Human Rights Learning as Peace Education:
Reflections from the 2009 International Institute on Peace Education
Tony Jenkins
Global Coordinator, International Institute on Peace Education
Education Director, National Peace Academy
A little more than a month ago 65 educators from 28 different countries gathered in Budapest, Hungary as a community of learners to engage in a collective inquiry into the roles that human rights learning and peace education might play in transforming a world riddled by severe economic disparity and citizen apathy and disenfranchisement. These 65 educators were co-learners in the 2009 International Institute on Peace Education (IIPE) that was co-organized by the IIPE secretariat and the Foundation for Human Rights and Peace Education with the support and sponsorship of UNESCO, the Biosophical Institute and the Center for Nonviolence and Democratic Education of the University of Toledo, Ohio.
The 2009 IIPE pursued the theme of “Human Rights Learning as Peace Education: Pursuing Democracy in a Time of Crisis.” Human rights learning, as facilitated by peace educators is critical, participatory and learner centered. It is intended to prepare learners to work toward the transformation of the existing order of violence and injustice into a world social system based upon the principle of universal human dignity. This principle of human dignity underlies all human rights concepts and norms and is at the core of human rights learning. Betty Reardon describes human rights learning as rooted in modes of critical thinking and self reflection that are necessary for internalizing the essential principles of human rights, enabling individuals and communities to become agents of change.
This critical thinking Betty Reardon points out is also essential to participatory democracy. “Strong democracy” (Barber) is based upon a positive conception of liberty dependent upon self-determination, equality, deliberation and direct participation in the political decisions that affect our personal and social lives (Snauwaert). The realization of human rights can be seen as the necessary conditions and core values of participatory democracy and positive peace. Educating for critical thinking and democracy includes questioning policy that deprives or denies any individual or group of any of their fundamental human rights. Such inquiry is a key process of peace education pedagogy.
The world is now seized by multiple, complex economic and political crises. Many of the policies and political decisions that have contributed to these crises have been justified as furthering “democracy.” The global economic crisis can be attributed in large part to the decisions and behaviors of a minority of the human family who control the world’s resources and act in short-term self-interest at the expense of the majority and the biosphere. The political crises stem from similar origins, the policies and strategies of those who wield state power without regard to universal human rights
In addressing the social, political and economic imbalances, participants of the 2009 IIPE contributed more than 50 workshops and plenary presentations to the program that helped to identify and assess the social, political and educational structures that pose impediments to the realization of human rights and a culture of peace. Links between economic and political crises at the local, state, regional and global levels were drawn out and several methods to address them through education were explored. Various sessions allowed participants to consider how they could apply these ideas locally, nationally and regionally. At the conclusion of the IIPE, participants committed to individual goals and plans of action to promote ideas and concepts gleaned at the institute in their respective work, community and professional spheres.
One of the news articles featured below (“Blog from the International Institute on Peace Education”) is a blog post from Mary Lee Morrison, one of the 2009 IIPE participants. In her blog she notes that “the philosophy of IIPE is that there are no so-called ‘experts’ needed from outside, that the learning can come within our community.” The type of learning community that Mary Lee describes can flourish when people are committed to learning with and from one another while practicing and honing capacities of deep listening, patience, humility, empathy and understanding. When each participant embraces the experiences, knowledge and questions that others bring as equally relevant, a learning space is nurtured that assures the dignity of all. This is at the heart of the IIPE pedagogy and the central principle shared by many of the educational interventions proposed by the 2009 participants.
During the year of the 60th anniversary of the Universal Declaration of Human Rights and the United Nations International Year of Human Rights Learning, it is fitting that the IIPE explored the framework of Human Rights as an ethical vision for just and democratic global and local societies. Human rights learning as peace education offers a pedagogy for an education toward the realization of essential rights, responsibilities, duties and obligations of an informed and engaged democracy.
Tony Jenkins
Global Coordinator, International Institute on Peace Education
Education Director, National Peace Academy
References:
News
(Mary Lee Morrison) The International Institute on Peace Education (IIPE) is an intentional gathering of about 60 peace educators from around the world, held each year at a different site, who build community while learning from shared experiences, putting into practice the pedagogy of peace. The gathering is kept intentionally small so that community building can take place and real relationships nurtured. The philosophy of IIPE is that there are no so-called “experts” needed from outside, that the learning can come within our community. So we may see certain folks speaking during one of the plenaries, participating in a workshop and a reflection group, and taking part in a hilarious skit at Cultural Night. IIPE combines fun and laughter with serious purpose.
The National Peace Academy is in the process of opening a headquarters office at Case Western Reserve University, has initiated a Community-based Institute on Peace Education (CIPE) in Cleveland, and is planning a 2010 Summer Peacebuilding Institute at Wilmington College in Ohio. CIPE Cleveland was initiated on August 12, 2009 when a gathering of a multi-stakeholder group representing government, business, and civil society and together launched a Community Inquiry for a Safe, Healthy, and Sustainable Cleveland. Applying the NPA CIPE process model, aligned with the Partnerships for Success program already active in Ohio, the intention is to facilitate a rich sharing from a diverse multi-stakeholder group leading toward the development of an ongoing learning community for inquiring into what is possible and wanting to emerge in Cleveland.
For five years, the International Center for Religion & Diplomacy (ICRD) has been running the Pakistan Madrasa Project. Instead of heeding calls to marginalize madrasas, ICRD has sought to identify, accentuate and enhance the positive roles they can play in peace-building and conflict resolution. The programme’s participatory training workshops have tapped into existing support and resources for human rights, religious tolerance, critical thinking, conflict resolution and the inclusion of social and scientific disciplines into curricula. Some graduates of the program have initiated their own training programmes on peace education and religious tolerance.
(CNSNews.com) – Because the United States plays an important role in foreign affairs, international humanitarian law should be taught in public schools to ensure that Americans “continue to understand and observe the limits of armed conflict,” the American Red Cross says. According to the Red Cross Web site, “Students learn that there are no easy answers in war and that armed conflict inevitably raises serious dilemmas and trade-offs.” It adds that the program will help students become “more civically engaged and stewards of conflict resolution.”
(ANGELO G. GARCIA - July 12, 2009) Department of Education Region 10 division director Estrella Babano urged participants of the 5th Mindanao Educators Congress to help create a culture of peace in the wake of the recent bombings that hit the area. The peace advocate pushed for Mindanao educators to be good examples to children to create a culture of peace in this conflicted part of the country because according to her, education is the start for peaceful development.
(Opinion Article, Daily Mirror) At this historic moment in Sri Lanka, it is relevant to remember that Sri Lanka has from ancient times been an outstanding centre from which messages of harmony, justice and sustainable development have radiated through and illuminated the entire region. References to this abound in world literature, of which the quotation cited is just one. Not without reason did Sri Lanka acquire the image of being a dhamma deepa – an island identified with the practice and teachings of peace. We need now to reconnect ourselves with our rich and many-faceted inheritance of religious harmony, peace education, philosophy, art, architecture, sustainable development and international relations which were outstanding by any standards.
The Union Minister for Human Resource Development, Shri Kapil Sibal met with the Director General of UNESCO, Mr. Koichiro Matsuura and impressed upon him India’s keenness for establishing the Mahatma Gandhi Institute for Peace Education and Sustainable Development. During the meeting in Paris, Shri Sibal said that this proposed Category-I UNESCO institute is proposed to be set up as a symbol of the rich heritage and values of peace and diversity that India stands for. He also pointed out that as this would be the first Category-I Institute of UNESCO to be established in the Asia Pacific region, the Permanent Representatives of India to UNESCO had already started extensive consultations with the member States of the Asia Pacific region.
Youth who gathered at the Armitage Senior Secondary School, janjangbureh, The Gambia, for the Third International Youth Summer School on Peace are lobbying for the speedy implementation of an African Youth Charter that calls for NGOs to implement peace education.
(Mainlehwon Ebenezer Vonhm) For the past few months, I have been engaged with conducting a baseline survey in several schools. I was trying to learn about the causes of conflict and the levels of violence on campus. Preliminary results from the survey shows that students lack the basic skills needed to sense the symptoms of conflict and the investigative skills needed to resolve these conflicts peacefully among their peers. As a result, the Center for Peace Education has organized 3 different intensive workshops all running concurrently.
Participants from three continents joined forces for a one week "Educating for the 21st Century Conference" in July at the University for Peace (UPEACE) in Costa Rica. They affirmed their commitment to building a more humane and democratic world by incorporating a vision of peace and justice into their professional and personal lives. To learn more about the conference and its activities visit the website.
Peaceful Schools International is a non-profit, charitable organization providing support to schools that have declared a commitment to creating and maintaining a culture of peace, according to peacefulschoolsinternational.org. Students are taught peace education and learn to value each other without aggressive behavior, violence or bullying. Over 300 schools from around the world are members of the organization, founded by Hetty van Gurp in 2001. Peaceful Schools International's member schools promote a community where the teachers, students and community members collaborate in an environment of safety and respect.
Action Alerts
Established by a United Nations resolution in 2007, the International Day of Non-Violence provides an opportunity to create practical acts of non-violence on a shared date. Anyone, anywhere can celebrate Non-Violence Day. It can be as simple as lighting a candle, or just sitting in silent meditation. Or it can involve getting your family, co-workers, organization, community or government engaged. The impact of millions of people in all parts of the world, coming together for one day of non-violence, is immense. Starting on October 2, a symbolic march of an international team will begin a journey passing through six continents. During the march’s 3-month journey, numerous local events will take place in hundreds of cities around the world to create consciousness of the urgent need for Peace and Nonviolence.
Events & Conferences
Please note that only newly submitted events will contain a full description. All events & conferences that have been previously published in the newsletter will be listed by date with a link to follow for more information.
For more information visit: http://www.ensec2009.boun.edu.tr
For more information visit: http://www.acrnet.org
For more information visit: http://www.educatingworldcitizens.org
For more information visit: http://web2.uconn.edu/hri/conferences/2009.php
For more information visit: http://www.gandhikingconference.org/about.html
Call for Proposals: Toward a Peaceful World: Historical Approaches to Creating Cultures of Peace – Winthrop University – October 29-30, 2009
For more information contact: conference co-chairs, E. Timothy Smith (esmith@mail.barry.edu ), and Virginia S. Williams (williamsv@winthrop.edu )
For more information visit: http://www.internationalpeaceandconflict.org/xn/detail/780588:Event:120077
This retreat will offer instruction in a variety of contemplative practices, including contemplative methods that can be adapted for the classroom. The practices will cultivate capacities central to teaching and learning: focused attention, kindness and compassion, and contemplative inquiry. The retreat is designed to appeal to participants with a wide range of experience in contemplative practice.
For more information visit: http://www.lemoyne.edu/CurrentStudents/tabid/500/Default.aspx
The 21st Annual Peace Studies Conference, a project of the Central New York Peace Studies Consortium, is calling for paper proposals. The program theme for this year is: Youth, Drugs, Violence, and Gangs: Global, national and local challenges. The deadline for proposals and abstracts is September 20, 2009. Please send proposals for a panel, workshop, or roundtable discussion to Nancy Piscitell at piscitnj@lemoyne.edu
For the 2009 Ikeda Forum we will examine the many connections and resonances found in the naturalistic humanism of John Dewey and the Buddhist humanism of Center founder Daisaku Ikeda. Top Dewey scholars will explore how the philosophies of both Dewey and Ikeda can be used as resources for fostering individual and social change. Expect to encounter diverse perspectives on how the spiritual life relates to the human struggle to build a better world.
The 6th International Conference on Teacher Education and Social Justice: Reframing Race, Gender, and Teacher-Education Policy is calling for proposals. The conference will address the question “What does it mean to prepare teachers to teach toward social justice?” Proposals are due September 15, 2009 and should be sent to: kumashiro@antioppressiveeducation.org.
For more information visit: http://www.foro2010.org/
IPRA has put forth a call for papers for the 2010 conference based on the theme of communication. “Communication: a defining human capability, a human need, a human right. Violence is a failure to communicate. Barriers to communication, including active repression and structural inequities, are all too common forms of violence. Peace is impossible to achieve, even conceive, without communication
For more information visit:http://www.aera.net/
Please note that only newly submitted workshops/trainings will contain a full description. All workshops/trainings that have been previously published in the newsletter will be listed by date with a link to follow for more information.
The United States Institute of Peace Academy for International Conflict Management and Peacebuidling
The United States Institute of Peace Academy for International Conflict Management and Peacebuilding provides hands-on education and training for professional conflict managers. Drawing on USIP's 25 years of leadership in the field, these courses serve the needs of participants from a diverse range of backgrounds. Focusing on practical application of knowledge and skills, the Academy provides participants an opportunity to learn in a shared environment and to draw lessons from each other's experience.
Starting in September, the United States Institute of Peace and the International Center on Nonviolent Conflict are offering a free course on the history and dynamics of nonviolent struggles around the world. The course is timely, pertinent and designed for working professionals working in peace, conflict management, development, human rights, and other international fields. We would like to invite you and your colleagues to apply for an opportunity to be a participant in this seven week course by visiting the website.
The course seeks to engage students, scholars, human rights practitioners, health professionals, advocates, development professionals and members of civil society in a dialogue about the reciprocal interaction between health, human development and human rights, as well as present practical tools stakeholders can use to incorporate a health, development and human rights framework into their work. Applications are being accepted now.
For more information visit: http://hre.netuni.nl/page.php?id=1
For more information visit: http://www.fordifp.net/
For more information visit: http://cubafriends.com/
For more information visit: http://www.patrir.ro/training/
For more information visit: http://www.upeace.org/academic/masters/alp.cfm
A Survey of Civil Society Peace Education Programmes in South Asia
This study, conducted by Anupama Srinivasan of the Education for Peace Initiative of the Prajnya Trust, surveys the engagement of civil society with peace education in South Asia, specifically focusing on initiatives in the classroom. The main objective of the study was to identify the key players engaged in peace education efforts and describe the nature of their interventions, thereby beginning to construct the story of peace education in the region.
Nonviolent Peaceforce Video Documentary
Nonviolent Peaceforce recently posted a video documentary on Nonviolent Peaceforce's global work of reducing armed conflict through nonviolent civilian peacekeeping. Please feel free to share it with colleagues, organisations, and individuals whom you believe may find it of interest.
UNIFEM is developing a new global programming support website which aims at strengthening capacities for evidence-based programming to prevent and respond to violence against women and girls. This site will offer policy-makers and programme implementers a central repository of state-of-the-art, regionally-diverse, distilled programming knowledge, lessons learned, case studies and leading resources. Look for this site in early 2010 and stay updated on UNIFEM projects by visiting the UNIFEM website.
Please note that only new submitted job postings will contain a description. All jobs that have been previously published in the newsletter will be listed with a link for more information.
The Outward Bound Center for Peacebuilding is looking for a full-time Executive Director to direct and lead the development and fundraising efforts, foster critical partnerships, manage operations and administration of organization and oversee the implementation, development and communication of its strategies. To apply, please send a cover letter, resume and salary requirements to Chien Lee, Chairman, Outward Bound Center for Peacebuilding at leechien@pearlinvest.com.
Associate Director – Peace Accords Matrix - Kroc Institute, University of Notre Dame
The Kroc Institute for International Peace Studies at the University of Notre Dame seeks applications for an Associate Director of the Peace Accords Matrix (PAM). Review of applications will begin July 1, 2009, and continue until the position is filled. To apply, please submit a CV, cover letter, writing sample, and three letters of reference to: Associate Director – PAM Search/ Attn.: Barbara Lockwood/ Kroc Institute for International Peace Studies / University of Notre Dame / Notre Dame, IN 46556 U.S.A.
UNIFEM Short-Term Consultants
UNIFEM is hiring three short-term consultants to provide regional research support on the topic of ending violence against women and girls through education. We are looking for three consultants with expertise in the following regions: Asia and the Middle East consultant, Latin America and the Caribbean consultant, and Industrialised Nations and Commonwealth of Independent States (CIS) consultant. To apply for this role please forward a resume with cover letter to Sarah Hendriks: shendriks@plancanada.ca by August 28, 2009. Please reference Regional Research Consultant and the specific region you applying for in the heading of the email.
For more information visit: http://www.usip.org/grants-fellowships/jennings-randolph-senior-fellowship-program
For more information visit: http://www.ineesite.org/index.php/jobs/