A three-day Colloquium in Kigali in February brought together academics and practitioners in and around the field of peace education to share concepts, methods and means of measuring impact, contributing to a stronger evidence base for the effectiveness of peace education.
Educators learn how restorative justice can shift discipline from punishment to transformation at two-day ‘academy’
The EMU hosted academy seeks to provide the educational community with principals and practices to create just and equitable learning environments that foster healthy relationships and transform conflict.
“The Nagasaki Elder” by Antony Owen is a poignantly vivid account of the suffering endured by civilians caught up in both the immediate and long term aftermath of the atomic bombings on Japan. This is an essential poetry collection for peace educators.
Imagine peacebuilding practitioners immersed in a virtual scenario where they hone skills in critical areas of peacebuilding. What if these professionals could learn by doing in a safe environment where failure had no real-life consequences? Thanks to a new online game called, Mission Zhobia: Winning the Peace, the idea is more than a dream. It’s a reality.
Saferworld is an independent non-governmental organisation that works to prevent violent conflict and build safer lives. The purpose of the post is to ensure that the impact of Saferworld’s work is identified, shared, learned from and communicated to key stakeholders, working across the organisation and developing and managing processes which enable this. The postholder will lead on accountability to strategic and cross-organisational donors
Senator Leila M. de Lima has filed a bill seeking to teach students in the basic and higher education levels about basic human rights principles, especially the respect for human dignity and life of individuals.
In the Czech Republic, since 2013 there has been a Ministry of Defence programme known as POKOS: “Preparing citizens to defend the state”. The main interest of the program is to publicize the activities of the Army.
(Dhruti Shah for the BBC) In 1948, peacemaker Gladys Muir established what is believed to be the world’s first undergraduate programme in peace studies, at Manchester College, in Indiana, in the US. Peace and conflict study courses are on offer at universities and educational centres around the world.
A global security system summarizes some key proposals for ending war and developing alternative approaches to global security that have been advanced over the past half century. The report also asserts that a sustainable peace is possible and an alternative security system necessary to attain it. Moreover, it is not necessary to start from scratch; much of the groundwork for an alternative security system is already in place.
Sustainable Development Goal #4 seeks to provide inclusive, equitable, and quality education and lifelong learning opportunities for all –
but after 2 years of pursuing this goal the question of ‘how’ still remains. The UN convened a high-level meeting to help answer this question. “Access to quality education is not only a goal in itself, but a fundamental building block of creating a better world of sustainable peace, prosperity, and development,” said current General Assembly President Peter Thomson during the opening segment.
A study by University of California Los Angeles researchers published in the journal Child Development finds that students who attend more racially and ethnically diverse schools report less vulnerability, loneliness, insecurity and bullying.
Bridge International Academies — a chain of inexpensive private schools — has ambitious plans to revolutionize education for poor children. But can its for-profit model work in some of the most impoverished places on Earth? Peg Tyre’s report for the New York Times Magazine examines positive and negative impacts of the model.
How can we consider peace so that all Americans recognize that their welfare and prosperity are tied to it? How can peace be democratized in a way that people of all economic, ethnic, and social backgrounds can embrace its aims? Why must peace be something that West Coast Prius owners embrace, but West Virginia coal miners do not? Peace has an elitism problem.
We must be committed to offering a wide-range of initiatives to enable our students to become globally proficient, so they may successfully fulfill their roles as Global Citizens with an appreciation of our common humanity. We must aim to foster habits of mind, and a sense of global responsibility. This includes stepping out of traditional learning zones and comfort zones, to build skills necessary for cultural empathy, interaction, and future cross collaboration.
The Treaty on the Prohibition of Nuclear Weapons, which was adopted today in Conference Room 1 at the United Nations by an overwhelming 122-1 vote, makes a compelling case for the stigmatization and elimination of nuclear weapons.
The El-Hibri Foundation awards an annual $30,000 Peace Education Prize to individuals who have dedicated their lives to making outstanding contributions and demonstrating long-term leadership in building inclusive and socially just communities in the United States. Nominations are due July 23.
Program Manager, After School Kids Program – Center for Social Justice Research, Teaching & Service, Georgetown University
The Program Manager of the ASK Program is responsible for on-site coordination and preparation of the program sites of a tutoring and mentoring program for court-involved youth which employs up to 150 part-time university student workers and volunteers serving 200 youth living in Washington, DC each year.