GCPE

Issue #68 November-December 2009

2009: Headlines of Hope and Inspiration for Peace Education

peacewreathDear friends & Colleagues of the Global Campaign for Peace Education,
 
Greetings of peace and solidarity!  As this holiday season and New Year draws near I find myself reflecting upon the blessings of peace bestowed upon me.   Sometimes these blessing aren’t so easy to see. This morning, for example, I found myself frustrated trying to accomplish a flurry of year end tasks and reports. To get through the mountain of work I sought out some inspiration by taking a few moments to review the headlines from the 2009 issues of Global Campaign for Peace Education newsletter. Here is sampling of the encouraging headlines that I found:
 
► African Ministers of Education Commit to Peace Education
► Costa Rica Creates Department of Peace
► Hawaiian State Representative Calls for Peace Education
► Peace Education Part of Drive to Restore Peace to Orissa State in India
► The Royal Family of Saudi Arabia Partners with ICL Students in Peace Education Program
► Search for Common Ground Initiates Peace Education in Lebanon
► Gambian Youth Lobby for Peace Education
► India Proposes First Peace University in South Asia
► Vision for Dept of Peace in Canada includes Office of Peace Education and Training
► Peace education Introduced in Schools in Indonesia
► University of Ghana approves Degree programme in Adult Education with an optional concentration in Peace Education
► Teaching peace to child soldiers in Sierra Leone
 
In the focus of my day to day work I often lose track of the bigger picture that brings us all together. This short list of headlines reveals the growing acceptance and ever increasing need and desire for peace education at the highest levels of government and society. These are successes to be celebrated by all the members and contributors to the Global Campaign for Peace Education.   Although we may not have directly participated in any of these activities, our collective daily devotions to transform violence through peace education have helped breathe life into these great possibilities. 
 
There are so many wonderful things happening in peace education at the moment that this year end newsletter is once again too big to send in one email. In Part I of this two part November-December issue, you will find articles reporting News & Highlights, Reports from the Field, Action Alerts, Events and Conferences, and Workshops and Trainings.   You will receive Part II in your inbox in the next few days. Part II features an introduction by David Adams, retired Director of the UNESCO culture of peace initiatives. It will also include a tremendous year end listing of peace education Publications and Resources and Jobs & Funding Opportunities. 
 
I also want to take this opportunity to inform you of some new additions to the GCPE website. Entirely developed by volunteers, the site is a steady work in progress and I am quite excited about the new features. To make it easier to contribute to the monthly newsletter we have developed an online submission form so you can contribute your stories, reports and conference listings in the proper format directly to our newsletter editor. We have also developed a global calendar of peace education related events and trainings. All of the events featured in our newsletter are now automatically included on the global calendar. The GCPE has also established an online forum where Campaign members can directly post questions, develop blogs, and in other ways connect. The GCPE forum is hosted on the "Peace and Collaborative Development Network," a free professional networking site with over 10,000 members from around the world. Finally, we have launched a GCPE group page on Facebook that already has 489 members in its first month! If you have a Facebook account we encourage you to join the group today.  
 
These technological innovations are wonderful, but they pale in comparison to our most important human addition of Oliver Rizzi Carlson as the new volunteer editor of the newsletter! Oliver is a recent graduate of the University for Peace MA Programme in Peace Education. He brings new energy, thoughtful wisdom, and tireless compassion and passion to the GCPE. With the addition of Oliver the newsletter will return to a regular monthly publication schedule with new issues arriving to your inbox the first of each month. 
 
It is my great pleasure to thank all of the members of the Global Campaign personally for the contributions each has made to peace education in 2009. I wish you the very best for a joyful and peaceful 2010.
 
Sincerely,
Tony
 
Tony Jenkins
Coordinator, Global Campaign for Peace Education
Education Director, National Peace Academy
 
December 18, 2009

A new generation requests your contribution to the culture of peace report


cofpThe end of the United Nations International Decade for a Culture of Peace and Non-Violence for the Children of the World (2001-2010) will not be the end of the need to cultivate a culture of peace.  I am sure that all of you in the community of the Global Campaign for Peace Education would agree to the contrary, that a culture of peace is needed more than ever.  And certainly there is an important role for peace education in this, especially since it is the coming generations that will shoulder the task of the transition to a culture of peace.  Formal and non-formal peace education, especially in the mass media, and taking into account what people are already doing for a culture of peace, is essential to nurture the changes in attitude and to cultivate the capacities needed for this great historical task.
 
Recently a group of young peace activists asked me if there would be an End-of-Decade Report similar to the extensive report that we made at the mid-point of the Decade in 2005.  I replied that unfortunately our search for support for such a report had failed to turn up a single dollar.  I told these youth that there would be no report because I could not ask people to work for nothing.
 
To my great astonishment and pleasure, they replied, "then we will do it for free!"  And that's why the call for contributions to the End-of-Decade Report is being made by a team of young people under the age of 30.  Alicia Cabezudo and I, working with these youth, recognize them as the second, or maybe even the third generation culture of peace promoters.  The come from the University of Peace in Costa Rica, from the Escola Cultura de Pau in Barcelona and from the projects of the Global Youth Solidarity Fund of the UN Alliance of Civilizations, including one in the Philippines, and they are recruiting their friends and colleagues in the same generation from around the world.
 
In 2005 there was a good response from over 700 organizations, saying for the most part that they could see some progress toward a culture of peace in their domain of action and among their constituents, but that few people knew this because it was not publicized by the mass media, the United Nations or by traditional academia.  We tried to get publicity for the report in 2005, but with very little success.  The most effective publicity was generated by a team of youth who personally gave the report to many ambassadors at the United Nations.  This "youth advocacy team" is described in the website mentioned above.  A second Youth Advocacy Team worked for a week at the United Nations in 2006 to do the same thing with the Youth Culture of Peace Report which they had compiled from the responses of almost 500 youth organizations.
 
This year's Youth Team hopes to make an even more extensive report.  Please contact them to give the report from your organization, or else you may enter your organization's information directly on the Website for the Report.  The Website is still in the course of development, but for the moment you may go here to get started.  It gives you a link to the registration page.  After registering you will receive an email within a day with detailed instructions on how to enter data in the questionnaire.  A copy of the questionnaire is available online.   To contact the youth team directly, please use the following coordinates:
 
 
You may notice that Alicia Cabezudo is listed here among the youth.  Actually, she and I consider ourselves young at heart, and we are pleased to be working in a team with the others who are less than half our age!
 
And so the students become our teachers and we become their students!  Isn't that the way it should be?
 
David Adams
Retired Director of the UNESCO culture of peace initiatives
 
Resources for Further Study and Inquiry

News

New Report Shows that the Safe Schools/Healthy Students Initiative Can Reduce Violence and Promote Safer Schools (USA)
(SAMHSA Bulletin) A new report shows that school districts participating in the Safe Schools/Healthy Students Initiative substantially improved the safety of their students. According to the report by the Substance Abuse and Mental Health Services Administration (SAMHSA), over a three-year period, school districts participating in the Safe Schools/Healthy Students grant program reported fewer students involved in violent incidents, decreased levels of experienced and witnessed violence, and improvements in overall school safety and violence prevention.
Congressman Rush introduces "Conflict Resolution and Mediation Act of 2009" to Combat Youth Violence in America (USA)
(Press Release) – Congressman Bobby L. Rush (D-IL), announced plans to introduce federal legislation to combat violence among America’s youth. The "Conflict Resolution and Mediation Act of 2009" authorizes the U.S. Department of Education to make grants available to local education agencies (LEAs) directly impacted by discord and violent behavior. The bill also directs the U.S. education secretary to develop a written model for on campus conflict resolution and mediation and to make the model available within 90 days to any LEA requesting such.
Art Important in Conflict Resolution-Peace Education (Banda Aceh, Indonesia)
(Semua Berita Layak Online) Dr. John Synott from the Peace and Conflict Study Center of the University of Queensland, Brisbane Australia, said that art is very important in conflict resolution. “Art cannot be separated from the social sciences and is very important in conflict resolution,” the visiting Australian scholar said at a seminar at the Syiah Kuala University.
Joint Declaration on Peace Education Established between Serbia and Montenegro Ministries of Education
On December 4, 2009 a Declaration between the Ministries of Education of Montenegro and the Republic of Serbia was signed establishing joint cooperation in the field of peace education.  The declaration also calls for cooperation with civil society organizations.
Experts Declare Peace Education a Must (India)
(Times of India) The Malviya Centre for Peace Research, Banaras Hindu University, organized a workshop on 'Peace education and development: International perspectives.' Addressing the workshop, Prof. Monisha Bajaj from Columbia University, US, said for a better, just and peaceful world, peace and human right education was a starting point because peace was the only way.
Peace Education to be Introduced into Ugandan Schools
(Daily Monitor) The government has plans to incorporate peace education, guidance and counseling into the secondary school curriculum. This is intended to bolster reconciliation and national healing, following decades of armed conflicts in several parts of the country. The programme was launched in Gulu town, the former epicenter of the Lord’s Resistance Army conflict.
Weapons Maker Funds School Curriculum (Australia)
(ABC News) An Australian public school has come under fire for reaching a deal with the world's largest manufacturer of guided missiles to fund a new curriculum.
Banten Declaration Unites Youth to March for Peaceful Future (Indonesia)
(Jakarta Post) An International Youth Conference held Sept. 30 in Banten united students to walk hand in hand towards world peace. The conference, themed "The role of youth to establish peace, toward future world without violent radicalization," explored how peace can be established through concrete and sustained actions. To accomplish its objectives, four working groups were established to come up with recommendations on: 1. The role of education in the establishment of peace through sustainable development; 2. Empowering youth through cultural and sport programs for peace building; 3. The power of media as well as information and communication technologies (ICT) as a contributing factor to peace in the mind of youth; 4. The contribution of community development in fostering peace.
Youth in Indonesia Struggle for Peace (Indonesia)
(Jakarta Post) Why does violent radicalization occur, and in Indonesia, particularly by supposed adherents to Islam, a religion of peace? Dr. Yon Machmudi, the director of research and education at the Center for Middle East and Islamic Studies at the University of Indonesia, cited numerous reasons. They include economic inequality, social exclusion, religious interpretation that encourages radical actions, a charismatic leader, a feeling of worthlessness that such a leader can exploit, and a sense of an uncompromising, armed struggle for liberation.
Darfur Dream Team – Sister Schools Program news articles and press release (Darfur)
The Darfur Dream Team is a dynamic partnership of organizations and professional basketball players working together on the Sister Schools Program, an initiative to connect American middle schools, high schools, colleges, and universities with sister schools in 12 refugee camps in Chad. There are two main objectives of the Darfur Dream Team's Sister Schools Program. They are: (1) to provide a quality education to every refugee child from Darfur; and, (2) to develop connections between students from Darfur and the United States and promote mutual understanding. See also 3 Points, a movie by the Darfur Dream Team.
European History Teachers Awarded with Prestigious European Union Prize for Active Role in Civil Society 
On November 4, 2009, EUROCLIO, the European Association of History Educators received the runner-up prize for Organised Civil Society 2009 from the European Economic and Social Committee (EESC). Joke van der Leeuw-Roord, Executive-Director of EUROCLIO accepted the prize. “The award is a just recognition of the continued efforts of EUROCLIO and its international network to promote European democratic values and European citizenship through history teaching," stated Joke van der Leeuw-Roord.
Peace Education and the Shooting at Fort Hood (USA) 
(blog: Cheryl Duckworth) Why do I think that peace education could have prevented such a violent act? At its core, peace education nurtures two vital skills, which are problem solving and relationship-building. Peace education also challenges stereotypes and resists the easy, pat explanation for someone’s behavior. It fosters people who view themselves as part of a whole, and centers on the values of equality and tolerance.
The Children's Parliament and Children's Newspaper 'Bachchon ki Awaz' to Serve as Model for US Scholars (India)
(Times of India) A group of US scholars arriving to attend an international workshop on 'peace, education and development in international perspective' at the Malviya Centre for Peace and Research, Banaras Hindu University (BHU), will visit the VBS on November 17 to understand the activities of the children and their role in peace making.
Indian Peace Educator Honored by Russian University (Moscow, Russia)
(The Hindu) Jagdish Gandhi, the founder of Lucknow-based City Montessori School (CMS) was awarded an Honorary Doctorate Degree in Education at a ceremony on October 5 on the occasion of World Teacher's Day by Ufa-based Bashkir State Pedagogical University (BSPU). Jagdish Gandhi is the founder of the only school to receive the coveted UNESCO Prize for Peace Education, has been honored by a Russian university for his work in the field of pedagogy.
University of Toledo Unveils Reardon Collection in Carlson Library (Toledo, OH, USA)
(ABC news) The University of Toledo celebrated the opening of the Betty A. Reardon Collected Papers. Betty Reardon, founder of the International Institute on Peace Education, is an internationally renowned peace scholar and peace educator. She has been instrumental in the establishment of peace education institutions and programs around the world. Dr. Reardon has produced an extensive body of scholarship and curriculum that define the fields of peace studies and peace education. The Reardon Collection consists of publications, unpublished manuscripts, curriculum, reports, scholarly presentations, and correspondence from the 1960s to the present. Click above for a You-Tube video or click here for the associated print article.
Charter for Compassion Launched
The Charter brings together the voices from all cultures and spiritual/faith communities to remind the world that we all share the core principle of compassion. The Charter proclaims a principle embraced by every faith and by every moral code, religious or otherwise. It is often referred to as the golden rule, which requires that we use empathy -- moral imagination -- to put ourselves in others' shoes. We should act toward them as we would want them to act toward us. We should refuse, under any circumstance, to carry out actions which would cause them harm.
Construction of a Jihadi Mindset (Pakistan)
(Dawn.com) Instead of presenting young minds with a broad-based civilizational perspective, the curricula in public elementary and secondary schools instills an isolationist identity focusing on the demonization of the leadership of other nations, the construction of a peculiar historical context and the denunciation of religious, linguistic, cultural, social and political diversity. Content on peace education, environment and life skills has yet to find its way into Pakistan’s public education curricula.
More Schools, Not Troops (USA/Afghanistan)
(NY Times Opinion, Nicholas Kristof) Dispatching more troops to Afghanistan would be a monumental bet and probably a bad one, most likely a waste of lives and resources that might simply empower the Taliban. In particular, one of the most compelling arguments against more troops rests on this stunning trade-off: For the cost of a single additional soldier stationed in Afghanistan for one year, we could build roughly 20 schools there.
School Principal Creates "School of Peace" (Philippines)
(Relief Web) At the height of the fighting in southern Philippines, schools were virtually transformed into instant evacuation centers for internally displaced people (IDP). But rather than being driven to anguish and despair, an innovative school principal took the dismal condition of her school as a challenge by implementing a new curriculum called peace education that cut off the culture of violence that pervaded in the entire community.
Golf, Aikido and Peacemaking Become a Golden Pursuit (Wisconsin, USA)
(The Wisconsin Jewish Chronicle) “We are using Aikido as a tool for peace education, to develop peaceful leaders. Youth training is very constructive. We believe in non-violent conflict resolution. The use of peaceful power lends itself to harmonious relationships.”
UN program targets 60 schools for peace in Mindanao (Philippines)
(Philippine Information Agency) Having made a mark in the Philippine education system, the ACT for Peace program hopes to add more "schools for peace" to the existing number of 52, all over Mindanao.  Success stories of the pioneering schools for peace pushed President Gloria Macapagal-Arroyo to come up with EO 570 or the integration of the peace culture in the school curriculum to be followed by all schools in the country.
Liberian Schools in Distress (Liberia)
(The Washington Informer) Ebenezer Mainlehwon Vonhm Benda, a refugee who fled Liberia at the height of the civil war, has been working with children in Liberian schools since early 2009 to promote conflict resolution and encourage unity in this war torn nation.  “The war in Liberia is not necessarily over,” Benda, 39, said. “We are trying to teach people how to move on. Both victims and rebels are in the same classrooms. There are women who have been raped; some students are high on drugs. Teachers do not have time to teach because of conflicts that are still occurring,” he said.
Timorese youth leaders to attend Generations for Peace (Jordan / East Timor)
(Timor News Network) Nine young and promising Timorese leaders will travel to Jordan to participate in the Generations for Peace International Training Camp. Generations for Peace is a global initiative which aims ‘to contribute to the world’s need for greater tolerance and understanding between conflicting communities; ultimately helping to lead to a demand and desire for peace.’  The organization uses sport and peace education as a means to inspire and empower young leaders from regions of conflict to act as “agents for change” in their own communities.

Peace Education in the Field  

Knowing Needs from Wants – Students Discuss Deeper Meanings of Human Rights (Canada)
(Winnipeg Free Press) Push a kid’s button or two over iPods and hot-label clothes being a want or a need, and pretty soon Tanis Westdal’s Grade 7 students are talking about the far greater human rights priorities of having someone to love and care for you, having a government that's not corrupt and not being forced to become a child soldier. "It's very powerful -- it makes you think about it after you've talked about it," said student Emma Trevenen.
Peace Movement Comes in from Cold (Worcester, MA, USA)
(Telegram & Gazette) Worcester has often been a hotbed for peace activists. This month Worcester, MA area peace activists established the Center for Nonviolent Solutions, which is devoted to de-escalating violence and promoting peace in culture. The Center offers academics, researchers, clergy, teachers, students and others materials, such as books, periodicals and videos, that teach conflict resolution skills and feature information on peace, conflict and nonviolence studies.
United Movement to End Child Soldiering Wins Grant to Pilot Peace Education (Northern Uganda)
In a highly competitive process, SPRING/USAID in Uganda selected and awarded United Movement to End Child Soldiering (UMECS) with a grant to pilot school-based peace education and school-based guidance and counseling in secondary schools in Northern Uganda.
The State of the Field of Peace Education (USA)
On 20-22 September 2009, in Washington, the United States Institute of Peace (USIP) organized a consultative meeting about The State of the Field of Peace Education.  In plenary and Small Group Discussions an array of issues were addressed such as the opportunities and challenges for the present field of peace education.
University Students Learning Peace Education in Sri Lanka
(The Sunday Times) Student representatives from Sri Lanka’s 16 universities are learning about spearheading and supporting environment protection initiatives and saving Planet Earth as essential capabilities of the world’s future leaders. The four-day workshop is being conducted by the Weeramantry Centre for Peace Education & Research.
Peace Education Training for Teachers in India
(Hindustan Times) The Department of Educational Psychology and Foundations of Education at NCERT organized a six-week training course on ‘Peace Education.’ The course was attended by teachers from all over India. The main focus of the course was the development of skills, attitudes and competencies among teachers for being peaceful and promoting peace related attitudes and abilities among students.
Report from the Canadian Centres for Teaching Peace Annual Conference (McMaster University, Canada)
(The Sil) In the midst of a number of workshops and panel discussions, two aspects of the Conference stood apart from the rest. The first was a series of discussions surrounding the launch of the CCTP School Peace Program. The second highlighted event was a lecture, given by retired Wisconsin professor Dr. Ian Harris, on “Overcoming Violence through Education – Exploring Masculinity, Violence and Peace.”
BCPED Peace Education Training of Trainers Phase 1 Concluded (Philippines)
From November 24-26, 2009, the Bicol Consortium for Peace and Development (BCPED) in cooperation with the Office of the Presidential Adviser on the Peace Process has undertaken the Peace Education Training of Trainers Workshop.
A Need to Re-evaluate Jewish-Arab Action and Dialogue Groups in Israel (Israel/Palestine)
(Global Arab Network) Activities promoting coexistence, dialogue and education for a shared life between Arabs and Jews in Israel emerged in the late seventies. Today, after three decades, it is the ethical responsibility of those working in this area to critically reassess the approaches and methods that have been used throughout the years.
"Peace Tour" Workshop Conducted (Mindanao, Philippines)
(Mindanao Times) “Peace on Tour is the result of the continued efforts to raise people’s understanding especially among students and educators in public and private schools, farmers and parishioners that peace is possible through sharing of photographs, stories and experiences on peace building and conflict transformation,” said Hazel P. Lozada, advocacy officer of the Conflict Transformation and Peace Building Program of Alternate Forum for Research in Mindanao.
Sustainable Peace Tackled in 2009 Dept Ed Congress in Camiguin (Philippines)
(balita.ph) Sustainable Peace Through Education was among the highlights of the three-day 2009 Learning Congress held on Oct. 28-30 at the Mambajao Central School in Camiguin province. Schools Division Superintendent Elena M. Borcillo of the Department of Education (DepEd) conceptualized the learning congress which underscored the importance of peace in attaining development and progress in southern Philippines.
Report of the Panel Discussion "World Programme for Human Rights Education From the First Phase to the Second Phase."
The Panel Discussion was held on Friday 18 September 2009 in parallel to the 12th Session of the United Nations Human Rights Council (14 September - 2 October 2009) at the Palais des Nations in Geneva. The Panel was facilitated by the NGO Working Group on Human Rights Education and Learning (NGO WG on HREL) of the Conference of NGOs in Consultative Relationship with the UN (CoNGO), Geneva, and cosponsored by the intergovernmental group, Platform for Human Rights Education and Training in the Human Rights Council.
The Peace and Sport Awards Reward the Best Initiatives for Reconciliation through Sport (global)
The International Peace and Sport Forum presented awards for five projects and symbolic moments that illustrate to extent sport is capable of helping to rebuild bridges between divided or opposed communities.
Interview with Director of Center for Peace Education (Liberia)
This is a video interview with Ebenezer Mainlehwon Vonhm Benda, Founder and Director of the Center for Peace Education Center in Liberia. He was interview by the Peace Education Center of Greater Lansing, Michigan (USA) on his visit to East Lansing, Michigan on October 23, 2009.
International organization to promote education in Lyari (Pakistan)
The Peaceful Schools International (PSI), a Canadian non-profit, has started to promote peace education in Lyari. One of Karachi’s oldest neighborhoods, Lyari, has mostly been in the middle of a war between various armed groups which has disturbed the education process in the area and this initiative by PSI is being welcomed by the people as well as by the town administration.

Action Alerts

 
2010 Annual Report of Special Rapporteur on the Right to Education – Human Rights Council – Call for Questionnaire Submissions
The focus of the report is on persons who are living outside the territory of the county of which they are nationals or citizens, irrespective of their age.  It includes migrants in regular or irregular situations, and persons who are subject to the legal protection of the status of refugee and/or those who are seeking asylum.It is strongly encouraged that submissions be made in a UN working language due to limited capacity for translation and transmitted electronically to Vernor Muñoz vernormu@yahoo.es. Deadline: December 31, 2009
 
Call for Cases and Information: Research project on citizen participation and nonviolent civic action to fight corruption seeks your input
Corruption remains one of the greatest stumbling blocks to peacebuilding, human security, development, and human rights. A 2004 report of the UN Secretary General’s High-level Panel on Threats, Challenges and Change states that “corruption, illicit trade and money-laundering contribute to State weakness, impede economic growth and undermine democracy. These activities thus create a permissive environment for civil conflict.” DO YOU KNOW OF CASES OF CIVIC ACTION CAMPAIGNS/MOVEMENTS, CITIZEN PARTICIPATION OR PEACE EDUCATION INITIATIVES TO FIGHT CORRUPTION? Please contact: Shaazka Beyerle, sbeyerle(at)nonviolent-conflict.org. Kindly note that this announcement is NOT a call for proposals, papers or researchers. Click above for further information about this 12-month project, supported by a grant from the United States Institute of Peace.

Events and 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.
 
Choosing to Participate: A Multi-Media Exhibition and Public Conversation on Civility, Tolerance, and Civic Engagement – Cleveland, OH, USA (Oct. 21, 2009 – Feb. 26, 2010)
Choosing to Participate is a nationally acclaimed multimedia exhibit coming to Cleveland this October that takes an interactive look at racism, injustice and the power to make difference. The exhibit highlights four compelling stories from American history of individuals and communities whose stories illustrate the courage, initiative and compassion needed to protect democracy and human rights. The exhibit will be at the Western Reserve Historical Society from October 21, 2009 through February 26, 2010.  Tours will run on Tuesdays, Wednesdays and Thursdays from 9am to 2:30pm as well as selected weekends and Fridays.
International Conference: "The Global University: Past, Present, and Future Perspectives" – University of Wisconsin-Madison, USA (February 5-6, 2010)
Following up on earlier meetings in China and the United Kingdom, this will be the third international conference of the "Ideas and Universities" project of the Worldwide Universities Network (WUN). The "Ideas and Universities" project brings together leading higher-education scholars from China, Australia, Canada, Norway, the United Kingdom, and the United States to discuss (a) the roles that universities have played—and continue to play—in the global knowledge economy, and (b) the evolving identity of university teacher-researchers and their changing roles in institutions of higher learning.
 
2010 Student Peace Alliance National Conference: “Extreme Makeover: Peace in the 21st Century.” – Southwestern University at Austin, TX, USA (February 26-28, 2010)
This is a conference for youth and by youth. It will focus on education about effective domestic and international peacebuilding programs; training in grassroots organizing, applied peacebuilding, and lobbying; and empowering youth to be citizen advocates for an infrastructure in the federal government that makes peace a priority. We expect this to be a dynamic conference that will change the central discourse on peace within our country.
Third Biennial Nonviolence Student Conference: “International (Dis)order and Violence in the Twenty-first Century.”. Mahatma Gandhi Center for Global Nonviolence -James Madison University, Harrisonburg, Virginia. (April 15–16, 2010)
Papers are invited in every discipline in the humanities and social sciences. The conference supports critical inquiry, hermeneutical interpretive proposals, and historical investigation into all aspects of Gandhi Studies. The conference is especially interested in areas of research that have cross-disciplinary relevance or new implications for this emerging field of scholarly interest. Proposals due January 15, 2010.
 
American Educational Research Association 2010 Conference (April 30-May 4, 2010)
For more information click on the link above.
International Conference: “Deepening Democracy as a Way of Life: Challenges for Participatory Democracy and Citizenship Learning in the 21st Century” – Rosario, Argentina (May 13-16, 2010)
Organized by the Faculty of Political Science and International Relations, Universidad Nacional de Rosario. If you are interested in preparing activities and seminars pre- or post- conference in Buenos Aires or in Rosario, or if you have any questions, please write to contacto@congresorosario2010.com.ar. Deadline for proposals: November 30, 2009
- Deadline for papers: February 15, 2010.
Faculty Summer Institute: “Teaching Peace in the 21st Century” – University of Notre Dame, IN, USA (June 13-18, 2010)
The Kroc Institute for International Peace Studies invites teams of college and university faculty from any field to apply to its 2nd Annual Summer Institute for Faculty in Peace Studies Program Development. This intensive week-long ‘summer camp’ will bring together small teams of academics who want to:launch a peace studies program at their institution;strengthen a small or new peace studies program; ortake an established peace studies program to the next level of design and rigor. Deadline: March 1, 2010.
International Peace Research Association Conference – Sydney, Australia (July 6-10, 2010)
For more information click on the link above.
Association for Conflict Resolution Conference: “Many Paths, One Destination” – Chicago, IL, USA (September 1-4, 2010)
ACR’s 2010 Conference is an excellent time to celebrate the essence of ACR, an organization that embraces and acknowledges the full spectrum of peaceful conflict resolution and recognizes the value of cross-disciplinary and cross-cultural connections to enhance conflict resolution choices universally.
 
Forum 2010 – Santiago de Compostela, Spain (Dec. 9-13, 2010)
For more information click on the link above.

Workshops and Trainings

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. 
"Inter-American Workshop on the Role of Arts and Communications Media in Promoting Democratic Values and Practices Among Children and Youth: Implications for Research, Policy and Practice.” (Online: December 14, 2009 – June 15, 2010. Onsite: June 16-18, 2010)
Applicants should contact their National Liaison Offices (ONE) of the Organization of American States (OAS) to verify the submission deadline in their own countries, as stated in the call for applications OAS/DHD/CIR.180/2009 point 9 (see link above). This is an online-onsite course and will be delivered in Spanish and English. Scholarships are available for travel grants to participate in the workshop.
IPCRI’s Winter Peace Education Workshop – Beit Jala, West Bank, Palestine (December 18-19, 2009)
The upcoming Israel/Palestine Center for Research and Information (IPCRI) Peace Education Conference will be held in Beit Jala, West Bank. Open to all educators and peace activists.All participants are strongly encouraged to conduct a workshop. The program of the conference is built and based on the workshops that are delivered by the participants.Workshops can be lectures, discussions, films, drama, experiential, meditation, yoga and reiki, etc. The IPCRI Educational Committee seeks original papers, presentations and workshop ideas that demonstrate how new concepts, paradigms, technologies and applications are expanding and redefining the role of Peace Education. Deadline for registration: December 14, 2009.
 E-based Academy Courses on Substance Abuse (February 1-March 12 / April 5-May 15, 2010)
Funded by the Ohio Department of Alcohol and Drug Addiction Services, Ebased Academy will resume on September 28, 2009, for our first session of the
2009-2010 school year with 46 substance abuse class offerings. Join us and nearly 3,000 of your peers to get RCH's, counseling and social work
CEUs, and CHES hours on the Academy. The next Ebased Academy sessions will run as follows:
*
February 1 - March 12, 2010
 *
April 5-May 15, 2010.
 Annual Conference: “Discourse, Power, Resistance” – University of Greenwich, London (March 30-April 1, 2010)
The title of the conference is simple: Trust. The conference will look at issues of trust in the academy and beyond - in management, teaching, learning and research. The six streams of the conference are:- Trust and Leadership in the Academy- Trust and Panic in Education- Research Ethics- Trust in the Community: critical race theory- Faith, Belief and Truth- The Individual in a Mistrustful World.For further information and Call for Papers please contact Jerome Satterthwaite at jnsatterthwaite@gmail.com.
Professional Training Courses in Peacebuilding & Development – Washington, DC (June 1-18, 2010)
The Summer Professional Training Program provides trainings to development workers, government officials, conflict resolution practitioners, masters students, and others working in conflict zones to complement their daily field work. It is one of the first practical training programs specifically designed to bridge the fields of peacebuilding and development.
Second annual Canadian School of Peacebuilding (CSOP) at Canadian Mennonite University (CMU). Winnipeg, MB, Canada. (June14 - July 2, 2010)
Three 5-day sessions, each with two or three courses running concurrently, will be offered for academic credit or for professional training for practitioners. The Canadian School of Peacebuilding has been created to serve practitioners, professionals, activists, students, non-governmental organizations and faith-based groups engaged in peacebuilding. Session 1: June 14-18. Session II - June 21-25. Session III - June 28-July 2. 
 

Publications and Resources

“How to” manual on key topics as a resource for those in the development or expansion process for degree or certificate programs in conflict, peace or justice studies. This manual is a product of a collaboration in which lessons learned on the process of developing programs, certificates, and degrees in the field for community colleges were shared. It is a resource for faculty and administrators authored by faculty and administrators. As this is a working document, we are looking for other community colleges with direct experience with the following areas to contribute to the manual. Next deadline is February 1, 2010.
This special issue of In Factis Pax will bring together empirical and conceptual articles that focus on questions related to democracy and education, such as: What is the nature of the skills, values, and beliefs necessary for democratic participation, and in what situations do they occur and matter? What role does (citizenship) education play in addressing such skills, values, knowledge, and beliefs? What pedagogical methods best develop these democratic capacities? Do current educational frameworks account for the demands of today’s democratic citizenship? Please email inquiries and submit articles to Florian Feucht, guest editor. Deadline for submission: February 1, 2010.
A paper by Maria Jose Bermeo, Ecuador, Columbia University, International House New York.  The goal of ‘Cuéntamelo Todo’ (CT) was to generate a creative literacy process through peace education and story-telling with street youth in order to offer peaceful alternatives and human rights awareness for the prevention of violence.
Peace Cafés are safe community spaces dedicated to developing a Culture of Peace at the community level through dialogue, conversation, workshops, and a library of peace resources along with wholesome food and drink options.
Several free educational resources for gender based violence prevention now available online.
October 2009 Issue. Established in 1974 as a Commission of the International Peace Research Association (IPRA), the Peace Education Commission (PEC) is a long-standing global network of educators interested in teaching, research and advocacy in the field of peace education.
These publications provide guidance on how education can help learners understand conflict and its prevention, respect human rights and become active and peaceful members of society. Free to download.
Brochure to encourage high school and college students to make socially responsible career choices.
Created to promote school-based conflict resolution education, violence prevention, and social and emotional learning programs.
This paper analyses the opportunities (or lack thereof) granted to 'the disabled' through the current educational system. Lieke Scheewe reflects on her personal experiences and analysis of the Dutch educational system. Scheewe then adapts these findings into suggestions and possibilities to create a culture of peace through equally accessible education for all people – including the disabled.
Recently survey to identify peace psychology courses being taught in the U.S. and abroad.  The directory will be an ongoing project of the working group.  Please contact Linden Nelson at LLNelson@Calpoly.eduif you would like to receive an e-mail attachment of the directory. Also please contact her with information about any peace psychology course that has not yet been included in this directory.
A collection of syllabi and teaching materials from members of Div. 48 and Psychologists for Social Responsibility (PsySR) interested in peace education at the college level (cross-check www.peacepsych.org).
If you have developed materials (e.g., syllabi, lecture outlines, class activities and assignments) for teaching about the psychology of peace, conflict, and violence that you would be willing to contribute, please send that as an e-mail attachment to Hal Bertilson at hbertils@uwsuper.edu.
Reviewers may access a website in order to evaluate the appropriateness of the materials for teaching about the psychology of peace, conflict, and violence.  Please contact Linden Nelson at LLNelson@Calpoly.edu to serve as a reviewer. Materials that are approved by the reviewers will be added to the Peace Psychology Resource Project on the Div. 48 Web site and will be linked to the PsySR Web site.  We are also continuing to collect materials for this project.
This guide is divided into four parts. The first is general suggestions how to obtain funding, the second is how to develop/write a successful funding application, the third is key funding/scholarship resources and the fourth is a list of key funding institutions.
This is a comprehensive, annotated guide to peace studies and conflict resolution programs at colleges and universities worldwide.  This edition profiles over 450 undergraduate, Master's and Doctoral programs and concentrations in 40 countries and 38 U.S. states.  Entries describe the program's philosophy and goals, examples of course offerings and requirements, degrees and certificates offered, and complete contact information, including links to email and websites.
 
The Center for Conflict Resolution at Salisbury University has compiled a online database of Universities that offer Graduate Programs in the field of Conflict Resolution (Alternative Dispute Resolution, Mediation, Conflict Resolution, Peace Studies, etc.).   This database is divided into two sections: one dedicated to programs in the United States and the second is comprised of international programs.
 
Gathered on this page are some of the major think tanks, public policy institutes, NGO’s, and universities in Washington, DC and the metropolitan area that frequently host events about or related to conflict resolution. There are very brief descriptions of each organization on this page and links to their respective home and events web addresses.
Guide assembled by several colleagues at Eastern Mennonite University, in their Conflict Transformation Program listing Ph.D. programs related to peace and conflict resolution.
Also has links to several other guides.
Peace and Change is a journal of peace research sponsored by the Peace History Society and the Peace and Justice Studies Association, USA. 
The current edition (Oct. 2009) focuses on peace education, with 10 articles on this subject by a wide range of authors, including a select bibliography 
- plus book and film reviews.

SIPRI Yearbook 2009 is a compendium of data and analysis in the areas of Security and conflicts; Military spending and armaments; Non-proliferation, arms control and disarmament. SIPRI Yearbook 2009 also has extensive annexes on arms control and disarmament agreements and international security cooperation bodies, and a chronology of events during 2008 in the area of security and arms control.
The paper, part of HREA's Research in Human Rights Education Papers, Issue no. 2 (September 2009), is a study on the impact of a nationwide human rights education curriculum in the framework of the UNESCO Associated Schools Project in Germany. The findings show that while the UNESCO schools are more actively engaged in human rights education, their students objectively do not have more knowledge of human rights than those in regular schools. The data also show that emotion is the key to sustainable human rights education.
Chapter proposals are sought from a wide range of disciplines that address topics relevant to promoting nonviolent communities and practices, including those addressing the nature, history, and skills of nonviolent approaches to resolving and managing conflict, as well as ones that focus on economic and environmental justice, faith communities and nonviolence, and nonviolence pedagogy. Initial 500-word proposals should be directed to the editors (Dr. Randall Amster and Dr. Elavie Ndura-Ouédraogo) via email at: randall@peacejusticestudies.org, endura@gmu.edu, and n.elavie@gmail.com. Deadline: December 20, 2009.
In order to commemorate the 20th anniversary of the Convention on the Rights of the Child (CRC), HREA the launch of a new web portal to promote understanding and application of a human rights-based approach to schooling. 
HREA has compiled a wealth of resources on the human rights-based approach to schooling, which can be found in the new portal.
Papers are invited for the next issue (Vol. 2, Issue 2) of Critical and Reflective Practice in Education. The theme is 'Education and Social Transformation'. Please email your submission to CPRE@marjon.ac.uk.
The Safe Start Initiative is funded by the Office of Juvenile Justice and Delinquency Prevention (OJJDP), Office of Justice Programs, U.S. Department of Justice. The goal of the Safe Start Initiative is to broaden the knowledge of and promote community investment in evidence-based strategies for reducing the impact of children's exposure to violence.
Doorways is a set of three manuals designed for teachers, students and volunteer community counselors. Together these individuals can create a critical mass that brings about transformative, lasting change in both the classroom and larger community. Working at the community level is central to making schools safer and the Doorways program can be integrated into any comprehensive national or local plan to reduce gender-based violence.
The book brings together scholars and practitioners from various fields including education, sociology, criminology, political science, and peace studies to constructively engage the task of creating peace and fostering hope in our conflict-ridden world.
There is widespread consensus in the international scientific community that climate change is happening and that abrupt and irreversible impacts are already set in motion. What part does education have to play in helping alleviate rampant climate change and in mitigating its worst effects? In this volume, contributors review and reflect upon social learning from and within their fields of educational expertise in response to the concerns over climate change. They address the contributions the field is currently making to help preempt and mitigate the environmental and social impacts of climate change, as well as how it will continue to respond to the ever-changing climate situation. With a special foreword by Desmond Tutu, Archbishop Emeritus of Cape Town.
This book is intended for use in professional courses of study and workshops in fields such as education administration, public administration, sports administration, law enforcement, allied health and social work, human resource management, and other fields in which groups from diverse backgrounds participate as employees, students, or clients. The book is an introduction to a vast and complex subject.
This handbook encompasses a range of disciplines that underlie the field of peace education and provides the rationales for the ways it is actually carried out. The discipline is a composite of contributions from a variety of disciplines ranging from social psychology to philosophy and from communication to political science. That is, peace education is an applied subject that is practiced in differing ways, but must always be firmly based on a range of established empirical disciplines.
For the People is a historical docutext that examines the evolution of the struggle for peace and justice in America's past, from pre-colonial times to the present. This is the only historical docutext specifically devoted to peace issues. The docutext is an extension and a complement to the editors' recently published popular scholarly survey, A History of the American Peace Movement from Colonial Times to the Present. With a focus on those who spoke out for peace, this docutext is designed to call to students' attention one of the least discussed classroom subjects in American education today
This book celebrates women's largely ignored and/or invisible contribution to culture by exploring matriarchal societies that have existed in the past and that continue to exist today in certain parts of the world. Matriarchal societies, primarily shaped by women, have a non-violent social order in which all living creatures are respected without the exploitation of humans, animals or nature. They are well-balanced and peaceful societies in which domination is unknown and all beings are treated equally. This book presents these largely misunderstood societies, both past and present, to the wider public, as alternative social and cultural models that promote trust, mutuality, and abundance for all.
This special issue on climate change includes background information and educational and action resources for peace educators, activists and researchers.
This book invites the reader to reconsider restorative justice and its politics. Through an examination of restorative themes, theories and practices, three distinct ways in which politics affect restorative justice are explored. First, restorative justice is situated in a context in which political actors, as well as structural forces, either enable or obstruct its practice. Second, restorative justice is understood as a contributor to political power in that its practice helps govern individual and collective behavior. Finally, restorative justice is described as a social movement requiring an enabling politics that will allow it to promote a justice that does more than affirm the status quo – it must aspire toward a transformative politics concerned with class-based, gendered, racialized and other injustices.

New book: “Creating Our Identities in Service-Learning and Community Engagement” – edited by Barbara E. Moely, Shelley H. Billig, Barbara A. Holland (Information Age Publishing)

A volume in the series Advances in Service-Learning Research Series (Editor Shelley H. Billig). 

Top researchers present recent work studying aspects of program development, student and community outcomes, and future research directions in the field of service-learning and community engagement. These chapters, selected through a rigorous peer review process, are based on presentations made at the annual meeting of the International Research Conference on Service-Learning and Community Engagement, 2008.

This book is a much-abbreviated version of Lawrence Wittner’s scholarly, award-winning “Struggle Against the Bomb” trilogy, and is designed to be used in college courses. Like the trilogy, “Confronting the Bomb” provides a very favorable account of peace movement activism against nuclear weapons. It concludes that the movement deserves the major credit for curbing the nuclear arms race and preventing nuclear war.
The movie is inspired by 'Mosquito Tactics - a book about peace education'. Both the movie and the book bring up many weighty subjects but also show how you can make the world a better place through peace education, commitment and working together with others.
Part of a trilogy along with “The History of the Culture of War” and “I Have Seen the Promised Land,” this is the most comprehensive and feasible plan ever put forward to achieve world peace. It is based on the author's responsibility for the United Nations International Year for the Culture of Peace (2000), the Manifesto 2000 signed by 75 million people, and the United Nations Declaration and Programme of Action on a Culture of Peace.
 

Jobs and Funding Opportunities

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.
Research Assistant position with the Consortium for Policy Research in Education (CPRE)
CPRE is seeking a Research Assistant to assist in the documentation of an exciting new partnership between Teachers College at Columbia University and a new international NGO to establish school networks for instructional improvement in the country of Jordan. Since April 2009, the Partnership has been supporting the establishment of three school networks in Science, mathematics, and English writing, serving about 60 schools. The Research Assistant will be responsible for assisting with descriptive data summaries to inform the work of the project and the development of an interim report. Activities include: analyzing statistical information in Excel, developing data summary templates, developing data profiles using data from multiple sources; regularly updating a Google Group with primary documents; and various administrative tasks as needed. Hours: approximately 10-20 hours/week. Salary: $18-23/hour. Please send your resume and an introductory email highlighting your (1) qualifications, (2) availability, and (3) intellectual interest regarding this opportunity to: Dr. Marian A. Robinson at mrobinson@tc.columbia.edu. Start Date: November 1, 2009 through January 30, 2010 – Applications on a rolling basis.
One-year Visiting Assistant Professor Position at Georgetown University’s M.A. Program in Conflict Resolution for the 2010-2011 academic year.
For information and how to apply, please click on the link above. Review of applications will begin November 15, 2009 and continue until the position is filled.
School Age Children’s Specialist – Bronx Location Sanctuary for Families (New York, NY) 
Sanctuary for Families is looking for candidates to provide educational and recreational activities, as well as conducting activity and support groups, to school age children residing at Sarah Burke House. Deadline: December 4, 2009.
A.J. Muste Institute International Nonviolence Training Fund (INTF) Grants
Nonviolence trainings seek to help people develop and improve the skills they need to confront systemic injustice through organized, principled, nonviolent action. Trainings promote the exchange of ideas, information, and strategies, through which activists can become more effective at using nonviolent action in their struggles. Projects eligible for support include: those which build capacity and leadership among people engaged in nonviolent struggles; those which prepare participants for specific nonviolent actions or campaigns; those geared to "training the trainers," in order to expand and multiply nonviolence training throughout a targeted community. The maximum grant amount is US$3,000. The review and decision process takes approximately four months. Deadlines for proposals: December 4, 2009 / March 4, 2010 / September 3, 2010 / December 3, 2010.
Human Rights Trainer at the European Roma Rights Centre (ERRC) (Budapest, Hungary)
The ERRC is looking for a trainer to coordinate, develop and implement ERRC human rights training programmes to enhance the capacity of Romani activists and other relevant actors for the promotion of human rights respect of Roma. S/he coordinates the ERRC internship programme, oversees the implementation of bi-annual ERRC Roma Rights Workshops and coordinates and contributes to the development and implementation of all other ERRC training activities as required. Deadline: December 10, 2009.
Global Consortium on Security Transformation (GCST) 2nd Small Grants Call
We are looking for individuals who aim to stimulate creative thinking on the subject of security as well as open spaces for new actors to engage with and challenge existing approaches. The funds are open to young researchers and policy activists under 35 years of age from developing countries who want to make written contributions, undertake research, or launch policy initiatives on subjects related to the Global Consortium on Security Transformation
(GCST). Deadline: December 15, 2009.
Research Fellowship in Peace Studies – University of Calgary (Canada)
The Consortium for Peace Studies at the University of Calgary is pleased to announce the 5th Annual Research Fellowship in Peace Studies for 2010-2011. This Fellowship is held at the University of Calgary and can range from two to eight months in the period between April 2010 and March 2011. A stipend of
$6,000 (Canadian) is associated with this Fellowship. Deadline: December 15, 2009.
Education Above All seeks an Education Programme Manager (Qatar)
The Education Programme Manager will manage the design, implementation, monitoring and formative evaluation of EAA’s Education Programme, in coordination with the Legal Accountability Programme Manager and the Advocacy and Communication Manager. Applications should be sent by email to jgregg@hho.gov.qa. Deadline: December 16, 2009.
Religion and Diversity Education Intern – Tanenbaum (New York, NY)
Tanenbaum is a leading non-sectarian organization providing practical programs in religiously diverse workplaces, schools and areas of armed conflict needed to prevent the growing problem of verbal and physical conflict perpetrated in the name of religion. The Tanenbaum Center’s Religion and Diversity Education program trains educators to establish classrooms that celebrate pluralism and practice respect. The Religion and Diversity Education Intern’s primary responsibilities will be to support curriculum research and development, training, program implementation and administrative support. Deadline: December 20, 2009.
Tenure Track Position in Human Rights at Lehman College, the City University of New York
The Department of Political Science invites applicants for a tenure-track position at the Assistant Professor level in the field of human rights. Candidates may have expertise in any area of human rights. We are particularly interested in a candidate who can contribute to the establishment and growth of the Lehman College Center for Human Rights and Peace Studies under planning. The review of candidates will start on January 4, 2010.
USA Human Rights Education Service Corps (HRESC) Facilitator – Amnesty International (Washington, DC)l
HRESC facilitators implement an 8-10 week human rights curriculum in a Washington, DC public high school classroom, with periodic training sessions throughout the semester. Facilitators provide DC students with local and global perspectives on human rights. Through interactive discussion of human rights issues in DC and throughout the world, facilitators help students to understand how such issues affect them and offer students resources to act on these issues. Period: January 4 – June 1, 2010.
Visiting Professor – Peace and Justice Studies – Wellesley College, MA, USA
For more information click on the link above. Deadline: January 15, 2010.
Lecturer in Peace and Conflict Studies (Confirmation Path) – University of Otago (New Zealand)
Applicants should possess a PhD in Peace and Conflict Studies or a cognate discipline, and have an established or emerging track record of systematic research and publication. They should also have teaching experience at the tertiary level. Given that Peace and Conflict Studies is a new programme, candidates should be able to demonstrate skills in academic curriculum development as well. Deadline: January 22, 2010.
Fund for Teachers Accepting Applications for 2010 Summer Education Grants (for US teachers)
Fund for Teachers invites educators from across the United States to design and submit proposals for their own educational adventures next summer. The program is designed to provide educators with the opportunity to pursue areas of personal and professional interest and bring their experiences back to the classroom for the benefit of their students. Eligible projects include tours, conferences, and independent studies anywhere in the world. The program offers individual grants of up to $5,000 each and team grants of up to $10,000 each for the summer of 2010. Deadline: January 29, 2010.
EuropeAid Grants for NGOs for Women’s Rights and Gender Equality Projects (Middle East and North Africa)
The European Commission (EC) has announced a call for proposals “to contribute to awareness-raising, promotion and the implementation of the rights recognized notably in the Convention on the Elimination of All Forms of Discrimination Against Women (CEDAW) and the Istanbul Framework for Action.” Grants available from a minimum amount of €200,000 to a maximum of €800,000 for each project. The projects have to be implemented only in these countries: Algeria, Egypt, Israel, Jordan, Lebanon, Libya, Morocco, the Occupied Palestinian Territory, Syria, Tunisia, and Mauritania. Deadline: February 8, 2010.
Margaret McNamara Memorial Fund Competition for Women from Developing Countries
The Margaret McNamara Memorial Fund (MMMF) awards educational grants to women from developing countries whose graduate studies and future plans aim to benefit women and children in their respective regions. Deadline: February 18, 2010.
Assistant Professor of Peace and Justice Studies – Regis University, CO, USA
The Peace and Justice Studies program seeks to fill a full-time, tenure-track Assistant Professor of Peace and Justice Studies to begin August 1, 2010.
United States Institute of Peace (USIP) Program Assistant (Washington, DC)
We seek a motivated young professional to provide support to the Rule of Law Program's work on Afghanistan. The Rule of Law Program is undertaking a series of programs intended to help reestablish the rule of law in Afghanistan, including efforts to reform the judicial system and address past abuses. The Institute also hosts the Afghanistan Working Group, the premier forum for Afghanistan-related policy dialogue in Washington, DC. The Program Assistant will support the activities of the Rule of Law team in Washington and Kabul. The term of this position is through September 30, 2010.
2010 Research Fellow Positions in Peru: Civic Education Project (Lima, Peru)
Ciudadanos Al Día (CAD) is working to launch a new Civic Education Project to finalize and implement a citizenship curriculum with the ultimate goal of improving citizenship and civic engagement in Peru.  Initially the curriculum will be put to use in targeted graduate programs and in CAD's public advocacy campaigns, though ultimately the curriculum is hoped to be adopted for use in the Peruvian school system. Period of Assignment: 10 weeks for summer internships; up to one year for longer positions. To apply, please submit a cover letter and resume/CV to Julie Weaver, Manager of International Partnerships and Program Development, at jweaver@ciudadanosaldia.org Please indicate in your cover letter the dates you are available.
United States Institute of Peace (USIP) Program Officer (Washington, DC)
The Center for Conflict Analysis and Prevention seeks a Program Officer. The Program officer will design and implement projects relating to the prevention, management, and resolution of conflict in Pakistan and South Asia.  This position reports to the Vice President of the Center for Conflict Analysis and Prevention. Review of applications will begin immediately and will continue until the position has been filled. The appointee will assume the position at the earliest feasible date after selection.
Mercy Corps Program Officer, Conflict Management Group (Washington, DC)
The Program Officer will work closely with the Mercy Corps CMG Director and team to help develop and implement programs that blend negotiation and peacebuilding training with development programming. Together with Mercy Corps field teams, the Program Officer will help to design new initiatives and programs, develop competitive proposals for submission to donors, ensure that programs are meeting high standards for technical quality, and play an active role in disseminating lessons learned. While substantive and regional focus areas are open, Mercy Corp is expanding its portfolio in the area of natural resource competition and/or environmental conflict, and skills in these areas will be viewed as competitive.
The Konrad Adenauer Stiftung is seeking: International Expert for Curriculum Development and Capacity training of CSO (Kenya)
In an effort to scale up the uptake of peace building activities in Nyanza, Western and Rift Valley, Kenya, Konrad Adenauer Stiftung, through its partners, wishes to develop curriculum to be used in conflict and peace building training in Kenya. This is in response to the 2007 post election violence. The project is focused in the above three provinces for the EU co-funded project "Strengthening non-state actors' capacities to prevent and resolve conflicts in areas affected by post-election violence in Kenya". 

The purpose of the curriculum is to be used for capacity building trainings in the said regions and beyond. This is an opportunity for consultant in conflict and peace building field. If you are keen please send your CV to ms.hannacarlsson@gmail.com.
Joan B. Kroc School of Peace Studies, San Diego. Full-time Tenure Track Position – Human Security and Peacebuilding
The Joan B. Kroc School of Peace Studies, the first U.S. school created in this field, welcomes applications for a faculty position in HUMAN SECURITY AND PEACEBUILDING to begin September 2010.  Human security emphasizes individual and community security and well-being, rather than traditional state-focused approaches to security. Our program seeks to offer future practitioners and policy makers the skills needed to address such challenges across a wide range of policy areas.  Applications will be reviewed starting March 1.
Civitas Project Director - Baltimore, Maryland
The Civitas Project Director develops and implements the AFSC student justice program at the Baltimore Civitas School. He or she works with the Associate Regional Director, using Help Increase the Peace (HIP) techniques to teach students conflict resolution skills in order to empower participating youths to run a student mediation system.  Applications due: January 24, 2010