Issue 120 April 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.

Peace Education and Truth-Telling:
A Transformative Philosophy of Disrupting of Status Quo, Political Efficacy, and Action

David Ragland
The Truth Telling Project
Board Member, Peace and Justice Studies Association
Visiting Assistant Professor at Bucknell University
twitter: @davidragland1

Truth Telling WeekendIf we are to agree that the question of the ‘colorline’ continues to be a pressing issue in our country, then we need a national conversation that goes beyond talking. A conversation requires us to not simply hear, but to listen and understand the daily experience of the ones silenced, marginalized and oppressed.

Peace education can challenge the violent and deadening silence of racism in the deconstruction of the institutions that reinforce it. As Dr. Betty Reardon often says, if you were born and raised in this society, it is impossible to be untouched by racism. We are all involved in some way and should thus all struggle against this systemic cancer.

Recently the 
Truth-Telling Project, a coalition consisting of the Center for Educational Equity, the Peace and Justice Studies Association, the Fellowship of Reconciliation, the National Peace Academy, The Sophia Project and The Southern Christian Leadership Conference, invited people from across the US to Ferguson to share their experience of police violence and its context of such brutality.  

Peace education in the context of the Truth-Telling Project aims to nurture political efficacy toward disrupting the status quo that leads to transformative social action. Dr. Tony Jenkins, an advisory board member of the Truth-Telling Project notes in his recent article
Facing Realities of Race that "Speaking truth is important. At a political level it’s a way of documenting injustices and making them public. Truth-telling is essentially a form of critically reflective storytelling, and as personal narrative it humanizes the social dilemma by rooting it in human experience."  Truth-telling requires critical reflection, which is essential for developing politically efficacious citizens.  It is through self-reflection that principles, values and ideas are internalized and become convictions.  Sharing truths in public forums helps to create a galvanizing, alternative narrative that challenges and disrupts the status quo – the unquestioned socio-cultural-political and privileged narratives that dominate our institutions and govern human relationships.  Truth narratives, as a collective force, illuminate these institutional barriers to change and help direct action toward structural change.  While holding individuals accountable for violence is important, transformative action needs to be directed toward the systemic if it is to be sustainable.  Reconciliation at the human-to-human level requires addressing and transforming the institutional practices and cultural assumptions that perpetuate human indignity.  Truth-Telling in this sense is a form of restorative justice at the beginning of what has to be a long term project of Truth and Reconciliation.  This approach seeks to engage with King’s radical philosophy in the dismantling of the evils of militarism, materialism, poverty and racism. In this sense, our project runs parallel and is connected and supportive of the Black Lives Matter movement.

In pursuing this philosophy, the work of the Truth-Telling project is focused on:

  • Living Room Conversations (intra-group conversations about race, systemic racism, and police violence) that moves communities closer to honest conversation and thoughtful listening across racial lines;
  • Development of the National Network for Truth and Reconciliation, Restorative justice practitioners interested in Truth-Telling;
  • Support of other communities interested in developing a Truth-Telling Process;
  • Continuation of publications through PeaceVoice in support of educating the broader public about structural racism within the context of the Black Lives Matter movement, truth and reconciliation, restorative processes and peace and justice;
  • The interviews from the Truth-Telling weekend point out the need for legislation in local municipalities and nationally around human rights and restorative processes;
  • Continued interviews, both video and audio, to describe the broader national landscape of structural racism and learn about the specificity of experience;
  • Connecting with other communities to learn how they’ve empowered themselves and might support others.

Truth Telling Weekend 2While the possibilities for a Truth and Reconciliation Commission for Ferguson and Beyond inspires our work, in the short term, our commitment to a more just society calls us all to the immediate work of efficacy toward positive peace through nonviolent but disruptive action.  Our stories of the intersecting dimensions of injustice cannot be silenced.   

Civil and Human Rights leader Dr. Bernard Lafayette, also an advisor to the Truth-Telling Project, describes police violence as silencing, not dissimilar to the  shooting of Michael Brown and the physiological effect of choking of Eric Garner, literally preventing one from breathing and speaking.  This is intimately connected to the recently revised estimates of
thousands of black men and women lynched throughout the US.

Speaking and hearing truth educates us on specificity and systems that make us complicit to injustice.  The community, which we must continue to expand, develop and nurture, can bring us closer to positive peace as we learn and actively work together, dismantling structural racism and those intersecting injustices.

Join us in our work, visit and support us at

Resources and References for More Info and Further Study:

Action Alerts

Teachers called to create the World?s Largest Lesson
Education International and its global partners have launched the World?s Largest Lesson Plan, a project which invites the world?s teachers to educate and popularise the Post-2015 Sustainable Development Goals, to be launched in September. In September 2015, the United Nations is announcing the Sustainable Development Goals, a set of global goals that aim to make our planet fair, healthy and sustainable by 2030. ?The World?s Largest Lesson? brings together UNICEF, led by the UK-based Project Everyoneand with the support of TES Global and Education International (EI). This is one of a series of ?Project Everyone? initiatives that will share the goals throughout the world and is being spearheaded by the campaigner, and producer of popular movies, including ?Love Actually,? Richard Curtis. Lesson plan submissions can be uploaded until the April 17, 2015.

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.

El-Hibri Peace Education Prize now accepting nominations
The El-Hibri Foundation awards an annual Peace Education Prize to an outstanding scholar, practitioner or policymaker. Established in 2007 by Fuad and Nancy El-Hibri, the Prize recognizes individuals for their noteworthy or influential contributions to the field of peace education. The Prize carries a $30,000 award and is presented at an annual event in Washington, D.C. The Prize is designed for individuals who have: demonstrated the effectiveness or impact of peace education initiatives or programs as a tool of peace building; raised public awareness about the positive impact of peace education programs and activities; encouraged the widespread adoption or integration of peace education values and curricula, activities or programs in schools or community settings. Please visit the El-Hibri website for full criteria. In 2015, the nominations process will be open from March 16 until May 17, 2015. The nomination form is available online only during this period. All applicants or nominees will be informed about the outcome of the selection process by September 15. The Prize is awarded at a ceremony in the fall of 2015.

Youth Essay / Photo Competition: What Can Be Done to Abolish War?
At the Movement for the Abolition of War we believe that the eradication of war is possible. We want to get people thinking about how this can be done. Write an essay answering the following question: “What Can Be Done to Abolish War?” Written essays should have a maximum of 1,500 words. Alternatively, take an original photograph that interprets the question: “What Does Peace Mean to You?” and include a 50-word statement linking the photo and theme. Deadline:Thursday, April 30, 2015.

Third Annual WSFPC Peace Essay Contest
In 800 words or less write your essay on: How Can We Obey the Law Against War? Submit entries as soon as possible but at least by April 15, 2015. By May 15, 2015 send Essay Response documentation. Essays will be judged on quality and potential impact. Awards for this year’s contest will be presented again on August 27, 2015 to commemorate the 87th anniversary of the signing of the Kellogg-Briand Pact, outlawing war and the use of threats of war as national policy. Awards will again be $1,000 for the winner, $300 for the runner-up and $100 for third place.


An innovative program in Iraq is fighting ISIL with peace education (Iraq)
(Quartz) Eight miles from the Dost High School in this 3,000-year-old town, Kurdish peshmerga continued to hold the line against the Islamic State forces that control Mosul, 20 miles to the south. Inside the school, 18 students considered a different approach to a crisis that has pushed Iraq toward its breaking point. These young Iraqis talked about the ideas and skills needed to build peace. ?I found this special, very interesting,?? Nawras, a skinny 17-year-old, tells Quartz, ?because we learned things we didn?t learn any time in our life. Peace is the most important thing in our life. Without it, we can?t have Muslims as our brothers.? Nawras acknowledged it was ?very strange? to be discussing how to build peace when his exclusively Christian community is so very close to territory that has been controlled by the Islamic State (ISIL) since August. But, he added, despite their tenuous security situation, he and his fellow students wanted more peace-oriented education.

What to do in Time of War? Teach PEACE (Pakistan)
(By Bushra Qadim Hyder, girlsspeakout.org) Bushra Qadim Hyder is the Executive Director of Qadims Lumiere School and Master Trainer in Peace and Conflict Transformation for PAIMAN TRUST. “Peshawar, Pakistan, is my city. If you try to imagine what it?s like there, peace is probably the last thing you?d think of. Peshawar, Pakistan, which borders Afghanistan, is one of the most dangerous and unstable regions in the world. It?s where, late last year, militants attacked the Army Public School, killing 150 children. It?s where, in recent years, 40,000 civilians and around 4,700 security personnel have died as a result of roadside bombs and drone attacks. It?s also where I run my own school for boys and girls. In this school, I have created a peace education curriculum ? the first of its kind in all of Pakistan. It?s a curriculum that has helped me cultivate my school as an enclave of tolerance . And it?s one I?m confident can scale across the country, and even around the world.”

The Peacemakers: Christians turn Moro rebels? kids into peaceniks (The Philippines)
(Inquirer.net) ?In a tough slum neighborhood at the edge of the Rio Grande de Mindanao, Christians are teaching the children of former Moro rebels how to get rid of the ?culture of war.? Urban legends abound that feed this outlook in the region that has resisted centuries-old foreign and domestic intrusions from Manila. The first victims of violence and vendettas are children, according to teachers at J. Marquez Elementary School of Peace. In 2006, the authorities in the school at Barangay Mother Poblacion decided to include in their academic syllabus practical lessons to help children deal with these problems. Currently enrolled in the school are 1,760 sons and daughters of rebel returnees who mainly reside in the barangay with a population of over 21,000. All the pupils are Muslim, except for the 11 children of the Christian teachers in the 45-strong faculty.

Don Advocates Peace Education in School Curriculum (Nigeria)
(AllAfrica.com) A professor of English Language at the University of Lagos, Akachi Ezeigbo, has advocated the introduction of peace education in the nation's school curriculum. Ezeigbo made the call at the third edition of a colloquium held at a resource centre in Awka in honour of the late poet and literary scholar, Prof. Ezenwa Ohaeto. The professor of English spoke on the topic: "Human Rights, Citizenship, Culture, Women Empowerment and Peace Education in Nigeria." She contended that peace education could come in handy in addressing the major challenges facing the country. "Peace education is the type of education that will raise awareness in the child about the issues of tolerance, humane feelings, working for peace rather than violence and strategising on issues of conflict resolution. It should be enshrined in the curriculum from primary to tertiary institutions. Apart from introducing it into the school system, it should also be encouraged and practiced at homes, in governance, markets and religious places and town unions," she said.

Building bridges in Bosnia - using storytelling to close the gap between theory and practice (Bosnia-Herzegovina)
(TransConflict.com) A recent peacebuilding conference in Israel discussed the role of culture and memory in peacebuilding. Storytelling is vital to explaining the past for future generations, and Sarajevans are using unique ways to remember the victims of the Bosnian war.

SEL programs are cost-effective (USA)
"The Economic Value of Social and Emotional Learning," authored by Clive Belfield, Brooks Bowden, Alli Klapp, Henry Levin, Robert Shand, and Sabine Zander, was released last month by the Center for Benefit-Cost Studies in Education at Teachers College, Columbia University.. According to the report’s summary, “The most important empirical finding is that each of the six interventions for improving SEL shows measurable benefits that exceed its costs, often by considerable amounts. There is a positive return on investments for all of these educational reforms on social and emotional learning. And the aggregate result also shows considerable benefits relative to costs, with an average benefit-cost ratio of about 11 to 1 among the six interventions. This means that, on average, for every dollar invested equally across the six SEL interventions, there is a return of eleven dollars, a substantial economic return.”

Peace educators working to stop gun violence among teens in Kentucky (USA)
(Wave 3 News) A fight among teenagers Monday led to gunfire in the Shawnee neighborhood. ?My heart goes out to the families of the young people I'm glad that they are still alive and what that says is that we need to get better at what we are doing,? said Peace Education Director Eileen Blanton. News like this is discouraging for Blanton and Janene Shakir, who also works with Peace Education. It's an organization that teaches conflict resolution in the classrooms of 88 different schools in Jefferson County. ?The children are not born violent, all the violent behaviors are learned behaviors from somewhere,? said Shakir. ?Many of our kids live in areas where it is not safe to not fight and so we want to create those islands of safety and respect where they can solve their conflicts without fighting,? said Blanton.

A Case for Academic Activism (USA)
(The Tattooed Professor - blog) I?'ve been on a pretty good tear through Critical Pedagogy literature lately, and one result has been some wrestling on my part with the issues of teaching, scholarship, and activism. In particular, I?'ve often been struck at what seems to be a tension? often implicit, sometimes explicit?, between ?scholarship? and ?teaching? at one pole, and ?activism? at the other. In my discipline of History, the message is often quite explicit. As Graduate Student Me was immersed in the review literature, the point was driven home time and again: there is no place in scholarship for activism. They diverge at the beginning, and never again the twain shall meet. I always imagined if they did, the result would be something like the Ghostbusters crossing the streams of their proton guns. ?That would be bad, right?? ?Yes. VERY BAD.?... Put simply, in Higher education, activism is our job description. We support a curriculum and teach in a discipline? or in several? because we are actively working to inculcate habits of mind, develop capacity for critical thought, shape a scholarly community, and give our students the intellectual tools to make a difference in the world. We write and speak and communicate as scholars in order to actively influence conversations in the public sphere, to shape discourse, to alter or refine or subvert dominant paradigms. We continually ask questions because the current answers aren'?t good enough. And we want our students to do the same. If we allow ?activism? to be defined narrowly, to be used as a cordon, to cudgel the nonconforming or new or marginal, then we have actually abandoned it in principle. We must be intellectually honest about what activism is and what it means. If we embrace the activist vision that is at the very core of what we do as teacher-scholars, we act out the very reasons higher education is essential to our society ?and we do so as we create places for all of our colleagues in that conversation. So say it loud, say it proud: Academia is activism.

Finland schools: Subjects scrapped and replaced with 'topics' as country reforms its education system (Finland)
(The Independent) For years, Finland has been the by-word for a successful education system, perched at the top of international league tables for literacy and numeracy.Which makes it all the more remarkable that Finland is about to embark on one of the most radical education reform programmes ever undertaken by a nation-State: scrapping traditional ?teaching by subject? in favor of ?teaching by topic?. ”This is going to be a big change in education in Finland that we?'re just beginning”,? said Liisa Pohjolainen, who is in charge of youth and adult education in Helsinki , the capital city at the forefront of the reform programme. More academic pupils would be taught cross-subject topics such as the European Union - which would merge elements of economics, history (of the countries involved), languages and geography. There are other changes too, not least to the traditional format that sees rows of pupils sitting passively in front of their teacher, listening to lessons or waiting to be questioned. Instead there will be a more collaborative approach, with pupils working in smaller groups to solve problems while improving their communication skills.

A Teachable Moment: How OU failed Transformation 101 (USA)
(Maria Dixon Hall, Patheos.com) Our students sit in a middling place that is as promising as it is dangerous. Sadly and often tragically, unlike high school, they find out that one bad night; one stupid decision; one wrong turn can lead to life-changing consequences. However, when done right and when at all possible (barring criminal behavior) the University and its professors can shine a hopeful light and offer an opportunity to begin again anew. Perhaps this is why the situation at OU [University of Oklahoma] saddens me so deeply. Because rather than confronting, challenging, AND teaching; a college community merely washed their hands and decided that their students were beyond redemption. While Bob Stoops and President Boren were making the heroic rounds as defenders of civility, in my humble opinion, they missed a wonderful opportunity to teach their students how to live, disagree, and unite as a civil community. They perpetuated our society?'s Hunger-Games philosophy of total annihilation – blame them, shame them and erase them. Here are four key teachable moments from the classroom of OU/SAE that I believe were missed.

UN Rights of the Child – Video
(Vimeo.com) Peace Education student trained and produced short film, based on the UN Rights of the Child Treaty.

Her Parents Burned Her Books, But She Went To School Anyway (Vietnam)
(Malala Fund Blog) In countries like Vietnam, where secondary education is not free, poor students like Tay Thi are at risk of cutting their education short because of tuition costs and school fees. Tay Thi was lucky that Room to Read, a nonprofit organization, was able to cover these costs - but many students in Vietnam are not so lucky. That's why Malala is calling on world leaders to ensure ALL children have access to 12 years of free, quality education.

Here's What People Think About Secondary Education (& Why It Should Be Free)
(Malala Fund Blog) Too many countries in the world still require students to pay tuition for secondary education, one of the most significant barriers to attending school. If we could get governments to provide free education to ALL students for 12 years, we can ensure that children reach their full potential - and grow into smart, capable and confident adults. We asked our supporters on Malala Fund's Facebook page to reflect on their time in secondary school. Were they required to pay tuition for secondary school in their own countries? Did they think going to secondary school was worthwhile? And from that experience, do they think secondary school should be free for ALL children? More than 400 people around the world - from Sweden to South Korea - answered. We collected some of our favorites to share with you. For many people, secondary school is a place to develop a child's personality and interests and expand their knowledge about the world - and is a right, not a privilege.

Meet the propagators of peace (India)
(The Hans India) Breaking out of competition and one-upmanship that has permeated every sphere of our lives, Play for Peace is an attempt to bring people together, heal rifts and build communities. Through creative games and fun-filled hours, we can rediscover the joy of playing together through carefully designed win-win games - that do not pit one against the other. These games under the name Play for Peace also build friendships/compassion, concentration, confidence and work as stress-busters. To effectively tackle and respond intelligently to violence Play for Peace was held at Our Sacred Space on Wednesday. The event noted the presence of the director Sarah Gough from the United States, Andres Armas from Guatemala, and Swati Bhatt and Agyatmitra, founder members of Peace Leadership And Young people (PLAY).

Central African Republic: A Nightmare for Children, a Nightmare for the Future (Central African Republic)
(Huffington Post) There is a devastating humanitarian crisis in the Central African Republic (CAR), a crisis now in its third year that has led to the internal displacement of nearly 450,000 people, and to the same number of people living as refugees in neighboring countries. Nearly 1.5 million children are out of school, rapidly losing any hope of rebuilding their lives and their country. Out-of-school children are at greater risk of violence, rape, recruitment into militias, and prostitution. The Global Partnership for Education approved new resources of $15.5 million last month to support the transitional plan, rebuild schools and provide educational materials. This is a great step forward, but by itself it will not be enough to provide safe schools and learning for millions of children.

Japan builds ?schools of peace' in N. Cotabato conflict-affected town (Philippines)
(allpinoynews.com) PIKIT, North Cotabato: The Japanese government will push its assistance to the interior villages of Pikit by constructing modern school buildings in conflict areas. Japanese Ambassador to the Philippines Kazuhide Ishikawa, in a statement, said his government is determined to construct ?schools of peace? in Datu Bitol Mangansakan memorial High School and Mapagkaya Primary School with a total budget of Php2.5 million. The recent skirmishes involving rival Moro Islamic Liberation Front (MILF) and Bangsamoro Islamic Freedom Fighters (BIFF) had displaced 1,982 families or 10,664 persona, more than 2,000 of whom were school children. Ishikawa and ICAN Philippines Country Director Yukiyo Nomura signed the grant contract for the project on Capacity Building Project on Peace Education and Conflict Resolution in Bangsamoro Communities of Mindanao at the Embassy of Japan on February 25, 2015.

The art of peace: Bosnia and Herzegovina
(Insight on Conflict) Civil war has left deep scars on society in Bosnia and Herzegovina. This article explores the innovative work of local organizations using the arts to encourage reconciliation and forgiveness, and bring divided communities together. The arts can be an integral part of reconstruction after conflict The arts can be an integral part of reconstructing social infrastructure after conflict, offering emotional relief and facilitating the communication necessary for reconciliation. The arts create a neutral space for dialogue and exploration, addressing issues such as collective memory and victimization. Being able to see a story from a different perspective can be the catalyst that sets the process of forgiveness into motion; the feelings of loss and suffering bringing people together instead of setting them apart. The ability to exert control while using artistic mediums is important for victims lost in the chasm that warfare perpetuates. Something as simple as picking up a pencil and beginning to draw can bring relief from psychological suffering. Art can be a way to speak when a trauma is too terrible to express in words.

Dialogue is the only way for peace in Nagaland (India)
(Eastern Mirror) While addressing the Inaugural function of the evaluation of the Peace Channel activities of the past years Most. Rev. Dr. James Thoppil Bishop of Kohima Diocese said that dialogue is the only way forward for the sustainable peace in Nagaland. Rev. Fr. C.P.Anto, the Director of Peace Channel and the principal of NEISSR said that Peace Channel has been making some difference in the life of our children and youth by cultivating the culture of peace in their personal lives by regular inner peace exercises and capacity building programmes.

“Respira” (“Breathe”), a program to humanize the educational system in Colombia (in Spanish)
(El Tiempo) This practice seeks to improve learning, wellbeing and the relationships of professors and students. In educational settings, it is proven that if teachers breathe consciously they are better at their jobs, their students understand better what they are studying and everyone feels better with themselves and with others. These results are obtained through “mindfulness”, a practice that teaches one to be in the here and now, which helps one regain inner balance.
(in Spanish)

Peace Education in the Field  

Report and Recommended Actions from Symposia on “Women’s Rights to Dignity, Security and Justice: The Rana Plaza Collapse and the Triangle Fire: Consequences and Accountability”
A parallel civil society event during the 59th session of the United Nations Commission on the Status of Women was held at the Fordham University School of Law at Lincoln Center on March 14, 2015. The third in a series of CSW symposia, focusing on crimes against women, their struggle for justice and possibilities for achieving criminal responsibility was based on the presentation of two quilts, one memorializing the victims of the Rana Plaza collapse, a textile plant (Bangladesh 2012) and the other the Triangle Fire that destroyed a shirtwaist factory (New York 1911). Both events claimed the lives of poor young women, the majority of the victims. An interactive program included viewing and discussing the messages of the quilts, a panel on the development of the quilts with cooperation from survivors of the disasters, art forms for educating and raising public awareness and discussion of possibilities for legal accountability citizen action to advance and protect the human rights of workers. The intention of the organizers was to focus on the violence against women inherent in unjust and unsafe working conditions imposed by agents of the international textile industry. To encourage education about the issues, including existing laws and standards to protect and ensure labor rights, to engage in collaborative reflection on the potential of civil society action to assure their implementation and prosecute their violation. Toward this end the participants engaged in small group, very productive strategy planning discussions that produced suggestions for actions in support of fair labor practices pursued through education, social, political and legal action. 

Signing of the Contract for ?Capacity Building Project on Peace Education and Conflict Resolution in Bangsamoro Communities of Mindanao (The Philippines)
(Eagle News) Japanese Ambassador Kazuhide Ishikawa and Ms. Yukiyo Nomura, Country Director of ICAN Philippines signed the grant contract for the project on ?Capacity Building Project on Peace Education and Conflict Resolution in Bangsamoro Communities of Mindanao? at the Embassy of Japan on February 25, 2015. The project, amounting to US$ 575,692 (approximately 2.5 million pesos) is funded through the Grant Assistance for Japanese NGO Projects, a small-grant funding program of Japan'?s Official Development Assistance (ODA).

Food for the Hungry Receives UNICEF Grant to Expand Access to Schools in South Sudan; Education Offers Positive Alternative for Children (South Sudan)
(PRWeb) Food for the Hungry (FH) recently received a UNICEF grant in the amount of $1,004,221, including a match of $286,792 from the UK?s Department for International Development (DFID), which will enable FH to provide access to life-saving, inclusive education to girls and boys affected by the crisis in South Sudan. The schools that will be opened this year will provide classrooms, playground space, latrines with hand washing facilities and clean drinking water to 3,600 students. For children living in a crisis environment, these schools not only will serve as a place of learning, but also provide an oasis of hope and an alternative to anti-social behavior, early marriage and recruitment as child soldiers.

Research Team Presents to New Paradigms for Peacebuilding Symposium (Belgium)
(Research Consortium on Education and Peacebuilding) Research Consortium on Education and Peacebuilding Co-Director Professor Alan Smith attended and presented to a UNICEF and Club de Madrid high level symposium, ‘New Paradigms for Peacebuilding’ in Brussels on 16-17 March 2015. The event brought together policy makers, donors, influential leaders, academics, government and civil society to present evidence that demonstrates how education and other social services reduce conflict and contribute to social cohesion and sustainable peace, and why education and these other social services should be promoted. The event linked directly to UNICEF’s strategic plan to strengthen the resilience of children, caretakers and community systems through conflict sensitive programming and peacebuilding.

We need more Peace Builders to Prevent future Violent Conflict (India)
(Nagaland Post) To capacitate youth as peace builders in the context of Nagaland, Peace Chanel in collaboration with North East Institute of Social Sciences & Research (NEISSR) conducted a three-day Training of Trainers (TOT) on fundamentals of peace building and conflict prevention and resolution. Director of Peace Channel and Principal of NEISSR, Fr. CP Anto, exhorted the participants to be peace builders in their own capacities and prevent all forms of violent conflict in their surroundings. He said attainment of peace needed human resource like any other developmental programmes. ?Thus, the onus is on the youth to work for peace and bring development,? he said. ?Trainings are not only meant to develop the skills, but also the development of aptitude and attitude?, he added. Fr. Anto also welcomed all the participants and expressed confidence that the participant would start thinking for peace, living for peace and working for peace. The training was animated by trainer, Peace Count, Dr. Leban Serto. He stressed on the need of being a good story teller to be a peace builder i.e. to help the common people understand the realities of what conflict could do and had done in an objective manner. The three-day training delved into concepts of peace building and understanding of conflict. Success stories and audio visuals testimonials of peace builders from across the globe were presented and deliberated. Vision of peace, peace counts in India, conflict escalation- escalation peace building, peace keeping, peacemaking, media as tools for peace, peace education (GCPE), path into violence and path out of violence were some of the topics discussed during the training. The trainer also introduced the participants to different international forums, platforms and blogs for peace building. The importance of mass media in building peace was also highlighted during the training. ?Learning by doing? approach of the training was widely appreciated by the participants. Having discussed with the school authorities, teachers, community leaders, Peace Channel has also decided to reach out to different communities and educational institutions to prepare the youth to transform the culture of violence into culture of peace.

Peace Learning Center aims to help fight crime across Indianapolis (USA)
(WishTV.com) A local group is helping fight crime across the city of Indianapolis. Indianapolis Metropolitan Police Department Chief Rick Hite says it is part of the city?s partnership with Peace Learning Center. The mission of the Peace Learning Center is to educate, inspire and empower people to live peacefully. It?s one of several partners helping the department focus on reducing crime in six key areas of the city. The meeting took place at John Marshall High School on East 38th Street. Students there had the chance to take part in Tuesday?s meeting. ?We have to be clear, we are going to make downtown safe, as we always have. But we also have to recognize that our young people need to have opportunities with Juvenile Justice Jeopardy and talk about decision making in the household. What is expected of you as a child, a young person and what is expected of you when you encounter police, is as equally important,? said Hite. The Peace Learning Center works directly with schools, community nonprofits, businesses, juvenile correctional facilities and faith groups to facilitate peace education sessions. The center also works with families and kids to teach conflict resolution and mediation.

ANEP lauds Ghana as beacon of hope and inspiration (Ghana)
(GhanaWeb) The West Africa Network for Peacebuilding (WANEP) has lauded Ghana for continuing to be a beacon of hope and inspiration in West Africa, as a country that is stable, democratic and highly tolerant. Mr Chukwuemeka B. Eze, the Executive Director (ED) of WANEP, said this feat cannot and should never be taken for granted. He said WANEP was concerned about the current spate of ethnocentric politics gradually creeping into the polity, as well as the seeming religious intolerance in schools. ?While we do not discountenance the court as a dispute resolution mechanism, such valued-based issues are better resolved through dialogue and frank discussions. ?We must use this opportunity to urge the women to rise up to the occasion and safeguard this exemplified democracy and peace in our region,? Mr Eze stated on Friday in Accra at a roundtable discussion on the Role of Women in Countering Violent Extremism (CVE) in commemoration of this year?s international women?s Day (IWD). ?Make it Happen? is the 2015 theme for the IWD; seeking to encourage effective action for advancing and recognizing the efforts, struggles and contributions of women to nation building. Each year, IWD is observed on March 8. The first IWD was held in 1911.

Beginnings of ASEAN Integration in Miriam College (The Philippines)
Last February 4, 2015 at Bangkok, Thailand, the Southeast Asian Human Rights Studies Network (SEAHRN) in collaboration with the ASEAN University Network (AUN) launched the SHAPE-SEA program, short for Strengthening Human Rights and Peace Education in ASEAN/SEA. The Miriam College?Department of International Studies (MC-IS) is the newest member of SEAHRN, along with 17 other educational institutions from across the Southeast Asian region. Representing the MC-IS at the launch of SHAPE-SEA was Asst. Prof. Tesa Casal de Vela, Chairperson of the Department of International Studies.

Professor Starkey delivers statement at the Council of Europe on fostering a democratic school culture and a culture of human rights to prevent radicalization (France)
At its 28th session (24-26 March 2015) the Congress of Local and Regional Authorities of the Council of Europe held an urgent debate on the role of local and regional authorities in combating and preventing radicalization. Hugh Starkey, Professor of education for democratic citizenship and human rights education, University College London, United Kingdom, was part of a panel of experts who addressed the Congress on this topic. In his statement Mr. Starkey explored how local and regional authorities can foster a democratic school culture and a culture of human rights in accordance with the provisions of the Council of Europe Charter on Education Democratic Citizenship and Human Rights Education.

Peace Education in Pakistan
(pakedu.net) Speakers at an orientation session in Peshawar on Tuesday underlined the need for inclusion of ?peace education? in the curriculum of schools and seminaries to promote tolerance, social cohesion and respect for differences among children. They urged the policymakers to include peace education as an essential part in the school and religious seminaries? curriculum to make the future generation more tolerant, accommodative and open minded towards a peaceful society. Around 50 peace activists, academicians and religious scholars participated in the event. They said that peace initiative was the best way to reject violence in all its forms and manifestations. The speakers said that teachers, parents, local elders, religious scholars and civil society members could also play a vital role in inculcating concepts of peace and tolerance among the young people.

Engaging Teachers in Peacebuilding in Conflict-Affected Contexts (USA)
(Research Consortium on Education and Peacebuilding) Research Consortium Theme Leader, Dr Yusef Sayed, joined UNICEF Learning for Peace Colleagues and an invited audience at UNICEF Headquarters in New York on Monday 16th March 2015 to present on the research into the role of teachers in peacebuilding currently being undertaken by the Consortium.

First Issue of UNESCO's GCED eNewsletter
In this first issue, read about the Second UNESCO Forum on Global Citizenship Education that was held in UNESCO Headquarters, Paris, from 28 to 30 January 2015. Don't miss the final Forum Report in particular and the links to the presentations, Rapporteurs’ summaries, videos and photo gallery.

Harper College Conference Brings Together Chicago Area Peace Educators (USA)
(davidjsmithconsulting.com) Harper College?s 5th Annual International Education Summit held March 6, 2015 was an opportunity to focus on the linkages between global education and teaching about peace. It featured Chicago area experts who have engaged in international applications of peacebuilding.

Polish Train-the-trainer project has given birth to new project (Poland)
The Evens Foundation and the Polish Centre for Citizenship Education have designed a new project on media and information education, called Turn On: Youth and Media. Part of the foundation’s Media and Information Literacy (MIL) Train-the-trainer program, it offers an extensive program of online and offline courses and training sessions for over 380 teachers and their students. Two MIL festivals in Warsaw and 100 project blogs relating to the creation of media materials and media literacy have already resulted.

Top EU Official Urges Liberians to Invest in Education (Liberia)
(AllAfrica.com) The Head of the European Union (EU) Delegation to Liberia, Ambassador Tiina Intelmann, has urged Liberians to invest in education to transform the living conditions of the people and enhance the development of the nation. The EU official made the call Tuesday at a one-day Peace Education Training Seminar for university students across Liberia organized by the Liberia Media Center and sponsored by the EU at a local hotel in Monrovia. She indicated that Liberia has the potential to become a great nation in Africa, but stressed that Liberians need to come together and work collectively to build the country on a long-term program that would ensure sustainable peace and development.

Afghan Institute on Learning Annual Report 2014
For more than 20 years, the Afghan Institute of Learning (AIL) has been empowering Afghans through education and training, and 2014 was no different. Focusing on young people, AIL developed a number of workshops for Afghan youth and worked closely with the Afghan government to present these trainings to young people.

Old Yundum Organizes Education Peace Festival Among Schools (The Gambia)
(AllAfrica.com) Old Yundum Lower Basic School Thursday organized a daylong peace education festival among schools within its catchment area. The forum was aimed at bringing students together to share ideas about the importance of peace education, and the value of their cultures. Speaking on the occasion, Ousman Fofana, the national peace education and humanitarian officer Family Gambia, said his organization started in Liberia after the war. There were some people who were trained under the UN and the American from Peace Education Foundation, who came to The Gambia to strengthen and build the capacity of Gambians, he said. The organization is all about teaching peace education in schools, engaging in advocacy and awareness creation in communities, and in public and private institutions by giving them the message of peace.

EU Funds Peace and Conflict Prevention Curriculum in Liberia
On March 31st, 2015 in Monrovia, Liberia Media Center (LMC) organized a Peace Education Seminar, bringing together students and academics from the Kofi Annan School for Conflict Transformation, Cuttington University, University of Liberia, AME University, and the United Methodist University. The Lofa County Community College and Grand Bassa County Community College were also present. This seminar launched the Peace and Conflict Studies curriculum, which has been developed jointly by LMC and the involved educational institutions as part of the Living Peace Project. The project, which ends in June 2015, includes support to youth peace clubs, at the partner institutions. It intends to bring together university and community college students from different cultural and regional context in a discussion over peace and cross cultural tolerance in Liberia.

RESPIRA Program Annual Report 2014 – Convivencia Productiva (Colombia)
Please click on the link above to access the Annual Report

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.  

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)
For more information click on the link above.

Gandhi-King Community Conference – Memphis, TN, USA (April 10-11, 2015)
For more information click on the link above.

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)
For more information click on the link above.

The Fifth Annual Academic Symposium: Innovation in Graduate Peace and Conflict Resolution Education – Georgetown Conflict Resolution Program, Alliance for Peacebuilding and United States Institute of Peace (USIP), Washington, DC, USA (May 12, 2015)
The event will provide a forum for faculty, administrators, staff and students of graduate and professional training programs in peacebuilding, peace studies, and conflict resolution to discuss how effectively these programs are training the next generation of scholars and professionals, to share curricular, skills building and administrative innovations, and to foster collaborative learning. The symposium follows on four previous annual meetings that have gathered an increasing number of graduate programs engaged in international peacebuilding and conflict resolution activities. Also please note that the Alliance for Peacebuilding Annual Conference will take place from May 13-15, 2015 in Washington, DC and most of the academic symposium attendees do participate in the AFP main event. For more details see entry below. Register by April 30, 2015 (note that space is limited, thus early registration is encouraged).

Alliance for Peacebuilding Annual Conference – Washington, DC, USA (May 13-15, 2015)
Please note that most of the previous entry's academic symposium attendees do participate in the AFP main event. For more details see above.

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.

“Peace Education for Nonviolence and Solution of Terrorism” - 19th World Congress of the International Association of Educators for World Peace (IAEWP) – India International Centre, New Delhi, India (May 29-31, 2015)
For more information click on the link above.

Women and Peacebuilding - Canadian Mennonite University, Winnipeg, Canada (June 15-19, 2015)
Join us for "Women and Peacebuilding" at the 2015 Canadian School of Peacebuilding with instructors Ouyporn Khuankaew and Ginger Norwood. What contributions have women made to peacebuilding? What challenges do women activists face? What changes are needed from men to strengthen women?s voices? How can feminism, nonviolence and spirituality help shape peace activists? Ouyporn Khuankaew and Ginger Norwood will draw on their Engaged Buddhists roots and their work in Burma, India, Sri Lanka and Thailand as they work with participants to analyze women?s involvement in peace action, research and education.
Applications will be accepted until courses have filled.

Youth Voices and Peace Activism - Canadian Mennonite University, Winnipeg, Canada (June 15-19, 2015)
Join us for "Youth Voices and Peace Activism" at the 2015 Canadian School of Peacebuilding with instructors Richard McCutcheon and Brigette DePape. What role do youth play in shaping movements for peace and social change? What should we be learning from experiences like Idle No More, Arab Spring, Occupy Movement, WTO protests, and PowerShift Canada? Come for an intergenerational conversation on the role of youth in peace movements. Learn activist skills like storytelling, media, and creative nonviolent direct action.
Applications will be accepted until courses have filled.

Human Rights and Peace - Canadian Mennonite University, Winnipeg, Canada (June 15-19, 2015)
Join us for "Human Rights and Peace" at the 2015 Canadian School of Peacebuilding with instructor Clint Curle. Human rights concepts and practices have the potential to contribute to peace. This course will examine how this potential is helped and impeded by governments, the UN, NGO?s, religious groups, corporations, and activists. The course will also explore the ways international and regional human rights mechanisms work in practice and the use of these norms to legitimize armed conflict.
Applications will be accepted until courses have filled.

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)
Join us for "Train the Trainer: Working for Conflict Transformation" at the 2015 Canadian School of Peacebuilding with instructor Karen Ridd. Courses are available for professional development, personal inspiration or academic credit. This course is one of the most requested courses in the history of the CSOP and is designed to help participants bring about social change and improve their classroom teaching. this interactive course will help participants create and implement interactive learning tools, increase their ?menu? of training tools, hone their ability to facilitate discussions, enhance learning, and improve group dynamics.
Applications will be accepted until courses have filled.

Friendship and Peace: The Blackfoot Way - Canadian Mennonite University, Winnipeg, Canada (June 22-26, 2015)
Join us for "Friendship and Peace: The Blackfoot Way" at the 2015 Canadian School of Peacebuilding with instructor Leroy Little Bear. Courses are available for professional development, personal inspiration or academic credit. This course offers the opportunity to explore indigenous approaches to peace, justice, and friendship through the Blackfoot worldview, including the notions of constant flux, the relatedness of everything, and the relationship to land. Leroy Little Bear will use a Blackfoot approach to dialogue on these issues.
Applications will be accepted until courses have filled.

Peace Psychology - Canadian Mennonite University, Winnipeg, Canada (June 22-26, 2015)
Join us for "Peace Psychology" at the 2015 Canadian School of Peacebuilding with instructor Daniel Christie. Courses are available for professional development, personal inspiration or academic credit. Peace psychology is an emerging field of theories and practice which promotes harmony and equity in relationships and systems. This course offers the chance to examine patterns of thoughts, feelings, and actions that can help transform conflict and prevent violence as well as grapple with problems of structural violence. In this course, Daniel Christie will use a participatory approach that draws on the principles of harmony and equity in human relations. Applications will be accepted until courses have filled.

The Justice of God: Questions of Justice in the Bible and the World - Canadian Mennonite University, Winnipeg, Canada (June 22-26, 2015)
Join us for ?The Justice of God: Questions of Justice in the Bible and the World? at the 2015 Canadian School of Peacebuilding with instructor Christopher Marshall. Courses are available for professional development, personal inspiration, or academic credit. Why is it easier to recognize injustice than justice? Does justice need to be violent? Can a compassionate and restorative justice serve the world? What do Christians have to contribute to this discussion? How can biblical teachings on the character of justice and the justice of God infuse this conversation? Christopher Marshall will join us from New Zealand to explore these questions. Applications will be accepted until courses have filled.

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.)

Third Hague Peace Conference – Haagse Hogeschool (The Hague University of Applied Sciences), the Netherlands (July 1-3, 2015)
This conference will be attended by Bachelor’s and Master’s students from diverse international backgrounds. This conference will consist of a three-day interactive and intensive program. One hundred years ago, in 1915, the Third Hague Peace Conference should have taken place to improve the international rules and institutions for the prevention of war. Since 1899, two such conferences had taken place. The third was planned to occur in 1915, but the outbreak of the First World War made this impossible. This Hague Peace Conference never took place. Now, one hundred years later, The Hague University of Applied Sciences is organizing the Third Conference, not for government delegations but for the new generation of students who have a keen interest in contributing to better ideas on how to improve the maintenance of peace and humanitarian law. This Peace Conference will evolve around an essay competition. The students who write the best 100 essays will be invited. The essays should contain either proposals on strengthening humanitarian law like the Geneva Conventions, or on maintaining peace more effectively by the United Nations Security Council and regional organizations. A jury will select the essays. We invite students from all over the world. A number of travel grants are available upon request for students from low-income and conflict areas. Students selected to participate get free admission, housing and food during the conference. Students wishing to participate are requested to submit their essays before Sunday, April 19, 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)

11th Annual Summer Session on Contemplative Pedagogy, Smith College, Northampton, MA, USA (August 2-7, 2015)
The Summer Session on Contemplative Pedagogy is an intensive week-long investigation into how contemplative practices support teaching, learning, and engaged action in post-secondary education. Facilitated by a multidisciplinary team of leading academics, it prepares higher education professionals with resources to support innovation in curriculum development, course design and the incorporation of contemplative awareness and practice within all aspects of higher education.
We invite educators and professionals from all higher education disciplines and offices (e.g. counseling, student affairs, athletics, administration) to apply to participate in the 2015 Summer Session. We seek applicants with a breadth and depth of experience from diverse personal and professional backgrounds, including, but not limited to, racial, ethnic, and gender identity; types of institutions; and disciplines and positions in higher education.

"Conflict Matters: Learning across Difference", Brussels, Belgium (September 30 – October 2, 2015)
There is a crucial yet often neglected question: how can we learn to manage conflict in a creative and positive way? At this three-day conference, practitioners, teachers, policymakers, students and researchers from around Europe will share and reflect on good practices in conflict management in education. We look forward to the sharing of lots of inspiring ideas!

Call for Proposals: 7th Annual Association for Contemplative Mind in Higher Education (ACMHE) Conference on “Building Just Communities” - Howard University, Washington, DC, USA (October 8-11, 2015)
The conference will explore contemplative approaches to creating and sustaining just communities: approaches that foster connection while recognizing and honoring difference, with a commitment to the common flourishing of all. These approaches should examine the profound ways in which our social locations within higher education–based on age, gender, sexual orientation, discipline, ability, religion, race, social/economic class, nationality, contemplative tradition–affect and are affected by differing levels of advantage or disadvantage. As we recognize our interdependence and our responsibilities to one another, we can cultivate more ethical, compassionate, and more socially just communities. We often see contemplative approaches as practices focused inward, as forms of self-inquiry and reflection for fostering intrapersonal development. However, we also know that they arise out of and influence broader human relations, developing and sustaining greater interpersonal connection. What is this connection? How can interpersonal connection be nurtured, especially in the service of social justice and the creation of “beloved communities” like those envisioned by Josiah Royce and the Rev. Dr. Martin Luther King, Jr.? Proposals accepted through Friday, May 15, 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)
For more information click on the link above. (Deadline for submissions: January 31, 2017.)

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.)

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.

Mediating Violent Conflict – United States Institute of Peace (USIP), Washington, DC, USA (online) (April 6 – May 3, 2015)
The USIP Global Campus will be offering this 4-week online course. By enrolling in this course, participants will improve their ability to understand the motivations and objectives of the various parties involved, promote ripeness, develop effective relationships, increase leverage and strengthen mediation capacity.
This course includes dynamic materials designed for busy professionals including stimulating video-based lectures, social media prompts, polls, assessment tools and active discussion boards. Live scheduled events will also enable you to connect and share ideas in real time with individuals around the world. These events include USIP's live weekly radio program, The Peace Frequency. Finally, you'll experience USIP's unique approach to online training that includes immersion into a dynamic, problem-based virtual scenario where you'll be challenged with a new mission to solve each week.

Rules to educate for freedom – Psychopedagogical Center for Education and Conflict Management (CPP), Milan, Italy (April 11, 2015) (in Italian)
For more information click on the link above.

Metta Certificate in Nonviolence Studies: Metta Center (online) (April 13-Oct 1, 2015)
The Metta Center Certificate Program is a three-tiered course designed to guide practitioners through the history, theory, practice and application of nonviolence in their lives and work.
This program is open to anyone who wishes to develop their knowledge and understanding of the science and theory of nonviolence and learn how to practically apply nonviolence to contribute to the greater movement for a global nonviolent culture. If you have been looking for a way to deepen your understanding of nonviolence and study it in a more systematic way, this course is ideal for you.

Governance and Democratic Practices in War-to-Peace Transitions – United States Institute of Peace (USIP) Academy, Washington, DC, USA (April 20-24, 2015)
This one-week on-campus course is taught by Debra Liang-Fenton. Share experiences and learn from others in an intimate classroom environment. Engage with participants from around the world who come to learn the essentials for establishing the foundation of an open and stable society: The need to support effective and representative institutions; To strengthen access to justice; To help build capacity toward an effective public administrative system; To create a robust civil society ensuring participation of women and traditionally marginalized groups; To develop political parties; To establish fair and transparent elections. This course will address these fundamental concerns of democratic State practice. Join us and collaborate with G&D professionals from around the world in working out real-life issues for countries in transition.

Understanding Trauma: How Do We Strengthen Resilience? - United States Institute of Peace (USIP), Washington, DC, USA (May 4, 2015)
Students will:1. Learn trauma sensitive tools and approaches for working with trauma-affected populations; 2. Discover how trauma impacts the body and behavior; 3. Acquire self-care strategies to develop personal and team resilience.

“Change: Combining History Learning and Human Rights Education” - HREA, the Free University Berlin and “right now” (online) (May 13 – June 23, 2015)
This six-week online course will be oriented towards the introduction and use of a new handbook for blending history education and human rights education. It is intended for educators in higher education and the schooling sector as well as trainers working at memorial sites, museums and in non-formal education. The e-learning course is part of the project “Historical Learning meets Human Rights Education: A Combined Approach to Exploring the History of National Socialism”, funded by the German "Remembrance, Responsibility and Future" Foundation.
Application deadline: April 25, 2015.

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.

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.

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)
For more information click on the link above.

11th Annual Global Solutions Lab – United Nations HQ, New York, NY and Chestnut Hill College, Philadelphia, PA, USA (June 21–29, 2015)
Participants, including peace studies students and young professionals, are coming from around the world. They learn a powerful problem solving, design and strategic planning methodology that they use to develop a solution for a real-world peace-related problem. They work collaboratively in small teams made up of people from around the world, get hands-on experience in multiple levels of design, strategic thinking and planning, as well as the presentation and documentation of their work. They are briefed by, interact with and question UN experts. At the end the program they make a presentation at the United Nations in New York to a panel of UN, corporate and foundation experts and executives. The Global Solutions Lab is a structured learning experience that fosters creativity, disruptive innovations, global perspectives and local solutions. It is intense, fast-paced, and for many, transformative.

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.

Teaching for Peace: An Indian Immersion Experience in Practical Nonviolence – International School for Jain Studies, Delhi and Pune, India (July 4-26, 2015)
For more information, please 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)
For more information click on the link above. (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)
For more information click on the link above. (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)
For more information click on the link above. (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)
For more information click on the link above.

3rd Annual National Community College Peacebuilding Seminar - Northern Virginia Community College, Alexandria, VA, USA (October 23-26, 2015)
The seminar is designed to build capacity in community colleges for teaching about global peacebuilding including human rights, conflict resolution, global education, dialogue, curriculum development, peace education, and related areas. The program includes 2 classroom days, and 2 site-visit days consisting of briefings at DC-area organizations. Last year's visits were made to the U.S. Institute of Peace, the U.S. Holocaust Memorial Museum, the Organization of American States, and the U.S. State Department. Registration deadline is September 28, 2015.

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

Teach About Selma teaching resources – Teaching for Change
Interactive lessons and recommended resources that invite students to think critically and creatively about today?s continued fight for social justice. The release of the film Selma in this 50th anniversary year of the Selma-to-Montgomery March and the Voting Rights Act of 1965 has helped generate great interest in these pivotal stories from the Civil Rights Movement. Today, racial equity and voting rights are front and center in the lives of young people. We owe it to students on this anniversary to engage them in the history in a way that allows them to look critically at the world today and equips them to carry on the struggle for justice. We share here interactive lessons and recommended resources that invite students to step into the history and think critically and creatively about the continued fight for justice today. The lessons are based on the popular article by Emilye Crosby, ?The Selma Voting Rights Struggle: 15 Key Points from Bottom-Up History and Why It Matters Today.?

Drones 101: An animated presentation for educators and activists – American Friends Service Committee
Are you looking to start a conversation in your meeting/group around drones? Interested in a survey of the drone program for class discussion? Concerned about the impact of the drone war on communities around the world? If so, Drones 101 is for you. The presentation outlines the evolution of the U.S. drone program, provides an explanation of whom it targets and how, and surveys the countries where drones are being used. Drones 101 looks at the power of the Congressional drone caucus and the increasing dependence of the Air Force on unmanned vehicles -- 50 percent of the fleet by 2018 -- and exposes the enormous profits being made by drone manufactures. Profit-making and current policies of secrecy have ushered in a new era of military violence. The presentation puts the drone war in the context of the 2001 Authorization for the Use of Military Force (AUMF) and ends with an appeal to confront the military industrial complex by ?moving the money? out of the Pentagon and into programs that address human needs.

Virtual Schools Remain Unproven – National Education Policy Center, Boulder, CO, USA (March 10, 2015)
The third edition of the National Education Policy Center?s annual report on virtual schools finds that while online schools continue to proliferate, there continues to be little evidence of their effectiveness. The limited evidence in hand indicates that virtual schools lag behind traditional public schools. Virtual Schools in the U.S. 2015: Politics, Performance, Policy, and Research Evidence, published today, edited by University of Colorado Boulder professor Alex Molnar, consists of three major sections on policy issues, research findings and descriptive information on the nation?s virtual schools. ?The NEPC reports contribute to the existing evidence and discourse on virtual education by providing an objective analysis of the evolution and performance of full-time, publicly funded K-12 virtual schools,? Molnar points out. As previous editions of the report have found, the 2015 analysis concludes that ?Claims made in support of expanding virtual education are largely unsupported by high quality research evidence.? While lawmakers in some states have made attempts to provide greater oversight on the virtual school industry, those efforts have not been especially successful. Moreover, the report observes, such actions as policymakers have attempted do not appear to be well informed by research evidence.

The End of the Rainbow: How Educating for Happiness (Not Money) Would Transform Our Schools
(Susan Engel, The New Press) Amid the hype of Race to the Top, online experiments such as Khan Academy, and bestselling books like The Sandbox Investment, we seem to have drawn a line that leads from nursery school along a purely economic route, with money as the final stop. But what price do we all pay for the increasingly singular focus on wage as the outcome of education? Susan Engel, a leading psychologist and educator, argues that this economic framework has had a profound impact not only on the way we think about education but also on what happens inside school buildings. "The End of the Rainbow" asks what would happen if we changed the implicit goal of education and imagines how different things would be if we made happiness, rather than money, the graduation prize. Drawing on psychology, education theory, and a broad range of classroom experiences across the country, Engel offers a fascinating alternative view of what education might become: teaching children to read books for pleasure and self-expansion and encouraging collaboration. All of these new skills, she argues, would not only cultivate future success in the world of work but also would make society as a whole a better, happier place. Accessible to parents and teachers alike, The End of the Rainbow will be the beginning of a new, more vibrant public conversation about what the future of American education should look like.

New book: "Live Peace, Teach Peace: Best Practices and a Toolbox" by Pax Christi USA, Teachers of Peace M.J. and Jerry Park
This book on peace education for hearts and minds draws on 35 years of peacebuilding experience to produce this comprehensive teaching toolbox. It includes instructions for making and using their signature Peace Train, themes and activities for a full week of Peace Camp, a treasury of 27 time-tested win-win games, peace hero biographies, peace songs, inspirational posters, and a list of books and other resources for all ages. Like the other LFFP books, it?s available in both English and Spanish.

Report “Human Rights Education: Meanings and Practices” - Center for Human Rights Studies, Bangladesh and Asian Institute for Human Rights, Thailand
Human rights work involves transforming existing relations and structures of power in the hope of creating a society that is more just in nature. Human rights education is an essential part of this project. This report explores the idea of human rights education and its different forms of practice in Thailand and Bangladesh. It also identifies challenges faced by groups engaged in such processes and offers some recommendations for strengthening such work. We offer this report in the hope that it will be a useful resource for collective reflection and discussion by groups engaged in critical education work. We also value and appreciate thoughts, comments and feedback on the report as we feel that they will help us to strengthen our own understandings. If you or any in your networks would like to acquire a hard copy, you or they can contact us at the link above. We would oblige at the rate of BDT 500/- each, inclusive of postage or delivery anywhere in Bangladesh.

UNESCO Clearinghouse on Global Citizenship Education now online
The Clearinghouse is constantly being enriched with relevant resources from all parts of the world. We hope that it will be a useful tool in raising awareness and facilitating information sharing on Global Citizenship Education. The Clearinghouse is accessible online at the following address: http://gcedclearinghouse.org/

2015 Mexico Peace Index released – Institute for Economics and Peace
Mexico continues to make international news headlines for violence and crime, however the latest research from the Institute for Economics and Peace shows this could be about to change. The 2015 Mexico Peace Index paints a cautious yet optimistic picture of peace in Mexico, with a 16% improvement in levels of peace over the last three years. With a map and a report, this can become a useful teaching resource.

New 2015 Updated Edition of: "Addicted to War: Why The U.S. Can’t Kick Militarism” by Joel Andreas
Addicted to War author Joel Andreas has added America’s Drone Wars (front cover), President Obama, Bradley Manning, Tomas Young, ISIS, Syria and has updated the number of deaths in Iraq and Afghanistan. We have also added 5 new endorsements for the book: Medea Benjamin, Cynthia McKinney, Col. Ann Wright, David Swanson & Glenn Greenwald. ATW is already endorsed by Martin Sheen, Ed Asner, Ron Kovic, William Blum, Howard Zinn, Noam Chomsky, S. Brian Willson, Father Roy Bourgeois, Dr. Helen Caldicott, Kathy Kelly, Susan Sarandon, Rev. James Lawson, Kris Kristofferson, Blase Bonpane, Fernando Suarez del Solar, Woody Harrelson, Michael Parenti, Cindy Sheehan and Ramsey Clark. It is being used in hundreds of high schools and colleges as an anti-war history book. ATW is one of the most well-known & popular books in the Anti-War Movement. Since I first co-published ADDICTED To WAR with AK Press in 2002, we have distributed about 450,000 copies world-wide. About 240,000 copies have been distributed in English. It is in 14 other languages. The more copies you buy, the cheaper the price. One copy costs $15. This price includes first class shipping. 25 books cost $95. And that price also includes first class shipping costs.

Guide for teachers on mindfulness – Contemplative Mind
This guide will be a useful resource for teachers looking to integrate mindfulness in their teaching.

Freedom(s) - Learning activities for secondary schools on the case law of the European Court of Human Rights – Council of Europe
This human rights education textbook presents 12 learning activities based on landmark decisions of the European Court of Human Rights. It aims to familiarize secondary school students with the key principles of European law related to human rights in order to help them understand how the European Court of Human Rights works. It also seeks to foster the role and responsibilities of the teacher as a key actor in ensuring the effective implementation of the principles of the European human rights system.


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.

Small Grants for Peace Psychology Research, Peace Education, or Community Projects – Div. 48 of the American Psychological Association
The Society for the Study of Peace, Conflict, and Violence: Peace Psychology Division 48 of the American Psychological Association invites applications for small grants for projects that will foster the development of the field of peace psychology through research, peace education, and the application of peace psychology in community settings. Grant applications may request between $300 and $1,500. The Society welcomes applications from anyone with the qualifications to conduct the proposed project, including graduate students and persons from all nations. Approximately half of the grants will be awarded to graduate students or persons in their early careers. Membership in the society is required to receive, but not to apply, for a grant. Applications will be accepted through May 31, 2015 and the Div. 48 Small Grants Committee will announce decisions on July 6, 2015. For questions related to the application process, please contact Urmitapa Dutta at

El-Hibri Foundation Peace Education Scholarships
The El-Hibri Foundation offers peace education scholarships to graduate students with demonstrated commitment to the field of peace education and conflict transformation. Three $5,000 scholarships will be awarded in 2015. Scholarship applications will be accepted from March 16 to September 4, 2015. See the El-Hibri website for complete eligibility criteria and to submit an application.

Small Grants Program for the Society for the Study of Peace, Conflict, and Violence: Peace Psychology Research, Education, or Community Projects
The Society for the Study of Peace, Conflict, and Violence: Peace Psychology Division 48 of the American Psychological Association invites applications for small grants for research in peace psychology, development of peace psychology education programs, or community projects involving the application of peace psychology. Grant applications may request between $300 and $1,500. Approximately half of the grants will be awarded to graduate students or persons in their early careers (i.e., within five years after obtaining a terminal degree). The purpose of this grants program is to foster the development of the field of peace psychology through research, education, and the application of peace psychology in community projects. For example, a research project might investigate the relationship between interpersonal empathy and attitudes about international conflict resolution; an educational program might involve a series of PowerPoint presentations on peace psychology; and a community project might involve development of a forum for problem solving discussions between community groups with conflicting interests. Applications will be accepted through May 31, 2015 and the Div. 48 Small Grants Committee will announce decisions on July 6, 2015.