Globalization and neo-liberal practices have influenced education and schooling in various ways, particularly through curricula. As a result, interest in elementary school, particularly kindergarten, education has been generated by supranational organizations; specifically the Organization for Economic Co-operation and Development (OECD) and the United Nations Educational, Scientific and Cultural Organization (UNESCO), as well as international organizations such as the European Union and numerous federal and provincial governments, including the Canadian, Ontario and Hellenic governments. This research explores how democratic citizenship education is reflected in kindergarten curricula in Ontario, Canada and Hellas, Greece. Because of growing concerns with democratic citizenship education, in this study, I have analyzed and compared the kindergarten education curricula of Ontario and Hellas in terms of democratic citizenship education and how it is reflected in their respective curricula. I analyzed supplementary and supportive reports, guides and other educational documents about democratic citizenship education published by supranational and international organizations. In order to accomplish this, I utilized a critical pedagogic perspective through Critical Discourse Analysis. In addition, important concerns about citizenship education in kindergarten are discussed and recommendations for curriculum studies are provided. This study is significant in its exploration of the ways that democratic citizenship education is being reflected in kindergarten curricula in Ontario and Hellas and in the revelation of similarities and differences between them, as well as within a global context.

This research project critically questions the power relations inherent in the use of corporate social responsibility (CSR) as a tool for international development. My case study focuses on the partnership between UNESCO and the Women’s Tennis Association (WTA), which advocates for global gender equality. This discourse analysis seeks to expose the social inequities that may result from CSR by using the theoretical framework of Orientalism and the methodologies of postcolonial feminism and intersectionality. The results suggest that an outdated understanding of gender as the axis of discrimination hinders the attainment of gender equality. Furthermore, Girl Effect type initiatives that promote third-wave feminism are observed to reproduce social inequities through the perpetuation of global capitalism. Key recommendations include a reconceptualization of gender (equality) that accounts for the intersectionality of identities, holistic context specific solutions, and the use of socio-cultural analysis for CSR programming.

This research project critically questions the power relations inherent in the use of corporate social responsibility (CSR) as a tool for international development. My case study focuses on the partnership between UNESCO and the Women’s Tennis Association (WTA), which advocates for global gender equality. This discourse analysis seeks to expose the social inequities that may result from CSR by using the theoretical framework of Orientalism and the methodologies of postcolonial feminism and intersectionality. The results suggest that an outdated understanding of gender as the axis of discrimination hinders the attainment of gender equality. Furthermore, Girl Effect type initiatives that promote third-wave feminism are observed to reproduce social inequities through the perpetuation of global capitalism. Key recommendations include a reconceptualization of gender (equality) that accounts for the intersectionality of identities, holistic context specific solutions, and the use of socio-cultural analysis for CSR programming.

This dissertation is an argumentation analysis of UNESCO’s use of argumentation theory to encourage a U.S. return to membership in 2003. The U.S. left UNESCO in 1985 under complaint that it had become politicized and was fraught with budgetary mismanagement. It is an attempt to bridge international communication scholarship and international relations scholarship on an organization that is positioned to have great influence in the international community.

Compared with its roles in pre-modern societies, traditional music, previously called “folklore,” has been playing very different roles in the globalized world. These new roles, however, are rarely articulated in a systematic manner. While most discourse on the contemporary use of traditional music comes from the case studies of ethnomusicologists, the concept of “intangible cultural heritage,” which is usually associated with the initiatives of UNESCO (United Nations Educational, Scientific, and Cultural Organization) in safeguarding intangible cultural heritage (including traditional music), provides a new perspective to understand the new roles that traditional music plays in the postmodern world. A systematic examination of these roles is crucial, because it allows an in-depth analysis of the hidden power relations behind the contemporary use of traditional music. Furthermore, with the idea of “salvation from disappearing” being more and more problematic in contemporary practice, the project of preserving traditional music cannot be firmly grounded unless its contemporary values are demonstrated. In order to systematically identify and analyze the contemporary use of traditional music, this paper examines the current literature on intangible cultural heritage and the related international initiatives undertaken by the United Nations and its specialized agencies such as UNESCO and UNDP, in combination with the major issues raised by ethnomusicologists regarding the use of traditional music in creative industries. Using two major case studies–Kunqu and HAN Hong’s new Tibetan music–to demonstrate the aesthetic, political, economic and ethical dimensions of the use of traditional music in contemporary society, I argue that there is a fifth dimension, the social dimension, of the value of traditional music in the postmodern condition. The articulation of this social dimension of the contemporary use of traditional music serves to establish its universal relevance and to identify its unique character that makes it a powerful tool to serve as a counter-hegemonic force. / text

El impacto acelerado de las actividades humanas está causando el aumento de los daños a los sistemas de soporte vital de la Tierra. En consecuencia, la necesidad de un cambio hacia el uso sostenible de los recursos naturales y los ecosistemas se ha defendido como una necesidad urgente por científicos y tomadores de decisiones. Esta tesis trata sobre las condiciones institucionales necesarias para dicho cambio en sistemas socio-ecológicos, a través de un estudio de caso en profundidad: la región de Doñana. En particular, la tesis se centra en la necesidad de transiciones desde estrategias de mando y control hacia enfoques más flexibles y adaptativos para la elaboración de políticas y la toma de decisiones, en particular, la gobernanza adaptativa y la gestión adaptativa. Para ello, se abordan tres preguntas de interés de investigación, amplias e interrelacionadas, utilizando un marco teórico que combina elementos de la dependencia de la trayectoria institucional y la teoría de la resiliencia. La primera pregunta de investigación se centra en la evaluación de la utilidad de un programa de investigación-acción cuyo objetivo fue introducir principios de gestión adaptativa en la interfaz investigación-gestión de la región de Doñana. La segunda pregunta se centra en mejorar la comprensión de las raíces de la rigidez institucional en sistemas socio-ecológicos maladaptativos. La tercera pregunta se centra en el potencial explicativo del emprendimiento y los discursos en su relación con los intereses político-económicos y el poder, como factores que contribuyen a la formación de sistemas socio-ecológicos a nivel local. El enriquecimiento del conocimiento adquirido durante el programa de investigación-acción con el análisis en profundidad de las limitaciones institucionales arraigadas en factores históricos, permitieron la identificación de una serie de posibles vías que pueden ayudar a la transición hacia la gobernanza y la gestión adaptativas en la región de Doñana. Asimismo, este enriquecimiento permitió una especulación informada sobre el papel potencial de programas de investigación-acción como el que se describe en esta tesis, para cumplir con (y complementar) los requisitos para la participación pública y el aprendizaje social de la legislación de la Unión Europea – en particular, la Directiva Marco del Agua.

In this study the guidelines of the League of Nations, UNESCO and the Council of Europe are investigated in relation to Swedish national curricula, teachers’ perceptions of and students’ work in history, from 1927 to 2002. Inspired by John I Goodlad’s notions of curricula and implementation, the formulation of history is studied. The ideological curricula are analyzed via the international guidelines directed to Swedish history teaching. The formal curricula are examined in national guidelines and also how history is formulated in final examinations and inspectors’ reports. The perceived curricula are studied in teachers’ debates and interviews with experienced teachers. The experiential curricula are examined through looking at students’ choices of topics in final exams, 1,680 titles of students’ individual projects in history and an in-depth analysis of 145 individual projects written between 1969 and 2002. The study shows that the means and goals of history education have been formulated in both different and similar ways within and between curricular levels.  On all the curricular levels studied the history subject has become more internationally oriented. After World War II national history landed in the background and the world history, favored by UNESCO, became dominant in Sweden from the 1950s onwards. Despite the fact that the Council of Europe’s Euro-centrism became more prominent in the 1994 syllabus in history, students still preferred world history over European history. International and national guidelines also stressed the value of paying heed to marginalized groups, local cultural heritage and contemporary history.  These orientations were also represented in the teachers’ views of history teaching and in the students’ work in history. The results of the study suggest that the implementation of the international guidelines were more than a top-down process. During the entire period studied, guidelines have been formulated and transacted, but also reinterpreted and in some cases, ignored. Teachers and students seem to have been co-creators in the transformation of history education. History as a subject, according to the study, encompassed an ever expanding geographical area and more and more perspectives. Not least on the student level, the subject was formulated and dealt with in manifold ways, often oriented towards contemporary world history. Students’ history had great similarities with the international notion of history education in the service of mankind. Students expressed a rejection of war, an understanding of minorities and a wish to safeguard the local cultural heritage. Even if there were exceptions, students’ history appears to have been influenced by international understanding during a century filled with conflicts. / History Beyond Borders: The International History Textbook Revision, 1919–2009

<p>The aim of this case study was to measure the compliance, or not, of the library services and resources of Wesfleur public library to the twenty-two principles of UNESCO Public Library Manifesto of 1994. The UNESCO Public Library Manifesto is a global guideline and framework for public libraries around the world to use and also to measure their library services and resources. The City of Cape Town has adopted this manifesto for all the public libraries in the Metropole. Wesfleur public library is one of these public libraries. Limited research has been done globally to measure library services and resources with the UNESCO Public Library Manifesto. No research has been done in South Africa, and or, the Western Cape to measure public library services with reference to the UNESCO principles. This study is a contribution towards filling this gap.</p>

In this study the guidelines of the League of Nations, UNESCO and the Council of Europe are investigated in relation to Swedish national curricula, teachers’ perceptions of and students’ work in history, from 1927 to 2002. Inspired by John I Goodlad’s notions of curricula and implementation, the formulation of history is studied. The ideological curricula are analyzed via the international guidelines directed to Swedish history teaching. The formal curricula are examined in national guidelines and also how history is formulated in final examinations and inspectors’ reports. The perceived curricula are studied in teachers’ debates and interviews with experienced teachers. The experiential curricula are examined through looking at students’ choices of topics in final exams, 1,680 titles of students’ individual projects in history and an in-depth analysis of 145 individual projects written between 1969 and 2002. The study shows that the means and goals of history education have been formulated in both different and similar ways within and between curricular levels.  On all the curricular levels studied the history subject has become more internationally oriented. After World War II national history landed in the background and the world history, favored by UNESCO, became dominant in Sweden from the 1950s onwards. Despite the fact that the Council of Europe’s Euro-centrism became more prominent in the 1994 syllabus in history, students still preferred world history over European history. International and national guidelines also stressed the value of paying heed to marginalized groups, local cultural heritage and contemporary history.  These orientations were also represented in the teachers’ views of history teaching and in the students’ work in history. The results of the study suggest that the implementation of the international guidelines were more than a top-down process. During the entire period studied, guidelines have been formulated and transacted, but also reinterpreted and in some cases, ignored. Teachers and students seem to have been co-creators in the transformation of history education. History as a subject, according to the study, encompassed an ever expanding geographical area and more and more perspectives. Not least on the student level, the subject was formulated and dealt with in manifold ways, often oriented towards contemporary world history. Students’ history had great similarities with the international notion of history education in the service of mankind. Students expressed a rejection of war, an understanding of minorities and a wish to safeguard the local cultural heritage. Even if there were exceptions, students’ history appears to have been influenced by international understanding during a century filled with conflicts. / History Beyond Borders: The International History Textbook Revision, 1919–2009

The First Nation community of Poplar River in Northern Manitoba is using a UNESCO World Heritage Site nomination to assist with meeting local needs. Going beyond the expected, non-renewable resource development, Asatiwisipe First Nation is taking control over its own developmental plans, and forging an ecologically sustainable vision of community-controlled economic and political development. This initiative is an escape from the ‘progress trap’ where Indigenous resource stewardship practices will guide sustainable community economic development. This thesis explores the application of intangible cultural heritage as a lens for looking at the culture/nature discussion, food sovereignty, Indigenous resource management as well as Aboriginal and treaty rights. Based on longitudinal research over the past eight years, this dissertation is a collection of interviews and narratives from community members, personal experiences and policy research. Despite systemic Eurocentrism and many challenges, permanent protection of the Poplar River Community Conserved Area through the World Heritage Site nomination is perhaps the best solution for the community as it is an initiative that has been instigated by the First Nation itself.