彭婵娟,刘宝存

• 1:北京师范大学国际与比较教育研究院

摘要(Abstract)：

当前全球共同面临着教育可持续发展目标难以达成、疫情蔓延背景下教育系统更加不平等、地缘政治冲突引发教育更大危机以及教育经费投入不足等多重危机。这场空前危机比以往任何时候都更加需要国际社会共同参与、多边体系一致且协调共进的全球应对。为此，联合国于2022年9月16—19日在美国纽约召开了教育变革峰会，倡议在日益加剧的全球性危机下将教育置于全球政治议程的中心，推动实现2030年教育可持续发展目标。联合国描绘了教育面向2030的愿景使命，并倡导促使教师成为全球教育变革的推动者，提升所有学习者应对未来变革的能力，加强公共数字学习平台和能力建设，创建国家和国际层面教育融资机制，以及加强全球数据统计与目标监测能力。联合国描绘的愿景和变革路径能够为我国在全球危机下变革教育系统以及参与全球教育治理提供有价值的参考。

关键词(KeyWords)： 全球危机;教育变革;数字学习;联合国;可持续发展目标

Abstract:

Keywords:

基金项目(Foundation): 2019年度教育部哲学社会科学研究重大课题攻关项目“‘一带一路’国家与区域教育体系研究”（项目编号：19JZD052）的研究成果

作者(Author): 彭婵娟,刘宝存

DOI: 10.13541/j.cnki.chinade.2023.04.001

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• (1)性别转型方法（gender-transformative approach）是一套参与式方法和工具，鼓励男性和女性对性别角色、规范以及权力动态进行批判性反思和审查。这些方法通过挑战性别歧视的根源，包括限制性的性别规范、歧视性态度和行为、不平等的权利关系以及造成和加强性别不平等的社会、经济和政治结构，促进了妇女和男性以及女孩和男孩的性别关系、机会和资源的变化。性别转型教育旨在利用教育系统的所有部分，通过挑战权利关系，重新思考性别规范和二元对立，并提高对不平等根源和压迫制度的批判意识，改变根深蒂固的观念、态度、规范和实践。