GCPE

Issue #97 August 2012

Nurturing the Seed of Peace through Peace Education: An Experience from Southern Thailand

Ekraj Sabur

peace education ThailandOne of the key inspirations for many peace activists and peace educators to sustain their commitment for peace is the belief that the seed of peace is inherent in every human being. Based on this conviction, each of us is capable of nurturing this seed and can overrule and transform the seed of violence within us into a powerful force for positive change through non-violence. This is how weapons are dismantled in the mind of men and replaced with constructive and non-violent alternatives.  In fact, the concept of the seed of peace can be found in every faith and spiritual tradition which provides guidance to discover, explore, nurture and translate the power of peace into action and reality. Hence, these religious and spiritual resources are the primary form of peace education in our societies.

Peace education in Thailand is comparatively new when compared with other countries in Asia; most of which have experienced massive destruction of lives, property and infrastructure as a result of warfare and violent conflicts. Thailand with its record of having the highest number of  military coup d’état in the world,  began to see peace education conducted in an informal  way by civil society groups  comprised of students, civilians and human rights activists during the major people uprising against dictatorial rule in 1973, 1976 and 1992. The religious and spiritual concepts such as Ahimsa and Satyagraha of Gandhi were the key principles of these movements. Despite its victory of overthrowing military regimes, peace education and its contributions have not enjoyed much recognition, popularity and/or mainstreaming. It has drawn government and public attention only in recent years following the eruption of violence in Thailand’s Southern Frontier Provinces in 2004.  A conventional heavy handed approach of the Thai government in response to a Malay Muslim nationalist movement for self determination has not improved the situation, but further intensified conflict and escalated the violence. The bitterness of violence is used by both state and non-state actors to justify violent retaliations. Young men and children are the primary targets of indoctrination and armed recruitment by both sides. It is, therefore, always a challenge to promote peace education in such a fragile situation where communities are polarized and overwhelmed with hatred.

peace education ThailandAsian Resource Foundation and Asian Muslim Action Network (ARF/AMAN) started peace education programs in Southern Thailand in 2004. They began by engaging the direct victims of violence such as widows, orphans and violence affected youth in the integrated peace building and trauma healing process, with an overall aim of empowering the victims of violence to be free from past burdens, to be able to discern the complexity of conflict and transform themselves into peace builders. To achieve these objectives, it was imperative to establish the right understanding of conflict and its nature; that conflict is not synonymous with violence and can lead to opportunities and positive change if it is dealt with the right attitude and proper means. Although the root cause of conflict in Southern Thailand is not religion, it has been used as a dividing factor between Buddhists and Muslims. As a result, belief takes precedence over the truth which led to prejudice and hatred and subsequently the polarization and collapse of communities. The concepts of overt, structural and cultural violence helped them to realize how they all are the victims and the perpetrators of violence. One of the key elements of peace education is an inter-faith dialogue, which equips beneficiaries with deep listening skills that are required for empathy and the courage to be understood. These skills enable them to discover their hidden prejudices by taking risks in order to deal with difficult and sensitive questions regarding religion, identity and violence. Sharing experiences of losing their loved ones is not only part of trauma healing but it allowed participants to go beyond an image of the enemy and develop empathy to help nurture healthy relationships which serves as a strong foundation for sustainable peace work. Community development programs are another way to foster and reconcile relationships. Participants from both faiths were facilitated to identify and analyze community problems and to collectively seek outlets based on the mobilization of resources available in their communities. The process helped them break the barriers and realize that despite the fact they have differences they share the common experience of being victims of an unjust structure and aspire to the common goals of justice and peace.

peace education ThailandHuman rights violations and violent conflicts are inseparable. Widespread human rights violations are the best fuel to convert an innocent person into a terrorist. It is an unfortunate reality that so far the justice system has been unable to bring state perpetrators of violence to justice and many innocent Malay Muslim civilians have become scapegoats and imprisoned without due judicial procedures. As a result, local Malay Muslim populations have lost their faith in both the justice system and the government. Prisons have become a hotbed of terrorism and violence is believed to be the only means to achieve justice and peace. Peace education in prisons and detainment centers was introduced to reach out to detainees. They were equipped with different alternatives to express their grievances and attain justice through non-violent and democratic means.

Community based human rights protection and peace building mechanisms are also components of peace education used to build awareness among people regarding their rights, and to furnish them with legal knowledge in which to protect, defend and promote their human rights. At the conclusion of the program, each community was encouraged to form a community-based organization. A network among targeted communities was established to create bottom-up socio-political space to consolidate, push-forward and achieve their demands through democratic means. It is hoped that the success of this process would contribute towards the attainment of power devolution and self-determination of people, as well as the withdrawal of military and a diminishing of militancy and armed insurgency.

In mainstreaming peace education, ARF/AMAN has assisted local government to develop peace education curriculum. Peace clubs were established in various schools in the Southern Frontier Provinces of Thailand with students serving as a bridge among civilians. They organize community outreach programs in order to spread the message of peace and non-violence.
The situation remains complex and violence is still on the rise. It is difficult to predict when peace will be achieved. A culture of peace takes time to cultivate but the seed of peace that exists in every human being is a social capital that can be nurtured through continuous efforts of peace education. Peace may not prevail in the present generation but if relationships can be positively transformed between people in conflict through peace education, then the next generation can use this as a foundation to continue weaving our efforts for peace. This is how the spirit of peace is sustained.

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Ekraj Sabur is a peace activist. He received his MA in Peace, Conflict and Development Studies from the UNESCO Chair of Philosophy for Peace, Universitat Jaume I, Spain after taking his Bachelor of Social Science in Asia Pacific Studies from Ritsumeikan Asia Pacific University in Japan.  He has been engaged in the development works and peace building efforts through capacity building and grassroots outreach programs in Asia and the Middle East for the past decade. He is currently serving as a director of the Bangkok based International Institute of Peace Studies c/o Asian Resource Foundation and Asian Muslim Actions Network.


News


National Education Association urges 3 million members to support the UN International Day of Peace (USA)
The National Education Association approved a New Business Item (NBI) at its annual Representative Assembly in Washington, D.C., urging its more than three million members to support the International Day of Peace. Justin Hughey of Hawaii presented the NBI to the 8,000 delegates at the forum. "If humans can figure out how to stop killing each other, we won't have a problem funding a quality public education for every child," said Hughey. The NEA, the largest teachers union in the world, stands for many of the same values that are part of the UN's mission of peace. These include equality, economic justice, good health, and preservation of the environment. “As educators, we have the potential to make this world a better place by teaching the next generation the values of peace, compassion and awareness of interdependence of life,” said Okumura. “100,000 teachers can reach 15 million future citizens every year with just one lesson plan a year. Over the course of our careers, we can raise and educate hundreds of millions of citizens.”

Awareness: Peace Education in Public Schools (Philippines)
(Manila Bulletin Publishing Corporation) Government programs to build and nurture an environment of peace in schools and communities are continuing. Several provinces now include peace education in the basic education and teacher training of public schools. The aim is to encourage teachers to develop ways of communicating the culture of peace in provinces, especially in Mindanao, where students come from various ethnicities.

Soldiering on for peace education: a conversation with retired Nigerian major general Ishaku Danladi Pennap (Nigeria)
(Matt Meyer, Waging Nonviolence) Recently retired Nigerian Major General Ishaku Danladi Pennap, a current board member of the Society for Peace Studies and Practice, is in a unique position to weigh the problems and possibilities of standing armies in contemporary African societies. In this interview with Waging Nonviolence, Pennap spoke of the complex challenges facing the long-beleaguered resource-rich nation, and his views on the role of the army in fostering security and democracy. One must understand when reviewing Pennap’s commentary that this articulate peace activist spent the vast majority of his adult life in the upper echelons of the Nigerian armed forces - in a country whose history is rife with institutional violence. His perspective, on the role of the military in particular, comes from a substantially different point of view than most U.S.-based anti-militarists. Nevertheless, Pennap’s insights bear careful consideration. His insider’s view reveals important shifts of thinking taking place within some high-level African command structures and their potential relations to civilian organization.

Announcing the Launch of new Program on the Pedagogy of Peace – University of Toledo (USA)
Announcing the Pedagogy of Peace Concentration in Educational Psychology and Educational Theory and Social Foundations Masters and Ph.D. Programs within the Department of Educational Foundations and Leadership at The University of Toledo (USA). The Pedagogy of Peace has at its core the improvement of the human condition through the development and training of professionals in the educational field. The improvement of the human condition involves fostering a culture of peace in society and its institutions. This cultivation is inherently pedagogical; it involves the transformation of the hearts and minds of future citizens to understand and embrace the concepts, skills, and values of peace and justice, within reflective, dynamic, and intellectually rich learning environments. Learn more about this exciting new Program today!

Promoting peace through education in Pakistan
(Insight on Conflict) The World Learning Grammar School in from Lyari, a troubled district in Karachi, Pakistan is part of the peace education efforts of the Peace Education Welfare Organization (PEWO). Insight on Conflict’s local correspondent in Pakistan, Zahid, reports on how PEWO is promoting peace through schools in Pakistan.

A plea for global harmony from Obama's sister (USA)
(Asia Times) Almost four months before the first multicultural president of the United States seeks re-election, Barack Obama's half-sister Maya Soetoro-Ng last week talked about the need for peace education and harmony in a world torn by war and terrorism. The July 10 event had the distinct feeling of a peace powwow on New York City's Park Avenue, where mainly supporters of the president gathered to be in the presence of his sister.

Sarangani pushes integration of peace education in public schools (Philippines)
(Zambo Times) The provincial government of Sarangani is pushing for the integration in the coming months of peace education in the basic curriculum of local public schools. Sarangani Gov. Miguel Rene Dominguez said such move was aimed at further mainstreaming the culture of peace among residents and communities within the province’s seven municipalities. Last week, the local government gathered principals of local public schools for an orientation on “Institutionalizing Peace Education in Basic Education and Teacher Education” as provided for under Executive Order No. 570 and to support its mainstreaming.

Proprietor advocates peace education for children (Nigeria)
(Punch) The Proprietor of Dartforte International School, Lagos, Prince Titilade Ijiwole, has reiterated the need to teach children the importance of international peace and brotherhood. He said this had become necessary because of the phenomenon of international terrorism, which was negatively impacting on peace and development across the world. He said the essence of the event was to give some sort of education to the children so that they could appreciate the significance of international peace and development by enabling them to overcome bias and prejudice. He said the programme was also aimed at encouraging the children to eschew violence by drawing their attention to the negative impact of destructive activities like bombing of public places.

Gandhi’s legacy lives on (India)
(UNESCO) From Rabindranath Tagore to Mohandas Gandhi to Amartya Sen, great Indian minds have addressed the necessity of holistic education for peace and personal development. This century-long legacy is reflected in the goals of a new UNESCO Institute. The Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP), to be inaugurated in New Delhi later this year, will be the latest in a long line of initiatives reminding us that Gandhi’s legacy endures.

IOM Opens a Peace Culture And Recreation Centre In Kakuma (Kenya)
The International Organization for Migration (IOM) has opened a Peace, Cultural and Recreational Centre for the Turkana community on June 27, 2012, in bid to foster peace and reconciliation among the refugees in Kakuma and the communities that host them. “The Centre aims to help promote cultural integration, empowerment and peace education, improve communication and dialogue, alleviate tensions and foster reconciliation hence form a common understanding on challenges faced to day and in future by the communities,” said  Mr. Ashraf El Nour, the IOM Regional Representative.

Countering the Militarization of Youth (Germany)
(War Resisters International) The international study conference on Countering the Militarization of Youth, which took place from 8-10 June 2012 in Darmstadt, Germany, was a great success. With the conference, important steps towards more cooperation and exchange among groups working on militarization of youth in a range of topical areas and countries was achieved. The conference developed several proposals on how to improve understanding of the militarization of youth, and exchange experiences of resistance. Educating against militarism / peace education was a key theme.

Meditation in Schools (USA)
This video talks about the profound positive effects meditation has in schools.


Peace Education in the Field  


American Center peace fair enthuses students – Teach Peace to Reach Peace (India)
(newKerala.com) A lively fair marked the culmination of the year-long State Alumni funded Teach Peace to Reach Peace project that organized Peace camps, workshops and education forums for teachers as well as students of schools across Kolkata, Siliguri, Ranchi and Bhubaneswar. The project was aimed at bringing peace education into classrooms through teacher, non-profit and community trainings as well as student activities in six states of the East and North East with active support from the American Center, Kolkata.

Peace Counts on Tour in Kerala, India
(Bergof Foundation) The five-day Training-of-Trainers programme was organized by the Berghof Foundation in co-operation with Bread for the World, a partner organization, and INSAF (Indian Social Action Forum), a local network. Since 2009, these organizations have enjoyed close co-operation within the Peace Counts framework. Through Peace Counts, multipliers become familiar with a range of peace education methods and materials, which they can use in their own work and adapt for their specific contexts. Participants come from civil society organizations, focusing on themes such as inter-religious dialogue, peace and reconciliation, justice, education, and development in slums. One component of the training programme is therefore to recognize the contributions the participants themselves can make, and indeed do make, to peace and conflict transformation.

Educational Institutions Implement Peace Education (Serbia and Montenegro)
(Nansen Dialogue Center Serbia) A regional meeting called Educational Institutions Implement Peace Education, organized jointly by NDC Montenegro and NDC Serbia was held 7-8 July, 2012 in Tivat, Montenegro. Participants were teams from Montenegro and Serbia that include representatives of ministries of education, teachers and CSO activists. During the two-day meeting the participants discussed the contents of the Peace Education Collection, which will be published at the beginning of 2013. They also discussed further cooperation on the peace education programmes and the celebration of 21 September - The International Day of Peace.

Active Non-violence and Peace Education strives to institutionalize non violence and peace education in primary, secondary and tertiary institutions in Nigeria
(WANEP) The Peace Education program was designed to address the rising level of child and youth involvement in deadly conflicts in Nigeria. It also took cognizance of locations with a high record of youth involvement in resource-based, economic and political conflicts either as actors or as victims. This culture of violence and retribution greatly compromises positive traditional family values of respect and reconciliation.

Public school teachers gear up on peace education (Philippines)
(Zamboanga Today online) Thirty-three teachers of Ayala National High School and Talisayan National High School located in Zamboanga City’s West Coast are now better skilled to teach peace-building beliefs, attitudes and techniques to their students.  he teachers formed the latest batch to undergo a “Teachers’ Training in the Integration of Peace Education” conducted by Peace Advocates Zamboanga (PAZ) on June 29-30, 2012.

Palestinian Peace Education Curriculum (Palestine / Israel)
(Dr. Fouad El-Harazin, Assistant to the president for International Affairs Gaza University)  The Palestinian Curriculum is not a separate subject of study, but rather a framework within which all subjects are explored. At the heart of the Palestinian Curriculum Program is a set of core themes that transcend and unify the various subjects in the standard public school curriculum. While addressing themes such as interethnic harmony, human rights and democratic decision-making processes, the program gives particular attention to issues of worldview, human nature, individual and collective development and the psychosocial, moral, ethical and spiritual causes of violence and war. This combined approach lays the critical foundation for the creation of both a culture of peace and a culture of healing. The National Research Center in Gaza (NRC-G) is training seminars equip teachers with the knowledge and skills needed to integrate the “principles of peace” into their lesson plans and activities with students throughout the year.

Teachers Trained On Peacebuilding – WANEP (Gambia)
(allAfrica) Teachers engaged in a two-day training on peacebuilding, organized at the conference hall of the National Nutrition Agency by the West African Network on Peace building (WANEP), The Gambia. Centered on the theme, “Catching them young,” the training is aimed, among other things, at helping teachers in identifying and mapping strategies against conflicts in school, especially by instilling the spirit of peace in the minds of the young ones.


Action Alerts


Call for Nominations: Jackie Kirk Award for Outstanding Book – Comparative and International Education Society (CIES)
The Comparative and International Education Society (CIES) recognizes an outstanding book annually with the Jackie Kirk Award. This award was created in 2010 to honor the prolific professional life and deep commitment of Jackie Kirk to our field and to CIES. This award annually honors a published book that reflects one or some of the varied areas of expertise represented in Jackie Kirk’s areas of commitment, primarily gender and education and/or education in conflict (fragile states, post-conflict, peace education). Nominations due September 1, 2012.


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.  For a calendar view of upcoming events please visit the Global Campaign Community Calendar.  

How Can We Build a Culture of Empathy and Compassion?” online conference (November 1, 2011 – October 2, 2012)
For more information click on the link above.

Summer of Peace 2012: a Global Celebration of and Call to Action for Inner and Outer Peace – The Shift Network, Pathways to Peace, Culture of Peace Initiative (CPI), The Peace Alliance, PeaceDayTV, Alliance for Peacebuilding, Gaiafield Project, International Cities of Peace, Push4Peace and others – online event (3 months during the summer of 2012)
For more information click on the link above.

Alternative Education Resource Organization (AERO) Conference – Portland, OR, USA (August 1-5, 2012)
For more information click on the link above.

International Leadership Programme: A Global Intergenerational Forum – UNESCO Chair & Institute of Comparative Human Rights at the University of Connecticut, Storrs, CT, USA (August 3-12, 2012)
For more information click on the link above.

Responding to Teen Relationship Violence - Cincinnati, Ohio (August 7, 2012)
This training will focus on how domestic violence advocates can work effectively in their communities to advocate for teens who are victimized by relationship violence as well as creative ways to hold teen perpetrators accountable.

1st Annual BePeace Conference – Rasur International, Tall Oaks Retreat Center, Linwood, KS, USA (August 10-12, 2012)
For more information click on the link above.

International Institute on Peace Education (IIPE) 2012: “Educating for human security and survival: emergencies in ecology, energy, economy” – Tokyo, Japan (August 11-19, 2012)
For more information click on the link above.

Third Annual East Coast NVC (Nonviolent Communication) Women’s Retreat – Van Etten, NY, USA (August 23-26, 2012)
For more information click on the link above.

International Conference on Peacebuilding Through Education: Challenges, Opportunities, Cases – New York, NY, USA (September 24, 2012)
Educating for peace is a challenge in most cases. It demands strong willpower, efficient use of resources, effective and creative methods, and long term planning. More often than not, it involves dealing with long standing prejudices and enmities that can easily provoke sentiments and emotions. As part of the conference, we plan to recognize exemplary work done in the field of building peace through education. When selecting exemplary work done by individuals or organizations, various criteria such as efficiency, effectiveness, originality, and impact will be used. The purpose of recognizing best practices is to present living examples of hardworking individuals and outstanding organizations and their commendable efforts in creating a more peaceful world for all.

Anticipating Climate Disruption: Sustaining Justice, Greening Peace – Peace and Justice Studies Association (PJSA) and Tufts Initiative on Climate Change and Climate Justice, Tufts University, Medford, MA, USA (October 4-6, 2012)
For more information click on the link above.

Green Phoenix Congress 2012: Models for a Culture of Peace – Center of Unity Schweibenalp, Switzerland (October 24-28, 2012)
For more information click on the link above. (Early bird deadline is August 1, 2012.)

Peace Education in Switzerland: Challenges and Perspectives (Education à la Paix en Suisse: Defis et Perspectives) – Peace Village (Village de la Paix), Broc FR, Switzerland (October 27-28, 2012)
For more information click on the link above. (in French/German)

Ahimsa and Sustainable Happiness – Ahimsa Center, Cal Poly Pomona, CA, USA (November 2-4, 2012)
For more information click on the link above.

Religion and Gender: Identity, Conflict and Power – Centre for Conflict Studies, Monterey, CA, USA (November 8-10, 2012)
For more information click on the link above.

Cultivating Peace: A Symposium for Violence Prevention – Virginia Tech Center for Peace Studies and Violence Prevention (CPSVP) and its affiliated Students for Non-Violence club, Blacksburg, VA, USA (November 16-18, 2012)
For more information click on the link above.

Empathy and Compassion in Society – Charter for Compassion and many other partners, London, UK (November 23-24, 2012)
For more information click on the link above. (Apply before September 4, 2012.)

World Council for Curriculum and Instruction (WCCI) 15th World Conference in Education: “Educating for Peace and Harmony with the Earth and Ourselves” – Kaohsiung, Taiwan (December 28, 2012 – January 3, 2013)
For more information click on the link above. (Early Bird Registration deadline: September 30, 2012. Hotel Reservation deadline: October 30. 2012.)

Annual General Meeting and conference on "Education and Poverty: Theory, Research, Policy and Praxis" – Peace Education SIG (Special Interest Group), AERA (American Educational Research Association), San Francisco, CA, USA (April 27 – May 1, 2013)
For more information click on the link above.

Call for Papers: “Envisioning Peace, Performing Justice: Art, Activism, and Cultural Politics in the History of Peacemaking” – Peace History Society, Southern Illinois University Carbondale, IL, USA (October 25-27, 2013)
The Peace History Society seeks proposals for panels and papers from across the humanities, social sciences, and fine and performing arts disciplines that reveal both the artistic and performative dimensions of peacemaking and the vital roles that artists and activists have played as visionaries, critics, interpreters, and promoters of peacemaking efforts around the world. Artists of all kinds—from celebrated professionals to folk, outsider, underground, and guerilla artists—have long put their creative powers in the service of initiatives for peace and justice. At the same time, politicians and peace activists have continually crafted modes of communication, confrontation, celebration, and commemoration that employ elements of theater, fashion, music, dance, visual art, creative writing and, more recently, digital media. Prospective participants are encouraged to conceptualize “artistry,” “envisioning,” “performance, “representation,” “activism,” and “memorialization” in broad terms that will expand historians’ view of peacemaking and activism as art forms and of artistic production as peace activism. We invite critical reflections on, as well as appreciations of, the intersections of oppositional politics with visionary and performative identities and acts. Please forward proposals for individual papers or a panel to both program committee chairs by November 1, 2012.


Educational Programs (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.  For a calendar view of upcoming workshops and trainings  please visit the Global Campaign Community Calendar.

“Me, Me, Me, ... What About Others?” Traveling Exhibition on Children’s Rights – LaborPace (Laboratorio Permanente di Ricerca ed Educazione alla Pace Caritas Genova / Permanent Laboratory for Peace Research and Education, Genoa Caritas), Genoa, Italy (June 12 – August 31, 2012) (in Italian)
For more information click on the link above.

Summer 2012 Master Classes on the World Peace Game with John Hunter – Martin Institute – Houston, TX; Atlanta, GA; Charlottesville, VA; New York, NY; Jacksonville, FL; Memphis, TN; Wilmington, DE; Milwaukee, WI; Los Gatos, CA; Seattle, WA, USA (June 15 – August 23, 2012)
For more information click on the link above.

Summer Courses – Psychopedagogical Center for Peace and Conflict Management (Centro Psicopedagogico per la Pace e la gestione dei conflitti) – Piacenza / Camogli / Pietrasanta, Italy (July 5 – September 9, 2012) (in Italian)
The remaining summer courses are: “The Maintenance of Sore Subjects” (August 30 – September 2, 2012); and “Coordinating Working Groups” (September 6-9, 2012).

"Evaluation of Policies and Programs in Education for Democratic Citizenship" online course – Education Portal of the Americas and Inter-American Program on Education for Democratic Values and Practices, Organization of American States (OAS), online (July 5 – September 13, 2012) (in Spanish)
For more information click on the link above.

Postgraduate Certificate in Conflict Resolution Skills – Coventry University, England, UK (July 16 – December 31, 2012)
For more information click on the link above.

Bullying Prevention: Actively Caring for People Approach – Cuyahoga Community College Metro Campus, OH, USA (July 21, 28 & August 4, 2012)
For more information click on the link above.

The Hague Symposium on Post-Conflict Transitions & International Justice – Clingendael Institute for International Relations, The Hague, The Netherlands (July 21 – August 18, 2012)
For more information click on the link above.

Intro to Peace Ed Part 2: The Scope of Peace Education – Teachers Without Borders (TWB) and National Peace Academy (NPA) – online (July 24 – August 19, 2012)
For more information click on the link above.

International Summer Camps – Children of the Earth (COE) – Togo, West Africa (in Kouvé July 26 – August 2 and in Dagni August 3-10, 2012)
For more information click on the link above.

“From Economic Recovery to Sustainable Economic Development” and “Gender Mainstreaming and Peacekeeping Operations” – UPEACE online courses (July 30 – September 7, 2012)
For more information click on the link above.

MSc in Human Rights and Multiculturalism – Buskerud University College, Drammen, Norway (August 2012 – summer 2014)
For more information click on the link above.

Equator Peace Academy on the theme, “Whose Community? Memory, Conflict and Tradition,” Uganda and Rwanda (August 12-26, 2012)
For more information click on the link above.

Master of Peace and Conflict Studies (MPACS), Conrad Grebel University College, University of Waterloo, ON, Canada (September 2012 – December 2013)
For more information click on the link above.

MA Peace and Reconciliation Studies – Coventry University, England, UK (September 2012 - ...)
For more information click on the link above. (Scholarship application deadline: April 30, 2012. Academic programme application deadline: August 17, 2012.)

Intro to Peace Ed Part 3: Pedagogy & Practice – Teachers Without Borders (TWB) and National Peace Academy (NPA), online (September 3-30, 2012)
For more information click on the link above.

Call for Participants – Build peace on your own: Civil society for a United Caucasus – United Network of Young Peacebuilders (UNOY Peacebuilders), Berlin, Germany (September 10-17, 2012)
For more information click on the link above.

Fall 2012 courses – United States Institute of Peace (USIP), Washington, DC, USA (September 10 – December 13, 2012)
The Academy’s practitioner-oriented courses prepare domestic and international professionals to work effectively in conflict zones abroad and help decision makers develop successful approaches to preventing, managing, and resolving conflict. Courses emphasize strategic thinking, practical application, and an interactive and diverse experience. Participants come from a wide variety of backgrounds such as government agencies, international organizations, the nonprofit sector, the military, international development agencies, and educational institutions.

Communicating Peace: Writing for the Media – National Peace Academy – online (September 15 – October 15, 2012)
For more information click on the link above.

Fourth Intensive Course on Truth Commissions – Barcelona International Peace Resource Center (BIPRC) and the International Center for Transitional Justice (ICTJ), Barcelona, Spain (September 24-28, 2012)
The course will discuss truth-seeking as part of a comprehensive approach to address massive human rights violations, strengthen the rule of law; and contributing to sustainable peace and reconciliation in divided societies. Course participants will learn how to critically appraise truth commissions as instruments to implement the rights of victims, how and why truth commissions have emerged as accountability mechanisms, and what their potentials and limitations are.

MS in Culture of Peace – Escola de Cultura de Pau, Universidad Autónoma de Barcelona, Spain (October 23, 2012 – May 21, 2013 / meeting twice weekly) (in Spanish)
This is a Master of Science degree on peace education, peace research, conflict transformation and peacebuilding. Applications may be received starting on September 3 and ending on October 22, 2012. Students who need a visa can contact Maria Canadas to start the formalities now.

MA Programs at European Peace University (EPU), Stadtschlaining, Austria (September 26, 2012 – 2013)
For more information click on the link above.

2012-2013 courses – CP CENAC (Centre pour l'action non-violente / Center for Nonviolent Action), Lausanne, Switzerland (September 29, 2012 – June 15, 2013) (in French)
For more information click on the link above.

MA in Peace and Conflict Studies – Hacettepe University, Istanbul, Turkey (October 1, 2012 – ...)
For more Information click on the link above. (Application deadline: September 15, 2012.)

Monetary Justice – Earth and Peace Education International (EPE) and National Peace Academy (NPA), online (October 11/12 – November 8/9, 2012: Thursday or Friday for 5 weeks)
For more information click on the link above.

 

Publications and Resources


"One For Ten" – documentary on the death penalty
This is an exciting and cutting edge documentary film project to educate the public on innocence and the death penalty. The first pilot film featuring exonerated death row survivor Ray Krone and narrated by Danny Glover can be viewed on the homepage at the link above. The video(s) may be used as a tool in your classrooms to educate students about the various issues surrounding the death penalty and our broken criminal justice system. All of them will be available on YouTube or the One For Ten website when the project is completed.

“Peace Education: An exploratory assessment of Lebanese university students‚ attitudes using Focus Group approach” by Ghada Chehimi – International Journal of Soc. Sci. & Education
Lebanon, a Middle Eastern country, has suffered and survived a three-decade series of devastating events, including a civil war, and continuous aggressions, invasions and occupations. Children of the first two decades of wars have become parents. They have rarely enjoyed peaceful lives and have never been exposed to any peace education to enable them to transfer the concept of peace to the following generations. The aforementioned situation has drawn attention to the need of introducing peace education to influence and encourage peaceful approaches to living and surviving in an unstable Lebanon. The current paper aims to explore and assess university students‚ attitudes toward peace and peace education in the Lebanese school system.

“Strategies for Integrating Peace Education into Social  Studies Curriculum for Junior Secondary Schools in Nigeria” by Kate Oge Ezeoba – African Research Review
This study seeks to identify strategies for integrating peace education concepts into the Social Studies curriculum for junior secondary schools in Nigeria.

Small Planet Resources for Teaching EcoMind – Small Planet Institute
The Small Planet Institute has developed several free and downloadable resources to teach for the “Eco Mind.”

“Education for conflict prevention and peacebuilding: Meeting the global challenges of the 21st century” by Phyllis Kotite – UNESCO
Conflicts can have devastating effects on education systems and impair the ability of governments to provide quality education for their citizens. Yet, when governments and ministries of education analyze and anticipate the risk of such events through careful planning, education can play an important role in preventing violent conflict, and in supporting peacebuilding efforts.

The Rainbow Song, Peace & Love 2012
This children’s educational song by Lynda Smith can be a useful resource for teachers wanting to promote values of diversity, unity and inclusion in their pupils.

 

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.

Part-time Assistant Director – Coalition for Peace Action, Princeton, NJ, USA (start date: September 4, 2012)
The Coalition for Peace Action (CFPA), a grass-roots citizens group working in central and southern New Jersey and Pennsylvania, seeks a part-time (25 hours/week) Assistant Director to work out of its Princeton headquarters. The Assistant Director works closely with the Executive Director and Steering Committee (Board of Directors) to oversee and implement programs advancing the Coalition’s priorities. Serve as primary staff to Peace Education Committee to plan and implement annual Conference and Interfaith Service for Peace; and other educational forums, talks, videos, etc. in various community settings. Application deadline: August 3, 2012.

2012-2013 Be Free Global Grant
Be Free Global’s initial grantmaking cycle (2010-2012) provided micro-grants for 10 not-for-profit projects across 6 continents, helping countless displaced children receive educational resources. In its 2012-2014 grantmaking cycle, BE FREE GLOBAL will provide grants of approximately $1,000-$1,500 to organizations that provide safe havens for abused, neglected, and trafficked children. Deadline: September 10, 2012.

Lecturer in Peace and Conflict Studies – National Centre for Peace and Conflict Studies, University of Otago, New Zealand (November 1, 2012 – 2015)
Candidates should have demonstrable teaching, research and practice capacities in Peace and Conflict Studies. A PhD degree in Peace and Conflict Studies or a cognate field is essential. While applications will be considered from any field within Peace and Conflict Studies, research and teaching expertise in peace education with a regional focus on the Asia-Pacific region would be desirable. The successful candidate would also assist the Director in the development of Post-graduate Distance Learning Programmes. The successful applicant will be required to teach two papers per year or equivalent, at various levels; to supervise research at Honours and postgraduate levels; and to be actively engaged in research. The position is available from November 1, 2012, but the starting date is negotiable. The position is for a fixed term of three years. Applications will close on Friday, August 10, 2012.

Internship in Joint Israeli-Palestinian organization – Israel Palestine Center for Research and Information (IPCRI), Jerusalem, Israel / Palestine (October 2012 – March 2013)
IPCRI is the only joint Israeli-Palestinian Think and Do-Tank in the world. Our office is located in East Jerusalem and led by a joint Palestinian-Israeli leadership. IPRCI engages in peace education activities. Closing Date: Friday, August 10, 2012.

Global Peacemaking Scholar-in-Residence – Elizabethtown College, Elizabethtown, PA, USA
Elizabethtown College is seeking to appoint a scholar-in-residence whose responsibilities will include teaching an introductory course in conflict transformation and an upper-level course in global conflict transformation, supervising and implementing the student peer mediation program, conceiving and implementing college-wide programming centered on issues related to global peacemaking, and strategically communicating the college’s peacemaking activities.  Applicants must have excellent communication skills; a master’s degree, preferably in conflict resolution or related field; experience in higher education; or an equivalent combination of education and experience. Position open until filled.

Faculty and Department Chair – Department of Justice & Peace Studies, University of St. Thomas, St. Paul, MN, USA (September 1, 2013)
The Department of Justice and Peace Studies (JPST) at the University of St. Thomas is seeking creative and energetic candidates with proven leadership skills to teach at the undergraduate level while serving as department chair. Experienced scholar-practitioners who welcome the challenge of leading a well-established program into an exciting new period of development are especially encouraged to apply. Position open until filled. However, the priority deadline for all application materials is October 31, 2012.

Two Openings with the New UPEACE / University of Dakar MA Programme in Gender and Peace Building – Dakar, Senegal
If you are fluent in French and English and are interested in being contacted by staff of Femmes Africa Solidarite (FAS), for consideration for either the Director or the Administrator positions of the new UPEACE/University of Dakar MA Programme in Gender and Peace Building, please send your CV and a cover letter to Ms. Dina Rodriguez, at the email above.

Assistant Director for Conflict Resolution – Office of Student Citizenship, Massachussetts Institute of Technology (MIT), Cambridge, MA, USA
The candidate is to serve as the Institute's primary resource concerning conflict management and resolution for undergraduate and graduate students and student groups. Duties involved in directing the conflict management and resolution programs will include developing and conducting periodic assessments of the community's needs for and views on mediation and other conflict resolution methods; developing conflict management and skill-building programs in response to these assessments; overseeing conflict resolution case management including restorative justice cases, mediation, and conflict coaching; developing and implementing training programs; providing leadership in conflict resolution; serving as primary resource concerning conflict resolution for students and student groups at the Institute; representing the department as deemed necessary by the director; and assist the director with projects as assigned.

Consultancy Position: UNICEF, Conflict Analysis for a Potential Peacebuilding and Education Programme in Chad (August 1, 2012 – January 1, 2013)
The purpose of this consultancy is to provide support to UNICEF Chad Country Office in the following areas:  Prepare and design the conflict analysis process following the specific requirements of the country context and for the purposes of the programme; Support the UNICEF country office and key partners (UN, Government and NGOs) in conducting the overall conflict analysis with specific focus on conflict-affected areas of Chad; Facilitate the development of the “Peace-building and Education” program proposal based on consultations and data from the conflict analysis.

Consultant Position: Peacebuilding and Education, UNICEF, Pakistan
Purpose of assignment: to provide support to the UNICEF Education Section to design, and undertake a comprehensive social cohesion and resilience analysis then use data to design and draft the Social Cohesion and Resilience Country Programme 2013-15. Starting Date: August 2012.