workplace,disputeresolution)

• Howcanwecommunicatepositivemessages?(drama,dance,music,media,socialmedia,blogs,posters…)

• Organiseacampaign(e.g.onconflict/disasterriskreduction)(preparingmaterialsandevent(s))


Endnotes1Theterm‘learningtolivetogether’wasintroducedintheDelorsReport(UNESCO1996)asoneofthe‘fourpillars’ofeducationforthe21stcentury.Theotherthreeare:learningtoknow,learningtobe,andlearningtodo.2Thislistdrawsuponarangeofsources,includingthesocialandemotionallearningframeworkdevelopedbythecollaborativeforAcademic,SocialandEmotionalLearning(CASEL),thelifeskillsframeworkdevelopedbytheWorldHealthOrganization,UNICEFandUNESCO,educationforglobalcitizenshipeducation(UNESCO),humanitariannorms(ICRC,IFRC),numeroussourcesforpeaceeducation,humanrightseducationandotherthemes.Formoredetaileddiscussionsofthemesandindividualsourcereferencessee,forexample,UNESCOIIEP,UNESCOIBEandPEIC(2015);Sinclair(ed.)(2013),andGTZ(2008).3UNESCO(2015:21-43)includesaschemaofkeythemesforlowerandupperprimary,loweranduppersecondaryeducation.4Forareviewofstimulusactivities,seee.g.,Sinclair(2013:25-30).Examplesincludelisteningtostories,findingstoriesbehindphotos/pictures,game-likestructuredactivities,roleplays/skits,culturalreferences/proverbs,expressiveactivities,readingasectionofatextbook.Ineachcasethestimulusisselectedtoberelevanttothelearningobjective,andshouldleadtoclass/groupdiscussion.Fordifficultclassroomsettings,listeningtostoriesmaybethemostpracticable.5Seee.g.,Durlaketal.(2011).Seealsowww.casel.orgforprogrammeguidesforsocialandemotionallearningatprimaryandformiddleandhighschoollevel.6Seee.g.,Sorofman(2013)andVanLaeretal(2014)forresearchon‘narrativetransportation’inrelationtoconsumerresponse.Seee.g.,GreenandBrock(2002)andSlater(2002)forresearchon‘narrativetransportation’inothercontextsincludingentertainmenteducation.7SeeGallo(2014:8,41-74).8Theexaminationlinkageisoftenseenasinappropriatewherepersonalvaluesandbehaviouralintentionsarethelearninggoal.Thisisavalidobjectioninsituationswheremotivationisguaranteedbysmallclasssizeandhighlytrainedfacilitators.However,forlessfortunatesituations,non-examinedcontentisoftenomittedfromtheschoolday,andhencealinktosomeofthecognitiveaspectsofthecontentinexaminationscanleadtothefullrangeofobjectivesbeingaddressedbymanyoftheteachers.Thereisafearthatthecontentwillbeaddressedthroughrotelearningmethodsinsuchsettings—butifstoriesareusedformotivation,thentherotelearningofafivestepmodelofconflictresolution,forexample,isnotnecessarilyabadthing.9ThistextisderivedinpartfromthecollaborationbetweenNCDC,SpectacleLearningMediaandPEIC,andisreproducedinUNESCOIIEP(2015).Thetextmaybefreelyadoptedoradaptedwithorwithoutacknowledgementforinclusioninschooltextbooksandothermaterials,havingdueregardtoreadinglevels.Simplermaterialscanbeusedtointroducetheseconceptstoyoungerstudentswhileolderstudentscanre-visittheseconceptsastheystudydifferentaspectsofcitizenshipand‘twenty-firstcenturyskills’.10SeeUNESCO(2014)pp.16foradditionalguidelinesfordevelopersoftextbooksandlearningresourcestopromotevalues,attitudesandskillsforlearningtolivetogether.


SomekeyresourcesAshton, C.; Sinclair,M. (2012) Curriculum resource: introducing humanitarian education in primaryandjuniorsecondaryschools.EducationCluster,GenevaandPEIC,Doha,2012.

>>>ThisbookletexemplifiestheuseofstoriestoshowhowHenriDunant,thereluctantschoolboy,laidthefoundationsofinternationalhumanitarianactionandlaw,afterwitnessingtheBattleofSolferino,andhowtheseareashavedevelopedinmoderntimes.

GTZ (2008) Learning to live together: design,monitoring and evaluation of education for life skills,citizenship,peace&humanrights.(Eschborn:GTZ).

>>>ThisguidebookwaspreparedaspartofUNESCOInternationalBureauofEducationandGTZcollaboration on learning to live together and includes summaries of key topics as well assuggestionsformonitoringandevaluation.

ICRC(2009)Exploringhumanitarianlaw:resourcepackforteachers.(Geneva:ICRC)>>>Thisresourcepackcaterstoseniorsecondaryschoollevel(andissuitedtoteachertraininginstitutionsandtextbookwriters).Itincludesexplanationsofhumanitarianprinciplesandlawtogetherwithreal-lifestoriesandphotographsasthebasisforclassdiscussions.

McMasterUniversity(2008)Peacestories–AfghanistanPeaceEducationProgram.(Ontario:CentreforPeaceStudies,McMasterUniversity)

>>>These16storiesaboutaparticularAfghanfamilyweredevelopedfollowingapeaceeducationworkshopinPeshawarwithAfghanrefugees.TheyshowthepsychosocialconsequencesofthecivilconflictinAfghanistaninapoliticallyneutralwayandillustratepositiveresponses.ThestoriesweresubsequentlyusedbyHelptheAfghanChildreninpeaceeducationlessonsinjuniorsecondaryclassesinvariouspartsofAfghanistan.Forthestoriesandrelatedmaterials,seehttp://www.humanities.mcmaster.ca/~mpeia/media_culture/stories.html

Sinclair,M.(ed.)(2013)Learningtolivetogether:educationforconflictresolution,responsiblecitizenship,humanrightsandhumanitariannorms.(PEIC,Doha)

>>>Thisbookincludesprofilesofcitizenship,peaceandrelatededucationprogrammestogetherwithapolicyandcontentoverviewoflearningtolivetogetherthemes.

UNESCO(2014)Textbooksandlearningresources:guidelinesfordevelopersandusers.>>>Theseguidelinesarethepracticaloutcomeofaseriesofexpertmeetingsontheroleoftextbooksandlearningmaterialsinbuildingandsustainingworldpeace.

Availableathttp://unesdoc.unesco.org/images/0022/002261/226135e.pdfUNESCO-IIEP(2015)Educationforsafety,resilienceandsocialcohesion:aguideforcurriculumdevelopers.(Paris:UNESCOInternationalInstituteforEducationalPlanning(IIEP);Geneva:UNESCOInternationalBureauofEducation;Doha:PEIC).

>>>Thissetof8policybookletshasbeenusedinUganda,SouthSudanandelsewhere.Availableatwww.education4resilience.iiep.unesco.org

UNESCO(2015)Globalcitizenshipeducation:topicsandobjectives.(Paris:UNESCO)>>>Thisguidewasdevelopedthroughextensiveinternationalconsultationsandincludessuggestedthemesforlocal,nationalandglobalcitizenshipeducationatprimaryandsecondaryschoollevels.

UNRWA(2013)Humanrights,conflictresolution,andtoleranceeducation:teachertoolkit.(Amman:UNRWA)

>>>Introductoryguideandactivitysuggestionsongeneralhumanrights,participation,diversity,equalityandnon-discrimination,respect,conflictresolution,communitylinks.


OtherreferencesDurlak,J.A.;Weissberg,R.P.;Dymnicki,A.B.;Taylor,R.D.;Schellinger,K.B.(2011)‘Theimpactofenhancingstudents’socialandemotionallearning:ameta-analysisofschool-basedinterventions.’ChildDevelopment,vol.82,Pp.405-432.Retrievedon10April2016fromhttp://static1.squarespace.com/static/513f79f9e4b05ce7b70e9673/t/52e9d8e6e4b001f5c1f6c27d/1391057126694/meta-analysis-child-development.pdf

Gallo,C.(2014).TalklikeTED:the9publicspeakingsecretsoftheworld’stopminds.(NewYork:StMartinsPress)Heath,C.;Heath,D.(2010)‘Teachingthatsticks’.Retrieved9April2016fromhttp://www.heathbrothers.com/download/mts-teaching-that-sticks.pdfHeath,C;Heath,D(2007)Madetostick:whysomeideassurviveandothersdie.(NewYork:RandomHouse)Green,M.C.;Brock,T.C.(2002).‘Inthemind’seye:transportation-imagerymodelofnarrativepersuasion’.In:Green,M.C.;Stamp,J.J.;Brock,T.C.(eds.)Narrativeimpact:socialandcognitivefoundations.(Mahwah,NJ:Erlbaum)pp.157-181Slater,M.D.(2002)‘Entertainmenteducationandthepersuasiveimpactofnarratives.’In:Green,M.C.;Stamp,J.J.;Brock,T.C.(eds.)Narrativeimpact:socialandcognitivefoundations(Mahwah,NJ:Erlbaum)pp.157-181Sorofman,J.(2013).‘Brandstory-tellingas“NarrativeTransportation.”’Retrievedon9April2016fromhttp://blogs.gartner.com/jake-sorofman/brand-storytelling-as-narrative-transportation/Stephens,G.J.;Silbert,L.J.;Hasson,U.(2010).‘Speaker–listenerneuralcouplingunderliessuccessfulcommunication.’ProceedingsoftheNationalAcademyofSciences,vol.107,pp.14425-14430.

UNESCO(1996)Learning:Thetreasurewithin.ReportoftheInternationalCommissiononEducationfortheTwenty-firstCentury.(Paris:UNESCO)

VanLaer,T.,deRuyter,K.,Visconti,L.M.,&Wetzels,M.(2014).‘TheExtendedTransportation-ImageryModel:Ameta-analysisoftheantecedentsandconsequencesofconsumers’narrativetransportation.’JournalofConsumerResearch,vol.40,pp.797-817.

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