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 and How to Talk with Young Children about Enslavement: Discussion Questions for Educators

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.

Dr. Herbert L. Abrams helped found International Physicians for the Prevention of Nuclear War with a group of American and Soviet doctors. (Photo: Rod Searcey/Stanford University)

Dr. Herbert L. Abrams, Who Worked Against Nuclear War, Dies at 95

Dr. Herbert L. Abrams, a radiologist at Stanford and Harvard Universities, died on Jan. 20 at his home in Palo Alto, Calif. He was 95. Dr. Abrams served as founding vice president of the International Physicians for the Prevention of Nuclear War, which was awarded the Unesco Prize for Peace Education in 1984 and the Nobel Peace Prize a year later. In announcing the award, the Nobel Committee said the group had performed an important service “by spreading authoritative information and by creating an awareness of the catastrophic consequences of atomic warfare.”

Peace First is seeking a Senior Program Director

Senior Program Director: Peace First (Boston, MA – USA)

Peace First seeks a Senior Program Director to oversee the development and roll-out of an ambitious new program that will build a global network of young peacemakers (with a focus on youth ages 13 – 18), which is set to launch in September 2016. This role will be initially focused on the high-quality design and production of a digital community that will educate and engage young people as leaders responding to pressing social issues, using our 20+ years of curriculum content and our thousands of on-the-ground partners built through the Peace First Prize. With time, the program will expand to include local events in key markets around the world, social media, and celebrity engagement.

Eighty-six-year-old Fumiko Shimabukuro devotes herself to resisting a police officer forcibly removing her from the front of Camp Schwab’s gate on the morning of October 29 in Henoko, Nago City (Photo: Ryukyu Shimpo)

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.

Peace Education: International Perspectives

Edited by Monisha Bajaj and Maria Hantzopolous, “Peace Education: International Perspectives” brings together the voices of scholars and practitioners on challenges and possibilities of implementing peace education in diverse global sites and addresses key questions for students seeking to deepen their understanding of the field. The book not only highlights ground-breaking and rich qualitative studies from around the globe, but also analyses the limits and possibilities of peace education in diverse contexts of conflict and post-conflict societies.

Links between education and peace

This overview by Stephen Thompson, commissioned by the Governance and Social Development Resource Centre (GSDRC), outlines the links and contributions of education to peace. Education is a significant contributor to peace, and appears in two of the 24 indicators in the Positive Peace Index produced by the Institute for Economics and Peace. Education can lead to peace and be a part of ‘building back better’ by supporting the transformation of the security situation, political institutions, economic regeneration and social development. However, education policies can also contribute to the escalation of conflict if they are poorly designed or implemented.

Alexa Narvaez, 9, along with other protesters, during a rally for deportees in downtown San Diego, California in 2014 (Photo: Sandy Huffaker / Corbis)

How Fears of Deportation Harm Kids’ Education

This article by The Atlantic observes that educators, advocates, and community and elected leaders are questioning the untold hardship on schoolchildren as America limps along with seemingly complex, confusing immigration laws and regulations. A 2013 study by the advocacy organization Human Impact Partners, “Family Unity, Family Health,” found that the deportation scares take a mental and physical toll on undocumented immigrants’ children. Researchers linked the threat of detention and deportation to poorer educational outcomes, concluding: “U.S.-citizen children who live in families under threat of detention or deportation will finish fewer years of school and face challenges focusing on their studies.”

Call to Contribute Ideas/Curricula & Report of Recent Actions Supporting the UN Open Ended Working Group on Nuclear Disarmament

On January 28, the UN Open Ended Working Group on nuclear disarmament (OEWG) will hold its first session in Geneva. The OEWG, open to all UN member states and to representatives of civil society, was established by the UN General Assembly to work on legal measures and norms to achieve a world without nuclear weapons. UNFOLD ZERO provides an overview of civil society actions and preparations for the OEWG and is hosting a competition to gather civil society actions – winners could win a trip to Geneva to participate in May sessions. In support of these efforts, the Global Campaign for Peace Education invites readers to submit study units and courses syllabi on nuclear disarmament that will be published on the Campaign website.

Art by 1st prize winner Tigran Abajyan. Tigran’s message on peaceful neighborhoods: “There are no gaps and boundaries, in case people want to live in peace.”

“Let’s Live in Peace with our Neighbors” (Armenia)

An exhibition dedicated to peace titled “Let’s Live in Peace with our Neighbors” was launched 14.10.2015 at the UN House in Armenia. 165 school-children from 8 regions of Armenia participated in the contest organized by World Council of Churches Armenia Round Table and the NGO Women for Development. All children who participated in the contest received certificates of participation and special UN 70 gifts. 53 paintings were chosen and are currently being exhibited in the UN Lobby, the top three received awards while some others were given recognition by UN agencies.

Sustainable Development Goals

17 ways education influences the UN sustainable development goals

In September 2015 the United Nations committed to the new Sustainable Development Goals, which succeed the Millennium Development Goals. The SDGs outline a new and ambitious worldwide effort to reduce poverty and hunger, improve health, enable equality, protect the planet and much more. Real progress will be elusive unless all children receive a quality education. This article, by the Global Partnership for Education, outlines the many ways education influences all sustainable development goals.

Waging Peace in Our Schools: Beginning with the Children

This article by Linda Lantieri (1995) looks at The Resolving Conflict Creatively Program (RCCP) began in New York City. This program is for teachers, students, administrators, and parents who seek to make schools and society more peaceful through creative means. RCCP was developed because of the increasing statistics of violent acts that take place in U.S. schools and the increasing number of suicides and homicides by young people. RCCP helps people recognize different ways to resolve conflicts through peaceful means rather than through the violent acts young people see perpetuated in the media.

International Children’s Peace Prize: Call for Nominations

The International Children’s Peace Prize is awarded annually to a child who fights courageously for children’s rights. Each year’s winner has, in his or her own way, demonstrated tremendous commitment to combating problems that millions of children face. The winner will receive the statuette ‘Nkosi, which shows how a child sets the world in motion, a study grant, and a worldwide platform to promote his or her ideals to the benefit of children’s rights. Furthermore, KidsRights will invest a project fund of €100,000 in projects that are closely connected to the winner’s area of work, in the country of the winner. Nominations are due March 14.

Education for Peace in the Classroom – Curriculum Development Strategies and Materials: A Case Study from Ireland

This paper by Paul Rogers (1991) describes the curriculum development process involved in the production of a set of peace education materials developed by the churches in Ireland during a 13 year period. Rogers suggests one important issue for future development is an understanding that much of the theory of peace, for example in areas of conflict resolution and human rights education and nonviolence, has yet to be translated into concrete programs for school use.

Building a Peace Education Program: Critical Reflections on the Notre Dame University Experience in the Philippines

This paper draws upon the experiential and theoretical insights gained from 5 years of developing a peace education program at Notre Dame University in the Philippines. The critical reflections on that experience encompass the processes, relationships, and structures embodied in the program, and its achievements, constraints, difficulties, and prospects for the future. It is hoped that a case study of peace education in the Philippine context, which is burdened by such deep crises of conflict, violence, and human suffering, may yield meaningful answers and questions for enhancing the craft and struggle of educating for peace, justice, and compassion.

Peace Education around the World at the Beginning of the 1990s: Some Data from Questionnaires to Ministries of Education and Members of the Peace Education Commission

Two questionnaire studies on the status of peace education in different countries or regions in the early 1990s are presented in this paper by Ake Bjerstedt. One of the studies approached school authorities–ministries of education or similar offices, the other collected views from members of the Peace Education Commission of IPRA. It was observed, among other things, that many countries do not have any recommendations on peace education in their official school texts. Nevertheless, there was a substantial minority of countries where such recommendations existed. The study concluded that it should be an important task for educators and researchers to try to understand the character of the resistance or the difficulties in each particular area better and to use this understanding to find ways to overcome the barriers.

Pricey Bargains

Climate change, species extinction, pollution and poverty: The world seems to go down the drain! There are many reasons for these problems. One reason of particular importance is rooted deep in our economic system. This video, produced by Edeos offers an explanation. What are your thoughts on the relationship of the global economy to the climate, pollution and poverty?