GCPE

Issue #113 July/August 2014

De la Fiesta del Fútbol a la Fiesta de la Tolerencia 

Profesora Alicia Cabezudo
International Peace Bureau - IPB Ginebra (Suiza) - Vice President
Universitat Oberta de Catalunya - Barcelona (España)
Universidad Nacional de Rosario - Rosario ( Argentina)


A Note from the Editors:The Global Campaign for Peace Education seeks to support the sharing of research and scholarly writing in their original language.  An English translation of this article, “On the World Football Cup and Education for a Culture of Peace,” is available online.


(Originally published on El Pais.)

Podría presentarse la vida escolar hoy como una imaginaria “línea de fuego” por la que se cruzan, en distintas direcciones, las múltiples violencias que aquejan al conjunto de la sociedad.

Violencia del sistema socio-económico, con sus ajustes sucesivos y consiguiente aparición de estrecheces, pobreza y miseria.

Violencia del sistema político, ejercitado por un gobierno que esgrime una justa  representatividad mientras la sociedad civil demanda además de esto correcta conducta ética, transparencia en los actos de gobierno , plena participación democrática, respeto a las minorías  y decisiones consensuadas.

Violencia cotidiana que se manifiesta en los espacios públicos y privados y que tiende a ser reproducida en todas las actividades que participamos- ya sean de índole laboral o recreativa. En definitiva, la situación socio-económica que reproduce pobreza y marginalidad, inyecta en la sociedad una violencia que se corresponde directamente con la injusticia social, y por ello, muchas veces las “fiestas” se convierten en pesadillas.

Este  ha sido el caso del fútbol en los últimos años. Intentemos - por lo tanto -  otra mirada.

La Copa Mundial de Futbol ha sido siempre para nuestros alumnos una “fiesta” en la que durante 20 días  se vive pendiente de resultados, apuestas, juicios deportivos, penales, nombres de famosos e infinitas combinaciones vencedoras. Es objeto de charla entre amigos, vecinos, parientes y compañeros , convirtiéndose el máximo encuentro deportivo del mundo en un tema para dialogar, defender posiciones, compartir horas de expectación, planificar  interminables comidas en grupo y perder el tiempo (o ganarlo . . .) feliz y colectivamente.

Fiesta que facilita el encuentro, la comunicación, el intercambio de ideas, el diálogo entre amigos, compañeros y desconocidos así como la socialización  teñida de afecto.  Prácticas inestimables en todo proceso de enseñanza.

La “fiesta del Mundial” es también una extraordinaria oportunidad en la labor educativa para convertirla en un aprendizaje diferente. Aprendizaje donde la educación para la tolerancia, el respeto hacia el otro, las diferencias culturales y el esfuerzo colectivo como valor social adquieren una dimensión pedagógica actual y necesaria.

Podemos hacer del “Mundial”  un magnífico espacio de educación democrática  donde los “saberes y experiencias futboleras” sean - además de conocimientos específicos - también nuevos aprendizajes e instrumentos de educación para la convivencia y el respeto intercultural. Herramientas con un valor pedagógico re-significado de acuerdo a las transferencias posibles y necesarias de acuerdo a los grupos áulicos de edad y de intereses.

El conocimiento de otros países: su posición geográfica, formas de gobierno, características de la población, religión,  arte y costumbres, su historia pasada y presente, relación con otras regiones  - abre una nueva posibilidad de análisis a la usual lectura mecánica de un listado de exóticos estados hasta hoy perdidos en el planisferio y que ahora se transforman en territorios palpables por la mágica presencia de sus equipos en el “Mundial”.

La comprensión de la diversidad y las diferencias, las distintas civilizaciones y sus manifestaciones proponen una lectura de pluralismo político, religioso y cultural que enriquece el proceso educativo y constituyen ejes fundamentales en la formación democrática y en la construcción de valores para una verdadera educación por la paz y la convivencia.

La construcción de estos valores, la defensa y el reconocimiento internacional a la libre autodeterminación de los pueblos, el derecho a la Paz, el respeto a los Derechos Humanos de “todos los hombres y todas las mujeres en todas partes” y el aprendizaje acerca del esfuerzo colectivo y solidario de los (las)  seres humanos como creadores de transformaciones forman parte de esta propuesta.

Es hora que en la Argentina  de hoy demostremos ser un buen equipo de fútbol en que cada jugador contribuya desde su posición a la necesaria y acuciante construcción de un resultado armónico, equilibrado y competente, jugando limpio, respetando a todos y dando lecciones vitales de trabajo, solidaridad y eficacia al mundo y a nosotros mismos.

Trabajemos en este sentido con nuestros estudiantes de todos los niveles.

Aprovechemos esta posibilidad educativa sin dudarlo. . .

Alicia Cabezudo
En Barcelona, Junio 2014

Recursos:

Una guía pedagógica didáctica (CATEDRA DE LA PAZ Y DERECHOS HUMANOS MONS OSCAR ARNULFO ROMERO - de la fiesta del futbol a la FIESTA DE LA TOLERANCIA) en base a este artículo ha sido preparado por Walter Trejo Urquiola, Presidente de Paz y Derechos Humanos "Mons. Oscar A. Romero", Universidad de Los Andes, Mérida, Venezuela. Se puede descargar aquí.

Alicia Cabezudo: Escuela de Ciencias de la Educación, Universidad Nacional de Rosario UNR, Rosario, Argentina, acabezudo@unr.edu.ar; International Peace Bureau - IPB Geneva, Co -Vice President, Alicia.cabezudo@ipb.org, www.ipb.org


Action Alerts


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.

Join the Pasos Peace Museum Children's Rights Quilt Project
Pasos Peace Museum invites K-12 educators and students to join an international artistic exploration of children's rights. The Pasos Children‚s Rights Quilt Project provides a real and virtual gallery space for students from all over the globe to learn about the UN Convention on the Rights of the Child. Students are given the opportunity to learn about and use their human rights through the expressive, collaborative, and educative processes of quilt making. Sample lessons for educators and quilt submission information can be found on the website. Submissions due September 13, 2014.

Call for Submissions: Exhibitions of Youth Messages for Peace- “How Can We Create Peace Together?”
Organized by Global Campaign for Peace Education, Japan and Supported by New English Teachers’ Association, Japan Education and Resource Network. As Ms. Malala Yousafzai said in her speech at the UN assembly, “Our words can change the whole world.” Expressing your ideas to create peace will help you take action for peace and inspire others to cooperate. This is not a contest. It is an exhibition of ideas. The exhibition will be held during the 8th International Conference of Peace Museums to be held in Korea in September, but it will be shared with various conferences for peace education as well. The theme of the exhibit is “How Can We Create Peace Together?” How can we stop thinking only about peace for “myself, my hometown, and my country” and start thinking about how to create peace for everyone on this planet? Messages for Peace can be submitted as essays, poems, picture books, short novels, songs, dance, plays, pictures, photos, and any other form of art or communication. Messages must be submitted by September 5 and may be submitted by anyone up to 25 years old (as of September 23, 2014).

Call for Applications: Evens Prize for Peace Education 2015
Since its establishment, the Evens Foundation has awarded biennial prizes in various fields to fulfill part of its mission. In this tradition, the Evens Prize for Peace Education was launched in 2011 as part of its Peace Education Program. Through the 2015 Peace Education Prize, the Evens Foundation seeks to recognize and honor initiatives or practices that awaken and strengthen the social competence of preschool children, with particular focus on skills that facilitate a constructive attitude towards conflicts. Submissions should be made in English, in electronic form or by post, along with the application form, which is available at www.evensfoundation.be, before 15 October 2014.


News


Bauchi Ministry of Education partners with the Centre of Information Technology and Development (CITAD) on Peace Education (Nigeria)
(Citad4Peace) The Bauchi Ministry of Education has agreed to partner with the Centre of Information Technology and Development (CITAD) to promote peace education and campaign in the education system of the state. CITAD which is implementing a peace campaign project with support from MacArthur Foundation has visited the ministry as part of its advocacy to get students involved in peace campaign programmes.

Gambia's Strides in Higher Education Extolled (USA)
(allAfrica.com) Mehmet Kilic, the director of the Center for Global Affairs at the New York based Peace Island Institute (PII) has commended the government of The Gambia for the strides in the higher education sector. As part of his Institute's partnership with the UTG, Kilic said they are planning to stage activities that will include organising national and international conferences where peace, education, health and gender, amongst others will be discussed.

Bridging the Distance: Teaching and Learning Peace Online: Daryn Cambridge at TEDxAmericanUniversity
(YouTube video) What can education look like amidst the myriad challenges and opportunities we face as a 21st century global community? The emerging role of online education has shaken up assumptions about what teaching and learning looks like, brought together learners across great distances to share knowledge, skills, and perspectives, and is providing spaces where education for peace and nonviolence can thrive. Drawing on his experiences as a peace educator, a father, partner, and global citizen, Daryn lays out a vision of how online learning can transform how we learn, what we learn, and with whom we learn. Be prepared to think and explore outside the box.

Identity. Diversity. Justice. Action. (USA)
(TeachingTolerance.org) Amy Bintliff knew the students in her seventh-grade class regularly witnessed bullying at school—and that they hesitated to say anything about it. “Immobility is one of the problems in our building,” Bintliff says. “Kids can see it and hear it, but they don’t act and respond.” Her administration was tackling the bystander mentality through school climate-improvement efforts, but Bintliff wanted to take bullying on in the classroom. She knew that she, like many other anti-bias educators, needed a teaching tool that would help her set performance goals and measure student progress related to issues of inclusion, bias and social justice. Then she learned of the Teaching Tolerance Anti-bias Framework (ABF). The ABF is a set of anchor standards and learning outcomes, ideal for teachers like Bintliff who embrace both social justice values and backward planning. Divided into four domains—identity, diversity, justice and action—the ABF provides a common language and organizational structure teachers can use to guide curriculum development for students and to communicate with professional learning communities about anti-bias teaching goals and practices.

EU Funded Summer Camp for School Children in Southern Hebron Hills Promotes Peace Education (Palestine/Israel)
(Palestinian News & Info Agency) About 150 children from one of the most marginalized areas of the West Bank will have the chance to forget the burden of everyday life and experience positive creative outlet through games and several educational and artistic activities. These will promote peace education within communities and enhance conflict transformation skills through the philosophy of knowing ‘the other’ better by means of dialogue, said the release.

Johan Galtung on Language & Peace Education
(Transcend Media Service) There has been a general shift in emphasis in peace education since the Cold War ended: from peace/war knowledge to conflict competence. Conflict competence can be taught from kindergarten to Ph.D. to old age. In kindergarten, children can be taught awareness of conflict, of listening, of justice, gerecht, and especially injustice, ungerecht. In elementary school, students can learn the A(ttitude), B(ehavior) and C(ontradiction) of conflict with a good book containing examples from not only Buddha-Jesus-Gandhi Inc. but also from ordinary people.

Successful peace education programme replicated (South Africa)
(GM Media South Africa) A project to improve Life Skills teaching in primary schools will be piloted in 10 Grahamstown schools. The Grahamstown District Office of the Education Department this week signed an agreement with General Motors South Africa (GMSA) Foundation who first piloted the programme in the Port Elizabeth District. The Peace Lessons Programme empowers Life Skills teachers in the Intermediate Phase (Grades 4 to 6) with training and lesson guides to impart valuable skills such as self-awareness, problem-solving, interpersonal relations, leadership, decision-making, and effective communication.

UN Coordinator hinges sustainable development on peace, education (Nigeria)
(Daily Independent) The United Nations (UN) Resident Coordinator in Nigeria, on Saturday hinged the sustainability of peace, stability and development on peace, education, intercultural and interfaith dialogue. Toure told the News Agency of Nigeria (NAN) in Abuja that education would promote positive value reorientation and behavioral change. According to him, the UN in Nigeria is responding to the contemporary challenges in the country, especially in the North-East through multiple approaches and programmes.

“Education is essential for peace,” says UNESCO Director-General in South Sudan
“Sustainable peace can only come about if the children and youth of South Sudan are respected and have an opportunity to develop,” states Irina Bokova, Director-General of UNESCO, Leila Zerrougui, Special Representative of the Secretary-General for Children and Armed Conflict, and Forest Whitaker, Special Envoy for UNESCO, at the end of a joint visit in South Sudan. During their joint visit, they spoke with one voice about the importance of education, reconciliation and peace building as well as the protection of children affected by armed conflict. Irina Bokova, Leila Zerrougui and Forest Whitaker met with the President of South Sudan, Salva Kiir Mayardit. During their meeting, the President reiterated his commitment to prioritize education as a cornerstone of recovery from the on-going conflict and sustainable peace.

Kuwait completes 2nd phase of World Programme for Human Rights Education (Switzerland)
(Kuwait News Agency) Addressing the 26th session of the Human Rights Council, the State of Kuwait, Tuesday, reported completion of the second phase of its world programme for human rights education as planned. Foreign Ministry Third Secretary Abdelaziz Al-Ibrahim reviewed progress and developments in this regard and noted all is running on time and as planned within the 2010-2014 time-frame set for the second phase. Al-Ibrahim pointed out the first phase (2005-2009) involved introduction of concepts and definitions of basic Human Rights in primary school curricula. A new subject, Constitution and Human Rights, was also introduced into high school curricula, he remarked, which introduces and discusses international law and agreements related to Human Rights. In Kuwait University, Faculty of Law, students also study international law, arbitration, Human Rights and other related subjects, while Human Rights is also offered in English for non-Arab speakers, he said. Beyond the educational field, training courses on all subjects pertaining to international law are on offer for all state employees and other citizens, and the Foreign Ministry also organizes specialized courses and seminars in cooperation with leading institutions in Geneva, and they are offered to all state employees. The minister stressed that Kuwait believes in education as a main pillar for social development and spares no effort or resources in this field.

Kashmir State Human Rights Commission recommends human rights training for law enforcement officials (India)
To prevent misuse of power by cops and armed forces in the state, Jammu and Kashmir State Human Rights Commission (SHRC) on Tuesday asked the Chief Minister Omar Abdullah and Director General of Police (DGP) K Rajendra to take measures for imbibing human rights education among the law enforcing agencies. In his three-page letter to CM and DGP, acting SHRC chairperson, RafiqFida, maintained that the yearning for zero-tolerance to human rights violations in the state can be achieved “when the law enforcing agencies are well acquainted and familiar with the concepts and implications of human rights.”

HRE teacher training at Gambia College School of Education (The Gambia)
(AllAfrica.com) The UNESCO National Commission (NATCOM) recently held a day-long sensitization session on human rights for Gambia College lecturers held at the auditorium of the Brikama campus. The objective of the activity, according to the organizers, was to build the capacities of the lecturers at the Gambia College School of Education on human rights issues, and to help them develop training kits on human rights education.

PJSA Position Paper: Making Schools Safe for All Students Through Holistic Programs and Peace Education
In light of recent school shootings and serious bullying incidents, the Peace and Justice Studies Association (a bi-national organization dedicated to the promotion of peace and justice and to the creation of a better world through scholarship, education, and activism) calls on current and future educators, administrators, parents and students to utilize the expertise of peace-makers in responding to incidents and in crafting holistic programs to prevent all forms of bullying and school violence. Drawing on a review of scholarly research and best practices, this position paper is intended to offer a broad overview for school districts seeking to create effective school safety plans. These plans include comprehensive policies that address all forms of bullying and violence, as well as holistic efforts that utilize the ideas and energy of students, teachers, parents, and community members to build community and to create positive school climates. Additionally, the PJSA encourages all teacher preparatory programs to integrate peace education as a means of preparing future educators to create peaceful classroom and school cultures. Finally, the PJSA encourages administrators and educators to seek additional practical skills from experts in peace education.


Peace Education in the Field  


Students Engage in Peace Education – Students' Forum for Peace and Development, Sierra Leone
(allAfrica.com) The Students' Forum for Peace and Development conducted its first peace education forum at the organization's head office in Calaba Town. he program brought together pupils from different secondary schools and students from various constituent colleges and other important stakeholders in the country. In his keynote address, the National Coordinator of the organisation who is a student from Fourah Bay College (FBC), Mohamed Sheriff, said peace education is mainly focused on changing students' behaviour from violent acts, adding that preventing infighting among pupils in schools and violence or crime is the main objective of the organization.

Peace Education in Australia
This presentation includes an overview of peace education in Australia and in Victoria. It was conducted by Gary Shaw, Student Learning Division, Department of Education and Early Childhood Development, Victorian Government, Australia on the 27 April 2011 at the Bureau for Education Services, Podgorica, Montenegro. The presentation was hosted by Ivana Gajovi
?, Director, Nansen Dialogue Centre, Podgorica, Montenegro.

Report on the 4th Annual Symposium on the State of Graduate Education in Peace and Conflict Resolution, George Mason University (USA) held May 19-20, 2014
The 4th Annual Symposium on the State of Graduate Education in Peace and Conflict Resolution was held Monday, May 19 and Tuesday, May 20, 2014 at George Mason University in Arlington, VA and hosted by the School for Conflict Analysis and Resolution (S-CAR). The first day of the event brought together graduate program directors from around the U.S. to discuss issues relevant to their work. The second day included a wider array of graduate academics and students brought together to consider a range of issues impacting the field.

RESPIRA program (Colombia)
RESPIRA is an innovative school intervention program that seeks to introduce Mindfulness into Colombian public schools in order to foster social and emotional learning and promote teacher and student wellbeing. The program seeks to improve education quality in terms of peaceful school climate as well as academic achievement particularly for children and youth affected by any type of violence, including the armed conflict. RESPIRA contributes directly to the core objectives defined by Colombia’s new Law about School Violence and Promotion of Peaceful Relations (Law 1620 from 2013) and offers a concrete pedagogical tool to support a potential post conflict process.

The 2014 Nuclear Non-Proliferation Treaty Review Conference and the Role of AFS in Peace Education (USA)
From April 28, 2014 until May 9, 2014, The Preparatory Committee for the 2014 Review Conference of the Parties to the Treaty of Non- Proliferation of Nuclear Weapons was held at the United Nations. The primary objective of this gathering was to bring awareness and recognition to issues pertaining to the use of nuclear weapons as a destructive method to obtaining peace. The conference also included a testimonial from a survivor of the atomic bombings in Nagasaki and Hiroshima, who shared how the events of that day changed her life forever, from experiencing loss of several family members to being personally discriminated upon. She repeatedly indicated how she did not want anyone to go through the same experiences that she went through. Her story was so moving, yet inspiring, especially due to her continued efforts in spreading awareness and education around issue of nuclear disarmament.

Joint declaration for promotion of peace adopted in Lamka – Diocesan Social Service Society ( DSSS) and Abundant Life Ministry (ALM) (India)
DSSS and ALM have jointly made a declaration to promote peace education and human rights education, and to create awareness for sustained environment throughout the year among the various communities. The Declaration pledged to have a good environment by better management of waste products in a more systematic way, to prevent health hazards for plants, animals and human beings, to make the government accountable to deliver the basic rights and livelihood foundations needed for a dignified life, and to promote sustainable means of livelihood. The declaration was adopted after a Peace Building workshop held on June 5 and 6 at ECA Office, Churachandpur with Dr. Leban Serto, Co-ordinator of the Peace Studies Department, Martin Luther Christian University, Shillong; Dr Rev. Hawlngam Haokip of ALM and Fr. Athanasius as resource persons.

MREP launched at Jalozai camp Launched by Peace Education and Development (PEAD) (Pakistan)
To raise awareness among Internally Displaced Children (IDC) and community members of Federally Administered Tribal Areas (FATA) on how to remain safe from landmines, explosive remnants of war and UXOs, specialized training sessions under Mine Risk Education project are in progress in the Peshawar Valley, Lower Kurram Agency and Jalozai Camp, Nowshera. Launched by Peace Education and Development (PEAD) Foundation in collaboration with UNESCO, so far the MRE project has carried out 14 training sessions on prevention measures against natural disasters as well as man-made disasters. These sessions were conducted in Jalozai Camp and in different parts of Peshawar valley.

WANEP-Nigeria Won 2013 Grants Program for Creative and Innovative Peace Projects of Journalist and Writers Foundation in Istanbul (Turkey)
WANEP-Nigeria has been successful as a grantee of the 2013 Grants Program for Creative and Innovative Peace Projects of Journalist and Writers Foundation at Istanbul, Turkey, on May 30th, 2014. The Grant is to enable WANEP- Nigeria implement its project ' Mitigating the Prolonged Culture of Youth-led Violence in Nigeria through Peace Education'. The goal of the project is to mainstream peace education into post primary school curriculum in Ogun state as a step for a nation-wide adoption of peace education into post secondary school curriculum.

Caution! Landmine ahead! (Pakistan)
(Pakistan Today) The Peace Education and Development Foundation (PEAD) in collaboration with UNESCO organised a one-day awareness workshop on Monday, for teachers in Federally Administered Tribal Areas (FATA) to raise awareness amongst their students to adopt safety measures to avoid landmines and unexploded ordnances (UOs) in the region.

CRR, URR Teachers Exposed to Conflict Prevention (The Gambia)
T
eachers of Central and Upper River Regions recently concluded a three-day capacity building training on conflict prevention organized by WANEP. Peace education is one of the various ways WANEP-Gambia seeks to ensure livelihoods in The Gambia and maintain under peace and stability teachings, according to Iris Cassel, education officer, Life Skills Education unit of the Ministry of Basic and Secondary Education. She urged the participants to relay what was learnt to the rightful people, thus challenging them to be ambassadors of peace in their respective schools. "This training is timely as children should be taught on how to nurture peace and be able to know how to manage conflict," she said.

Conference Attendees Share and Receive Lessons in Peace Education – George Mason University (USA)
Laura Baas risks her life trying to prevent violence in the conflict zones of Chiapas, Mexico, one of the most dangerous regions of the world. When she is in the field helping mediators negotiate with the disparate factions fighting over natural resources and mineral rights, Baas has to wear her organization’s T-shirt for protection; otherwise, she might fall victim to the very violence she’s attempting to stop. Last week Baas, who is with the International Service for Peace, was in a very different place, as she presented a seminar about her work in her troubled Mexican state as part of the 2014 International Summit on Conflict Resolution Education at George Mason University.


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.  

"Education, War and Peace": International Standing Conference in the History of Education, Institute of Education, University of London, UK (July 23-26, 2014)
For more information click on the link above.

“Peace 2.0: Social Media as a Space for Peace Education” – 1st Arnhold Symposium on Education for Sustainable Peace – Georg Eckert Institute, Braunschweig, Germany (July 30 to 31, 2014)
Social media are transforming the way people, especially young people, perceive, communicate and interact. The Arnhold Symposium will explore the potential of social media, as an educational space, to create conditions for the development of sustainable peace by enabling and encouraging civic engagement. The two-day symposium with 18 international experts aims to to bring together academics, policy- and decision-makers, civil society stakeholders and students to discuss and reflect on the conceptualization, comprehension and exploration of new educational spaces. Keynote speakers are the Internet pioneer and author Howard Rheingold and Lynn Davies, Emeritus Professor of International Education at the Centre for International Education and Research (CIER) at the University of Birmingham, United Kingdom. Please register no later than July 28, 2014.

2nd Conference of the International Research Association for History and Social Sciences Education (IRAHSSE) on “Wars and Peace: Educational Issues,” University of Fribourg, Switzerland (September 4-6, 2014)
For more information click on the link above.

Call for submissions: Exhibitions of Youth Messages for Peace “How Can We Create Peace Together?”- 8th International Conference of Museums for Peace, INMP, No Gun Ri Peace Memorial Park, South Korea (September 19-22, 2014)
For more information click on the link above. (Entries must be received by September 5, 2014. Entries which will arrive by July 28th will also be exhibited in the 51
st National Conference of New English Teachers’ Association in Japan, which will be held in Kyoto, Japan from August 2nd to 4th, 2014.)

"The Role of Museums for Peace in Promoting Remembrance, Historical Truth and Reconciliation", 8th International Conference of Museums for Peace – International Network of Museums for Peace (INMP), No Gun Ri Peace Memorial Park, South Korea (September 19-22, 2014)
For more information click on the link above.

Call for Papers: “Bellicose Entanglements 1914: The Great War as a Global War” - The State of Peace Conference 2014 – Austrian Study Centre for Peace and Conflict Resolution at Schlaining Peace Castle, Stadtschlaining, Austria (September 30 – October 3, 2014)
For more information click on the link above. (Abstract submission deadline: June 8, 2014.)

Call for Proposals – Peace and Justice Studies Association (PJSA) 2014 annual conference: "Courageous Presence: Shifting Stories and Practices of Peace", San Diego, CA, USA (October 16-18, 2014)
For more information click on the link above.

Care, Compassion, and Mindfulness - Bipin and Rekha Shah Conference on Nonviolence – Ahimsa Center, Cal Poly Pomona, CA, USA (November 7-9, 2014)
For more information click on the link above.

Call for papers - 2nd International Conference on Gender, Peace, Education and Development – Vivek College of Education, Bijnor, India (November 29-30, 2014)
Across the world, women are treated unequally and less value is placed on their lives because of their gender. Women's differential access to power and control of resources is central to this discrimination in all institutional spheres, Gender-based discrimination in education is both a cause and a consequence of deep-rooted disparities in society. Poverty, geographical isolation, ethnic background, disability, traditional attitudes about their status and role all undermine the ability of women and girls to exercise their rights. Harmful practices, gender-based violence, and discriminatory education laws, policies, contents and practices still prevent millions of girl's form enrolling, completing and benefitting from education. Gender must therefore be integrated at all levels of education, from early childhood to higher education, in formal and non-formal settings and from planning infrastructure to training teachers. Paper proposals due October 25, 2014.

Call for papers – 5th International Human Rights Education Conference on the theme, “Advancing UNiversal Human Rights Culture” - American University, Washington, DC, USA (December 4-6, 2014)
The conference title is intentionally broad to apply to as many people working in HRE as possible, with some focus on UN (keeping UN in capitals as a part of universal is not a mistake). The Conference Convenor, Professor Claudio Grossman, Dean, American University Washington College of Law and Chairperson of the UN Committee Against Torture (CAT) has issued a call for papers that contains a broad list themes to be covered at the conference.


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.

North American Community College Peacebuilding Programs and Initiatives (including peace studies, conflict resolution, social justice, justice studies, human rights and mediation)
David Smith, consultant, has developed a comprehensive list of North American Community College Peacebuilding Programs and Initiatives.


Certificate of Advanced Studies in Human Rights Education – University of Teacher Education Central Switzerland, Luzern, Switzerland (January-December 2014)
For more information click on the link above.

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.

Academy for International Conflict Management and Peacebuilding Spring Course Offerings – United States Institute of Peace (USIP), Washington, DC, USA (various dates in Spring 2014)
Please click on the link above for more information.

Human Rights Education Associates (HREA) e-learning courses (February 26 – July 15, 2014)
Please click on the link above for more information.

Conflict Resolution in Schools: Applications in Pedagogy and Curriculum – ICCCR Summer 2014, Teachers College, Columbia University, New York, NY, USA (July 7, 9, 11, 14 and 16, 2014)
Classroom climate and school tone affect student behavior and learning in significant ways. This course investigates the field of conflict resolution education in the context of supporting student academic achievement, increasing social and emotional learning, and creative positive and caring classrooms. Topics to be covered include: 1. Learning/reviewing basic concepts and skills for collaborative approaches to resolving conflict - affirmation, cooperation and community building, communication, identifying and managing feelings, and problem solving; 2. Investigating developmentally appropriate conflict resolution curriculum K-8; 3. Understanding bullying behavior and possible anti-bullying strategies at the classroom and school level; 4. Expanding skills and understanding for appreciating diversity and standing up to bias; 5. Using conflict resolution skills and concepts to build rich classroom learning communities, including class meetings; 6. Exploring peer mediation as part of a school-wide approach to addressing conflict; 7. Infusing conflict resolution concepts and skills into various subject areas. The course will integrate theory and practice, looing at research and evaluation on conflict resolution education, diverse program models, and the approaches of organizations active in this field. Participatory activities will allow students to experience first-hand effective strategies that support students' learning of essential social-emotional skills.

Learning without a Chair, learning with maieutic pedagogy – Psychopedagogical Center for Education and Conflict Management (Centro PsicoPedagogico per l'educazione e la gestione dei conflitti, CPP), Quercianella (LI), Italy (July 10-13, 2014) (in Italian)
The objective of the course is to develop competencies in the use of maieutic tools to facilitate and stimulate learning. Maieutic pedagogy is an answer to the educational crisis related to relationships in learning, offering new and innovative tools. Maieutic pedagogy is a methodological approach that gives educators the most innovative and advanced tools to reach important results in the acquisition of new knowledge and skills. Designed for managers, teachers, educators. The methodology includes small-group work as a space for direct and active participation leading to learning through experience.
(in Italian)

Teaching for Peace: An Indian Immersion Experience In Practical Nonviolence - Delhi, Jalgaon, and Pune, India (July 15 – August 5, 2014)
Please click on the link above for more information.

2014 Consortium for Peace Studies Summer Institute in Peacebuilding and Social Justice - University of Calgary, AB, Canada (July 21-25, 2014)
Please click on the link above for more information. (Apply by July 1, 2014.)

2014 Summer Peace Leadership Course - Nuclear Age Peace Foundation – Santa Barbara, CA (July 21-26, 2014)
Please click on the link above for more information.

“Teaching and Learning about the Past in the Aftermath of (Civil) War and Mass Violence: The Challenges and Promises of History Education in Divided and Post-War Societies” - Georg Arnhold International Summer School on Education for Sustainable Peace - Georg Eckert Institute for International Textbook Research, Braunschweig, Germany (July 24-29, 2014)
Please click on the link above for more information.

Human Rights and Alternative Dispute Resolution – UPEACE Human Rights Centre, University for Peace, Costa Rica (30 July 30 – September 9, 2014)
This six weeks long certificate courses are aimed at professionals working with the United Nations and its specialized agencies, government officials, NGO staff, development workers, human rights advocates, academics and students.


2014 HREA Advocacy Institute – Cambridge, MA, USA (August 5-8, 2014)
Please click on the link above for more information.

Introduction to Human Rights Education e-learning course – Human Rights Education Associates (HREA), online (1 October 1 – December 16, 2014)
This e-learning course will introduce the international field of human rights education (HRE), including presentations of programming approaches, teaching and learning resources, and related theory. The course is intended for educators and trainers working in both the formal and non-formal sectors. Participants will be assisted in the development of a curriculum, training, or planning document to use these skills. Participants might be expected to apply these skills within formal education settings, for staff development within their own organisations, and/or for outreach and advocacy.

Disarmament for Development – Open University of Catalonia (UOC) and International Peace Bureau (IPB), online (October 1, 2014 – February 15, 2015)
Please click on the link above for more information.

2014 Community College Peacebuilding Seminar – Northern Virginia Community College, Alexandria, VA, USA (October 17-20, 2014)
This seminar is designed to support faculty and administrators as they strive to develop relevant and innovative approaches to teaching about global conflict and peacebuilding. The program seeks to bring together a multidisciplinary array of community college professionals in order to support their efforts with students. Attendees will be learning from Washington, D.C., based experts on global conflict and peacebuilding including those from the U.S. government, nongovernmental organizations, international organizations, academics and practitioners about approaches that can be used with students. Themes to be covered will include international law, peace and conflict resolution education, experiential learning, media, dialogue, program development and other areas that will tap the expertise uniquely based in Washington, D.C. Deadline: September 17, 2014.


Master of Arts in Human Rights Education, School of Education, University of San Francisco, CA, USA (starting in the 2014 Fall semester)
Please click on the link above for more information. (Apply by November 1, 2014 for the Spring semester.)

Master of Arts (level 2) in Peace Education – Department of Languages, Literature and Foreign Cultures, University of Roma Tre, Rome, italy (starting in the 2014 Fall semester) (in Italian)
Started in 2002-2003, this MA is currently in its 12
th year. It offers both theoretical coursework usually found in university degrees and the development of specific professional skills. It is done in collaboration with various institutions, institutes, NGOs, research centers both Italian and foreign that work in the field of cooperation for development, the protection of human rights and conflict prevention. Besides the whole MA, it is possible to also follow individual modules. A Certificate of Attendance and 12 CFU credits will be granted upon completion. (in Italian)

Call for applications – 2015-2016 cycle of the Master of Advanced Studies in Children's Rights (MCR) – University of Geneva and University Institute Kurt Bösch (IUKB), Sion, Switzerland (starting on February 2, 2015)
The MCR is an interdisciplinary part-time postgraduate programme in children's rights. From the 2015-2016 cycle onwards the MCR will be organised by the University of Geneva, in continuation of the MCR Programme which has been organized between 2003 and 2014 by the University Institute Kurt Bösch (IUKB) and the University of Fribourg, Switzerland and will be integrated in the Continuous Education Programmes of the University of Geneva. The programme is designed for professionals who work with children’s rights issues, these may include; lawyers, psychologists, sociologists, judges, social workers, government officials, staff from non-governmental organisations, academics and journalists. The MCR 2015-2016 cycle will begin on February 2, 2015 and the deadline for applications is September 30, 2014.

 

Publications and Resources


Public Health Experts Identify Militarism As Threat: "The Role of Public Health in the Prevention of War: Rationale and Competencies"
In 2009 the American Public Health Association approved the policy statement, “The Role of Public Health Practitioners, Academics, and Advocates in Relation to Armed Conflict and War.” Despite the known health effects of war, the development of competencies to prevent war has received little attention. Public health’s ethical principles of practice prioritize addressing the fundamental causes of disease and adverse health outcomes. A working group grew out of the American Public Health Association’s Peace Caucus to build upon the 2009 policy by proposing competencies to understand and prevent the political, economic, social, and cultural determinants of war, particularly militarism. The working group recommends that schools of public health and public health organizations incorporate these competencies into professional preparation programs, research, and advocacy.

Module on Human Rights Education for Teaching Professionals Imparting Education in Primary, Secondary, Higher Secondary Level – National Human Rights Commission, India
This teacher-training module has been developed by the National Human Rights Commission of India. This syllabus with curriculum guidelines of human rights education for the teachers of schools up to secondary level. The primary aim is to help organizing teachers' training across India through a focused module that would enable grooming teachers at B.Ed courses to be informed about the key human rights concepts with reference to realities in India and abroad. As a cascading effect of this exercise, the child citizens of India will develop a human-rights mindset in a school environment. This module includes a sample teaching module "Human Rights & the Indian Constitution", a bibliography and an annex with extracts from international and national human rights standards/mechanisms.


“Peace and Coexistence Education in School Settings: A Teacher Training Perspective" – Escola de Cultura de Pau, Barcelona, Spain
This publication presents the Escola Cultura de Pau's approach in peace education and conflict transformation teacher training. The experience described in the publication was awarded the first Peace Education Prize of the Evens Foundation in 2011. You can have a quick overview about the contents of this publication in a short presentation in video and in PowerPoint, and also download the complete document at the link above.

Learning by Heart: Social and Emotional Learning in Secondary Schools – How Kids Learn and What Kids Can Do
What would it take to weave social and emotional learning (SEL) into the daily fabric of our nation’s high schools? What distinct practices, programs, and structures help schools embed SEL into ongoing teaching and learning? How does this vary from school to school, in response to the conditions that make that school unique, that shape its climate? What formal and informal measures do schools use to assess the impact of social and emotional learning on student success? For the past year, with support from the NoVo Foundation, WKCD's research arm has asked these questions and more as part of an in-depth investigation of social and emotional learning in U.S. secondary schools--where the documentation is scant. We've parsed the existing research to clarify what's meant by "social and emotional learning" (SEL) and why it matters. We've studied effective practices in five American high schools that, by their own design, put social-emotional learning at their core. We've created multimedia to capture the authentic voices and experiences of students in these schools. And we've assembled selected SEL resources for educators.

Call for Papers, Book and Film Reviews, and Reviewers for Special Edition of the Peace Studies Journal on the Theme: “Courageous Peace: Exploring Innovative, Diverse, and Inclusive Efforts in Peace, Social Justice and Conflict Studies” - Guest Editors for the Peace and Justice Studies Association: Dr. Laura Finley, Associate Professor of Sociology & Criminology, Barry University and Dr. David Ragland, Visiting Assistant Professor of Education, Bucknell University
Making, building, and teaching peace and social justice requires courage, creativity, and inclusivity. In order to fully actualize peace—in our relationships, our homes, our institutions, our nations and our world—we must be not only attentive to who is at the table but also who is not; we must think about how to utilize both tried and true nonviolent direct action strategies and pedagogies but also new and innovative methods. In this special edition, edited by PJSA Board members and affiliates, we seek contributions that tell our stories in new ways and that tell completely new stories. We want to highlight the courageous work of local communities, educators, and activists seeking to live, teach, and make peace. We invite original, unpublished articles, book and film reviews, as well as non-traditional formats (poetry, dialogues, and more). Every submitted article will be subject to anonymous peer review and recommendations. Additionally, we are seeking peer reviewers (available from August 15 to October 1, 2014) to evaluate and make recommendations about proposed contributions. Please see the link above for more details on possible topics. Articles should be submitted no later than August 15, 2014.

Nuclear Threat Initiative Launches Educational Tutorials
NTI, in partnership with the James Martin Center for Nonproliferation Studies, has developed this set of educational tutorials to build understanding among a new generation of experts and leaders on these often complex issues. The interactive tutorials include overviews of key issues, a glossary, maps, quizzes and more.

2014 Global Peace Index just released
The 2014 Global Peace Index has just been released along with new groundbreaking research that identifies the countries most at risk of instability and violence. We are living in the most peaceful time in human history, however the last seven years has seen a notable deterioration in levels of peace. The 2014 Global Peace Index shows that since 2008, 111 countries have become less peaceful, while only 51 have become more peaceful. Explore the data and see where your country ranks with the interactive Global Peace Index map. To read an analysis of the state of peace, as well as our new research on countries at risk, download the 2014 Global Peace Index Report. The GPI can also be used as a teaching tool for various applications.

New report on HRE (Human Rights Education) in teacher training in higher education in Finland (Abstract in English, full text in Finnish)
On 26 September 2013 the Ministry of Education and Culture commissioned rapporteurs to examine how democracy and human rights objectives are implemented and their content is processed in teacher training in universities and polytechnics. The aim of the study was to 1) produce an analysis of how the content of democracy and human rights is processed in teacher education and in practical training included in the studies, 2) evaluate what kind of skills future teachers acquire in teacher education for dealing with key questions concerning democracy and human rights and 3) provide recommendations on better ways to study and teach democracy and human rights in teacher education and practical training. (Abstract in English, full text in Finnish)

 

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.

2014 Goi Peace Foundation UNESCO International Essay Contest for Young People on the theme: “My Role as a Citizen of Earth.”
As today’s young people are crucial for the shaping of our future, it is imperative that they be enabled to develop to their full potential. UNESCO’s objective is to help empower young people and ensure that their contributions be taken into account. This annual essay contest is organized in an effort to harness the energy, imagination and initiative of the world's youth in promoting a culture of peace and sustainable development. It also aims to inspire society to learn from the young minds and to think about how each of us can make a difference in the world. On the occasion of the final year of the United Nations Decade of Education for Sustainable Development (2005-2014), the theme of this year’s contest is “My Role as a Citizen of Earth.” In the vast universe, we were born on this planet called Earth, where various cultures and ethnicities, all living things, and all of nature exist together. However, in our world today, we face numerous problems--environmental destruction, resource depletion, wars and conflicts, poverty, and many more--that make our future uncertain. Given this situation, what do you think is the best way forward for humanity? How do you wish to fulfill your role as a citizen of Earth? Essays may be submitted by anyone up to 25 years old (as of June 15, 2014). Entries must be received by June 15, 2014.

17th Annual Peace Pals International Art Exhibition and Awards
This year, the contest follows the theme for the International Day of Peace on 21 September 2014, which is the Right to Peace. Who has the right to peace? What would the world look like if everyone lived in peace? How does the United Nations help to build a peaceful world? What will you do to make sure all people have a “Right to Peace? Think about these questions and create artwork which symbolizes what a “Right to Peace,” means to you. Your artwork must include the message, “May Peace Prevail On Earth” in English and/or your Native Language. All art must be done by children, including the writing of “May Peace Prevail On Earth”.You will find the guidelines for participation in English, French and Spanish at the link above. We look forward to many paintings, which can all be sent electronically as well! Deadline: June 30, 2014.

Rotary Peace Fellowship Opportunity
The Rotary Foundation is now accepting applications for the world-competitive Rotary Peace Fellowship. The fellowship provides academic and practical training to prepare scholars for leadership roles in solving conflicts around the world. Up to 100 fellows are selected every year in a globally competitive process based on personal, academic, and professional achievements. Fellows earn a master's-level 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. All applications are due on July 1, 2014.

Visiting Assistant Professor, M.A. Program in Conflict Resolution, Georgetown University, USA
Georgetown University’s M.A. Program in Conflict Resolution invites applications for a one-year (10 month) full-time contract appointment as Visiting Assistant Professor for the 2014-2015 academic year. The position is renewable contingent upon performance and funding. The Conflict Resolution program is housed in the Department of Government at Georgetown University. The CR program offers an innovative and rigorous curriculum that encompasses the core skills and multi-disciplinary knowledge needed to successfully pursue diverse career opportunities, both in the U.S. and abroad, related to conflict resolution. Qualifications: Candidates should be qualified to teach courses in conflict resolution practice and/or research methodology, in addition to one or more specialized areas such as the intersection of CR and public policy, technology, sports, media, environment or other cross-sectoral approaches. Regional specialization is open and applicants with a domestic focus are encouraged to apply. Preference is for candidates with a Ph.D. in Conflict Resolution or a related field (applicants with a J.D. and relevant academic or policy experience will also be considered), along with teaching experience and a record of publications. Candidates with direct applied experience in the conflict resolution field are preferred. Responsibilities: The successful candidate will maintain a 2/3 teaching load, advise students, supervise students’ internships and theses, assist with program development, and pursue other related activities. To apply: Applications should include a cover letter (that also includes a list of five potential classes that the candidate could teach for the CR program), C.V., three letters of recommendation, previous teaching evaluations, a statement of teaching philosophy, and sample publications. Review of applications will begin May 5, 2014 and continue until the position is filled.

Funding Opportunity To Support Youth Violence Prevention Technical Assistance – OJJDP (USA)
The Office of Juvenile Justice and Delinquency Prevention (OJJDP) has announced the fiscal year 2014 Youth Violence Prevention Technical Assistance Program funding opportunity. This program will provide technical assistance to communities, tribes, and agencies funded under the Defending Childhood, National Forum on Youth Violence Prevention, and Community-Based Violence Prevention Program. Applications are due by July 7, 2014.

Peace Education Scholarship – El-Hibri Foundation
The El-Hibri Foundation offers an annual peace education scholarship to be awarded to a graduate student with a demonstrated commitment to the field of peace education. In 2014, EHF intends to award three scholarships. The scholarship is in the amount of $5,000. Applications are accepted until September 12, 2014. All applicants will be informed of the outcome by no later than October 15, 2014.

Peace Education Facilitator(s) Internship – Foundation for Charity and Development (Liberia)
The volunteer will team up with the Supervisor to organize Peace and Reconciliation workshops for refugees and stakeholders at the Sierra Leonean refugee camp in Liberia and educate the refugee students on peace and reconciliation, organize workshops and training for students and subsequently certificate participants to represent their communities as Local Peace Ambassadors. This project is aimed at helping Sierra Leonean Refugees in Liberia to reconcile their differences and work together in the reconstruction and development programs of their nation.