UNESCO Initiative “Arab Latinos!” to Promote ICD in Brazil

Resources in ICD“ width=UNESCO. (2022, August 31). “Arab Latinos!” initiative promotes intercultural dialogue for social cohesion.

Building on the centuries-old ties between the Arab region and Latin America and the Caribbean, UNESCO organized the first expert meeting on “Arab Latinos!” in São Paulo, Brazil, on 22 August 2022. The main purpose of this initiative of UNESCO Social and Human Sciences Sector is to encourage intercultural dialogue and tolerance for social cohesion.

The event, hosted by the Arab-Brazilian Chamber of Commerce, took place on 23 – 24 August 2022 in São Paulo, kicked off by an official ceremony followed by an expert meeting. The discussions between fifteen experts from Argentina, Brazil, Chile, Colombia, and Mexico resulted in a five-year Plan of Action for a potential new route of intercultural dialogue at UNESCO. The proposed Plan of action would be articulated over four pillars: 1) Research and Knowledge production; 2) Awareness-raising; 3) Capacity-building; and 4) International Coalition.

Since the end of the 19th century, significant migratory flows from the Arab countries arrived in Latin America and the Caribbean. Today the population of Arab descent in the region is currently estimated to be between 17 and 20 million.

UNESCO: We Need to Talk: Measuring Intercultural Dialogue for Peace & Inclusion

“UNESCO”

UNESCO. (2022). We Need to Talk: Measuring Intercultural Dialogue for Peace and Inclusion. Paris, France: UNESCO.

UNESCO 2022 We need to talk report coverIn addition to providing 5 case studies, and 5 think pieces, this new global report from UNESCO provides several explanations for understanding intercultural dialogue:

ICD …is a process undertaken to realize transformative communication that requires space or opportunities for engagement and a diverse group of participants committed to values such as mutual respect, empathy and a willingness to consider different perspectives. (UNESCO & IEP, 2020, p. 6)

ICD is understood as a process undertaken to realise transformative communication across cultures and identities (UNESCO & IEP, 2022, p. 12)

As made clear in these two quotes, We Need to Talk builds upon earlier work outlined in the Conceptual and Technical Framework, published by UNESCO and IEP in 2020…ICD does not occur in a vacuum; instead, it requires specific structures, skills and processes to support it…Using the data from the Framework, this report analyses key trends and provides deeper interrogation of insights, particularly the effect of ICD on broader development and security outcomes.” (p. 6)

…the core purpose of the global report is to help governments, civil society stakeholders and other practitioners see the value of ICD, understand it conceptually, and know how to support it in practice. (p. 7)

Article about UNESCO Futures of Education

“UNESCO”

Sobe, Noah W. (2022). The future and the past are unevenly distributed: COVID’s educational disruptions and UNESCO’s global reports on educationPaedagogica Historica, DOI: 10.1080/00309230.2022.2112244

“the future is already here – it’s just not very evenly distributed”

Willian Gibson

“For half a century the UN’s principal agency on education, UNESCO, has sought to shape the world’s educational landscape through a once-every-generation global report (e.g. the Faure report of 1972 and the Delors report of 1996). The latest of these reports – the Sahle-Work Commission’s “Reimagining our futures together: A new social contract for education” – was developed and released amidst the COVID-19 pandemic. This article considers the ways the pandemic entered into the production of educational futures – and pasts – in this tradition of UNESCO global reports. It argues that the uneven distribution of pasts and futures is one of the key, already- existing systems of difference that set the stage for a disruptive event like the COVID-19 pandemic.” (Sobe, 2022, p. 1)

“The core of the proposed transformation agenda is the call for building “a new social contract for education” that consists of agreed-upon core principles, a redesign of education on multiple dimensions, and a rethinking of the actions and actors that implement and manage educational institutions, programmes and processes.” (Sobe, 2022, p. 8)

As more than one of the Sahle-Work Commission members has noted, the word “together” is the most important word in the report’s title. (Some, 2022, p. 10)

NOTE: The Center for Intercultural Dialogue held focus groups as part of the information gathering stage of the Futures of Education project, preparing what we learned as a report for UNESCO, in 2021.

 

Launch of UNESCO Framework for Enabling Intercultural Dialogue

“UNESCO”

Launch of UNESCO Framework for Enabling Intercultural Dialogue and accompanying global report, We Need to Talk: Measuring Intercultural Dialogue for Peace and Inclusion, Paris, France, 20 September 2022, 3:30-5:30 PM (CET).

On September 20th, UNESCO will launch the UNESCO Framework for Enabling Intercultural Dialogue and accompanying global report, We Need to Talk: Measuring Intercultural Dialogue for Peace and Inclusion. Everyone is invited to register and attend.

Featuring a ministerial roundtable and expert panel, this global launch will highlight the initial findings of the new Framework, which tell an important story of the connection of Intercultural Dialogue has to peace building, development, and security. The event will feature real world applications and success stories of Intercultural Dialogue from the viewpoints of a variety of stakeholders.

Intercultural Dialogue, transformative communication between different people based in respect, empathy, and openness, can enable us to leverage the power of our diversity and address global challenges.

Recognizing the potential of Intercultural Dialogue, UNESCO, in partnership with the Institute for Economics and Peace, has developed the data led UNESCO Framework for Enabling Intercultural Dialogue to support Intercultural Dialogue as a tool for conflict prevention, sustainable peace and human rights

Learning how to live together in a world of increasing diversity has emerged as one of the pressing challenges of our time. As our world becomes increasingly interconnected, we must develop innovative approaches to harness the power of our diversity and tackle global challenges such as inequality, divisive political discourses, discrimination and intolerance, internal displacement, and violent extremism.

Intercultural Dialogue has the potential to help us tackle these global challenges. Through data and improved knowledge as provided by the new Framework, we can leverage the power of Intercultural Dialogue.

NOTE: if you missed the launch, there is a recording available on YouTube, in the original English, and translated into French. Now that it is available, the link to the document itself has been added to the note at the top of the page.

UNESCO-Madanjeet Singh Prize 2022

AwardsUNESCO-Madanjeet Singh Prize for the Promotion of Tolerance and Non-Violence 2022. Nominations due: 15 July 2022.

UNESCO invites individuals, civil society actors, governmental and non-governmental entities active in strengthening foundations for peace and tolerance to propose candidates for the 2022 UNESCO-Madanjeet Singh Prize for the Promotion of Tolerance and Non-Violence. The deadline for submissions is extended until 15 July 2022 at midnight (GMT +2). Awarded every two years, on the International Day for Tolerance (16 November), the Prize is marked by a ceremony and the winner is presented with the sum of US$ 100,000.

The Prize was established in 1995 on the occasion of the United Nations Year for Tolerance and the 125th anniversary of the birth of Mahatma Gandhi. It was also the year when UNESCO Member States adopted the Declaration of Principles on Tolerance. It bears the name of its benefactor Madanjeet Singh, who was a UNESCO Goodwill Ambassador, Indian artist, writer and diplomat.

Its purpose is to reward women, men, institutions, other entities or non-governmental organizations that have made exceptional contributions and demonstrated leadership in the promotion of tolerance and non-violence.

UNESCO Youth Eyes on the Silk Roads Photo Contest 2022

Photo ContestYouth Eyes on the Silk Roads Photo Contest, UNESCO, Paris, France. Deadline: 17 July 2022.

The annual Youth Eyes on the Silk Roads International Photo Contest offers an exciting opportunity for young people from all over the world to capture their understanding of the shared heritage of the Silk Roads through the lens of their camera. As the visual arts, and in particular photography, are so often used by today’s youth as a powerful tool for communication and self-expression, images have the potential to play a significant role in raising awareness of the key issues facing our contemporary world and help promote peace and understanding. The photo contest provides an opportunity for young people to connect with one another in a digital space and share their creativity and vision for our future.

The Silk Roads are an expansive region composed of a network of maritime and land routes. Originating in East Asia, South Asia, and Southeast Asia the Silk Roads cross the Central Asian sub-continent, the Russian steppe, the Iranian and Anatolian plateaus, and the Arabian Peninsula. They also stretch through North Africa and Northeast Africa, from Tanzania to Morocco. Additionally, they pass through Eastern and Southern Europe, before reaching France and the Iberian Peninsula. Please see the map here

The Youth Eyes on the Silk Roads Photo Contest is an opportunity for young people who live or have travelled within these regions to share their perceptions and further their understanding of the common cultural heritage and pluralistic identities emerging from the interactions and exchanges taking place along the Silk Roads. The contest encourages the use of photography to extend these cultural interactions and encounters in the contemporary world, to foster mutual understanding and promote peace amongst the diverse populations encompassed by the Silk Roads.

The contest is divided into two age categories: 14-17 year olds, and 18-25 year olds. For the 4th edition of the contest this year participants are invited to submit their photographs that best encapsulate the shared heritage of the Silk Roads through the two themes of ‘Faith and Spiritualities’, and ‘Living Together’. Examples of some of the very best photographs from the previous contests can be found here.

UNESCO Silk Roads Youth Research Grant 2022

Grants
Silk Roads Youth Research Grant, UNESCO, Paris, France. Deadline: 31 May 2022.

The call for proposals for the second edition of the Silk Roads Youth Research Grant is now open. As part of the Silk Roads Programme’s ongoing work to better understand the rich history and shared legacy and spirit of the Silk Roads, UNESCO, with the support of the National Commission of the People’s Republic of China for UNESCO, launched the ‘Silk Roads Youth Research Grant’ in 2021 within the framework of the Social and Human Sciences Sector. The second edition has been launched on 1 March 2022.

This initiative, which aims to mobilize young researchers for further study of the Silk Roads shared heritage, will award 12 research grants to young women and men under 35 years of age. Grant applicants are invited to address areas of academic study which relate to the shared heritage and plural identities of the Silk Roads, as well as its internal diversity, and potential in contemporary societies for creativity, intercultural dialogue, social cohesion, regional and international cooperation, and ultimately sustainable peace and development.

UNESCO: Programme Coordinator Migration (France)

“JobProgramme Coordinator for Migration, Displacement, Emergencies & Education, UNESCO, Paris, France. Deadline: 5 February 2022.

Under the overall authority of the Assistant Director-General, Education, guidance from the Director, Division for Education 2030, and direct supervision from the Chief of Section for Migration, Displacement, Emergencies and Education, the incumbent coordinates UNESCO’s strategic engagement in the areas of migration, displacement, emergencies, and education in the frameworks of SDG-Education 2030 Agenda and the Futures of Education and in alignment with the Global Compacts for Refugees and for Safe, Orderly and Regular Migration and other global instruments through positioning the Organization at the global level and providing technical support and advice at the regional and national levels through/with the Field Offices and Institutes. S/he engages in key global mechanisms, such as the Geneva Global Hub, INEE, and ensures UNESCO’s visibility and substantive intellectual and technical contributions. Also s/he conceptualizes and delivers global initiatives of UNESCO’s comparative advantage from funding proposals to design to reporting in close coordination and collaboration with the Education Sector, other Sectors, Field Offices and Institutes. In addition, s/he may lead a team of colleagues on particular thematic areas, evaluating progress and performance. Moreover, s/he provides strategic advice and technical support to enhancing UNESCO’s operations in the Field.

UNESCO Recommendation on Open Science

Applied ICD

UNESCO. (2021). UNESCO recommendation on open science. Paris, France: UNESCO. (Also available in French and Spanish.)

This report was adopted unanimously by 193 UNESCO member states in November 2021.

Open dialogue with other knowledge systems refers to the dialogue between different knowledge holders, that recognizes the richness of diverse knowledge systems and epistemologies and diversity of knowledge producers in line with the 2001 UNESCO Universal Declaration on Cultural Diversity. It aims to promote the inclusion of knowledge from traditionally marginalized scholars and enhance inter-relationships and complementarities between diverse epistemologies, adherence to international human rights norms and standards, respect for knowledge sovereignty and governance, and the recognition of rights of knowledge holders to receive a fair and equitable share of benefits that may arise from the utilization of their knowledge. (p. 15)

(See also the related International Science Council publication Science as a global public good, issued in 2020, which set the stage by arguing that “The social contract is shifting to one in which science is open to society: transparent and participative” (p. 20). Both publications emphasize the need for intercultural and international dialogues among knowledge workers.)

UNESCO Futures of Education Report Issued

“UNESCO”

UNESCO Futures of Education Commission. (2021). Reimagining our futures together: A new social contract for education. Paris, France: UNESCO.

UNESCO launched its Futures of Education Initiative in September 2019. Drawing on extensive consultations, the International Commission has just released their final report, Reimagining Our Futures Together: a new social contract for education. The brief overview of their conclusions is here. Most critically, they conclude that: “we need a new social contract for education that can repair injustices while transforming the future. This new social contract must be grounded in human rights and based on principles of non-discrimination, social justice, respect for life, human dignity and cultural diversity. It must encompass an ethic of care, reciprocity, and solidarity. It must strengthen education as a public endeavour and a common good.”

Among other comments in the report, those most directly related to CID are probably these:

The world is rich in multicultural and multi-ethnic societies and education should promote intercultural citizenship. Beyond learning about the value of diversity, education should promote the skills, values and conditions needed for horizontal, democratic dialogue with diverse groups, knowledge systems and practices. The basis for intercultural citizenship is the affirmation of one ́s cultural identities. Knowing who you are is the starting point for respecting others. (p. 53). . .Education at its best is a collective process that acknowledges the value of peer and intergenerational as well as intercultural learning. (p. 134)

[CID was one of the organizations consulted by the initiative, and is acknowledged in the report; see the CID Report for UNESCO Futures of Education for the conclusions of 3 focus groups we organized at their request.]

Update as of March 2022: Reimagining our futures together is available in English and French, with the Executive Summary also available in Spanish, Arabic, Russian and Chinese.

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