Issue 119 March 2015

Featured Article

A Note from the Editors: Each month the GCPE newsletter features a lead article highlighting perspectives on peace education research, practice, and policy from peace educators from around the world to provde readers with multiple perspectives on our wide and rapidly developing field.  These perspectives do not necessarily reflect those of the GCPE. We encourage you, the readers, to critically engage with these perspectives as you reflect upon your own work and practice.  We also invite you to contact us with your comments and for the possibility of contributing articles for future issues.

Learning from each other: Pedagogical connections between peace education and education for sustainable development

Alicia Jiménez
Earth Charter International Secretariat and Center for ESD

It has been 15 years since the Earth Charter was launched, in the year 2000, and after all these years, we are continually learning about new ways that the Earth Charter can be used as an educational tool for different education movements. The Earth Charter is a declaration of values and ethical principles to build a more just, sustainable and peaceful global society in this 21st Century. One important characteristic of the Earth Charter is its holistic nature, since it proposes ethical principles for all dimensions related to sustainability. Having this wide perspective is what helps educators from different education movements, such as peace education and education for sustainable development, to find values and principles that resonate with their learning objectives.

Heart of the MatterIn 2014, the Earth Charter Center for ESD launched a publication called “The heart of the matter. Infusing sustainability values in education. Experiences of ESD with the Earth Charter”. This publication is a collection of nineteen case studies or stories that showcase efforts to bring ethics and values for sustainability into education at all levels.

The stories in this publication are framed as ESD, nonetheless, and as discussed by Toh and Cawagas (2010), peace education and ESD share many similarities, including key themes and pedagogical approaches. They identified four main pedagogical principles for peace education: Holistic understanding; Dialogue; Values formation and Critical empowerment. This article reflects on the main pedagogical lessons learned from seven experiences of “The heart of the matter” publication, using as a framework the above mentioned pedagogical approaches of peace education.

The pedagogical principle of holistic understanding is probably one of the most difficult for teachers to promote, considering the limitations of standard curricula that are quite fragmented. Many teachers have found the Earth Charter a good tool to overcome this problem, considering its integrated vision. Professor Nelly Kostoulas-Makrakis, from the University of Crete, Greece said about this problem: “I was searching for ways to overcome current tendencies toward compartmentalization of knowledge and neglect of ethics and values that are inherent in the concept of sustainable Development. Through my search, I identified the EC as a potential framework that could fulfill my critical pedagogy needs

In her university, Professor Kostoulas-Makrakis was able to integrate the Earth Charter in seven courses of the Department of Primary Education. Students learn about complex issues happening in the world, like climate change, analyze it using the Earth Charter lens, but also comparing it with their own context through group work. They also do future visioning related to those issues analyzed and make comparisons between the preferred world they envision and what they perceive in reality.

In the experience of Itaipu Hydroelectric Dam in Brazil, where the company is very interested in the protection of water, they created a program to help protect forests with the nearby communities. They decided not to impose restrictions over the use of forests, but to utilize education and community empowerment programs to work collaboratively with the community in water protection actions. They use the watershed concept as a way to help community members and students to understand in a holistic way their local context, where they don’t focus on environmental, or social, or economic issues, but they see all as interconnected. In addition, they analyze the watershed where they live in connection to other watershed systems, and to the Planet.

In an Eco schools program, implemented by the VUA Research Group of Simon Bolivar University in Venezuela, the way to promote a holistic understanding of sustainability and move to action was to share the values and principles of the Earth Charter in connection with the students’ local context. The facilitators of this program expressed that when they tried to promote and teach about sustainability without making links with the students daily life and context, they failed to generate awareness and bring about changes in students behavior.

Dialogue is an important principle to promote a more horizontal relationship between teacher and learner (Toh and Cawagas, 2010). At the National School in Minas Gerais, Brazil, they created an education program called Science and Citizenship that is taught in all subjects, with the aim to develop autonomy of individuals involved in the creation of knowledge and strengthening teacher-student relationship. Students are considered subjects of their learning, in this sense, students analyze and understand global challenges, propose solutions, point to alternatives, and comprehend limitations; all is done working in groups. Dialogue and unstructured sharing of opinions and ideas are promoted in this discipline, and facilitators always remind students to avoid judgments when listening to others, and to express all they think is important. 

Itaipu’s programs also promoted dialogue, calling it a “dialogue of knowledge”, which includes sharing of traditional, popular, indigenous and academic knowledge to better understand the situation at specific watersheds. The workshops they organize with communities are highly participatory, where community members participate in generating solutions for problems they have identified. This dialogue of knowledge was also promoted at the Environmental and Cultural Education Programme (PEACE), with Maya Q’eqchi communities in Guatemala, another case study in “The heart of the matter publication”. This program was created and facilitated by an NGO interested in biodiversity conservation. They came to realize that this could be done only by connecting local knowledge and values with the wider conservation objectives present in different global agendas and in ethical frameworks such as the Earth Charter.

Earth CharterConsidering that the Earth Charter is about values and ethics, all education experiences that use the Charter are working on values formation, another important pedagogical principle of peace education. It valuable to learn how different experiences approach this task. For example, professors of the Faculty of Education of the University of Granada firmly believe that teaching about ethics (of care) cannot be done using only cognitive approaches. When dealing with ethics, it’s important to experience it, to use different senses and connect with emotions. Since they focused on the Earth Charter, their question was not how to learn about the community of life, but, “what can we do to feel part of the community of life and act accordingly? How to experience interconnectedness?” One of the exercises used was sensory awareness of nature. Students are asked to spend a weekend outside the city and spend time in nature observing and writing about their experience. It’s not about focusing the mind on one thing, but rather an attention that excludes nothing. Attention on all senses and its internal effect on us. Also, they use a meditation exercise with their students to encounter with the archetype of Mother Nature, using relaxation and imagination. They always ask students to write and reflect about their experiences in a diary, where students reflect daily experiences with the principles of the Earth Charter.

The arts can also be used as a way to internalize and promote values, as the Center for the Study of Peace Onlus in Italy did in a project they implemented with several schools, where they asked students to express through music, writings, videos or any other form of art their understanding of a principle of the Earth Charter.

Finally, in terms of critical empowerment, it is important to move minds and hearts into personal and social action (Toh and Cawagas, 2010). This is what Itaipu’s education program does with their workshops; participants collectively identify problems, generate proposals and define a working plan with the viable proposals identified. A Water Pact is the culmination of the process, where the working plan is presented to the community and a celebration is held around it. As a result, more than 21,000 hectares of previously degraded agricultural soils have been recuperated, 1,400 kms of forest surrounding rivers have been protected, and traditional economic activities such as beekeeping have been restored, among other results.

The experiences mentioned in this article are just a few examples that show the interconnections between peace education and ESD, and how useful it could be to promote wider dialogue between practitioners and scholars of these education movements to learn and enrich each other.


  • Toh, Swee-hin and Cawagas, Virginia. 2010. “Peace Education, ESD and the Earth Charter: Interconnections and Synergies”. Journal of Education for Sustainable Development September 2010 4: 167-180
  • Web: www.earthcharter.org
  • Email: info@earthcharter.org

Alicia JimenezAbout Alicia Jiménez: Alicia has been working in conservation and sustainable development field since 1998, after she graduated as a biologist from the University of Costa Rica. She worked several years in IUCN Mesoamerica’s Regional Office and then started a professional services co-op called Coopesolidar, based in San Jose, Costa Rica. She also worked at the National University of Costa Rica. As part of these previous work experiences she did extensive field work in community-conservation projects, and environmental education processes, in Costa Rica and occasionally in other Central American countries. In 2006 she joined the ECI Secretariat, and is in charge of promoting as widely as possible the Earth Charter, especially in Africa, Middle East and Asia Pacific. In addition, she is involved with the Secretariat’s projects on education for sustainable development. Currently, she is IUCN CEC national activator for Costa Rica. Alicia has an MSc in Resource Development from Michigan State University. She is from Costa Rica.

Action Alerts

Petition to save unique MA in Peace Education at the UN-mandated University for Peace (UPEACE)
A process of radical and rapid change to the curriculum of the University for Peace has been underway in the past few months. Many serious concerns have been expressed by hundreds of members of the UPEACE Community since July 2014, both in terms of the process and the content of the proposed changes. The elimination of MA programs unique in the world, including the one in Peace Education, would represent a great loss for the field of peace studies. The repeated calls for dialogue have not been heard up to this point. Please sign the petition to add your support and spread it to your contacts. You will find much more information at the link above.

Where in the World to Study Peace Education? Help us Build a Global Directory
There is a growing demand for peace education, yet few know of the learning opportunities that exist for gaining knowledge, developing capacities, and building the fundamental pedagogical skills for teaching peace.  To address this lack of availability of information, the Global Campaign for Peace Education, in partnership with the International Institute on Peace Education and the National Peace Academy, is conducting a survey to inventory programs, courses, and workshops in peace education. We need your help to build this inventory. If you are running a program, teaching a course, or are currently a student studying peace education, or have the necessary information about such a program, please take a few moments to complete our online form.

Do You Know Any PeaceMakers?
The Peace First Prize recognizes impressive young people for meaningful peacemaking work that creates lasting good in a community, neighborhood or school. America's Promise Alliance is excited to announce our continued partnership with Peace First to launch the third annual Peace First Prize to celebrate young people leading change in their communities. It is open to young people between the ages of 8 - 22 and will be awarded to 5 young leaders who have demonstrated compassion, courage and the power to create collaborative change. Winners will each receive a $25,000 Peace First Fellowship over two years to further their peacemaking work. Applications and nominations for the Peace First Prize will be accepted through March 30, 2015.


Teaching Men that Education is not a Threat (Afghanistan)
(CSMonitor) Sakena Yacoobi started the Afghan Institute of Learning (AIL) to educate young girls. Then young boys started asking if she could teach them too. Many in the international development community focus on the education of women and girls, sometimes to the exclusion of educating men. While Yacoobi believes it is vital to educate women and girls,sheI also believes it is a mistake to leave men out of the process.

Courageous Teachers = Empowered Students (USA)
(blog post by Susan Gelber Cannon) The research of Dr. Beth C. Rubin shows “that in classrooms in which students directly engaged in activities and discussions about both the ideals and the shortcomings of this country, about their rights as citizens and successful struggles for social change, students who felt disjuncture also tended to express empowerment, a belief in the ability to contribute to meaningful change.” This result was true in affluent and economically depressed schools. Moreover, when students in high poverty settings do not have such opportunities in their classrooms to learn about the country’s founding documents and connect them to their rights and responsibilities as citizens, they “expressed deep discouragement, a belief that no change was possible.” Teachers in schools with affluence and less diversity also have a great responsibility to include social justice issues in their lesson planning, says Rubin. When such students “did not participate in lessons about inequality and social justice, it was common for them to voice complacency, a sense that all was well in the United States and no change was necessary.” In contrast, her research shows, when privileged students tackled issues of inequality and injustice with their teachers, they “expressed an awareness of injustice and a desire to work for change.”

Peace Education Curriculum for Teacher Training Introduced in Afghanistan with German support (Afghanistan)
(Wadsam.com) A new peace education curriculum has been introduced all around Afghanistan at Teacher Training Colleges (TTCs). With support from the German government, Afghanistan’s Teacher Education Directorate (TED) is currently rolling out the curriculum, and over the past five days, over 120 TTC lecturers from 30 provinces attended a workshop held by master trainers in Kabul’s Teacher Home facility. They learnt how to teach and incorporate the curriculum into their own teacher training methods. The peace education curriculum for Afghanistan’s TTC was developed in 2013 by the Teacher Education Directorate with support from the German Government and UNESCO. As one female participant from Badakhshan at the workshop in Kabul said, “We still witness violence every day in our communities. With the peace education curriculum, we can show how to tackle the challenge of violence in society. The methods we apply are based on a direct approach and on small steps. For example, teachers can learn how to deal with the small, everyday quarrels in the classroom that can lead to violence if not resolved properly. We are helping future teachers pass on the value of peace to schoolchildren.” With the introduction of the curriculum, peace education will become compulsory subject at TTCs. Over 75,000 students in teacher education will attend courses in peace education during their two years of teacher training. They will gain the knowledge, skills, and attitudes they need to act as peace-building role models in their schools and communities.

UN Effort to Teach "Respect for all" aims at Fighting Discrimination (France)
(IDN-InDepthNews) UNESCO in association with the governments of the United States and Brazil, has produced specific tools and resources to fight discrimination and violence through education as well as within education, even as the level of hatred and intolerance rises in many regions. The tools include a 300-page manual, a range of relevant UN documents, online interactive forums, and proposals for student activities such as writing articles and staging plays, all of which were highlighted at the Second UNESCO Forum on Global Citizenship Education (GCED) that took place January 28 to 30 in Paris. “Teaching respect for all is a means of promoting an educational response to combat discrimination and violence by strengthening the basics of mutual tolerance and cultivating respect for all people,” Cornu told IDN.

Ferguson, U.S.A.
(Teaching Tolerance) The August 2014 police shooting of Michael Brown upended the suburban town of Ferguson, Missouri, and sent ripples of shock, fear, pain, anger and uncertainty across the country. Many educators and students learned of the tragedy as they were preparing to start a new school year—a school year delayed by over a week for K-12 students in the Midwestern suburb. Regardless of the support or obstacles they encountered, teachers all over the country searched for resources to help themselves and their students make sense of what was happening. These educators recognized that that Ferguson, Dayton, Staten Island and Cleveland are American cities, and that the inequities and violence that occurred there reflect biases and systems of oppression that harm citizens across the country every day—including the children of color sitting in their own classrooms. Teaching Tolerance selected three approaches to thinking and talking about the events of summer and fall 2014 that are particularly relevant to educators—as practitioners in the classroom and as citizens who care about all communities.

Doing History in Buncombe County (USA)
(Teaching Tolerance) Each year, thousands of North Carolina students study slavery as part of the North Carolina and U.S. history curriculum. It’s not an easy topic—in fact, many educators shy away from teaching about slavery beyond the bare minimum requirements. But in Buncombe County, North Carolina, the chance discovery of a cache of slave deeds led to an opportunity for students to move beyond textbooks and worksheets and connect with individuals who lived in their own community during slavery. It didn’t make the topic any easier, but it did lead to a community-wide collaboration that has connected Buncombe residents more deeply to their past and made them participants in history.

African media body inks deal to fight violent extremism, terrorism (Kenya)
(Coastweek.com) The African Media Initiative (AMI) and United Religions Initiative-Africa (URI) said on Friday they have signed an agreement to counter violent extremism, radicalization and terrorism in the continent. AMI, which is the continent’s largest umbrella association of African media owners, senior executives and other industry stakeholders, said the deal inked in Nairobi will also help in combating hatred, prejudice, intolerance and stereotyping on the basis of religion and culture in Africa.The two organizations plan to engage leaders, journalists, bloggers, writers, poets, cartoonists and citizens in Africa and across the globe, with the aim of bringing the media and the public’s attention to the devastating effects of hate speech. The partnership calls for the establishment of Departments of Peace in each African country; establishment of the African Editors-in-Chief Forum to promote a culture of peace; and promotion of peace education in Africa as part of the school curriculum.

Needed: A Revolution in Education (USA)
(TED Talks) In this poignant, funny follow-up to his fabled 2006 Ted Talk, Sir Ken Robinson makes the case for a radical shift from standardized schools to personalized learning - creating conditions where kids’ natural talents can flourish.

Mindfulness Exercises Improve Kids’ Math Scores (USA)
(Time.com) In adults, mindfulness has been shown to have all kinds of amazing effects throughout the body: it can combat stress, protect your heart, shorten migraines and possibly even extend life. But a new trial published in the journal Developmental Psychology suggests that the effects are also powerful in kids as young as 9—so much so that improving mindfulness showed to improve everything from social skills to math scores. Fourth and fifth graders who did mindfulness exercises had 15% better math scores than their peers.

Rights curriculum for police (Fiji)
(The Fiji Times online) Human rights will soon be part of the Fiji Police Force's curriculum, says Deputy Commissioner of Police Isikeli Vuniwaqa. Mr Vuniwaqa assured the parliamentary standing committee on Defence and Foreign Affairs in his submission yesterday for the ratification of the United Nations Convention Against Torture that the police have taken some proactive measures which includes having a human rights as part of their curriculum. "We're in the process of including human rights training programs in our training curriculum with the collaboration assistance with our international communities and our stakeholders," Mr Vuniwaqa said.

2014 El-Hibri Peace Education Prize Laureate - Pietro Ameglio
(YouTube) Mexican peace educator and activist Pietro Ameglio was awarded the 2014 El-Hibri Peace Education Prize on October 15, 2014. This is his acceptance speech.

Peace Education in the Field  

Protecting human rights: Training of master trainers concludes in Karachi police academy (Pakistan)
(The Express Tribune) A training of 30 master trainers from police training schools and colleges across the province concluded at the Saeedabad Police Training College, Karachi, on Friday. Speaking at the certificate distribution ceremony, DIG Southand Sindh Curriculum Development Programme (SCDP) coordinator Abdul Khalique Shaikh explained that the 12-day training of trainers was a follow-up to a module titled ‘Protecting Human Rights’, which was launched at the Central Police Office in December 2014. “There needs to be a change of philosophy in policing, shifting from force-oriented to service-oriented,” said Training DIG Dr Jameel. Meanwhile, former IG Niaz Ahmed Siddiqui, who co-authored the human rights module, appreciated the Sindh Police’s efforts to integrate various human rights topics, such as child rights, juvenile justice, women’s rights and minority rights, within one book.

Interfaith Harmony in our Journey to Peace – Center for Peace Education, Miriam College (The Philippines)
This year we marked the World Interfaith Harmony Week (WIHW) that the United Nations had declared to be celebrated every first week of February amidst a period of sadness because of the Mamasapano mis-encounter between the Philippine National Police-Special Action Force (PNP-SAF) and the Moro Islamic Liberation Front (MILF). There were renewed calls to go to war against the MILF, but the week of February 2nd at Miriam College and other places had a diametrically opposed message: “War solves nothing! Onward with the Mindanao Peace Process!” (from the Center for Peace Education Statement). Clearly there was a strong call for interfaith cooperation towards Mindanao peace in view of this latest peace challenge in the country, and this was expressed in both the Forum and the 2-day workshop, held under the Twinning Project of the school.

Moral and Innovative Leadership in Education – Global Peace Foundation (Kenya)
In a world that is rapidly technologically and socially changing, students must learn to adapt and be ready to face challenges that lie ahead. Educators are reaching for innovative approaches to meet rising expectations and equip their students to live fulfilling lives after graduations. Global Peace Foundation (GPF) education division, Global Peace Education, is working to transform schools together with principles, Ministries of Education and other stakeholders to transform education. Two such partners were featured in the Kenya Standard for their daring leadership that took at-risk schools and durned them around. Both schools have implemented one of GPE’s signature programs.

Forum on Building a Culture of Peace – United Nations Academic Impact (USA)
On Saturday, 7 of February, the Manhattan Center of Adelphi University hosted the Forum on Building a Culture of Peace: Human Rights and Social Justice. The Forum was opened with a plenary session featuring prominent peace activists, including Founding Director of the International Institute on Peace Education Betty Reardon, the former President of the Hague Appeal for Peace and the representative of the International Peace Bureau to the United Nations, Cora Weiss. A founding figure in the field of peace studies, Dr. Reardon emphasized the importance of education in sustaining peace and security. She encouraged educators to consider incorporating the fundamentals of peace education across the curriculum, and called for students to be cognizant of elements of peace culture in a broad array of classes, regardless of their academic focus.

Unlearning Intolerance Seminar – United Nations Academic Impact (USA)
The terror attack in Paris reminded the world how vulnerable we are - unless we find resilient ways to unlearn intolerance. In 2015, the UN commemorates its 70th Anniversary. This enriching UNAI Masterclass emphasized how "Unlearning Intolerance" became the leitmotiv to overcome stereotypical driven perceptions and politics. A webcast video of the class can be viewed online.

Looking for inner peace? The path is through coherence, says expert (Costa Rica)
(The Tico Times) For Rita Marie Johnson, talking about peace isn’t enough. You’ve got to practice it in your everyday life. The key word there is practice. Johnson shared her knowledge on how to achieve a state of “coherence” between one’s heart, mind and emotions. That coherence is what allows us to achieve peace, or at least, a state of well-being and thankfulness, she said.

DepEd, USAID to expand education access in conflict-affected areas (The Philippines)
(GMA News) The Department of Education and the United States Agency for International Development are working to make education more accessible to out-of-school youths in conflict-affected areas. DepEd Secretary Armin Luistro said this would open opportunities for youths whose homes had been affected by fighting. “Education is the primary driver of development (and should serve everyone) especially the least, the lost, and the last,” said DepEd Undersecretary for Legal and Legislative Affairs Alberto Muyot. Under the agreement, DepEd and USAID will provide life skills training to youth, promote community engagement and peace education, and increase capacity of teachers and youth leaders to meet the education needs of youth and vulnerable populations via alternative learning.

UNESCO’s Global Citizenship Education Forum: Nonviolence on the International Education Agenda (France)
(Metta Center for Nonviolence: Stephanie Knox Cubbon) From January 28-30, 2015, I had the opportunity to participate in UNESCO’s Second Forum on Global Citizenship Education (GCED), which was held in the lead up to the World Education Forum (WEF). At the WEF, the educational goals for the post-2015 development agenda will be established, following the Millennium Development Goals that end this year. Over 250 participants from all regions of the world, including educators, academics, policy makers, government officials, civil society representatives, gathered at UNESCO’s headquarters in Paris to discuss recommendations for how global citizenship should be included in the international education agenda. But what do we mean by global citizenship education? UNESCO describes GCED as “values, knowledge and skills that are based n and instill respect for human rights, social justice, diversity, gender equality, and environmental sustainability and that empower learners to be responsible global citizens.” This may also sound like peace education or sustainable development education, or one of the many fields of education which strive for transformation of oneself and the world.

Cultural Day for Peaceful Nigeria 2015 General Elections (Nigeria)
Students of TimeOn Kairos Systems of Community Colleges, Shasha, Akowonjo took the 12th of February to celebrate diverse cultures and ethnic groups in Nigeria, calling on everyone to embrace peace through dialogue even as 2015 elections beckon.

African Projectss/Foundation for Peace and Love Initiatives 2014 Annual Report (Nigeria)
This annual report summarized events, activities, and programs of African Projects/Foundation for Peace and Love Initiatives for the year 2014.

UNESCO Chair on Education for Human Rights, Democracy and Peace – Aristotle University of Thessaloniki
The UNESCO Chair aims at promoting the values of a Culture of human rights, peace and non violence within the University, as well as to the other two educational levels (primary and secondary education) in order to increase the awareness and sensitivity of academics, students and public opinion to them. The UNESCO Chair of the A.U.Th. maintains a profile of academic-educational as well as community-oriented activities. Academic activities entail an undergraduate and a graduate course, whereas community oriented ones involve specific actions ranging from training courses, conferences and seminars to cultural events (art exhibitions, concerts, theatre etc.). In the context of its academic work, the UNESCO Chair runs two Academic Programmes on Education for Human Rights, Democracy and Peace. At the undergraduate level, the UNESCO Chair organizes and runs an interfaculty interdisciplinary programme on Education for Human Rights, Democracy and Peace entitled: "Contemporary world problems and the scientist’s responsibility: an interdisciplinary approach. At the postgraduate level, the UNESCO Chair participates since 1998 in the European Master Programme on Human Rights and Democratization. The lectures given in the UNESCO Chair/A.U.TH. focus on the following three thematic areas: a. Issues of Peace and Human Rights Education. Towards a Culture of Peace; b. Contemporary World Problems and the Scientist’s Responsibility; c. Human Rights, Issues of International Law and International Relations. The "Chair" cooperates also with primary and secondary school teachers of all scientific fields throughout the country, with the aim of promoting and cultivating the values of a Culture of Peace in schools. For this purpose, the "Chair" has created the National Network of Schoolteachers for a Culture of Peace and Non Violence, which enjoys the active participation of a large number of teachers. The UNESCO Chair has also been collaborating with the National Armed Forces. The collaboration consisted in the delivery of lectures and documents concerning issues of Education for Human Rights and Peace, as well as the Culture of Peace, to Armed Forces personnel, soldiers and the public. See link above for more detailed information, course descriptions, and more.

February 2015 issue of the Newsletter of the Cooperative Learning Institute
This issue includes an article by David and Roger Johnson on the goals of peace education and approaches to promoting peace education in schools.

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.  

"Gender Equality and Nuclear Abolition" A Symposium and Book Launch with Dr. Betty A. Reardon – New York, NY, USA (March 5, 2015)
For more information click on the link above.

"Peacebuilding as a Framework for Campus Internationalization" – Harper College International Education Summit, Palatine, IL, USA (March 6, 2015)
The program will start with a keynote by David J. Smith ("Purposeful International Education: Using a Peacebuilding Frame to Advance Global Objectives in Community Colleges") and be followed by workshops by Cris Toffolo from Northeastern Illinois U. on human rights, and Mary Trujillo from North Park University on transformative teaching. The program is free.

Crossing Bridges: Sustained Dialogue Annual Conference – University of Alabama, Tuscaloosa, AL, USA (March 6-8, 2015)
For more information click on the link above. (Early-bird registration end on January 23, 2015.)

Truth Telling Weekend – The Truth Telling Project, St. Louis, MO, USA (March 13-15, 2015)
For more information, click on the link above. (To register, click

Women’s Rights to Dignity, Security and Justice - The Rana Plaza Collapse and the Triangle Fire: Consequences and Accountability – Fordham University School of Law at Lincoln Center, New York, NY, USA (March 14, 2015 - 11:30 AM-4:00PM)
For more information click on the link above.

What can Peacemakers Do Regarding The Loss of Men of Color at the Hands of Police Officers? - Creative Responses to Conflict and The Fellowship of Reconciliation, Nyack, NY, USA (April 1, 2015)
S.Y. Bowland earned her B.A. in Social Relations from Colgate University and her J.D. at George Washington University. Her areas of training, teaching, facilitation and interest include: Race, Gender, Power, Culture, Conflict and Community. Negotiation, Diversity Issues inConflict Resolution and Restorative Practice. Beth Roy, PhD, is a long-time mediator in the San Francisco Bay Area and teaches in the Peace and Conflict Studies program at University of California, Berkeley. In 2008, she published “What Amadou Diallo Teaches Us About Policing, Race, and Justice”, a study of how dynamics of racism imbedded in U.S. society turn lethal in police confrontations with men of color. Introduced by Priscilla Prutzman , Executive Director, Creative Response To Conflict.

Gandhi-King Community Conference – Memphis, TN, USA (April 10-11, 2015)
The Gandhi-King Conference is an annual two-day conference bringing together modern visionaries of nonviolence and social change with community leaders, activists, academics and organizers to train, learn, plan and organize to create a culture of liberation and justice for all. Our goal is to create a stimulating environment where scholars, activists, educators, practitioners, artists and students can build community and explore interconnections. We invite participants to engage in various modes of exploration, including papers and presentations, hands-on practitioner workshops and a youth summit. We aim to foster an experience in which attendees will have multiple opportunities to meet and dialogue in both formal and informal settings, against the unique historical backdrop of Memphis, Tennessee.

Call for Proposals – 5th International Conference on “Livelihoods, Sustainability, and Conflict” - Kennesaw State University, Kennesaw, GA, USA (April 17-18, 2015)
For more information click on the link above.

22nd EUROCLIO Annual Conference: focus on roles and conducting of democracy in History Education – Elsinore, Denmark (April 20-25, 2015)
For more information click on the link above.

3rd International Conference on Innovative Practices of Integrating Peace Education to Core Subjects to Address Bullying in Schools in the Philippines – Xavier University-Pueblo Campus, Cagayan de Oro City, The Philippines (April 22-24, 2015)
For more information click on the link above. (
Deadline for Applications: April 13, 2015.)

Vietnam: the Power of Protest – Telling the Truth, Learning the Lessons – New York, NY, USA (May 1-2, 2015)
The Pentagon has a ten-year plan to use the 50th anniversary of the Vietnam War as an opportunity to re-write the history of the war. Some of us have gotten together to build a strong and sustained effort to tell the truth about the war, the role of the anti- war movement in ending it, the war’s lessons for today and the war’s consequences for the Vietnamese, Laotians and Cambodians, as well as many American veterans.

Call for Papers – International Congress on Communication, Civil Society and Social Change: V Forum Education, Communication and Citizenship; XX years of the Master in International Studies in Peace, Conflicts and Development – University Jaume I (UJI) of Castellón, Spain (May 20-22, 2015)
For more information click on the link above.

Call for papers – 19th World Congress of the International Association of Educators for World Peace (IAEWP) – India International Centre, New Delhi, India (May 29-30, 2015)
For more information click on the link above.

Women and Peacebuilding - Canadian Mennonite University, Winnipeg, Canada (June 15-19, 2015)
For more information click on the link above. (Deadline: April 1, 2015.)

Youth Voices and Peace Activism - Canadian Mennonite University, Winnipeg, Canada (June 15-19, 2015)
For more information click on the link above. (Deadline: April 1, 2015.)

Human Rights and Peace - Canadian Mennonite University, Winnipeg, Canada (June 15-19, 2015)
For more information click on the link above. (Deadline: April 1, 2015.)

Pathways to Resilience III: Beyond Nature vs. Nurture? Halifax, Nova Scotia, Canada (June 16-19, 2015)
For more information click on the link above.

Train the Trainer: Working for Conflict Transformation - Canadian Mennonite University, Winnipeg, Canada (June 22-26, 2015)
For more information click on the link above. (Deadline: April 1, 2015.)

Friendship and Peace: The Blackfoot Way - Canadian Mennonite University, Winnipeg, Canada (June 22-26, 2015)
For more information click on the link above. (Deadline: April 1, 2015.)

Peace Psychology - Canadian Mennonite University, Winnipeg, Canada (June 22-26, 2015)
(Deadline: April 1, 2015.)

2015 Bologna, Italy Symposium on Conflict Prevention, Resolution, & Reconciliation - Johns Hopkins University SAIS Bologna Center, Bologna, Italy (June 27 – July 25, 2015)
For more information click on the link above. (Deadline: May 15, 2015.)

Call for Papers – “Transformative Practice and Theory: Where We Stand Today” MeCCSA PGN Conference 2015, Department of Media, Coventry University, UK (July 2-3, 2015)
For more information click on the link above. (Abstracts due by March 2, 2015.)

2015 The Hague Symposium on Post-Conflict Transitions & International Justice - Clingendael Institute for International Relations, The Hague, Netherlands (July 4-25, 2015)
For more information click on the link above. (Deadline: May 15, 2015.)

International Institute on Peace Education 2015. The University of Toledo - Toledo, Ohio USA (July 26 – August 2, 2015)
For more information click on the link above. (Application deadline: April 15, 2015)

Call for Papers “Latin America seeking the path towards a Sustainable Peace. Tools and Contributions” - Conference of the Latin American Peace Research Association (CLAIP) with the endorsement of the International Peace Research Association (IPRA) – Guatemala City, Guatemala (October 26-28 2015)
For more information, please email the conference organizer, Maria Eugenia Villarreal by clicking on the link above. (The deadline for applications is May 1, 2015.)

Call for Papers: “Remembering Muted Voices: Conscience, Dissent, Resistance and Civil Liberties in World War I through Today” - National World War I Museum at Liberty Memorial, Kansas City, MO, USA (October 19-21, 2017)
This interdisciplinary conference will explore the experiences of those groups and individuals who raised their voices against the war, sometimes at great cost. We welcome paper, panel, poster, roundtable, and workshop proposals that engage in diverse ways with issues of conscience, dissent, resistance, and civil liberties during World War I, in the United States and around the world. We encourage proposals that examine historical and contemporary parallels to the war. Strong conference papers will be given consideration for publication in special issues of the journals Mennonite Quarterly Review and Peace & Change. Deadline for submissions: January 31, 2017.

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.

Human Rights Education (HRE) Training – Asociatia Young Initiative, Bucharest, Romania (8 weeks, with a 2-hour weekly session)
For more information click on the link above.

Restorative Practices Training, East Coast Professional Skills Program – Center for Dispute Resolution at the University of Maryland Francis King Carey School of Law (C-DRUM) and the Straus Institute for Dispute Resolution, Baltimore, MD, USA (March 19-21, 2015)
he program features nine distinct courses taught by nationally recognized trainers in dispute resolution. This year a new course is being offered, Restorative Practices in an Organizational Setting taught by Kay Pranis and Barbara Sugarman Grochal. The instructors bring a strong background in Restorative Practices in schools. K-12 school educators may register for this course at a discounted rate of $350, reduced from the regular rate of $1,295. Early enrollment is recommended since many of the sessions fully subscribe.

Evolutionary evaluation in learning processes: seminar for teachers and educators – Psychopedagogical Center for Education and Conflict Management (CPP), Piacenza, Italy (March 27-28, 2015) (in Italian)
Evaluation can be a great resource in learning processes, if it can become a way to confirm one's own growth and acquisition of knowledge and skills. This seminar offers a new map and practical tools for maieutic evaluation processes that support and motivate learning rather than frustrating it. 10% discount for teacher and educators!
(in Italian)

Rules to educate for freedom – Psychopedagogical Center for Education and Conflict Management (CPP), Milan, Italy (April 11, 2015) (in Italian)
We want to develop a greater awareness of our power in relationships. Our strength comes also from our ability to choose what rules to use and which rules to oppose, acting with awareness and responsibly.

Call for Participants: Summer 2015 Human Rights and Conflict Resolution Programs in Bosnia-Herzegovina, Cambodia, & Rwanda – Global Youth Connect (GYC) (various dates in June-August 2015)
For more information click on the link above. (Participants wishing to apply for this scholarship assistance need to apply by the early deadlines. Early Application Deadlines: January 15, 2015 for Bosnia-Herzegovina and February 15, 2015 for Cambodia and Rwanda. Regular Application Deadlines: February 15, 2015 for Bosnia-Herzegovina and March 15, 2015 for Cambodia and Rwanda.)

Fletcher Summer Institute for the Advanced Study of Nonviolent Conflict (FSI) – The Fletcher School, Tufts University, Boston, MA, USA (June 7-12, 2015)
For more information click on the link above.

Summer Institute on Conflict Transformation in Border Regions – Umass Boston and FLACSO, Quito, Ecuador (June 10-30, 2015)
For more information click on the link above. (Application deadline March 1, 2015.)

International Leadership Training Programme: A Global Intergenerational Forum – UNESCO Chair & Institute of Comparative Human Rights at the University of Connecticut – Cape Town, South Africa (June 18-28, 2015)
The Forum seeks to empower young leaders by involving them in finding solutions to emerging human rights problems, and nurturing individuals to be effective leaders in the field of human rights. To this end, using the Universal Declaration of Human Rights as the foundational document, the Forum will, among other things, showcase speakers on education, conflict resolution and transformation and other topics. Young adults with community service experience, and with demonstrated ability to work on solutions to human rights problems, should apply. Relevant issues include, but are not limited to, human trafficking, the plight of children, refugees, hunger, HIV/AIDs, gender discrimination, racism, classism, the environment and peace education. Application deadline is March 17, 2015.

Transitional Justice and Education: The Georg Arnhold International Summer School 2015 - Braunschweig, Germany (June 22-27, 2015)
For more information click on the link above. (Application deadline: April 1, 2015).

2015 Bologna, Italy Symposium on Conflict Prevention, Resolution,& Reconciliation – Johns Hopkins University SAIS Bologna Center, Italy (June 27 – July 25, 2015)
For more information click on the link above.

2015 The Hague Symposium on Post-Conflict Transitions & International Justice - Clingendael Institute for International Relations, Hague, the Netherlands (July 4-25, 2015)
For more information click on the link above.

The Mahatma Gandhi Summer Institute: Building Peaceful Communities – Education Building, University of Alberta, Edmonton, AB, Canada (July 6-16, 2015)
The Summer Institute offers 4 graduate level courses which will provide students with: 1. a background in theoretical and research work in community building; 2. an opportunity to infuse their understandings of community with a Gandhian perspective; 3. an opportunity to engage with other practitioners around issues of building peaceful communities. Registration opens February 13, 2015.

Residential Summer Institute for K-12 Educators: “Journeys of Nonviolence: Gandhi and Mandela” - Ahimsa Center in the College of Letters, Arts and Social Sciences at California State Polytechnic University, Pomona (Cal Poly Pomona), CA, USA (July 13-27, 2015)
This institute, sixth in a series on Education about Nonviolence, will focus on two major proponents of nonviolent action for social change: Mohandas K. Gandhi (1869-1948) and Nelson Mandela (1918-2013). Although South Africa played a key role in shaping Gandhi and Mandela, their journeys to nonviolence were quite different, as were their movements in terms of the scope, scale, and impact. In their shared worldview, moral and spiritual growth of human civilization was as important as its material advancement. Both were fearless, ethical, and highly influential in shaping the politics of the day. Both dedicated their lives to combating racism, oppression, injustice, violence, and poverty. Application Deadline: April 6, 2015.

The Little Rock Civil Rights Educator Institute – Little Rock, AR, USA (July 19-24, 2015)
For more information click on the link above.

International Institute on Peace Education 2015. The University of Toledo - Toledo, Ohio USA (July 26 - August 2, 2015)
For more information click on the link above. (Application deadline: April 15, 2015.)

IPD Summer Academy in Peacebuilding, Conflict Transformation, Mediation & Intercultural Dialogue – Insititute for Peace and Dialogue (IPD), Baar, Switzerland (I Summer Academy: August 7-17 and II Summer Academy: August 17-27, 2015)
The International Summer Academies will discuss mainly the topics of mediation, dispute resolution, conflict transformation, intercultural dialogue, human rights, leadership, social approach, peacebuilding, negotiation, litigation, arbitration and related subjects. The main goal of the summer academies is to support institutional academic peacebuilding, mediation and conflict resolution education and strengthen the skills of the representatives of state organs, business sector, INGOs, education institutes and independent mediators. Participants will acquire knowledge and skills from lecturers/experts who are working on peace building, mediation, negotiation, conflict transformation, intercultural dialogue and non-violence and other correspond fields at the state organs, companies, universities, INGOs and research centers. There will be 5 selected experts and different topics in each of the summer academy period. Early-bird deadline: April 24, 2015. Regular deadline: June 1, 2015.

Certified Academic School in Mediation & Conflict Resolution (CAS in MCR) – Institute for Peace and Dialogue (IPD), Baar, Switzerland (August 17 – November 17, 2015)
The main goal of the CAS Program in Mediation and Conflict Resolution is to support institutional academic mediation and conflict resolution education and enhance the skills of the representatives of state organs, business sector, INGOs, education institutes and independent mediators. Please look at link above for a list of topics addressed.

12th Class of the MA in Human Rights and Conflict Management – Scuola Superiore Sant'Anna, Pisa, Italy (Classes: January – July 2014 / Internship: August – November/December 2014/January/February 2015 / Final Dissertation presentation: Spring 2015)
For more information click on the link above.


Publications and Resources

Human Rights Activities for the Classroom – Canadian Museum for Human Rights
These classroom activities are based upon activities designed by Equitas – International Centre for Human Rights Education for the Play it Fair! and Speaking Rights programs. They were collaboratively adapted – including terminology – for use by the Canadian Museum for Human Rights and seek to promote human rights, non-discrimination and peaceful conflict resolution through active participation and capacity-building. You will find activities for students from Kindergarten to Grade 12. Use them as stand-alone classroom activities or as pre- and post-visit activities to complement a visit to the Museum. Reference sheets are provided for each set of activities. These sheets include definitions, tips for facilitation, as well as ways to engage students requiring greater accessibility options. (available in English and French)

New book: “Contesting and Constructing International Perspectives in Global Education”. Edited by Ruth Reynolds et al. (2015), Sense Publisher.
This volume addresses the need for an international perspective on global education, and provides alternate voices to the theme of global education. The editors asked international educators in different contexts to indicate how their own experience of global education addresses the broad and contested concepts associated with this notion. Following the lead of the internationally acknowledged authors from North America, Europe, Africa, Australia, and Asia, perspectives were provided on a wide variety of contexts including tertiary education, and teacher education; various pedagogies for global education, including digital pedagogies; and curriculum development at school, tertiary and community levels. Contesting and Constructing International Perspectives in Global Education explores the tensions inherent in discussions of global education from a number of facets including spatial, pedagogical, temporal, social and cultural; and provides critical, descriptive and values-laden interpretations. The book is divided into five sections, “Temporal and Spatial Views of Global Education”; “Telling National Stories of Global Education”; “Empowering Citizens for Global Education”; “Deconstructing Global Education”; and “Transforming Curricula for Global Education”. It is envisaged as a starting point for a stronger international conception of global education and a way to build a conversation for the future of global education in a neo-liberal and less internationally confident time.

Mindfulness in Education Research Highlights – Greater Good Science Center
An annotated bibliography of studies of mindfulness in education curated by the Greater Good Science Center. Although research on mindfulness, especially with children and adolescents, is still in relatively early stages, an increasing number of studies have shown the potential benefits of mindfulness practices for students’ physical health, psychological well-being, social skills, academic performance, and more. Other studies have indicated that mindfulness may be effective for reducing stress and burnout in teachers and administrators as well.

"Monitoring Education for Global Citizenship: A Contribution to Debate" by DEEEP
The report explores the opportunities and challenges for developing an appropriate monitoring framework which truly captures the holistic and transformative nature of Education for Global Citizenship (EfGC). The research builds on the EfGC conference in Brussels in June 2014 "Global Citizens for Education; Education for Global Citizenship" and is unique in that it brings to the fore practitioners perspectives on monitoring. The report first provides a conceptual overview as to what an Education for Global Citizenship might be, and then makes suggestions as to how to capture the philosophy and values of EfGC within a monitoring framework. The findings were presented at the UNESCO GCED conference in Paris last week and have fed into discussions about the Global Citizenship Education goal within the Post-2015 Sustainable Development Goals, including the online global consultation on GCE indicators lead by the Technical Advisory Group to the Education For All Steering Committee.

Peace Club Starter Kit – United States Institute of Peace (USIP)
A Peace Club is a great way to make a difference. It can help you to connect and organize with others interested in peace. You can learn more about peace and gain skills to deal with conflict. You can also find ways to take action to make the world a better place. The resources are a framework to facilitate the process of creating a Peace Club with the goal of significantly building your knowledge and skills of conflict management and peacebuilding. This Peace Club Starter Kit is an adaptable framework that can be creatively modified: it is specific enough to compare your experience to other Peace Clubs, but broad enough to be flexible to the needs of your school and community. Links to other Global Peacebuilding Center resources are found throughout the Starter Kit.

“Reardon and Snauwaert: A comparative analysis of two peace educators” by Inga Storen
Internationally recognized as a founder of peace education, Betty Reardon’s work has inspired a generation of peace educators, including Dale T. Snauwaert. In this short essay, Storen compares and analyzes the views and contributions of these education theorists.


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.

Rotary Peace Fellowship Opportunity
The Rotary Foundation is now accepting applications for the fully-funded Rotary Peace Fellowship. The fellowship provides academic and practical training to prepare scholars for leadership roles in solving today?s global challenges. Up to 100 fellows are selected globally every year to earn either a master?s degree or a professional development certificate in peace and conflict studies at one of six Rotary Peace Centers at leading universities in Australia, England, Japan, the United States, Sweden and Thailand. To learn more about the program, applicants are encouraged to visit the Rotary Peace Centers website. All applications are due May 31, 2015.

Three-quarter-time Assistant Professor of Community and International Development; two-year faculty position, Department of Applied Social Sciences, Eastern Mennonite University, Harrisonburg, VA, USA (beginning in August 2015)
Teach both graduate and undergraduate courses in community and international development and political economy. Faculty member will work closely with a team to provide curriculum planning and recruitment for the undergraduate Peacebuilding and Development major, to support undergraduate and graduate students through advising and supervision of field work/practica, and participate in the work of the undergraduate Department of Applied Social Sciences. Familiarity with Humanitarian Action and Peacebuilding theory and practice desired. Engagement in ongoing scholarly activity and departmental and university service expected. We are looking for a new faculty member with a specialty in community and international development. This position is currently a 2-year temporary hire that will convert to tenure-track if enrollment justifies continuation of the position. EMU is exploring the creation of a humanitarian action minor and a humanitarian action leadership graduate certificate. The ideal candidate would also understand the linkages among development, humanitarian action and peacebuilding, because part of the job description involves providing leadership for the development portion of PXD and input and leadership for new humanitarian programs. Extended job description available upon request. Application review begins in February 2015.

Tenure-track, continuing faculty position in Restorative Justice and Peacebuilding, Center for Justice and Peacebuilding – Eastern Mennonite University, Harrisonburg, VA, USA (beginning in August 2015)
Teach both graduate and undergraduate courses in restorative justice, conflict analysis and community assessment, design of interventions into conflicted relationships and systems, and basic skills for working with individuals and groups in conflict. Faculty member will work closely with a team in providing leadership in core courses, explore new courses and majors in the restorative justice field, and will engage in mentoring and supporting graduate students and traditional undergraduate students in practicums and professional fields. At CJP, we are looking for a new faculty member who combines restorative justice (RJ) and peacebuilding with a particular emphasis on the application of RJ to issues of structural or systemic harms. This is a full-time, tenure track position. Part of the job will involve collaborating with others to create an RJ minor for the undergraduate division. Application review begins February, 2015.

Volunteer Vacancy: Peace Education Research - The Campaign for Nuclear Disarmament - London, UK
The Campaign for Nuclear Disarmament (CND) is looking for a volunteer to help promote its Peace Education programme to schools and provide administrative and research support to the Peace Education team. The position will be based at the CND office in London and would suit anyone with an interest or background in education, peace and conflict issues, nuclear issues or marketing. Although this is a voluntary position, agreed travel and lunch expenses will be paid.

Call for Applications for Adjunct to Teach Conflict Analysis, Dyson College of Arts and Sciences and the Department of Political Science at Pace University, New York, NY, USA (starting in the Spring of 2015)
We invite applications for a part time position teaching an upper-division and writing-enhanced Conflict Analysis course to commence in Spring 2015 on the Lower Manhattan campus, Tuesdays. This class will introduce students to the analysis of armed conflict.

International Human Rights Education Advisor – Amnesty International's Human Rights Education Team, London, UK
You will be in charge of the provision of advice and support to the Amnesty International movement to ensure effective delivery of human rights education. You will also manage international human rights education projects, including project planning, development, implementation, budget managing and monitoring, and evaluation. You will be responsible for managing Amnesty’s International Human Rights Education Friendly Schools Programme which is aimed to promote a culture of human rights through the empowerment of young people and the active participation of all members of the school community in integrating human rights values and principles into all four key areas of school life: school participation and governance, relations between members of the school community, school curriculum, and extra-curricular domain and school environment. The programme is currently implemented in 21 countries. You will also advise and support the Amnesty International human rights education movement and other key partners to develop, implement and evaluate human rights education activities that reflect good practice in human rights education methodology and contribute to the human rights agenda. Deadline for applications is March 15, 2015.