United Movement to End Child Soldiering, based in Washington, DC, is partnered with UMECS: The Center for Peace, Education and Development, a Republic of Uganda based NGO, to fulfill a mutually shared mission: to support secondary school and higher education for children and youth affected by conflict and poverty, together with school-based peace education and guidance and counseling programs, and help to build cultures of peace to prevent new wars. Following are excerpts from their 2015 year-end newsletter.
- 31st Dec 2015
- #educational policy #global citizenship #human rights #refugees #teacher training
Ozlem Eskiocak Oguzertem, the Human Rights Education Programme Coordinator of the UN Relief and Works Agency for Palestine Refugees in the Near East (UNRWA) shares the story of UNRWA’s efforts at introducing and integrating Global Citizenship Education (GCE) through its Human Rights, Conflict Resolution and Tolerance Education Programme. “Global citizenship for all is a long-term endeavour. At UNRWA, we recognize our part in the evolutionary process of GCE and take action to engage refugees in this process.”
This free resource for teachers and trainers of conflict styles provides a 3 minute visual introduction to concepts underlying conflict styles. It is often used in a 1-2 hour workshop devoted to conflict styles but can also be used as to give a quick over-view of what a conflict style is.
This 25 page guide by Dr. Ron Kraybill, a veteran peace educator and trainer with 30 years of experience throughout the world, is designed to enable anyone with basic skills in group facilitation to lead a conflict styles workshop. Step-by-step outline with many samples of suggested trainer inputs includes training exercises, suggestions for opening and closing, a section on culture and conflict, discussion questions, and a roleplay.
The research of Silvia Diazgranados Ferráns, an instructor and doctoral candidate at the Harvard Graduate School of Education, reveals peace education as a complex field that seeks to help schools build communities that foster peacemaking and citizenship — to encourage students to become empathetic, inclusive, critical thinkers who have the skills to live peaceful lives.
Save the Children, a través del proyecto Vive la Educación y la estrategia Respira, mejora el bienestar y la atención plena en ocho instituciones educativas del sur-occidente de Colombia. Casi 4000 docentes y estudiantes mejoran su atención y bienestar en zonas afectadas por el conflicto armado en el sur-occidente de Colombia desde 2013. Gracias al financiamiento de la Embajada de Canadá y la estrategia RESPIRA, ocho escuelas rurales y urbanas de Cauca y Nariño trabajan la convivencia pacífica y la resiliencia personal.
This brochure is a partial follow-up to the 44th session of the International Conference on Education (ICE), “Appraisal and Perspectives of Education for International Understanding,” held in 1994 in Geneva, Switzerland. Despite the complexity of the challenges facing a rapidly changing world, the range of actions described in this work reflect a common will and offer further suggestions for a “new philosophy of education,” that would incorporate some positive moral values common to all countries.
What Have Peace Education Commission Papers Dealt with in the 1990s? Comments on a Guide to Five Conference Reports.
Five international conferences were held during the 1990s by the Peace Education Commission, a semi-independent subgroup of the International Peace Research Association. The conferences were held in Groningen (The Netherlands), Firenze (Italy), Kyoto (Japan), Budapest (Hungary), and Valletta (Malta). This document is a brief commentary on the topics covered by the 124 papers presented at these conferences.
The Peace Education Commission (PEC) of the International Peace Research Association (IPRA) arranged five conferences between 1990-1994 in Groningen (The Netherlands), Firenze (Italy), Kyoto (Japan), Budapest (Hungary) and Valletta (Malta). A conference report for each was published. This guide facilitates reference to contributions in peace-related education during this time.
This ERIC Digest reviews the development and status of peace education in the United States in 1998. After briefly surveying the peace education movement from its origins with a small group of educators in New England in the 1800s through its stigmatization as being anti-American during periods of hot and cold war, the Digest devotes more attention to recent trends of the 1980s and 1990s.
(Video) A youth group, Bungaraya, works with the Ministry of Education, schools and communities to strengthen and standardize Tadika Islamic schools in the conflict-affected areas of Southern Thailand.
With the spirit of peace and the holidays upon us, the Global Campaign for Peace Education reminds all of our shared vision and commitment for Peace on Earth through Peace Education. “A culture of peace will be achieved when citizens of the world understand global problems; have the skills to resolve conflict constructively; know and live by international standards of human rights, gender and racial equality; appreciate cultural diversity; and respect the integrity of the Earth. Such learning can not be achieved without intentional, sustained and systematic education for peace.” – Vision statement of the Global Campaign for Peace Education
Massachusetts Attorney General Maura Healey and former New England Patriots linebacker and NFL Hall of Famer Andre Tippett told Central High School students on Thursday that football players and other school athletes can help lead the way in preventing violence. Healey and Tippet visited Central to promote “Game-Change: The Patriots Anti-Violence Partnership,” a new initiative of the AG’s office and the New England Patriots aimed at providing students with the tools to combat a culture of violence that has crept into American society.
As the UK armed forces continue with their policy of targeting visits disproportionately to schools in deprived areas and children from low-income families, the Department of Education ignores the UN’s recommendations that some form of peace education should be part of the curriculum in UK state schools, and supports initiatives encouraging a military ethos.
Developed by Irma K. Ghosn (1996), this lesson plan, for grades 4 to 6 and up, incorporates the Dr. Seuss story about Sneetches to teach children about sources of prejudice. This classic story about where prejudice can lead us works well with almost any age. The lesson also can be used to incorporate writing in the social studies.
Students, Parents, Teachers and Advocates Applaud $2.4M Speaker Initiative to Support Restorative Justice in New York City Schools
The Dignity in Schools Campaign – New York (DSC-NY) applauds New York City Council Speaker Melissa Mark-Viverito and the New York City Council for keeping their commitment to progressive school discipline reform by ensuring the inclusion of $2.4M in the FY2016 City Budget for the implementation of restorative justice practices in schools.
More than 700 students, parents, teachers, community activists, labor organizers, policy experts, and advocates of a multitude of issues came together Oct. 2-4, 2015 in New Orleans for a weekend of education, collaboration, and engagement. Organized by the Schott Foundation and the American Federation of Teachers, with more than a dozen co-sponsoring local and national organizations, the key theme was community and labor organizing together for racial justice.
Girls of color face much harsher school discipline than their white peers but are excluded from current efforts to address the school-to-prison pipeline, according to a report issued by the African American Policy Forum and Columbia Law School’s Center for Intersectionality and Social Policy Studies.