This guide is the fruit of collaboration by Search for Common Ground colleagues past and present from around the world. This guide captures insights from years of experience and offers guiding principles for peacebuilders and on-the-ground practitioners as they navigate this important yet high-risk area of work around violent extremism.
Bringing together the voices of leaders and researchers deeply engaged in understanding the politics and possibilities of human rights education as a field of inquiry, Monisha Bajaj’s Human Rights Education shapes our understanding of the practices and processes of the discipline and demonstrates the ways in which it has evolved into a meaningful constellation of scholarship, policy, curricular reform, and pedagogy. Contributions by pioneers in the field, as well as emerging scholars, constitute this foundational textbook.
“Critical Peace Education and Global Citizenship,” a new book by Rita Verma, offers narrative accounts representing multiple ways teacher and learner activists have come to realize possibilities for peace and reconciliation through unofficial curricula.
This short e-book by Sam Crowell introduces how the Earth Charter can be used to create a values-based context for Peace Education and Education for Sustainable Development. It present the basis for an Earth Charter Pedagogy that will be expanded upon in subsequent publications.
Confronting War shares key findings and lessons from the field toward improving the effectiveness of peace practice around the world. This is the Reflecting on Peace Practice (RPP) Project’s inaugural book, and incorporates the findings of several RPP case studies relevant to peace education.
In Factis Pax invites papers for submission on a Special Issue on Peace Building in Post-Conflict Contexts inspired by the ground-breaking developments in Colombia to end the fifty years’ war, and the civil society efforts in peace education and peace building toward transforming society and culture.
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.
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.
“A Global Security System: An Alternative to War,” a publication of World Beyond War, describes the “hardware” of creating a peace system, and the “software” — the values and concepts — necessary to operate a peace system and the means to spread these globally. World Beyond War invites educators to consider “A Global Security System” for class adoption in peace studies programs. Free examination copies are available to faculty upon request.
In Factis Pax is a peer-reviewed online journal of peace education and social justice dedicated to the examination of issues central to the formation of a peaceful society – the prevention of violence, political challenges to peace and democratic societies. Volume 10 Number 1, 2016 is now available.
Transformative Peace Pedagogy: Fostering a Reflective, Critical, and Inclusive Praxis for Peace Studies
This article by Tony Jenkins offers a brief philosophical and pedagogical framework and rationale for transformative peace pedagogy as a preferred approach and philosophy of teaching and learning in peace studies. Transformative peace pedagogy fosters the development of a self-reflective praxis and nurtures a holistic, inclusive relationship between the inner (personal) and outer (political, action oriented) dimensions of peacebuilding. This praxis is the basis for both internal consideration and social and political action that is pursued by peace studies.
This working paper by Paul Darvasi, published by the Mahatma Gandhi Institute of Education for Peace and Sustainable Development / UNESCO, addresses how digital games may be uniquely suited to further the work of peace education and conflict resolution.
“Change: History Learning and Human Rights Education,” a new book by Martin Gap, Felisa Tibbitts, Else Angel, Lea Fenner (Ed.), asks what opportunities offer combinations of human rights education and history learning for the empowerment of learners and for further development of both educational approaches? And what would such a combination look like in educational practice?
Co-hosted by the Centre for Humanitarian Dialogue (HD) and the Royal Norwegian Ministry of Foreign Affairs, the Oslo Forum regularly convenes conflict mediators, peacemakers, high level decision-makers and key peace process actors in a series of informal and discreet retreats. The overarching theme of the 2016 event was ‘Adapting to a new conflict landscape’, reflecting the emergent challenges mediators face in responding to the changing face of conflict.
“Create a Culture of Kindness in Middle School: 48 Character-Building Lessons to Foster Respect and Prevent Bullying” is a new book by Naomi Drew with Christa Tinari. “Create a Culture of Kindness in Middle School” focuses on positive and prosocial attitudes and behaviors that build a respectful and compassionate school environment, while also addressing the tough issues of prejudice, anger, exclusion, and bullying.
This resource guide developed by Craig Zelizer of PCDN provides an introduction to Twitter, discusses the role it can and has played in peacebuilding and social change and offers key resources to begin actively using the platform.
Peace education initiatives have been subject to heated public debate and so far the complexities involved have not been fully understood. This multilayered analysis examines how teachers negotiate ideological, pedagogical and emotional challenges in their attempts to enact a peace education policy. Focusing primarily on the case study of conflict-affected Cyprus, Michalinos Zembylas, Constadina Charalambous and Panayiota Charalambous situate the Cypriot case within wider theoretical and methodological debates in the field and explore the implications of their findings for theory and practice.