On the last day of the Aegis Trust Peace Education colloquium at the Kigali Genocide Memorial participants committed to working together to ensure their peace building policies and practices are informed by the latest research, measurable, and have a lasting impact on the communities they aim to benefit.
The second day of the Aegis Trust’s three-day Peace Education colloquium began with a panel on different tools to deliver peace education content in Rwanda. The key question for discussion was how to identify the right teaching and learning tools for the right context.
Program Manager, After School Kids (ASK) Program – Center for Social Justice Research, Teaching & Service (Georgetown University)
The After School Kids (ASK) Program, a signature program of Georgetown University’s Center for Social Justice Research, Teaching & Service, seeks to empower adjudicated youth in the District of Columbia to make positive changes in their lives by challenging them with new learning opportunities and teaching the necessary skills to meet those challenges. 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.
Nepal: Lessons from integrating peace, human rights, and civic education into social studies curricula and textbooks
From 2007 to 2012, the Ministry of Education (MoE) of the Government of Nepal worked with Save the Children, UNESCO, and UNICEF to revise the national social studies curriculum. The aim was to promote education for peace, human rights, and civic education (PHRCE) in the wake of a 10-year Maoist insurgency and the transition to a democratic republic.
On 15 – 16 February 2017, Interpeace participated in the SDG4 Regional Forum for Eastern Africa in Dar es Salaam, Tanzania. The high level forum, organized by UNESCO, sought to enable Member States under the UNESCO Regional Office for Eastern Africa to present their national SDG4 roadmaps in support of the implementation of the 2030 Education Agenda. Interpeace shared its experience working with local, national and international partners to promote peace education in the Great Lakes region of Africa. Amongst their recommendations, Interpeace encourages Education Ministries to work towards standardizing peace education curriculum within their countries, and to mobilize the requisite human capacities and material resources required that will enable the provision of effective, formal peace education.
“Encyclopedia of Peace Education,” edited by Monisha Bajaj, is a volume in the Information Age Press series: Peace Education, edited by Laura Finley & Robin Cooper. This review, authored by Alexander Cromwell, is one in a series co-published by the Global Campaign for Peace Education and In Factis Pax: Journal of Peace Education and Social Justice toward promoting peace education scholarship.
A three-day Aegis Trust Peace Education colloquium began February 21 with a focus on the importance of investing in peace. Funded by the UK Government, the conference assembled more than 100 local and international experts to discuss the role of peace education in preventing conflict and mass atrocity. It is part of Aegis’ worldwide efforts to build a generation of champions of humanity by investing in world class peace education.
The Global Campaign for Peace Education reminds you of our call to Address Identity-based Violence through Teach-ins at American Universities. This report on hate groups from the Southern Poverty Law Center (SPLC) may provide meaningful substance for learning toward action that addresses identity-based violence. According to SPLC’s annual census of hate groups and other extremist organizations, the number of hate groups in the United States rose for a second year in a row in 2016 as the radical right was energized by the candidacy of Donald Trump.
The Rwandan government will embark on integrating peace education into the National Education Curriculum under a new program called ‘Education for Sustainable Peace in Rwanda (ESPR)’. The ESPR program was launched by the Ministry of Education during a three day Peace Education conference in Kigali from February 20-22.
- 18th Feb 2017
- #anti-bullying #global citizenship education #race & ethnicity #school-based violence #UNESCO
UNESCO organized a workshop on Global Citizenship Education as part of the International Symposium on School Violence and Bullying: From Evidence to Action that took place in Seoul, Republic of Korea.
The Global Campaign for Peace Education supports statements of action and solidarity promoted by the American Friends Service Committee and others to stand in solidarity with all those negatively impacted by the events related to the cancelled speaking engagement of Sa’ed Atshan, a Palestinian Quaker and an assistant professor of Peace and Conflict Studies at Swarthmore College, who had been invited to speak to Friends Central Upper School students on February 3rd. The cancellation of this event by administrators led to student protests and the indefinite suspension of two teachers.
The Rotary Foundation is now accepting applications for the fully-funded 2018 Rotary Peace Fellowship. Up to 100 social change leaders are selected globally every year to earn either a master’s degree or a professional development certificate in peace and conflict studies at one of six Rotary Peace Centers at leading universities around the world. Application deadline 31 May.
The Gandhi King Season for Nonviolence commences on January 30 and marks the 64 calendar days between the memorial anniversary of the assassination of Mahatma Gandhi and that of Dr. Martin Luther King Jr. on April 4.
This guidance aims to provide a comprehensive, one-stop resource on school-related gender-based violence (SRGBV), including clear, knowledge-based operational guidance, diverse case studies drawn from examples of promising practice and recommended tools for the education sector and its partners working to eliminate gender-based violence.
The Underdeveloped Transformative Potential of Human Rights Education: English Primary Education as a Case Study
In order for learners to become empowered human rights activists, they must be equipped with relevant knowledge, skills and attitudes. Learner empowerment therefore forms a central element of international human rights education provisions. This article draws upon empirical research to gauge the nature and extent of empowerment in English primary schools, and seeks to better understand the reasons for any deficiencies in its practice. It argues that whilst empowerment-related concepts may be encouraged to a certain extent, learners are unlikely to be emerging from formal schooling with the means to contribute significantly to transformation of the broader human rights culture.
A special event for youth participation was held at the 16th World Summit of Nobel Peace Prize Laureates in Colombia on February 2, 2017. The workshop, “Gymkana of Young People for the Consolidation of Peace,” was organized by Fundación Escuelas de Paz and the International Peace Bureau.