Civil Resistance to Militarization: A Glimpse of Okinawa’s Nonviolent, Courageous and Tenacious Struggle for a Democratic Security Policy
This report, by Betty Reardon, is written in support of base reduction and withdrawal and in solidarity with the courageous people of Okinawa in their nonviolent resistance to the militarization that reduces their security and detracts from the quality of their daily lives. The Okinawa experience provides an educationally fruitful case for learning some of the vivid particularities of local civil society actions as a realm in which to exercise global citizenship. Similar actions are undertaken in other locations of long-term US military presence. Study of the international anti-base movement could illuminate the destructive consequences of the current militarized global security system to the well-being of host communities, undermining the human security of local populations. Further, and more important to the normative and ethical dimensions of peace education, these civil society actions are vivid examples of the refusal of base communities to accept the powerlessness that security policy makers assume when they make the decisions that ignore the will and welfare of the citizens most affected.
The Open Society Foundation Civil Society Scholar Awards (CSSA) support international academic mobility to enable doctoral students and university faculty to access resources that enrich socially engaged research and critical scholarship in their home country or region. Civil Society Scholars are selected on the basis of their outstanding contributions to research or other engagement with local communities, to furthering debates on challenging societal questions, and to strengthening critical scholarship and academic networks within their fields.
This article by Sarah Grey, published on Truthout, argues that military recruitment efforts, whether societal or sponsored directly by the US military, reach children as young as preschool, priming them to think of war and soldiering as cool and exciting, without any discussion of the trauma and death they bring.
The International Civil Society Centre is bringing key actors together in defense of democracy and civic participation to develop a Charter of Civic Participation – a basis for international solidarity and a collectively agreed reference point for civil society organizations and citizens. They want to hear the voices of civic activists, no matter whether they work in grass roots communities, on digital platforms or in civil society organizations (CSOs). 1. Why is space for civic action important? 2. What provisions are necessary for civic action?
KARACHI: The Sindh education ministry was given one month to include human rights as a subject in the secondary school curriculum, in compliance with the order passed by the Sindh High Court (SHC) in a bid to promote peace in society. The directives came in a public-interest litigation seeking directives for the federal and provincial authorities to teach human rights at schools. The petition was filed by Advocate Zubair Ali Khaskheli in 2012. His lawyer, Rafiq Ahmed Kalwar, said the government should make efforts to bring about harmony in society, which is the need of the time. For this purpose human rights education should be made part of the school syllabus, as has been done in Nepal, he had proposed in the petition.
USAID’s Office of Conflict Management and Mitigation, in collaboration with DME for Peace, recently launched PEACE EXCHANGE. Peace Exchange is an open, online platform hosted on DME for Peace where anyone with a commitment to conflict sensitivity can share their experiences and resources on conflict sensitive practices, tools and literature. The community will help practitioners and organizations improve integration of conflict sensitive and peacebuilding approaches into development and humanitarian assistance trainings and programs.
The Morton Deutsch International Center for Cooperation and Conflict Resolution (MD-ICCCR) at Teachers College, Columbia University, is sponsoring the 12th annual Morton Deutsch Award for an Outstanding Graduate Student Paper on Social Justice. Morton Deutsch, one of the world’s preeminent psychologists, has made significant contributions over the many years of his career in the areas of conflict resolution and social justice. The Morton Deutsch Awards are designed to recognize innovative scholarship and practice in the area of social justice. Papers are due February 15.
This article from Teaching Tolerance observes that it’s not unusual for educators to shy away from topics like police violence, economic inequality, mass incarceration and white privilege. Some feel unprepared; others feel too emotionally involved. Use these strategies to build the confidence and fortitude necessary to facilitate conversations your students need to have.
David Swanson interviews Patrick Hiller for Talk Nation Radio. Patrick is the Executive Director of the War Prevention Initiative by the Jubitz Family Foundation and teaches in the Conflict Resolution Program at Portland State University. As a Peace Scientist, his writings and research are almost exclusively related to the analysis of war and peace and social injustice. Among other involvements, Patrick serves on the Executive Committee of the Governing Council of the International Peace Research Association and on the Coordinating Committee of World Beyond War. We discuss the remarkable discoveries of peace researchers reported in the newly created Peace Science Digest.
From the introduction to the report by Diane Ravitch: “The Network for Public Education believes that public education is a pillar of our democratic society. We believe that public schools can serve all students well, inspire their intrinsic motivation, and prepare them to make responsible choices for themselves and for our society… Educating all children is a civic responsibility, not a consumer good. Sustaining a public education system of high quality is a job for the entire community, whether or not they have children in public schools and even if they have no children. An investment in the community’s children is an investment in the future, a duty we all share.”
The need to have an educational system which promotes peace and reconciliation rather than perpetuating violence and war is the focus of a programme entitled “Education for a Culture of Peace”. In a joint interview with the CNA, Greek Cypriot and Turkish Cypriot participants to the programme Loizos Loukaides and Süleyman Gelener point out that, at a time when efforts to reach a solution of the Cyprus problem are intensified, the need for change in the educational system in order to cultivate a culture of peace and anti-racism is imperative.
The journal Nonviolent Change (NCJ), in its 31st year, is an open access online practical journal on getting to peace and the barriers to doing so at the community through the international level. NCJ carries articles; opinion pieces (“dialoguing”); news and analysis of world, regional, country and environmental events, and of peace justice and environmental organization activities; a calendar of “Upcoming Events”; reviews; media notes; and announcements.
To be held on February 8 and 9, the forum ‘Peace Education: Qatar Engagement in Mapping of Policies, Programmes and Resources in Africa’ will bring together academics, United Nations delegates and prominent practitioners to delve into crucial issues in education and peace-building that can affect Africa’s socio-economic and political transformation. Panelists will discuss the most effective ways universities in war-affected countries can be functionally relevant to the daily needs and challenges of their immediate environment by promoting peace-building through peace education.
The Ford Foundation recently launched #InequalityIs, a series of thought-provoking videos featuring leaders in a wide range of fields talking about what inequality looks like from where they’re standing, what they’re doing about it, and where they see other opportunities for change. Short, shareable, and beautifully produced, the series is meant to spark a larger conversation—one that needs your voice.
This Toolkit produced by Conciliation Resources provides practical guidance to peacebuilding practitioners on gender and conflict analysis. It is based on Conciliation Resources’ experience in conflict-affected contexts and draws on our participatory approach to conflict analysis. The Toolkit was developed over a two-year time frame and involved various members of staff, partners, and numerous external experts.
Chappell’s latest book, The Cosmic Ocean: New Answers to Big Questions, is the fifth in a projected seven-part series. Like a sculptor pounding out variations on a theme, Chappell each year produces a newer, thicker, wiser, and more illuminating take on the questions that tear at his heart: How can we be so kind and cause such suffering? How can we fail to care about others just like ourselves? What sort of change is possible and how can it be brought about?
From protests around climate change and immigrant rights, to Occupy, the Arab Spring, and #BlackLivesMatter, a new generation is unleashing strategic nonviolent action to shape public debate and force political change. When mass movements erupt onto our television screens, the media consistently portrays them as being spontaneous and unpredictable. Yet, in this book, Mark and Paul Engler look at the hidden art behind such outbursts of protest, examining core principles that have been used to spark and guide moments of transformative unrest.
Free ebook: “Justpeace Ethics: A Guide for Restorative Justice and Peacebuilding” with Foreword by Howard Zehr
“Justpeace Ethics: A Guide for Restorative Justice and Peacebuilding” by Jarem Sawatsky is free as an ebook download for a limited time. From the author: Have you ever wondered how to do conflict transformation, peacemaking or restorative justice work, so that every step of overflows with peace and justice? Drawing on personal interviews with some of the great peace and restorative justice practitioners, through this book you will discover how analysis, intervention, and evaluation of peace and justice activities can be rooted in a justice and peace are inseparable and pursued together.
When, as well as how, do we talk with children about slavery? At what age do we first introduce the topic, and what concepts do we communicate at different ages? When do we think children can both cognitively understand and emotionally handle the truth about the realities of slavery? Here are some suggested questions prepared by Louise Derman-Sparks and Julie Olsen Edwards for Teaching for Change to help the early childhood community, families, and social justice activists to get started on this essential discussion.