Global Campaign for Peace Education - monthly newsletter/digest
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Dear subscriber,

Last month the Global Campaign for Peace Education launched "Where to Study Peace Education:  A Global Directory".  This month we are announcing a new partnership with the publisher Information Age Publishing (IAP) to review all of the books in their Peace Education series (see article below).  The Global Directory and this new partnership with IAP support our efforts to make scholarship and learning opportunities in peace education more accessible to all!  

Our gentle monthly reminder: please help us "spread peace ed" by using the hashtags #SpreadPeaceEd and #PeaceEd, following us on social media, and by sharing and reposting news on your timeline and in your communities.  The Global Campaign is very active on Facebook and Twitter.  

In peace & solidarity,

Tony Jenkins
Coordinator, Global Campaign for Peace Education

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Featured Article(s)

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GCPE launches new book review series to promote peace education scholarship

GCPE launches new book review series to promote peace education scholarship

GCPE launches new book review series to promote peace education scholarship

A new partnership between the Global Campaign for Peace Education, In Factis Pax and Information Age Publishing

With the goal of making peace education scholarship more timely and accessible, the Global Campaign for Peace Education (GCPE) and In Factis Pax: Journal of Peace Education and Social Justice, have established a partnership with Information Age Publishing (IAP) to review all volumes in their Peace Education series. Established in 2006 by Founding Editors Ian Harris and Edward Brantmeier, IAP’s peace education series offers diverse perspectives on peace education theory, research, curriculum development and practice. It is the only series focused on peace education offered by any major publisher.  

This new partnership supports timely and accessible reviews of new scholarship in the field. The GCPE and In Factis Pax will publish peer reviewed book reviews of all volumes in IAP’s peace education series, including past and future works. In Factis Pax will conduct peer reviews through its editorial board and the GCPE will strategically disseminate reviews toward making them accessible to a wide audience of peace educators. Reviews will be published on both the GCPE and in In Factis Pax.

You can find all book reviews published on the GCPE here.

IAP, founded in 1999, is a social science publisher of academic and scholarly book series, monographs, handbooks, encyclopedia and journals. IAP's goal is to develop a comprehensive collection of materials that break down and define specific niches that lack high-level research material. Peace education is one of their areas of emphasis. Nearly all books published by IAP come in affordable softcover and e-book formats.

Call for Book Reviewers

Are you interested in becoming a reviewer? We invite academics (faculty and graduate students) with expertise in peace education to join our book review team. If you are interested, please send your cv with a brief cover note about your academic experience in peace education to [email protected].

Call for Manuscripts – IAP’s Peace Education Series

The editors of this series, Laura Finley & Robin Cooper, welcome manuscripts that address how peace education provides information about the roots of conflicts and strategies for peace. Peace education is an important part of peacebuilding, which helps avoid major conflicts by building a culture of peace through generating peaceful attitudes, dispositions, values, behaviors, action-orientations, and social structures. Books in this series will address how education can contribute to building a culture of peace by teaching: tolerance; diversity affirmation; common understanding; intercultural empathy; reconciliation; renewal; compassion; conflict management skills; and a variety of nonviolent, peace-building skills.

The editors welcome studies from a wide variety of disciplines—curriculum theory, educational psychology, history, philosophy, anthropology, and sociology of education, teacher education, comparative and international education, critical theory, cultural studies, language education, feminist studies, religious studies, and environmental education. 

In our times, peace education efforts can be positive, integrative, restorative, generative, and transformative. In other words, rather than defining peace education in the negative such as education for the elimination of violence, peace education efforts can be understood in the positive as creative, generative efforts that integrate knowledge and action, that integrate differences in ways that both honor diversity and establish common ground. Peace education works on bringing people together. This series on peace education hopes to illuminate the problems, challenges, and rewards associated with using educational means to diminish/eliminate and avoid conflicts. How effective is peace education in bringing about peace? What are its strengths and weaknesses as a strategy to achieve peace? How is peace education carried out in different venues—colleges, schools, and community groups? How is peace taught in different cultures? The editors welcome manuscripts about war and peace and other peace studies themes that exhibit a clear connection to teaching and learning for solutions to promoting harmony and to building a peaceful world.

Example of possible titles are:

• Promoting Peace Language Education for a Peaceful World
• Voices and Actions of Peace from Youth 
• Integrating Peace Education in Teacher Education
• Transforming Higher Education for Peace-Building
• Disarmament Education and Demilitarization Education: Past, Present and Future 
• The Teaching of Love, Peace and Wisdom: A New Understanding of World Religions 
• Leaders of Peace Education: Leadership for Transformation 
• Creative Peace Education in Elementary Schools 
• Creative Peace Education in Secondary Schools 
• Peace Education & Environmental Sustainability 
• Inner Peace: The New Role of Education for Peace-Building 
• Cyber Peace: Technology as a Means for Peace Education 
• Critical Pedagogy as Peace Education
• Cultural Variations of Peace Education
• Peace Education: Resilience and Reconciliation

* Please send proposals to [email protected] and [email protected]

Books in IAP’s Peace Education Series


Peace Jobs
A Student’s Guide to Starting a Career Working for Peace
2016
David J. Smith, George Mason University
Peace Education Evaluation
Learning from Experience and Exploring Prospects
2015
Celina Del Felice, Humble BeesAaron KarakoAndria Wisler
Teaching Peace Through Popular Culture
2015
Laura Finley, Barry UniversityJoanie Connors, Western New Mexico UniversityBarbara Wien, American University
Peace and Conflict Studies Research
A Qualitative Perspective
2014
Robin Cooper, Nova Southeastern UniversityLaura Finley, Barry University
Understanding Peace Cultures
2014
Rebecca L. Oxford, Alabama A&M University
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Peace Education from the Grassroots
2013
Ian Harris, University of Wisconsin - Milwaukee
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The Language of Peace
Communicating to Create Harmony
2013
Rebecca L. Oxford, Alabama A&M University
More than a Curriculum
Education for Peace and Development
2013
Johan Galtung, Founder, TRANSCEND: A Peace Development Environment NetworkS. P. Udayakumar, Founder: South Asian Community Center for Education and Research
Think, Care, Act
Teaching for a Peaceful Future
2011
Susan Gelber Cannon, Episcopal Academy
Building a Peaceful Society
Creative Integration of Peace Education
2011
Laura Finley, Barry University
Books, Not Bombs
Teaching Peace Since the Dawn of the Republic
2010
Charles F. Howlett, Molloy CollegeIan Harris, University of Wisconsin - Milwaukee
Spirituality, Religion, and Peace Education
2010
Edward J. Brantmeier, James Madison UniversityJing Lin, University of MarylandJohn P. Miller, University of Toronto
For the People
A Documentary History of The Struggle for Peace and Justice in the United States
2009
Charles F. Howlett, Molloy CollegeRobbie Lieberman, Southern Illinois University
Peace Education
Exploring Ethical and Philosophical Foundations
2008
James Page
Transforming Education for Peace
2008
Jing Lin, University of MarylandEdward J. Brantmeier, James Madison UniversityChrista Bruhn, University of Wisconsin
Encyclopedia of Peace Education
2008
Monisha Bajaj, Teachers College, Columbia University
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Educating Toward a Culture of Peace
2006
Yaacov Iram, Bar Ilan University, Israel
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Read more.

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News & Views

(News, Opinion, Activity Reports)

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UNESCO’s YESPeace Network taps the power of youth worldwide to change the future

UNESCO’s YESPeace Network taps the power of youth worldwide to change the future

“We have to bring young people back into society and what they need is identity and meaning,” said Dr Anantha Kumar Duraiappah, Director of the UNESCO Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP) in New Delhi. MGIEP is UNESCO’s specialist institute on education for peace and sustainable development.

Dr Duraiappah, who was interviewed after participating in a UNESCO experts’ consultation on preventing violent extremism through education, says the YESPeace Network is part of the institute’s response to just such challenges. Young people want a voice and they want dignity,” he said. “They live in an interconnected increasingly small world and they are surrounded by social media chatter. We want to build a platform that unifies them around our mandate of peace, sustainable development and global citizenship.”

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Education and Peace Training on Cultural Conflicts (Central & Eastern Europe)

Education and Peace Training on Cultural Conflicts (Central & Eastern Europe)

In 2015 a group of SCI branches and partners implemented the long-term project “Education and Peace Training on Cultural Conflicts”, with the financial support of the German Federal Ministry of Foreign Affairs. The project activities were scheduled in several phases, including a Multipliers Training, three Youth Exchanges and a final event organized as an Open Space. Civil society activists from 10 countries based in Central & Eastern Europe exchanged their ideas & experience and deepened their knowledge about Peace Education and Intercultural Communication. Around one hundred and twenty young people were trained as future peace multipliers.

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5-day workshop on peace education, equality and empowerment (Dimapur, India)

5-day workshop on peace education, equality and empowerment (Dimapur, India)

“Peace is the absence of direct/personal violence and the presence of social justice.” This definition of peace by Johan Galtung was highlighted by Dr. Achan Mungleng, Independent Researcher, while discussing the core concepts of peace and the importance of peace education, during a workshop on Equality and Empowerment that was organized by Indigenous Women Forum North East India (IWFNEI), Naga Women Hoho and Naga Indigenous Women Association (NIWA) in collaboration with Henry Martyn Institute (HMI), Hyderabad, from March 22 to 26 at Don Bosco Center, Duncan Bosti, Dimapur.

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Why You Should Care About Nukes

Why You Should Care About Nukes

This video produced by Minute Physics illuminates the continued dangers of nuclear weapons and the nuclear arms race in the post-cold war world, particularly nuclear winter but also modernizations by the US and Russian governments, EMPs (electromagnetic pulses), fallout, explosions, terrorism, and potential accidents.

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Education for Peace Seminar at Somaiya (India)

Education for Peace Seminar at Somaiya (India)

Realizing the importance of peace, K. J. Somaiya Comprehensive College of Education, Training and Research in collaboration with Global Foundations organized a national seminar on Education for Peace this month. The guest of honour and keynote speaker was Dr. Subhash Chandra – Founder Trustee, Global Peace Foundation, New Delhi. He threw light on creating social awareness for global peace and religious harmony and developing global peace consciousness.

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Report - Glimmers of Hope Peace: Education Around the Globe

Report - Glimmers of Hope Peace: Education Around the Globe

We can aspire for a world defined by domination and conquest, superiority and oppression, or we can aspire for a world defined by dignity and respect, collaboration and solidarity. Educating for the latter, said Kevin Kumashiro, is a core purpose of School of Education at the University of San Francisco (USF), where he is dean. It also was the subject of “Glimmers of Hope: Peace Education Around the Globe,” a panel discussion co-sponsored on March 11 by USF and the Ikeda Center for Peace, Learning, and Dialogue. More than two hundred Bay Area students, educators, and community members attended. Read the report from this event.

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When extremism stalks the students: Educational solutions to India’s conflict zones

Perhaps the most telling effect of violent extremism is the disruption of education, from primary to college level. A recent report released by the UNESCO Mahatma Gandhi Institute of Education for Peace, entitled ‘India’s youth speak out about higher education’, consolidates the opinions of over 6,000 students from all over the country. Students from conflict affected regions frequently brought up early experiences that affected their ability to succeed in – or even get admitted to – college. These students said they had not been able to attend primary school for years at a time, leaving them unprepared for the rigors of higher education. This trend was borne out by our survey. Approximately 12.4% of survey respondents attributed their lack of enrollment in higher education to “social unrest at their native place”.

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Why We Need Education for Global Citizenship

Why We Need Education for Global Citizenship

Today, education for global citizenship is a necessary tool for building a more peaceful world that ensures every person has a right to clean air, clean water, food, shelter, and other basic human rights. According to UNESCO global citizenship education “aims to empower learners to assume active roles to face and resolve global challenges and to become proactive contributors to a more peaceful, tolerant, inclusive and secure world.” But education alone will not dissolve hateful, ignorant, and oppressive individuals, institutions, and structures of power. Peace requires active engagement; it also requires commitments to reducing global inequities.

From May 30 to June 1, NGO leaders, technical experts, government and UN officials will come together to develop an action agenda focused on the theme: Education for Global Citizenship: Achieving the Sustainable Development Goals (SDGs) at the 66th United Nations DPI/NGO conference this spring in Gyeongju, Republic of Korea.

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Peace education in photos (Mennonite Central Committee)

Peace education in photos (Mennonite Central Committee)

The Mennonite Central Committee's Global Family education program supports nine projects that focus on peace education. Students learn about diversity, forgiveness and the skills they need to mediate conflicts between their peers. These programs are all located in places that have a history of violent conflict, and our local partners believe that the children who learn nonviolence have the potential to grow to be leaders of change. This article introduces several Global Family peace projects around the world in photos.

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Students march against bad students - Trinidad & Tobago

Thousands of children of all ages marched to take a stand against crime and violence in schools. About 8,000 school children joined in what Minister of Education Anthony Garcia called a, ‘Walk for Peace’. “We are trying to promote a culture of peace in our classrooms,” said Minister Garcia, adding, “we are saying no to violence, no to bullying and no to crime!”

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Applied Peace Education in Mexico

How can we empower people facing chronic violence to define and solve their own problems, rather than imposing solutions from abroad (which are almost certain to fail)? The Trans-Border Institute (TBI) at the University of San Diego believes that the most effective solutions to the most pressing problems of peace and justice in Mexico will come from the communities most affected. They understand the problems and potential solutions better than any outside analysis. But, they also need encouragement, training, and research infrastructure from unbiased sources, outside of their own political and social constraints, to realize their potential. To this end, TBI has developed certificate programs in Applied Peace Education, interactive educational and capacity building programs in the areas of Mexico hardest hit by the drug war and the dislocations of the border.

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Pivot to Peace aims to foster hope, reduce violence

Pivot to Peace aims to foster hope, reduce violence

(Louisville, KY) For young people who have been shot or stabbed, that key moment for change can occur while they are in the hospital, recovering from their injuries. This brief window of time — of vulnerability and rethinking their lives — is when an innovative new initiative called Pivot to Peace will offer the respect, skills and resources to strengthen participants, supporting them in a crucial pivot to a healthier, nonviolent way of life.

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Peace channel conducts orientation for teachers (Nagaland, India)

Peace channel conducts orientation for teachers (Nagaland, India)

At a District level orientation for teachers, Director of Peace Channel, Rev. Dr. C.P. Anto asserted as an educator one should have positive thinking and possibility thinking. Dr. Anto introduced participants to Peace Channel strategic approaches and peace education methodology.

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The Brussels Bombings: What We Can Do

The Brussels Bombings: What We Can Do

In the face of the attacks in Brussels and Mosul, the wars in Syria, Iraq, Libya and Yemen, the attacks before in Paris, and what seems to be a constant barrage of incidents of violence, terror and war in so many parts of the world, many of us often feel powerless – left wondering what we can do and whether it will ever end or change. Kai Frithjof Brand-Jacobsen, Director of the Department of Peace Operations (DPO) at PATRIR suggests 10 actions we can do to overcome the terror and war we are seeing. Amongst his suggestions, for the immediate, medium and long-term: working to have peace education introduced as part of core curriculum into all of our schools and education systems world-wide.

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Atlantic Promise Graduate Field Exercise Emphasizes “Civ-Mil” and NGO Cooperation to Advance Peacebuilding and Humanitarian Outcomes

Atlantic Promise Graduate Field Exercise Emphasizes “Civ-Mil” and NGO Cooperation to Advance Peacebuilding and Humanitarian Outcomes

The annual Atlantic Promise field training exercise recently concluded in Fellsmere, Florida. Sponsored by the Forage Center for Peacebuilding and Humanitarian Education, Inc., the event brought together 30 masters and PhD students studying conflict resolution and disaster assistance from George Mason University, Tulane University, Kennesaw State University, and Nova Southeastern University. Some 20 civilian and 15 military role players supported the exercise. It was held over March 10-13, 2016. The overall objective of the exercise was to provide graduate students with the opportunity to build skills and awareness needed for working in complex and fragile environments where violent conflict and natural disasters are in play. Working in teams, students responded to a myriad of challenges, including a cholera outbreak, an earthquake, and a civil war.

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Syria, Five Years On: Building Peace in the Midst of War

Syria, Five Years On: Building Peace in the Midst of War

Can you really build peace in the middle of a war? It certainly seems at best a counter-intuitive, bad use of time and money. Or does it actually make a lot more sense than any other course of action? The author, Harriet Lamb of International Alert, visited NGOs working with Syrian refugees in Lebanon to do 'peace education', a project funded by the British government. Think of this as part citizenship classes for children whose citizenship has been blown to smithereens, part the fun of a Saturday drama class, part therapy for kids who have been through hell - and are still living it. It was a deeply touching experience.

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The Case of Education for Peace in Mexico

(2013 - Transcend Media Service) At the national level an overarching program to prevent violence has been designed and enacted in Mexico. It is a bold proposal, grounded in a legitimate peace philosophy –one in which peace is constructed through the satisfaction of basic human needs- and is well equipped in scope and with enough budget and personnel to achieve transcending results by construction of peace infrastructures and the buildup of a mediation-dialogue-conciliation culture that had been floating in the air for some years but is now becoming a very concrete way of life not only in scholarly circles but also in civil society and government.

This top-down approach is then linked with efforts bottom-up from the ground level in the different regions. The State of Mexico –a region of the country- is a formidable example of how peace education can be better served by summing up efforts in all directions from NGOs to government to individual commitments. Under the overarching umbrella of a project called Programa para una Convivencia Escolar Armónica (Program for a Harmonious Coexistence in School) thousands of school teachers, parents and tens of thousands of students are getting acquainted not only with strategies on how to deal with bullying but also on a wide range of conflict transformation techniques for everyday conflicts in all domestic contexts.

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"The Big Book: Pages for Peace" (world's biggest book!) Kicks Off Global Peace Tour

"The Big Book: Pages for Peace" (world's biggest book!) Kicks Off Global Peace Tour

"The Big Book: Pages for Peace," a massive book measuring 12 feet tall by 10 feet wide, will be displayed for the first time at United Nations headquarters in New York this Sunday, March 20, marking the first stop in a planned 2016 World Tour. "The Big Book" begun in 2004, now weighing more than a ton (!) includes contributions from more than 3,500 notables, including 9/11 First Responders, Nelson Mandela, Jimmy Carter and the Dalai Lama.

"We are thrilled that The Big Book will be on display during the UN's International Day of Happiness," said Betsy Sawyer, Founder of the Pages for Peace Foundation. "And even more excited by the prospect of taking this amazing book around the world to spread its powerful and enduring message of peace. This has been the dream of our kids for over 10 years."

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Letting Happiness Flourish in the Classroom

Letting Happiness Flourish in the Classroom

Emma Seppala, the author of “The Happiness Track,” and science director of Stanford University’s Center for Compassion and Altruism Research and Education, suggests that happiness can be a rare beast in our classrooms, but we can create and protect learning conditions in which happiness can flourish.

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Restorative Justice: Restorative of Right Relationships, of Community

What if we were to redefine our concept of justice, to rethink it? This is not difficult to envision when it comes to teen petty theft, but in violent offenses it is much more difficult. The goal of restorative justice is a restoration of right relationships, sometimes through restitution, sometimes through talking, and a restoration of community. Perhaps an illustration from Africa would help our nation reformulate ideas of justice. After the genocide in Rwanda and Barundi, many perpetrators of the violence were put in prison. A few years ago, when they were about to be released, the community was worried that the survivors would retaliate—an eye for an eye. That is when the program Healing and Rebuilding our Communities was born.

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Learning from an experienced peace educator in Pakistan

Learning from an experienced peace educator in Pakistan

Zahid Shahab Ahmed, Peace Direct’s Local Correspondent for Pakistan, interviews Sitwat Yusafzai of the Rawalpindi Grammar School, an experienced peace educator in Pakistan to discover what it takes to implement a successful peace education programme in the country. Based on Ahmed's observations, the success of peace education in Pakistan rests on both the quality of curricula and teaching, and relevance of the material to pupil. He has seen many projects across the country, some with strong curricula and some with exceptional teaching, but rarely projects having the luxury of both.

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Learning to Live Together in South Africa: Fostering Inter-religious Cooperation

Learning to Live Together in South Africa: Fostering Inter-religious Cooperation

Saydoon Nisa Sayed is a South African human rights faith activist. She is moved by her faith, passionate about children and restless on gender justice advocacy. Saydoon is the regional coordinator for Religions for Peace, an international and interfaith movement that works across religious divides to bring peace and understanding. Saydoon has been implementing the Learning to Live Together Programme of Arigatou International in more than 20 schools. In this interview, Saydoon observes "Ethics education should form the bases for educating in any subject. It should include feelings, right and wrong, spirituality, the doing of good and avoiding the doing of bad, coming together on common issues and addressing them collectively."

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UNHCR and World Taekwondo Federation partner on training in camps; programs include peace education

UNHCR signed an agreement the World Taekwondo Federation (WTF) to support programs in refugee camps integrating sports and peace education. The WTF, together with the soon-to-be-created Taekwondo Humanitarian Foundation, will provide coaches and equipment for pilot programmes already launched in two camps for Syrian refugees in Turkey and Jordan. New projects will also bring taekwondo to refugees in Colombia, Ethiopia, Ghana and Greece. “UNHCR is constantly looking for ways to improve the lives of refugees, and the agreement is one avenue to do that,” said Daniel Endres, Director of External Relations. “I thank the WTF for proactively volunteering their services to assist refugees with sports and peace education. I look forward to working with them in the months and years ahead.”

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A Step towards Peace Initiative (India)

“Pashmina weaving helped to meet my educational needs and I am still pursuing my Master’s degree in English” shared Aneesa. Speaking on how she joined the youth group she reminisces, “I used to notice the activities of women and the youth group formed by IGSSS in my village and in the adjacent villages; initially, I felt it was a futile activity and was not really interested in joining them. But one day, I happened to attend a peace education workshop organized by IGSSS under its P-LEAPS project which was held at Singpora. I listened to the resource person at the event keenly, acquainting us with concepts of peace building and how we can engage with different stakeholder to reduce conflicts in our respective areas. He also spoke on the need of building peace in conflict ridden Kashmir” added Aneesa. “It is there, I realized that I am missing something; the knowledge by which I can contribute towards the peace building initiatives”.

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Post-conflict in Colombia: From Havana to the classrooms

Post-conflict in Colombia: From Havana to the classrooms

Negotiations between the state and the Revolutionary Armed Forces of Colombia (FARC), and the possibility of signing an agreement – and, thus, of opening a post-conflict era – have made many of us in Colombia dream of a new country. To accomplish this dream, much hope has often been placed in education. But when it comes to proposing a clear path for education in the post-conflict era, more questions than answer arise. How can education contribute to the negotiated settlement of the conflict and to achieving a stable and lasting peace in Colombia?

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Peres Center, UNESCO join forces

Peres Center, UNESCO join forces

UNESCO has decided to sign a partnership agreement with the Peres Center for Peace. Under this partnership, UNESCO is to promote several Peres Center projects in the fields of education and coexistence between Israelis and Palestinians. UNESCO and the Peres Center decided to cooperate and exchange ideas and methodologies in the field of peace education, multiculturalism, and regional and international development. Throughout the 20 years of its existence, the Peres Center has developed a diverse range of programs and projects in the fields of peace education, which involved the participation of 30,000 chidren — Jews and Muslims, Israelis and Palestinians.

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Peace Paradigm Radio: Truth and Reconciliation with David Ragland

Peace Paradigm Radio: Truth and Reconciliation with David Ragland

Dr. David Ragland is co-founder of the Truth Telling Project, an initiative based in Ferguson, Missouri that aims to transform structural violence and racism through the adaptation of the Truth and Reconciliation Commission (TRC) model. While most models of the TRC happen after the violence has ended, the question posed by the creators of the Truth Telling Project was how they could initiate such a process when the violence has not yet stopped. Hence, an emphasis on making space for telling and hearing truth as a means for re-affirming human dignity. Learn more in this Peace Paradigm Radio podcast produced by the Metta Center for Nonviolence.

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Palestinian refugee camp teacher wins $1m global prize

Palestinian refugee camp teacher wins $1m global prize

A Palestinian teacher has won a $1m global teaching prize - with the award announced in a video message by Pope Francis. Hanan Al Hroub grew up in a Palestinian refugee camp and now is a teacher of refugees herself. She specialises in supporting children who have been traumatised by violence. The winner was announced at an awards ceremony in Dubai, with a video message of congratulation sent by Prince William. Pope Francis sent a message saying that teachers were "the builders of peace and unity". Ms Al Hroub told the audience that "teachers could change the world".

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Promotion of peace through textbooks - Pakistan

South East Asian states, particularly Pakistan, is still entangled in the conflicts of past. The Pakistani textbooks are still being used to project a biased and stereotypical view of the world in the minds of students. Many textbooks of social studies, Pakistan studies and languages carry the propaganda of hate, jihad and militarism. As a classroom practitioner and educational researcher, Shafqat Hussain Soomro has found that books of social studies and Pakistan studies are one of the main sources to disseminate seeds of hate and violence in the minds of students against regional neighbours and other religions.

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2016 Harold W. McGraw Jr Prize in Education (International) awarded to Dr. Sakena Yacoobi

2016 Harold W. McGraw Jr Prize in Education (International) awarded to Dr. Sakena Yacoobi

Peace educator Sakena Yacoobi of the Afghan Institute of Learning has been named the recipient of the 2016 Harold W. McGraw, Jr Prize in Education. Yacoobi will receive the International Education prize for the transformational effect her work has had on communities in Afghanistan, particularly in education for girls and women, and how she has inspired others to follow suit. AIL receives requests for workshops and for subjects that go beyond the basics and into topics such as human rights, leadership, democracy and peace building.

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Tunisia: Appeal for massive particiption in the first international meeting on education for peace

Tunisia: Appeal for massive particiption in the first international meeting on education for peace

The president of the Association Sawtouna, Hédia Ben Jemaa El Bhiri, has called on the government, political parties, civil society and parents to participate in the first international meeting on peace education to be held in Tunis in the month of July. Speaking at a national conference held at the initiative of the association on Saturday at the Congress Palace, under the slogan Together for Peace Education, the President of Sawtouna said the objective of the event is to examine the role of education in anchoring the values ​​of dialogue, tolerance and peace in the younger generations. The purpose of the first international meeting on peace education is to provide a forward-looking vision of the future of education in 2030, she added.

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Farewell to War! The colors of Peace (Colombia)

Farewell to War! The colors of Peace (Colombia)

The Collective Group Education for Peace invited children from different parts of Colombia to join the peace building processes in the country, from the realization of drawings that illustrated the following message: “Farewell to War! The colors of Peace,” for an exhibition in a traveling museum. The aim was to promote through drawings and stories involving children in the search for peace in Colombia, incorporating their feelings in building a collective memory of the war and the consolidation of a culture of peace.

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Talk Nation Radio: Seth Kershner on the Campaign to Demilitarize U.S. Schools

Talk Nation Radio: Seth Kershner on the Campaign to Demilitarize U.S. Schools

Seth Kershner is a writer and researcher whose work has appeared in such outlets as In These Times, Sojourners, and Rethinking Schools. He is the co-author (with Scott Harding) of "Counter-Recruitment and the Campaign to Demilitarize Public Schools". This is the first book to analyze the grassroots counter-recruitment movement which has been around for more than four decades. He has recently been using the Freedom of Information Act to gain a better understanding of the extent of militarism in U.S. schools, obtaining hundreds of pages of documents in the process. Last fall he and Scott Harding shared some of these findings in an op-ed for Education Week.

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Peace Education & Mentorship for Students (PEMS) Program - Nigeria

Peace Education & Mentorship for Students (PEMS) Program - Nigeria

Peace Education and Mentorship for Students (PEMS) program was carried out successfully at Federal Government College, Kiyawa, Jigawa State of Nigeria; on March 5, 2016. The target group were the Safe School Initiative students (73 in number), who were traumatized by the Boko Haram terrorism in Nigeria. The objectives were to teach them the basic concepts of peace and conflict, their relevance to everyday living and how to engage in conflict resolution. And to mentor them on how to better cope with emotional trauma, which many of them suffer, from previous experience to violence.

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Dreaming of the future in Colombia

Dreaming of the future in Colombia

In September 2015 FARC and the government declared that by March 2016 a final agreement would be signed, and that 60 days later FARC would have demobilised. With an end in sight, for the first time many Colombians are now beginning to ask themselves: what will life be like if this threat does not exist? For most, the answer is hard to find. Fundación Mi Sangre (FMS), a Colombian NGO working to transform children and youth into agents for change in the construction of peace, has long observed the importance of this question and addressed it through their Peace Education methodology. For FMS the conflict has blocked children and young people’s ability to imagine and dream the potential that their lives hold. Multi-generational violence has limited the opportunities of Colombians for so long that many have stopped dreaming of a time when their country will be at peace. This can result in children and young people choosing a path of illegality, feeding into rather than working to stop the cycle of violence. For this reason a key step to building sustainable peace in Colombia will be a cultural shift in which people redevelop their identities as individuals and as a society in peace. Dreaming and imagining hold a great power to unlock social transformations for long term change.

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Teaching uMunthu for global peace (Malawi)

Teaching uMunthu for global peace (Malawi)

In this article from 2010, Steve Sharra shares insights from the country’s primary school classrooms into how to define and understand peace from a Malawian perspective. "As I was beginning a seven-month period in 2004 studying prospects for peace education in Malawian classrooms, a friend of mine seemed very surprised at the topic of my study. Why peace education? She asked. Has Malawi been at war lately? I don’t exactly remember how I responded, but the question of peace education in the Malawian school system appears to me to be as relevant today as it was six years ago. And as it was probably since we first developed our own education system at independence in 1964. September 21 is International Day of Peace, and the theme for this year (2010) is ‘Youth for Peace and Development’. Observing this day prompts me to reflect on what I learned those six months I spent in 2004 visiting Malawian classrooms and talking with Malawian primary school teachers and pupils about how we can define and understand peace from a Malawian perspective.

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Central Africa: ICGLR Summit On Formal Peace Education in the Great Lakes Region Concludes in Nairobi

Central Africa: ICGLR Summit On Formal Peace Education in the Great Lakes Region Concludes in Nairobi

The International Conference on the Great Lakes Region concluded a two-day Regional Peace Education Summit, co-organised with Interpeace and UNESCO in Nairobi, Kenya. Delegates at the summit, held from 3-4 March 2016, included officials of Government Ministries responsible for Education, Gender and Youth members of the national parliaments and provincial governments, and practitioners from Burundi, the DRC, Rwanda and Uganda, as well as technical experts in peacebuilding and peace education from Interpeace and UNESCO. The summit revealed that peace education efforts already existed in all the three countries, albeit at varying levels of implementation. Among some of the challenges discussed was the need to develop comprehensive peace education frameworks and to foster a pedagogy that would create harmony in the understanding of integration of peace education in the three countries.

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We Can’t Solve Climate Change Without Teaching It—Why More Classes Are Heading Outside

We Can’t Solve Climate Change Without Teaching It—Why More Classes Are Heading Outside

(Kate Stringer, Yes! Magazine) While climate change awareness has improved over the past two decades, U.S. middle- and high-school classrooms spend an average of only one to two hours per school year covering it, according to a survey of science teachers published in the February 2016 issue of Science. And misinformation abounds: Thirty percent of teachers say climate change is likely caused by natural events; twelve percent don’t emphasize a human cause. A handful of schools across the United States are finding place-based learning creates a valuable connection between students’ local environment and their education, especially during this time of rapid climate change.

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Socialism, Popular Education, and the Fight Against Racism in the Soviet Union

Socialism, Popular Education, and the Fight Against Racism in the Soviet Union

Derek R. Ford, in this article for The Hampton Institute, demonstrates that the history of socialist struggle provides us with inspiring and effective examples of how we can fight against oppression. In particular, he gives two examples of the way that the Soviet Union mobilized popular education to confront racism.

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New agreement to measure global citizenship and sustainable development education

UNESCO and the International Association for the Evaluation of Educational Achievement (IEA) have established an official agreement to collaborate in the area of measuring Global Citizenship Education (GCED) and Education for Sustainable Development (ESD). The UNESCO – IEA collaboration will focus on measuring Target 4.7 of the 2030 Education Agenda which includes GCED and ESD, the aim of which is to “…ensure all learners acquire knowledge and skills needed to promote sustainable development, including among others through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship, and appreciation of cultural diversity and of culture’s contribution to sustainable development.”

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In jungle camps, Colombia rebels take peace lessons

In jungle camps, Colombia rebels take peace lessons

In their secret jungle camps, Colombia's Marxist rebels used to learn how to fight. Now their leaders are trying to teach them how not to. They still carry the rifles and machetes they have used for half a century in their war against the Colombian government. But now troops of the Revolutionary Armed Forces of Colombia (FARC) are sitting down for classes on how life will be once they lay down their weapons.
Thousands of miles away at talks hosted by Cuba, their commanders are negotiating a peace accord they hope to sign with Bogota in March. Meanwhile, here in the jungle, FARC soldier Tomas, 37, is acting as an instructor, explaining to his fellow recruits what is at stake.

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Refugees as Contributors to Peace

Refugees as Contributors to Peace

Refugees have only too frequently been viewed as passive recipients of outcomes that are negotiated in distant arenas of power. They have throughout history only rarely been consulted or represented in peace processes, and peace-building initiatives have often marginalized them. Disregarding refugees’ interests may be outright destructive to peace processes – where opportunities for political participation are not guaranteed, refugees in exile risk becoming detrimentally politicized or militarized. Peace education programs for refugees in exile could enhance prospects of reconciliation and conflict resolution upon return. For example, returnees will be better equipped to reconcile with former community members and mediate conflicts during fragile post-conflict and reintegration processes. Indeed, on several occasions, UNHCR’s Executive Committee has emphasized education for peace and the promotion of a culture of peace.

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Centre for Peace Building and Reconciliation in Sri Lanka, to receive the Niwano Peace Prize

Centre for Peace Building and Reconciliation in Sri Lanka, to receive the Niwano Peace Prize

The Centre for Peace Building and Reconciliation was founded in 2002 by Dishani Jayaweera and Jayantha Seneviratne, who are also life partners and Sinhala Buddhists by birth. The CPBR is a non-profit organization promoting peacebuilding, peace-making and non-violent conflict transformation. It supports personal and societal transformation within and between ethnic, religious, linguistic and regional communities in Sri Lanka, working at all the grassroots, local and national levels. To achieve goals of national reconciliation, the CPBR focuses those considered to hold the greatest influence and promise for transformation: religious leaders, women, and young people.

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New Haven Peaces Out. A Bit (CT, USA)

New Haven Peaces Out. A Bit (CT, USA)

The public schools “restorative justice” plan and the resettling of refugees in town strengthened New Haven, Connecticut's “culture of peace” this past year, according to a new report. Compiled by the New Haven Peace Commission, the third annual report — “The State of the Culture of Peace in New Haven” — incorporates anonymous statements from 15 local activists on the ways that the city is improving or stagnating in eight different categories. The conclusion: New Haven is moving toward peace. But slowly.

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Peacebuilding as a Means to Civic Engagement (USA)

Peacebuilding as a Means to Civic Engagement (USA)

(David J Smith) The College of the Canyons (COC) recently launched a civic engagement initiative. Increasingly it is recognized the important role that colleges can play in providing opportunities for students to participate in democratic processes and community activities. COC has taken a meaningful step forward in establishing a center to take on this effort. I was recently invited to visit to speak with students, faculty, and staff about the peacebuilding/civic engagement connection, and approaches that might be taken by COC to advance looking at conflict and peace issues. My objective was to provide the college with an understanding of how peacebuilding related education and activities could be a strategy for advancing civic engagement.

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Education in Pakistan and a Play for Peace Moment

Education in Pakistan and a Play for Peace Moment

Pakistan’s education system is in dire need of help. The country’s literacy rate stands at 58 percent. There is also the issue of violence against the education system. Militants continue to attack schools. But there are glimmers of hope. A recent article reported that Pakistani women want to give rural girls an education and these efforts are being funded by a number of charities. Another organization that is helping the push for more education is Starfish Pakistan, whose mandate is to support schools and homes for disadvantaged children in Pakistan. The organization is a Play for Peace partner and they recently held a training session for local teachers on how to use games for inclusion and compassion. Take a look at our photo gallery of the event and the laughter being shared by all.

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Engaging your Campus in Elections: Seven Key Ways to Act

Engaging your Campus in Elections: Seven Key Ways to Act

Campus Election Engagement Project has taken the mystery out of getting your nonpartisan campus engagement efforts started with their easy-to-follow and newly updated "Seven Key Ways to Act." This roadmap to fully engaging your campus includes contributions from organizers and campus leaders in every state they've worked with since 2008 and has 250+ successful approaches to help you.

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Action Alerts

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Goi Peace Foundation: International Essay Contest for Young People

Goi Peace Foundation: International Essay Contest for Young People

This annual essay contest of the Goi Peace Foundation, an activity of the UNESCO Global Action Programme on Education for Sustainable Development, is organized in an effort to harness the energy, imagination and initiative of the world's youth in promoting a culture of peace and sustainable development. It also aims to inspire society to learn from the young minds and to think about how each of us can make a difference in the world. The 2016 theme is "Education to Build a Better Future for All." We live in a world with many complex problems, both local and global. What kind of education and learning would help us address these challenges and create a sustainable world and a better life for all? Essays are due June 15.

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Resources

(Curricula, Research, Policy)

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Gandhi and Freire on Campus: Theory and Practice in Tertiary Peace Studies Programs

Gandhi and Freire on Campus: Theory and Practice in Tertiary Peace Studies Programs

(Peace Education Miniprints No. 76) There are a variety of theoretical and ideological/philosophical approaches to peace. However, how to develop a course that is theory-based, and to compare different theoretical orientations, has not been explored a great deal. Taking up that challenge, this paper looks at two instructors who have been responsible for a peace studies program. The ideas that inspired each educator are presented. Paulo Freire and Mahatma Gandhi, whose work for justice and social change, are featured. This paper finds that a dialogue that develops the ideas, key concepts, analyses, and actions of Gandhi and Freire (within contemporary settings, and with appropriate learning processes) provides a basis for a peace studies or peace education program.

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Lifting All Children Up - National Education Policy Center (NEPC)

Lifting All Children Up - National Education Policy Center (NEPC)

What will it take to ensure that all children have an opportunity to learn and to thrive, regardless of their background or which school they attend? Horace Mann famously positioned public education as the “balance wheel” of society: able to raise all people up regardless of their background and give them an equal opportunity to succeed. School-centric reforms start to flesh out what exactly we would need to do to see Mann’s vision come true. Systemic reforms offer solutions that cut closer to the true root of the problems so many children face, dispensing with the need for such a balance wheel. The reforms listed in this infographic are drawn from policy recommendations in an National Education Policy Center brief authored by Jennifer King Rice.

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Lingering Colonialities as Blockades to Peace Education: School Violence in Trinidad

Based on research in Trinidad, Hakim Mohandas Amani Williams argues that ‘school’ violence is reduced to ‘youth’ violence, and that the predominating discourse about what constitutes school violence itself, and its drivers/‘causes’, takes on a limiting and individualizing nature. As a result, the principal interventions that emanate from such a discourse are correspondingly narrow and therefore fail to reveal the structural violence in which youth violence in schools is embedded. William's posits this discursive violence as a lingering coloniality, which is a blockade to sustainable peace education in Trinidad’s schools.

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Blacked Out History Rebellion Curriculum Toolkit by Dream Defenders

Blacked Out History Rebellion Curriculum Toolkit by Dream Defenders

In February and March, Dream Defenders, an uprising of communities in struggle, shifting culture through transformational organizing, engaged their base through a cultural art education project that focused on revolutionary organizations from around the world and highlighted their elements of rebellion. As a result, they produced the "Blacked Out History Rebellion Curriculum Toolkit" to distribute to teachers and students to give them the opportunity to learn about these rebellions and have the political analysis necessary to take on structural issues impacting their communities.

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Review of Peace Education Activities in Pakistan

This research paper by Rameez Ahmed Sheikh focuses and illustrates the nature of peace education in Pakistan in the context of a culture of peace. The informative aspects of the paper analyses and evaluates peace education in Pakistan and in an international context. The discussion about peace education in Pakistan needs more attention of promoters regarding peace activities. The paper also engaged in an examination of principles, ideals, and actual practice behind peace education.

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"Teach Peace" resources offered by Division 48: Peace Psychology of the American Psychological Association

The APA Division 48 Peace Psychology website now has a section “Teach Peace.” The Peace Education Working Group of the Society for the Study of Peace, Conflict, and Violence has compiled these resources to facilitate the teaching of peace psychology. The materials are organized under the three headings: Peace Courses, Presentations, and Resources For Teaching.

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The 12 Questions Every Climate Activist Hears and What to Say

The 12 Questions Every Climate Activist Hears and What to Say

The Climate Reality Project has created a free e-book, "The 12 Questions Every Climate Activist Hears and What to Say," to detail the most common misconceptions and arguments against the reality of man-made climate change – and simple ways to explain why they’re totally wrong.

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Youth Impact for Peace: Monitoring, Evaluation and Learning in Six European Youth Organisations

Youth Impact for Peace: Monitoring, Evaluation and Learning in Six European Youth Organisations

UNOY Peacebuilders has released the report "Youth Impact for Peace: Monitoring, Evaluation and Learning in Six European Youth Organisations." Youth organisations all over the world are faced with on-going challenges in their daily work. One of these challenges is their organisational capacities concerning monitoring, evaluation and learning (MEL) practices. Considering the growing need and interest to improve such organisational capacities UNOY decided to engage in a long term, organisational development project, namely Youth Impact, with the ultimate aim of improving the MEL practices of youth peace organisations. This research report is the result of the first phase of the project.

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Exploring Peace Education in South African Settings

Exploring Peace Education in South African Settings

(Peace Education Miniprints No. 68) This paper provides a synopsis of a research report done by the Youth Project of the Centre for Conflict Resolution (CCR), an autonomous institute with the University of Cape Town. In 1992 the Human Sciences Research Council initiated a cooperative research programme into South African youth and the problems and challenges they face.

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Six principles of Kingian Nonviolence (Parent Power Podcast)

Six principles of Kingian Nonviolence (Parent Power Podcast)

Ever try to talk to your child about Martin Luther King, Jr.? Here’s a quick intro to his vision of nonviolence. Learn about six principles of Kingian nonviolence from 5th grade teacher and Kingian nonviolence trainer, Robin Wildman on this episode of Parent Power Podcast hosted by Stephanie Van Hook of the Metta Center for Nonviolence.

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Learn & Do

(Events & Conferences, Academic Courses, Programs of Study,
Trainings & Workshops, Campaigns, Youth Focused Events)

For a full list of events visit the Global Peace Education Calendar!

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The Armenian Genocide: A Crime Against Humanity

The Armenian Genocide: A Crime Against Humanity

Under the cover of World War I, the government of the Ottoman Empire initiated the slaughter, deportation, and sexual assault of over a million Armenians. In the decades that followed, Raphael Lemkin, a Jewish legal scholar and activist, used his understanding of the treatment of Ottoman Armenians in the  development of the concept of genocide. This webinar, led by Facing …

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Anniversary of MLK's Vietnam speech and assassination

Anniversary of MLK's Vietnam speech and assassination

On this day in 1967 Dr. Martin Luther King Jr. spoke against the war on Vietnam. On this same day in 1968 he was murdered. This is a good day to celebrate his opposition to racism, militarism, and extreme materialism, and to study what happened.

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International Day for Mine Awareness and Assistance in Mine Action

International Day for Mine Awareness and Assistance in Mine Action

On 8 December 2005, the UN General Assembly declared that 4 April of each year shall be observed as the International Day for Mine Awareness and Assistance in Mine Action.It called for continued efforts by States, with the assistance of the United Nations and relevant organizations, to foster the establishment and development of national mine-action capacities in countries where mines and …

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Mahatma Gandhi Summer Institute: Building Peaceful Communities

Mahatma Gandhi Summer Institute: Building Peaceful Communities

Four graduate level Education courses are being offered by the Departments of Secondary and Elementary Education, co-Sponsored with the Mahatma Gandhi Canadian Foundation for World Peace.The purpose of the Summer Institute is to provide students with:A background in theoretical and research work in community buildingAn opportunity to infuse their understandings of community with a Gandhian perspectiveAn opportunity to engage with …

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16th Melaka International Youth Dialogue: ‘Youth for Environmental Sustainability: Our Future, Our Care’

16th Melaka International Youth Dialogue: ‘Youth for Environmental Sustainability: Our Future, Our Care’

We are pleased to inform you that the 16th Melaka International Youth Dialogue with the theme ‘Youth for Environmental Sustainability: Our Future, Our Care’ will be held from 26th to 30th June 2016 in Melaka, Malaysia. This programme is organised by the World Assembly of Youth (WAY) in collaboration with the Melaka State Government, Malaysian Youth Council, Asian Youth Council …

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The Science of Contemplative Practice and the Practice of Contemplative Science

The Science of Contemplative Practice and the Practice of Contemplative Science

An ACMHE webinar with Aaron Godlaski.   How best do we connect the pedagogy of contemplative practices with the scholarship of contemplative studies? Should we treat research and practice as dichotomy, or dialectic? In the interest of coming to a fuller understanding of how this affects the way we conduct ourselves and engage with one another as a community of practitioner-scholars, …

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Transforming Higher Education: Fostering Contemplative Inquiry, Community, and Social Action

Transforming Higher Education: Fostering Contemplative Inquiry, Community, and Social Action

The 8th Annual ACMHE Conference.  October 7 – 9, 2016.  University of Massachusetts Amherst.  Proposals accepted through Monday, May 2, 2016.The ACMHE conference is an annual interdisciplinary forum for sharing scholarship, practices, and research on contemplative methods in higher education, with an emphasis on fostering compassionate social change.The 2016 ACMHE conference will explore questions such as:How do we develop the …

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Women’s Human Rights Education Institute

Women’s Human Rights Education Institute

This unique educational institute brings feminist perspectives and an activist orientation to the inextricably related issues of peace, human rights and life-sustaining development. Participants will gain an understanding of the global economic, ecological, legal, cultural and political contexts of this work, as well as of the groundbreaking work that is currently being done and has been done over decades by …

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Darbari S. Seth Foundation Conference on Nonviolence: Giving and Forgiving

Darbari S. Seth Foundation Conference on Nonviolence: Giving and Forgiving

Darbari S. Seth Foundation Conference on NonviolenceGiving and Forgiving November 18-20, 2016Cal Poly Pomona, Bronco Student Center, Ursa Major SuiteCall for ProposalsDeadline: April 30, 2016Ahimsa Center at Cal Poly Pomona (in suburban Los Angeles) invites paper and presentation proposals for its 7th biannual conference on nonviolence: Giving and Forgiving. The deliberations and dialogues at the conference are expected to have …

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Taking Stock and Next Steps: National Summit on Human Rights Education

Taking Stock and Next Steps: National Summit on Human Rights Education

The U.S. HR Network, HRE USA and the UDC David A. Clarke School of Law warmly invite public participation in the first in a series of events to revisit the Stakeholder Report on the Status of Human Rights Education. This consultative report was prepared for the second cycle of the U.S. Universal Periodic Review (UPR) and can be found along …

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Global Learning Conversation: Interdisciplinary Curricular Designs to Address Global Challenges

Who: NAFSA: Association of International EducatorsDate & Time: March 30, 2016 • 3:00 p.m.-4:30 p.m. (EDT)Cost: $129 NAFSA Member; $179 NonmemberRegistration Deadline: March 30, 2016Global learning is an essential goal of education today. Whether through courses, study abroad, or service learning, students need to practice critical analysis of and engagement with complex, interdependent global systems. Faculty members and international educators are developing interdisciplinary approaches to create …

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Global Day of Action on Military Spending (GDAMS)

Global Day of Action on Military Spending (GDAMS)

Given the numerous crises facing the planet – the environment, the economy, epidemics, mass poverty – is this the right priority for the use of public money? We say no: a massive reallocation is needed. There are thousands of organizations and millions of individuals who support this point of view – what is needed is a serious mobilizing effort to …

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International Women's Day

International Women's Day

International Women's Day 2016International Women’s Day is a time to reflect on progress made, to call for change and to celebrate acts of courage and determination by ordinary women who have played an extraordinary role in the history of their countries and communities.The 2016 theme for International Women’s Day is “Planet 50-50 by 2030: Step It Up for Gender Equality”.The …

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Governance and Democratic Practices in War-to-Peace Transitions

Governance and Democratic Practices in War-to-Peace Transitions

Learn how to develop effective strategies for establishing stable institutions and a robust civil society, including how to address the interplay among issues of corruption, accountability, rule of law, elections, political party development, public administration, and economic reconstruction in divided societies.Instructor: Debra Liang-Fenton Guest Speakers: Raymond Gilpin, William O'Neill and Terrence LyonsHow is good governance achieved in states that have …

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Human Rights Education – The Georg Arnhold International Summer School 2016

Human Rights Education – The Georg Arnhold International Summer School 2016

The Georg Eckert Institute and Teachers College of Columbia University are pleased to announce the third Georg Arnhold International Summer School, which will critically explore theories and practices of human rights education (HRE) at the secondary school level. “Human Rights Education in Secondary School Settings: Theories, Practices, and Teacher Training.” The invitation to the Summer School is extended primarily to …

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WYSE International Learning Programme 2016

WYSE International Learning Programme 2016

This program will bring together 30 emerging leaders aged 18‐35yrs from across the world for an intensive, challenging and rewarding 12 days of leadership training to support you to make an even bigger impact in your communities. We invite applications from individuals with a strong interest in active global citizenship who have a vision of a fairer, more sustainable and peaceful …

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Global Youth Rising Peace Summer Camp

Global Youth Rising Peace Summer Camp

Global Youth Rising Peace Summer CampAre you a youth activist or peacebuilder who wants to enhance your knowledge and skills, attend excellent training workshops, develop the skills to improve your well-being, and make strong connections with other youth working for positive social change from around the world?The Global Youth Rising summer camp 2016 is an exciting space in the peaceful …

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Sustaining Peace: A New Vision of Women, Peace and Security

Sustaining Peace: A New Vision of Women, Peace and Security

Sustaining Peace: A New Vision of Women, Peace and SecurityMarch 24, 2016 | Doors open @ 5:30pm | FreeRegistration is now open!Please register for a ticket to the event. While we fully intend to accommodate everyone who registers, registration does not guarantee you a seat. Space at all event will be first come first seated for all registered attendees. RSVP here.Sustaining …

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Middle East Nonviolent Communication Learning, Transformation, and Action Forum

Middle East NVC and EcoME are proud to announce the new intensive NVC learning and sharing program for March 2016. This year's program offers a variety of options to build capacity, engage across divisions, and take action for participants with different language abilities, availability, interest, and experience. Please visit the EcoME website for the schedule and more information.

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Knowledge

(Publications & Book Reviews)

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13 Children’s Books That Encourage Kindness Towards Others

13 Children’s Books That Encourage Kindness Towards Others

Kindness is one of the most important character traits, but sometimes kids need an extra reminder about the best ways to be kind to others or why kindness matters. These books, compiled on BuzzFeed, provide that reminder in creative and appealing ways. Happy reading!

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Peace Jobs: A Student’s Guide to Starting a Career Working for Peace

Peace Jobs: A Student’s Guide to Starting a Career Working for Peace

This book by David J. Smith is a guide for college students exploring career options who are interested in working to promote peacebuilding and the resolution of conflict. High school students, particularly those starting to consider college and careers, can also benefit from this book. The book speaks directly to the Millennial generation, recognizing that launching a career is a major focus, and that careers in the peace field have not always been easy to identify. As such, the book takes the approach that most any career can be a peacebuilding career provided one is willing to apply creativity and passion to their work.

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Peacebuilding, citizenship, and identity: Empowering conflict and dialogue in multicultural classrooms

Peacebuilding, citizenship, and identity: Empowering conflict and dialogue in multicultural classrooms

This new book by Christina Parker notes that as communities around the world continue to attract international immigrants, schools have become centers for learning how to engage with people’s multiple ethnic and cultural origins. Ethnocultural minority immigrant students carry diverse histories and perspectives—which can serve as resources for critical reflection about social conflicts. These students’ identities need to be included in the curriculum so that diversity and conflictual issues can be openly discussed.

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Jobs & Funding

(Job Postings & Funding Opportunities)

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The Blossom Hill Foundation Fellowship

The Blossom Hill Foundation Fellowship

This year the Blossom Hill Foundation is launching a fellowship program to fund social entrepreneurs with bold ideas for breaking the cycle of violence that so often plagues youth in the Middle East. With this initiative, we are excited to support a new generation of emerging leaders who want to implement innovative solutions within and/or for the advancement of their own war-affected communities. Our vision is for these solutions to be generated and spearheaded by those who understand the situation the best – the young women and men who understand the multi-generational impact of war and are committed to creating a bright future.

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Little Friends for Peace seeks Associate Director

Little Friends for Peace seeks Associate Director

Founded in 1980, Little Friends for Peace (LFFP) is a nonprofit organization that empowers children and adults to solve problems nonviolently, build relationships through compassion and empathy, and create a culture of peace in the Washington DC area and beyond. The Associate Director will share strategic and operational responsibility for LFFP's staff, programs, mission execution, and expansion and will develop deep knowledge of the peace education field.

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Restorative Justice Coordinator - New York City

Partnership with Children works with public schools in New York City’s highest-need communities to provide critical social and emotional supports for the hardest-to-reach youth and to systematically build schools that are safe, successful and conducive to learning. The Restorative Justice Coordinator will work collaboratively to build skills and commitment for the implementation of a restorative justice program in a NYC school.

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