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

We wish to remind our readers of our important partnership with the International Institute on Peace Education and their call to address identity-based violence through teach-ins on campuses across the US (and around the world).  The Global Campaign for Peace Education is supporting this effort by sharing resources and reports from teach-ins.  One such resource is a book review by Betty Reardon of Eboo Patel's "Interfaith Leadership: A Primer," which addresses fundamental religious and spiritual beliefs and foundational worldviews as they may pertain to indentity-based violence.  We welcome any materials that can be used as the substance for an engaged dialogue on any form of identity-based violence.  Please read the project overview here. You can find a collection of identity-based violence articles and resources here.  

As always, the March 2017 compendium of the Global Campaign features all the news, events, research and highlights related to peace education programs and developments from around the world that we could find.  If you would like to receive more frequent news in your inbox you can also sign-up for daily, weekly and action alert updates.  Click here to edit your subscription options. 

And once again, our gentle monthly plea: 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

Learning for Inclusive Leadership for Sustainable Peace

Learning for Inclusive Leadership for Sustainable Peace

By Edward J. Brantmeier, Claire M. Gormley, Melissa Gray, Aaron Minnick, John Mirambel, Amelia Morrison, Anne Sherman, Abigail Stevenson, and Bikash Adhikari
James Madison University

Looking at home and abroad, one experiences a rising tide of conflict and tension that permeates our world; societies divided along political and ideological fault lines, massive humanitarian crises, mass global migration, violent extremism, climate change denial and progressive action, environmental degradation and species extinction, and faltering old and fluctuating new economies. In short, these are the challenges of our times--wicked problems without easy solutions. Some of us remain hopeful in the power of peace education to transform individuals and the world. In that spirit, the educators among the readership here may ask the following questions: How do we create deep learning experiences for our students that are rooted in placed-based, experiential learning and also connected to global vision and initiatives? How do we inspire future leaders to dedicate their work toward alleviating violence and suffering and building sustainable peace?

Learning about permaculture and social equity from Tom Benevento outside
a Vine and FiG hoop house.

Course Context

Inspired by past scholarship on critical peace education for sustainability (Brantmeier, 2013), critical pedagogy of place (Grueneweld, 2003), and the Sustainable Self Summit, I (Edward Brantmeier) created and am currently teaching an exploratory course for our Honors College at James Madison University, USA. The course is entitled “Inclusive Leadership for Sustainable Peace.” As part of this learning journey, I want my students, who I view as co-learners in a process of mutual discovery, to be more aware of the how and why of learning, to gain clarity into their career purpose through contemplative exploration, and to clarify their values and approach to leadership. In short, we focus on knowing ourselves, on connecting to global and local sustainable peace leaders and education for sustainable development initiatives, and on figuring out sustainable peace action plans for our future as leaders.

In order to achieve these lofty learning goals, I framed the course with the following foundational course questions:

• What are your core values, philosophy, and approach to leadership?

• How do impactful peace leaders navigate opportunities and barriers to sustainable peace?

• Where is your power to make changes to alleviate violence and suffering in a world in need--to build sustainable peace, community, and happiness?”

Answering these three questions anchors inquiry for our course; these three questions served as both the first writing assignment and will serve as the final exam of the course. Eight weeks into our learning journey, we have created definitions for inclusive leadership and for sustainable peace, explored various global leaders, and are preparing to explore local leaders and organizations, such as Vine and Fig, Project Grows, and Radical Roots Community Farm--all dedicated to sustainable peace. We are exploring our own values and approaches to leadership for sustainable peace by engaging with others who are perhaps further along the path.

Learning about cultural hospitality and being a good neighbor―to all in
need.

Exploring Inclusive Leadership and Sustainable Peace

Unsatisfied with the existing definitions of inclusive leadership, we sought to improve upon the established foundation of knowledge by incorporating fresh perspectives within the context of sustainable peace. As a class, we explored and created our own definitions. Inclusive leadership is creating a collaborative environment in which all concerned parties feel understood and empowered to participate. Here, understood and empower serve to highlight the intrinsically give-and-take nature of the environment. The traditional power dynamic between leaders and followers is transformed to support an atmosphere of humility that pervades interpersonal relations and inspires collective action in order to cultivate sustainable peace. What is sustainable peace then? As a class, we agree that sustainable peace is a state of global relationships where individuals, groups, and societies are enabled to be fully happy and well. A shared curiosity and understanding of diversity works to alleviate suffering by creating nonviolent and fair relations between and within communities of all sizes, the largest being the planetary community. Sustainable peace is both the process and the end goal.

Sawing some wood for experiments in sustainable heating, cooking, and
living.

For the purpose of exploring and comparing global sustainable peace leaders, we completed webquests (internet-based research) on multiple leaders. As a class, we looked at two United States based indigenous leaders, Winona LaDuke of the White Earth tribe and David Archambault II of the Standing Rock Sioux tribe. For each of these non-Western leaders, we examined their values, visions, and approaches to engaging in inclusive leadership for sustainable peace, as well as how they empowered, engaged, and transformed their community. Lastly, we studied the impact of these inclusive leaders and their influence on future generations. In addition to U.S. based indigenous leaders, we explored the lives and work of the following people: Wangari Maathai, a Kenyan activist and Nobel Laureate; Vandana Shiva, an Indian scholar and anti-globalization activists; and Lyonchoen Jigme Y. Thinley, former Prime Minister of Bhutan and co-visionary of gross national happiness initiatives; Thich Nhat Hanh, Vietnamese Zen buddhist monk and scholar; Mahatma Gandhi, Indian architect of satya graha, anti-colonial movement, and Martin Luther King, Jr, famous African-American civil rights leader. What have we learned from comparing global leaders so far?  

During a contemplative classroom activity, we shared the biggest takeaways when comparing and contrasting these leaders through our webquest. Here is a summary of our biggest takeaways regarding the approach of these leaders:  

• Intentional nonviolent action.

• Empowering the people to carry on the message, so that the movement continues for generations.

• Persistence, lifelong dedication to their cause.

• Every action matters.

• No immediate gratification, rather it is a process.

• MLK arc of justice, “The arc of the moral universe is long, but it bends toward justice.”

• Imperfect people. They had/have personal flaws.

• They are normal ordinary people, not archetypes, therefore normal ordinary people like you and me can make change, can become inclusive leaders.

• These people are place-based, rooted in and a part of a culture, a community, and a history. These connections matter.

• A deep spiritual/religious core shapes their values and drives their actions.

As a class, we are nourished by these insights. Sustainable peace leadership requires intentional nonviolent action, guided by core values, placed-based connections, and a long view of the struggle for peace and justice in mind and heart. Do we consider how our present decisions and actions contribute to the well­being of the 7th Generation, as Native American teachings encourage? What would your daily leadership look and feel like if you held the concerns of the health, well­being, and relationships of the 7th generation in mind? We are exploring the answers to perennial, beautiful questions in this course. So far this learning journey has been timely and inspiring--for students and teacher alike.

References:

Brantmeier, E.J. (2013). Toward critical peace education for sustainability. Journal of Peace Education, 10 (3), 242-258.

Gruenewald, D. A. 2003. “The Best of Both Worlds: A Critical Pedagogy of Place.” Educational Researcher 32 (4): 3–12.

Read more.

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News & Views

(News, Opinion, Activity Reports)

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Aegis Peace Education Colloquium concludes with commitment to partnership and best practice

Aegis Peace Education Colloquium concludes with commitment to partnership and best practice

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.

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Day Two Recap: Aegis Peace Education Colloquium, Kigali Genocide Memorial

Day Two Recap: Aegis Peace Education Colloquium, Kigali Genocide Memorial

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.

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Iraqi oud player Naseer Shamma named UNESCO’s Artist for Peace

Iraqi oud player Naseer Shamma named UNESCO’s Artist for Peace

With the new title, Shamma "will support the organisation's work to improve peace education for young people and the preservation of cultural heritage in Iraq and the region".

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Peace Education in the Great Lakes Region: A Discussion Paper

Peace Education in the Great Lakes Region: A Discussion Paper

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.

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Day One Recap: Aegis Peace Education Colloquium, Kigali Genocide Memorial

Day One Recap: Aegis Peace Education Colloquium, Kigali Genocide Memorial

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.

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Peace Education Added to National Curriculum (Rwanda)

Peace Education Added to National Curriculum (Rwanda)

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.

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How can education prevent school violence and bullying based on ethnic discrimination?

How can education prevent school violence and bullying based on ethnic discrimination?

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.

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Palestinian Peace and Conflict Studies Professor Disinvited from Speaking at Friends School

Palestinian Peace and Conflict Studies Professor Disinvited from Speaking at Friends School

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.

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Report of the Youth Workshop: 16th World Summit of Nobel Peace Prize Laureates in Colombia

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.

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Who are They, Anyway? Finally meeting the strangers in our own land

Who are They, Anyway? Finally meeting the strangers in our own land

Libby and Len Traubman, founders of the Beyond War Movement of the 1980s, are inviting people from their community to participate in an open process of respectful communication, beginning with a new quality of listening to one another, to everyone. "We're confident that this local public action to know the 'other' will give voices to the unheard and dignify everyone, especially the listeners."

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Gorbachev Calls on Nobel Peace Prize Winners to Push Nuclear Disarmament Agenda

Gorbachev Calls on Nobel Peace Prize Winners to Push Nuclear Disarmament Agenda

Former USSR President and Nobel Prize Peace winner Mikhail Gorbachev urged other winners to push for nuclear disarmament and demilitarization. He noted that all winners were united by the desire to spread the ideas of peace and a culture of peace among the citizens and especially among young people.

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Let peace begin in our schools (Sri Lanka)

Let peace begin in our schools (Sri Lanka)

In Sri Lanka, with the implementation of major education reforms where every student will have at least 13 years of education, we hope a regular subject would be introduced to teach children about the culture of peace or the power of non-violence and peace.

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Pontifical Council for Interreligious Dialogue and the World Council of Churches draw up document on Education for Peace

Pontifical Council for Interreligious Dialogue and the World Council of Churches draw up document on Education for Peace

Educating for peace is the theme of a proposed joint document to be drawn up by the Pontifical Council for Interreligious Dialogue and the World Council of Churches’ Office of Interreligious Dialogue and Cooperation.

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Teens behind racist graffiti sentenced to visit Holocaust Museum, read books by black and Jewish authors

Teens behind racist graffiti sentenced to visit Holocaust Museum, read books by black and Jewish authors

Five boys spray-painted a historic black school in Ashburn, Va., with swastikas, “WHITE POWER” and vulgar images. Deputy Commonwealth’s Attorney Alex Rueda prepared an unusual sentence recommendation meant to educate them on the meaning of hate speech in the hope that they come to understand the effect their behavior had on the community. The boys have been sentenced to read books from a list that includes works by prominent black, Jewish and Afghan authors, write a research paper on hate speech, go to the U.S. Holocaust Memorial Museum and listen to an interview with a former student of the Ashburn Colored School, which they defaced.

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Action Alerts

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Resources

(Curricula, Research, Policy)

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Nepal: Lessons from integrating peace, human rights, and civic education into social studies curricula and textbooks

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.

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Hate groups increase for second consecutive year as Trump electrifies radical right

Hate groups increase for second consecutive year as Trump electrifies radical right

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.

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Teaching Against Trumpism: A Radical Teacher Resource List

Teaching Against Trumpism: A Radical Teacher Resource List

Radical Teacher has compiled a resource list for teaching about the conditions that gave rise to the 2016 election of Trump and inquiries and tools for resistance.

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The Season for Nonviolence for Educators

The Season for Nonviolence for Educators

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.

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Global Guidance on Addressing School-Related Gender-Based Violence

Global Guidance on Addressing School-Related Gender-Based Violence

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.

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The Underdeveloped Transformative Potential of Human Rights Education: English Primary Education as a Case Study

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.

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Rethinking General and Complete Disarmament in the Twenty-first Century

Rethinking General and Complete Disarmament in the Twenty-first Century

This publication’s authors, who include some of the world’s leading scholars, diplomats and activists on the topic, examine historic, strategic, humanitarian and economic aspects of general and complete disarmament to elaborate and elevate the case for prohibiting conventional weapons systems as well as nuclear weapons.

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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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Women in Peacebuilding: Enhancing Skills & Practices

Women in Peacebuilding: Enhancing Skills & Practices

Are you interested in promoting women as peace leaders in your country?  International Training Institute (ITI) is an extraordinary opportunity to increase your restorative practices, mediation, trauma-informed conflict resolution, leadership, and group facilitation skills to advance your field work. It welcomes you to a community of women peacebuilders from the Andes Region and around the world, while connecting you to MBBI …

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2017 Bologna Symposium on Conflict Prevention, Resolution, and Reconciliation

2017 Bologna Symposium on Conflict Prevention, Resolution, and Reconciliation

Description: In cooperation with Johns Hopkins University Paul H. Nitze School of Advanced International Studies (SAIS), the 2017 Bologna Symposium will bring together the globe’s brightest young minds from top graduate institutions, international organizations, grassroots peace movements, and the armed services. Be one of them. Over a three-week period, you will undergo intensive training by the field’s premier political leaders, …

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Higher Education In Emergencies & Crises, Summer School, University Of Geneva

Higher Education In Emergencies & Crises, Summer School, University Of Geneva

Today the average conflict lasts 10 years, and families remain in internally displaced person (IDP) camps for an average of 17 years. While humanitarian programming often focuses on life-saving activities, the failure to prioritize education in general – and higher education in particular – leaves entire generations uneducated, developmentally disadvantaged, and unprepared to contribute to their society’s recovery. The HEiE …

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Education for Culture of Peace: Sharing Best Practices

Education for Culture of Peace: Sharing Best Practices

As part of the project Education for a Culture of Peace as a Vehicle for Reconciliation in Cyprus,  Education for a Culture of Peace is organising an International Conference entitled “Education for Culture of Peace: Sharing Best Practices” on 24th and 25th February 2017 at Fulbright Center in Ledra Palace Buffer Zone in Nicosia. On 24th of February, Friday from …

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A Radical Peace Education: Responding to the Structural Violence of Schooling

A Radical Peace Education: Responding to the Structural Violence of Schooling

This presentation ("Olio") by Hakim Mohandas Amani Williams will make a distinction between schooling and education. Schooling dumbs us down and education ignites fiery passions. This class will trace the rise of mass schooling, which was a means for society to re-shape itself, and a tool for the marginalized and uneducated to access the formerly inaccessible and discuss why mass schooling calcified into …

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World Day of Social Justice

World Day of Social Justice

The UN General Assembly proclaimed 20 February as World Day of Social Justice in 2007, inviting Member States to devote the day to promoting national activities in accordance with the objectives and goals of the World Summit for Social Development and the twenty-fourth session of the General Assembly. Observance of World Day of Social Justice should support efforts of the …

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9th Annual Summer Institute for Faculty in Peace Studies Program Development

9th Annual Summer Institute for Faculty in Peace Studies Program Development

The University of Notre Dame's Kroc Institute for International Peace Studies and the United States Institute of Peace (USIP) invite you and your team to apply for the 9th Annual Summer Institute for Faculty in Peace Studies Program Development, June 19 – 23, 2017. The Summer Institute brings together teams of academics who want to launch peace studies programs at their …

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Supporting People’s Actions to Empower Women at the Margins

Supporting People’s Actions to Empower Women at the Margins

Pasos Peace Museum and the International Institute on Peace Education invite you to join in a participatory, action-planning program to build solidarity with women’s movements to claim rights proclaimed by the world community in international human rights instruments, yet denied or ignored by national governments. Among the relevant rights instruments are: UNSCR 1325 on Women, Peace and Security; the Convention …

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The International Symposium on Strengthening Peace through Education

The International Symposium on Strengthening Peace through Education

We welcome you to join us in Nagasaki, Japan for the International Symposium on Strengthening Peace through Education from August 9-11, 2017. This event will coincide with the 72nd Nagasaki Peace Memorial and Remembrance Ceremony. Symposium participants will also have an opportunity to visit Nagasaki Peace Park and Glover House & Garden – both have been nominated as UNESCO World …

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Knowledge

(Publications & Book Reviews)

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Book review - "Interfaith leadership: a primer" by Eboo Patel

Book review - "Interfaith leadership: a primer" by Eboo Patel

In this book review, Betty Reardon suggests that Eboo Patel's "Interfaith leadership: a primer" is an invaluable resource for peace education. In this manual on the development of interfaith leadership, Patel provides a model for the construction of learning programs intended to develop fundamental knowledge and practical skills of peacemaking in this society and with adaptations to the global level, providing all the components of the design and implementation of a peacelearning curriculum.

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Book review: Encyclopedia of peace education

Book review: Encyclopedia of 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.

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Jobs & Funding

(Job Postings & Funding Opportunities)

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Program Manager, After School Kids (ASK) Program – Center for Social Justice Research, Teaching & Service (Georgetown University)

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.

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Rotary Peace Fellowship - call for applications

Rotary Peace Fellowship - call for applications

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.

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Lebanese CSO Seeks Peace Education Coordinator

Lebanese CSO Seeks Peace Education Coordinator

Basmeh and Zeitooneh started as a group of volunteers dedicated to serving Syrian refugees in Lebanon. The project coordinator will play a critical role in supervising a team working in Peace education within a larger team. Application deadline: February 7.

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