Issue 122 July 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.

Preparing Youth for Peacebuilding Action: Some Principles and Considerations

Megan Chabalowski

Global Peacebuilding Center, U.S. Institute of Peace

Uganda SoccerIn 2010, two young Ugandan men, Nudgwa Hassan and Ahmed Hadji, were injured in the bombing of a café during the FIFA World Cup finals. They now dedicate themselves to fighting violent extremism and preventing the radicalization of youth through the Uganda Muslim Youth Development Forum, an organization they formed to promote peace and tolerance in the region. As Ahmed says, “I do not just talk peace, I live peace, act peace and, through these efforts, partner with others to create opportunities for young people across all faiths.”

In the Middle East, young Palestinian and Israeli musicians banded together to form Heartbeat, a music group that has performed across Israel, the Palestinian Territories, and the United States, aiming, in their words, “to amplify the voices of the silent majority of Israelis and Palestinians that yearns for a peaceful and just future.”

Here in the United States, a high school student in Virginia was surprised to learn that her peers were not as aware of or engaged in global issues as they could be, so she created The Global Issues Forum
at her school, a full-day student-run event that brought in speakers to teach students from Richmond high schools about important global issues.

These stories, and many others I encounter in my work, demonstrate that youth around the world are engaged in driving change and building peace in their own communities in diverse ways. The Global Peacebuilding Center
at the U.S. Institute of Peace (USIP) recognizes this and seeks to extend this movement. Engaging middle and high school students and educators in the United States and around the world, we are teaching them peacebuilding knowledge, skills, and attitudes, and providing them with opportunities to take action for peace. Our approach is reflected in our Peacebuilding Toolkit for Educators, which has become a valuable resource for those working in peace education.

Young people often tell us that they are not taught much about conflict and peace. As one young person said after visiting the Global Peacebuilding Center, “I realized that I knew tons more about violence, and war, than peace.” We teach youth about some core principles in conflict management: that conflict is an inherent part of the human condition; that violent conflict can be prevented; and that there are many ways to be a peacebuilder. We help young people understand that conflict is a natural part of life; in fact, it is an important component of living in a healthy democracy. Conflict becomes problematic when it escalates to violence, but peacebuilding tools such as active listening, conflict analysis, negotiation, and mediation help us avoid this escalation. Since peacebuilding is based on knowledge, skills, and attitudes that can be learned, anyone can be a peacebuilder, and we provide youth with examples of people—most especially young people—who are engaged in building peace.

In our work with educators, we also cover these core concepts in international conflict management, as well as sharing some helpful guidelines
for teaching students about these topics. While some of these considerations are simply good teaching practice, they are particularly helpful when introducing young people to complex topics in global peacebuilding.

Bridge the local and the global. When we help students connect a global issue to their own realities, they gain a better understanding of why this issue matters to them. They can begin to see the interconnectedness between their lives and the lives of people around the world, and how action they might take in their own communities can have global relevance or impact. For example, the mediation skills that a diplomat uses to mediate peace between two countries are very similar to the skills young people might use to defuse a conflict between friends in the schoolyard.

Emphasize multiple perspectives. When teaching complex issues of conflict and peace, conflicting perspectives are bound to arise. Our responsibility as peace educators is to remind students not to be afraid of perspectives that might differ from theirs, but to instead value and pursue them, and to equip students with the skills they need to navigate these differences and learn from them.

Teach dialogue skills. Dialogue skills provide students with the means to discover and hear new perspectives. While debate is a common tool educators use to engage students in exploring other perspectives, it is quite different from dialogue. In debate, the goal is for your perspective or idea to win; in dialogue, the goal is to hear new perspectives, with the potential of your own perspective being expanded. Dialogue can be a formal process. Alternatively you, as a peace educator, can incorporate a dialogic approach to your teaching. You can learn more about the differences between dialogue and debate from an educator’s perspective in this handout.

hearbeatShare real stories. One way to help students connect to global issues is to share stories of real individuals from around the world. While statistics can be important, they can also be overwhelming and leave a person feeling powerless. For example, the statistic that there are approximately 50 million refugees and internationally displaced persons in the world (1) certainly leaves me feeling disheartened. However, hearing the real stories of refugees, such as this story of Syrian children in a refugee camp in Turkey, helps young people feel connected to the issue and may provide them with ideas of what they can do.

Leave students feeling empowered. Teaching students about a local or global issue is not enough; young people need to feel empowered to do something about it. Every morning when I read the news, I am often left despairing over the future of our world. What pulls me out of despair is knowing that I have the knowledge, skills, resources, and opportunities to do something about it. Young people need to feel similarly empowered. This can be achieved by gaining a greater understanding of an issue that is important to them, the necessary peacebuilding skills to address this issue, and the resources and opportunities to take action. Our Peace Club Starter Kit is our answer to help students take peacebuilding action themselves. It provides young people with a framework to learn about, plan, and take peacebuilding action.

We speak often as a peacebuilding community about the capacity of young people to drive change to create a more peaceful world. Our role as peace educators is to provide them with the knowledge, skills, and opportunities necessary to engage in building peace. This summer, many of us are preparing for action around the International Day of Peace on September 21. In the Global Peacebuilding Center, we are going to prepare youth to take peacebuilding action on that day and throughout the year, and provide them with a platform to raise the visibility of their positive contributions to peacebuilding efforts in their own communities and around the world. I hope you will join us, and the community of peace educators, in this awesome task.

About the Author:
Megan Chabalowski
is a program officer in the Global Peacebuilding Center at the U.S. Institute of Peace, where she develops educational content and facilitates workshops for students and educators. As part of the Global Peacebuilding Center team, Megan engages new audiences and increases young people's involvement in and understanding of international conflict management and peacebuilding. Prior to joining the Global Peacebuilding Center, Megan served in USIP’s Congressional Relations and Intergovernmental Affairs offices and the Center for Post-Conflict Peace and Stability Operations. Previously, Megan has worked as a substitute teacher and taught English in Argentina and El Salvador. She holds a B.A. from Mount Holyoke College and an M.A. in international peace and conflict resolution from American University in Washington, D.C.

Notes & References:
(1) “Global conflicts ‘cost 13% of world GDP.’” BBC 17 June 2015.BBC News. Web. 25 June 2015. http://m.bbc.com/news/world-33161837.

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.

Sign Petition to support the Social and Emotional Learning Act of 2015
A new bill before Congress, HR 850, the Academic, Social, and Emotional Learning Act of 2015, is set to bring more Social and Emotional Learning (SEL) into our classrooms. Students who exhibit these skills such as problem-solving, conflict resolution, responsible decision-making and relationship building, not only perform better academically, but are far less likely to engage in problem behavior like alcohol and drug use, violence, truancy, and bullying. The Academic, Social, and Emotional Learning Act builds on this report and a large body of research proving that social and emotional programming has a positive impact on student learning.


War-torn Colombia is making peace class a thing (Colombia)
(Fusion.net) After 50 years of living war, Colombia is ready to learn about peace. President Juan Manuel Santos this week signed a new law requiring all Colombian schools and universities to include basic course requirements in peace education. The idea, according to the government, is to democratize the country’s peace process and make it more inclusive, following criticism about the handling of the two-and-a-half-year-old peace talks behind closed doors between the government and FARC guerrillas in Havana, Cuba. “We need to create scenarios of coexistence, harmony and fraternity in our schools and start this process with the youth, because they are the future of our country,” President Santos said. “Today we are making a great stride in building a peace that we all dream of; it’s a peace that’s not being negotiated in Havana, but one that has to be born within every Colombian as part of their daily lives.”

Welcome to Afghanistan’s Peace College (Afghanistan)
(ForeignPolicy.com) st year, amid Afghanistan’s continuing war, the Gawharshad Institute of Higher Education, a private, nonprofit university, conducted a survey of its students’ attitudes toward conflict and violence. The poll, which included 383 responses from a targeted pool of the school’s roughly 1,700 students, was telling: When asked what the students would do when confronted with violent actions or words, 58 percent said they would “take revenge.” And though the results may not be surprising — decades of war have arguably ingrained a belief in revenge — the reason administrators at Gawharshad were asking the question is. The school has developed a curriculum to try to teach the skills needed to lift the country out of years of violent conflict. For the students of Gawharshad, “Peacebuilding and Conflict Resolution” has now become a mandatory two-credit course, stamped in May with the seal of approval from the Ministry of Higher Education. If education is meant to prepare students for the world they’re going to live in, the thinking goes, then young Afghan scholars might require something different than what undergrads in Europe or the United States need to meet the demands of daily life. Gawharshad isn’t the first school to institute a peace and conflict studies curriculum — there have been similar efforts at the elementary and high school levels — but it is the first to have earned an official signoff at the higher education level. And if it shows promise, it might become a model for more universities across the country.

The University for Peace, Chronicle of a Death Foretold (Costa Rica)
(Inter Press Service: Oliver Rizzi Carlson) You’ve probably never heard of it. Now that you know about it, 35 years from its creation, the University for Peace as we know it may disappear. The U.N., which picks unfit foster parents for the University’s Council, over the years has, through neglect and negligence, denied it its life-giving source: dialogue. Like an engineering school building crumbling under the weight of its own tectonic deficiencies, the University for Peace is dying of its own, festering conflicts. Things have degenerated to the point that one Council member this year ended up stepping on students staging a peaceful sit-in – in order to avoid dialogue. Having too heavily relied on its U.N. origin in the past, UPEACE has now been given an ultimatum by its wardens. It will either have to give its last breath to the U.N., or it may have to lose that august logo and start the slow, gradual path of real work to academic redemption. I think it’s a false choice; but I believe UPEACE would be much better off disowned and free rather than slave to a bureaucratic logic that is incompatible with the real, hard work of dialogue essential to innovation, peace, and education. After all, that is its Mission.

Muslim scholars teach peace to broken youth (Nigeria)
(The Africa Report: Desmond Kokim) Classrooms are springing up in the dirt fields of Maiduguri, Borno State, in northern Nigeria to teach Muslim children and youth, peace, reconciliation, and forgiveness. The classes are meant to counter the message of violence promoted by Boko Haram, a Muslim sect whose insurgency has resulted in the death of thousands of Nigerians. According to reports, the school, al-Ilmu Nurul Hayat Islamiya, is now teaching a new State-sanctioned curriculum based on peace and tolerance in an effort to dilute the influence of Boko Haram. In the State-wide peace-building initiative, under the guidance of Jama'atu Nasril Islam, the umbrella organisation for Muslim groups in Nigeria, Muslim scholars have produced a peace-based curriculum to fight the Boko Haram influence at schools. The Jama'atu Nasril Islam campaign has set up a battle for the hearts and minds of the local youth, with Boko Haram on one end and community leaders on the other. Aljazeera News documented the dilapidated classrooms and the peace education going on in devastated communities of Maiduguri. "These are the stages of peace. I mean kindness, obedience to your brothers. Obedience to your elders," Ibrahim Abdullahi, a peace teacher points to writings on a chalkboard. Abdullahi scans the classroom before raising his voice to say: "We should know the importance of peace." Hundreds of Islamic schools across Maiduguri, are also teaching young Muslim children and youths, the dynamics of peace and peacebuilding. "If there is no peace, we won't survive. "My imam teaches us that peace is the way to live." Aliyu Mohammed, 24, who left home at the age of 12 to become an almajiri, told reporters.

Education for Peace: planning for curriculum reform. Guidelines for integrating an Education for Peace curriculum into Education Sector plan
(UNESCO) Promoting a culture of peace and non-violence through education is one of UNESCO’s core missions. However, with 50 per cent of the world’s out-of-school children living in conflict-affected countries, this remains a formidable challenge. There is indeed a need for increased attention to ensure education systems help build peaceful and sustainable societies. Integrating education for peace and conflict prevention across the entire education system is vital not only to support the post-2015 education agenda, but also to promote the right to education and holistic development of millions of children who are being denied access to education because of violent conflicts. Over the past two decades, different programmes in peace education and life skills have been implemented in post-conflict afflicted countries, with the objective to promote peace as an essential part of the recovery process. However, little consideration has been given to the integration of such programmes into national education systems by introducing constructive attitudes, skills and behaviours for living together in order to prevent future conflict. This Resource and Development Capacity Package was developed based on the belief that education can play a significant role in a country’s peace-building efforts. The purpose of this Resource Pack is to assist Member States in integrating or strengthening peace education programs in their national education systems to promote peace and prevent future conflict. UNESCO, IBE and IIEP developed this resource within the framework of UNESCO’s inter-sectoral “Project: Promoting a culture of peace and non-violence in Africa through education for peace and conflict prevention”.

South Sudanese Students Lead Effort to bring Peace Education to Schools (South Sudan)
(The Junubi Newspaper) A group of South Sudanese School Children has petitioned the Ministry of Education, Science, and technology to include peace building lessons in the country’s first-ever curricula which is yet under development. The group, Peace Club of Gudele West Primary school made this call during showcasing of the learning for Peace Initiative in Juba last week -where partner organizations came together to share some of the impacts and progress the learning for peace campaign, launched late year has brought. Peace Club leader, Mr. Ernest Awar said ‘ children in south Sudan have lived through all forms of violence, and it is the right time the education ministry incorporates peace building lessons into the curriculum to help up- bring a peace-making generation.’ “We want peace to be taught in schools so that children can learn about it right from childhood to show that children can learn to live and learn together,. We also encourage other children to join the peace clubs in their schools to enable them share the knowledge of peace building,” said 21 year old Ernest.

Nigerian Ambassadors for Peace Open Peace Education Center (Nigeria)
Thanks to the involvement of two Ambassadors for Peace, UPF-Nigeria has opened an Ambassadors for Peace Education Center in the city of Warri in Delta State. The Peace Education Center was started by two Ambassadors for Peace, Kingsley Edemi and Roland Ogbudu, who offered to pay one year’s rent for a three-bedroom flat for UPF-Nigeria to use for its programs. They made the donation because they believed this would bring the message of peace to the people of Delta State. As part of the opening of the Peace Education Center on April 18, 2015, UPF presented an introductory seminar on the UPF.

Training On New Peace Education Curriculum Starts in Rwanda
(allAfrica.com) The Ministry of Education has commenced training on peace education, one of the components of the newly launched schools curriculum. The trainees, teacher trainers, are being taken through the content and its objectives. The new curriculum, that covers pre-school, primary and secondary levels, integrated peace education as a cross-cutting course into all subjects, according to Rwanda Education Board (REB) officials. The training, which begun on Monday in Musanze District, aims at equipping trainers with a deeper understanding of content that was integrated in the revised curriculum under the facilitation of personnel from Aegis Trust. The new component will, however, not be taught as a stand-alone subject but rather incorporated into all subjects. The new education component is a brainchild of a peacebuilding education initiative, Rwanda Peace Education Programme (RPEP), aims at achieving sustainable peace by building social cohesion through the promotion of values such as critical thinking and empathy.

How Educators Can Respond to Charleston (USA)
(Medium.com: Dena Simmons) Allow your students space to reflect and act. Dare to be vulnerable. Teach empathy and love. Our young people are consuming narratives of violence everyday. Our young people of color are living it — through police brutality, microaggressions, poverty, gentrification, and systemic injustice. They are constantly on the verge of becoming Aiyanna Stanley-Jones or Trayvon Martin. White youth, however, are largely shielded from this violence. For the most part, they have the privilege to be ignorant, to walk freely in the world without the persecution of structural violence — making it difficult for them to empathize with the experiences of people of color. And without empathy, they could become the next Dylann Roof. For these reasons, it is imperative that we work to create opportunities for discourse about power, privilege, race, and injustice in our classrooms. We must transform our youth’s educational experiences to include these discussions as part of everyday learning, instead of discussions reserved for moments of catastrophe. Here are nine suggestions of what educators can do right now in our classrooms.

Peace Education Inspiration: Colman McCarthy (USA)
(Metta Center for Nonviolence: Stephanie Knox Cubbon) McCarthy spent his career as a journalist at the Washington Post, and had the opportunity to interview many global peace leaders, from Mother Teresa to Desmond Tutu. He would always ask their opinion about how they would increase peace and decrease violence in the world. He said the answer he received most consistently could be summarized as “you need to go to where the people are.” This gave him the idea to approach a local high school about teaching a course on peace studies, which he has been doing in schools and universities since 1982. His book I’d Rather Teach Peace, is a memoir on his teaching career and is a favorite among many peace educators.

How Allah and America Made Me a Peacebuilder (USA)
(Aquila Style:
Mazida Khan) Why are Islam and America perceived as a ‘clash of civilizations’? How can Allah (God in Arabic) and America make someone a Peacebuilder? Is being a Muslim AND American even possible? Professor Khan explores these questions and more through her post 9/11 journey and the idea of a Muslim American Peacebuilding Model that can change how we tackle conflict and build peace across the world. Mazida Khan teaches Peace Studies at Kennesaw State University. She specializes in helping students transform their peace ideas from inspiration to action- in their everyday lives and the world around them. The peace education she offers emphasizes the need to think, speak and act for peace. In training people on how to engage in peacebuilding initiatives, her mottos are to ‘Think big, start small’ and ‘Before going global, to think and act local’. She believes in building world peace, one relationship at a time.

Combat home-grown terror by teaching peace (USA)
(Washington Examiner, Suraya Sadeed) There is a strategy that's succeeding in preventing radicalization, and it can be found in the most unlikely country — the place that launched Islamic extremism more than three decades ago, gave birth to the Taliban and became safe haven for Osama bin Laden: Afghanistan. For several years, my organization, Help the Afghan Children, has embarked on an audacious experiment: teaching Afghan youth to reject violence in all its forms and embrace the principles of peaceful daily living, resolving differences non-violently and demonstrating respect and tolerance for others. The results have been impressive. We've introduced peace education to more than 90,000 Afghan youth at 80 schools in seven diverse regions. I propose that we import some of the peace education practices that we teach Afghan children into American schools, especially in Muslim communities. For an hour a week, we could give these young people a potentially life-changing experience. Imagine these kids Skyping with young Muslims in Afghanistan who have rejected violence and can teach American youth that there is better way to live. We probably can't re-educate Americans who are already radicalized and committed to terror. But we have a real chance to prevent the radicalization of our next generation.

Pakistan minorities, educationists call for reform of education system (Pakistan)
(Business Standard) Pakistan's minority leaders and educationists today called for the reform of the country's education system, saying hate materials be removed from school curriculum to help counter extremism and promote peace in the society. Islamic Research Centre Director Allama Fakhrul Hassan Kararvi expressed concern over the increasing sectarian extremism in the country. He said the government has lost its writ in all provinces. "Still fear exists in the minds of children following Peshawar School carnage," Kararvi said. He said the government must ensure that the new syllabus include chapters about peace and harmony. Kararvi said this during a round table discussion on 'Education Reforms for a Pluralistic Society'. The discussion was organised by Rights of Expression, Assembly, Association and Thought Network in collaboration with Peace Education And Development Foundation here. "Therefore before (we) talk about academic textbooks reforms, it is more necessary to ensure security to all education institutes across the province," he said.

Japan's clandestine war crimes on display to reveal history, educate younger generation (Japan)
(Xinhua News) The Imperial Japanese Army used to secretly make weapons, such as balloon bombs and counterfeit money, during World War II in a laboratory in the central Kanagawa Prefecture. Those war crimes are recorded at the former army institute, now preserved as Meiji University's Noborito Peace Education Museum. "It is the only museum in Japan focusing on clandestine warfare, which is a part of war but is rarely a part of recorded history," Curator Akira Yamada told Xinhua.

2015 Global Peace Index Released
The 2015 Global Peace Index shows that the world is becoming increasingly divided with some countries enjoying unprecedented levels of peace and prosperity while others spiral further into violence and conflict. Since last year, 81 countries have become more peaceful, while 78 have deteriorated. The economic impact of violence reached a total of US$14.3 trillion or 13.4% of global GDP last year.

Course to empower and inspire children (India)
(The Hindu) The Gandhi Academy of Peace Education in the city is offering the National Level ‘Self Study Course – Open Book-Exam Competition’, which aims at empowering students to understand and undertake micro actions and inspiring them to become responsible citizens of the world. Divided into three levels, the topics will include education based on Vinoba Bhave’s ideals, Gandhian ideals and micro actions for peace. During the course of the classes, students will study innovative stories based on their day to day lives, which will help them deal with conflicts better. According to S.Kulandaisamy, secretary of Gandhi Academy, this course will enable students to evolve into an empowered person. The stories are centred on a 6-year-old boy, Swa, and the incidents in his life, which lead him to explore values of truth and love.

Peace is the Way: Peace Education Gains Momentum in Las Palmas (Spain)
(The Prem Rawat Foundation) Enthusiasm for the Peace Education Program (PEP) is continuing to grow in the city of Las Palmas de Gran Canaria, the capital of the Spanish island of Gran Canaria. An initiative of The Prem Rawat Foundation (TPRF), the program helps participants discover innate tools for living, such as inner strength, choice, and hope. PEP was already offered on the island at a prison and a senior center, and several others are in the works. Inspired by the positive changes they were seeing in participants, local leaders also recently presented PEP to students and teachers in the city’s Healthy Habits and Responsible Consumption Municipal Program, which aims to encourage young people to think for themselves, deal with conflicts in constructive ways, and improve self-esteem.

Pope Francis supports peace education in schools (Vatican City)
(Vatican Radio) The Director of the Vatican Press Office Father Federico Lombardi said Pope Francis is an enthusiastic supporter of peace education in schools. Father Lombardi was speaking at a press conference in the Vatican on Tuesday held to speak about the “Factory of Peace” project that has been launched by leading educational, political and church figures to help schoolchildren realise the importance of peace and dialogue with others. The press conference comes just days before a scheduled meeting between Pope Francis and seven thousand children in the Vatican (on May 11th) to talk about the themes of peace, love, welcome and integration. Father Lombardi quoted Pope Francis’ words: “We will not change the world unless we change education” and said the Holy Father has reiterated the need to foster a “culture of encounter” which can then build a harmonious and peaceful world. Such an encounter is not “vague and abstract, but an invitation to genuinely meet real people in order to initiate a thorough exchange and therefore a common path to a better society.” Father Lombardi went on to stress that this message of encounter must be repeated over and over again, in order to address world problems such as conflict, hardship, exclusion and the plight of migrants and refugees. He said the Pope is convinced that many of these problems can be traced back to a culture of waste, which itself stems from a selfish attitude.

Unveiling the Mystery of Global Citizenship (Belgium)
(IDN-InDepthNews) While mystery shrouds the concept of ‘global citizenship’ for wide sections of the general public, a growing number of civil society organizations, enlightened governments and the United Nations are undertaking concerted efforts to lift the veil of enigma. “Global citizens can change the world,” proclaimed a group of non-governmental organizations during the European Development Days (EDD) in Brussels that hosts the European Commission, executive body of the 28-nation European Union (EU). CONCORD Europe’s DEEEP project, initiated by the Development Awareness Raising and Education Forum and co-funded by the EU, joined hands with CIVICUS, Global Education Network (GENE), the North-South Centre and the European Association for Local Democracy (ALDA) to stage a debate on global citizenship on June 4. The event sought to drive home that in a globalised and interdependent world, the promotion of global citizenship is essential for citizens to understand that their individual and collective actions have a global impact – and call upon them to engage in positive actions for their communities and the planet.

World Education Forum adopts Declaration on the Future of Education (South Korea)
(UNESCO) A transformative vision for education over the next 15 years has been adopted at the World Education Forum, which concluded today in Incheon, Republic of Korea. The Incheon Declaration was welcomed by the global education community, including government ministers from more than 100 countries, non-governmental organizations and youth groups. It encourages countries to provide inclusive, equitable, quality education and life-long learning opportunities for all. The Declaration will underpin the education targets in the Sustainable Development Goals that will be ratified at the United Nations in September. “This Declaration is a huge step forward,” stated the Director-General of UNESCO, Irina Bokova. “It reflects our determination to ensure that all children and young people gain the knowledge and skills they need to live in dignity, to reach their potential and contribute to their societies as responsible global citizens. It encourages governments to provide learning opportunities through life, so that people can continue to grow and develop. It affirms that education is the key to global peace and sustainable development.” The Incheon Declaration builds on the global Education for All (EFA) movement that was initiated in Jomtien, Thailand in 1990 and reiterated in Dakar, Senegal in 2000. EFA – and the Millennium Development Goal on Education – resulted in significant progress, but many of its targets, including universal access to primary education, remain unfulfilled. Currently, 58 million children remain out of school – most of them girls. In addition 250 million children are not learning basic skills, even though half of them have spent at least four years in school. The Incheon Declaration must finish the ambitious EFA and MDG agendas. “If this generation of children is to someday reduce the inequalities and injustices that afflict the world today, we must give all our children a fair chance to learn. This must be our collective vision and commitment,” said UNICEF Executive Director, Anthony Lake.

Official Suggests Human Rights Education in School Curriculum (Angola)
(AllAfrica.com) The Secretary of State for Human Rights, António Bento Bembe, has suggested the inclusion of human rights in the country's education system curriculum. Speaking on the topic "Education for human rights culture" addressed to the public officials and members of civil society, Bento Bembe said that human rights is an issue closely linked to the welfare of the people. School is the ideal place as it has necessary conditions for great publicizing and education on these universal principles enshrined in the Angolan Constitution, he added.

Peace Education in the Field  

African Initiative on Education for Peace and Development through Inter-religious and Intercultural Dialogue Launched (Benin)
(Hizmet Movement News Portal) African Heads of states and religious leaders have launched the ‘African Initiative on Education for Peace and Development through Inter-religious and Intercultural Dialogue‘ in Cotonou, Republic of Benin. The International conference is sponsored by the Republic of Benin Ministry of Education with the support from the African Union , ECOWAS and UNESCO. The two day conference opened by President Boni Yayi, of the Republic of Benin at the Palace des Congrès in Cotonou, Benin. Over 100 religious leaders across Africa have converged on Cotonou, the Republic of Benin’s capital for the symposium. Launching the initiative on behalf of African leaders, President Yayi Boni, of the Republic of Benin , who is also the African Union Chairman urged member states and its people to use inter religious and cultural dialogue to resolve the conflicts ravaging Africa and the world at large. He said the current spate of religious and racial conflicts across Africa are great concerns to African leaders. The UN Secretary General , Ban Ki-Moon delivered a message to the symposium. In his own remark , he called for tolerance and mutual harmony among various religious and cultural groups as basic solutions to tolerance and peaceful coexistence. Pope Francis, head of the Catholic Church expressed dissatisfaction over the rate of fanaticism and extremism among religious and cultural groups in Africa. He applauded the African leaders for the initiative to launch education for peace development through inter religious and cultural dialogue.

Teachers advised to play supportive roles in educating youth about religious tolerance (Ghana)
(Graphic Online) The Executive Director of the West Africa Network for Peace building (WANEP), Mr Chukwuemeka B. Eze, has advised teachers to play supportive roles in educating the youth about religious tolerance and peaceful coexistence. He described education as the cornerstone in the peacebuilding process, stressing that schools held the power to shape the attitudes and skills of young people to build peaceful human relations. Mr Eze, who was addressing participants at a two-day workshop on religious tolerance in schools, said education played a key role in teaching , conflict resolution, solidarity and global citizenship. He added, “Education also forms an important part of a person’s life because it enables the individual to gain the needed skills to face life situations.” “Through teaching of young children values of respect, tolerance and empathy and by equipping them with the necessary skills to resolve conflict in a non-violent manner, they are provided with the tools they need now and in the future to foster peaceful relations at home, at school and around the world,” he said. The two-day dialogue, organized by WANEP, in collaboration with the National Peace Council (NPC), was to identify and examine the factors contributing to the seeming and increasing religious intolerance in schools in Ghana.

Education for Peace: ensuring ethnic and confessional consent (Kazakhstan, Kyrgyzstan, Tajikistan and Uzbekistan)
(UNESCO) The UNESCO Cluster Office in Almaty continues to conduct, at annual basis, series of training workshops within the promotion of “Education for Peace” concept through the non- formal education. The scheduled workshop for CLC managers and focal points from Kazakhstan and Kyrgyzstan was devoted to the theme “Basics and working approaches for ensuring ethnic and confessional consent” and was held in Almaty from 15 to 16 June 2015. During two days the country participants discussed the issues of teaching-learning process and youth upbringing, development of skills to live together and ensuring ethnic and confessional consent. Within the workshop agenda the participants developed workplans for next information and training activities for the local population. The participants also focused attention on the leading role of CLC in promotion of non-formal education at local level. Use of interactive teaching methods allowed all participants to be involved in the training process. Interchange of theory with the practical work has enabled to keep interest and active atmosphere during the workshop.

Youth tipped on peace (Rwanda)
(The New Times) Rwandan youth have been called on to work together to ensure harmonious co-existence and social cohesion in the country. The call was made by various officials during the closure of a workshop on peace building among the youth from various sectors in Musanze District. Organised by Rwanda Peace Education Programme (RPEP), the workshop attracted youths and teachers from various schools, and local leaders. The Rwanda Peace Education Programme was launched two years ago and with the mission of using lessons from the 1994 Genocide against the Tutsi to fight Genocide denial and to promote peace among the youth.

Children and parents celebrate non-violence, tolerance at Peace Pizzazz (USA)
The festival, an annual celebration of what students have learned about conflict resolution throughout the school year, was months in the making and an integral part of a program that teaches peace education, said Jennifer Boyer, music teacher at Parkwood Upjohn Elementary Schoo in Kalamazoo, MIl. "We spend the whole year learning lessons around the golden rule," Boyer said, adding school children's choir learned West African songs on percussion instruments to perform for parents. "We've learned about bullying and cultural awareness, which is what we should always be doing," she added, noting the importance of providing students with an audience to reiterate lessons learned throughout the school year.

Bringing education to the most vulnerable children in crisis (Tanzania and Niger)
(IRC) The International Rescue Committee provides education to refugee children in Tanzania and Niger, giving them a sense of stability in times of crisis. We also rebuild classrooms and provide essential training to teachers and community leaders. Learn about the IRC’s Children of Peace education program in the Nyarugusu refugee camp in Tanzania, home to thousands of people fleeing violence and unrest from neighboring countries.

From Peaceful Schools to Peaceful Communities in Pakistan
(USIP: Barmak Pazhwak) Pakistan's southern city of Karachi is increasingly rife with ethnic and sectarian violence. Endemic violence affects youth in particular, as they learn to use hostile action as the principal way to resolve conflict. Education plays a primary role in the attitudinal development of youth, but Karachi schools have yet to teach Pakistani youth how to effectively handle and mitigate local conflict. Reflecting the Institute's commitment to utilizing cost-effective approaches to empower others with knowledge, skills and resources that promote the peaceful resolution of conflict, USIP supports Pakistani nonprofit organizations working to provide students with the ability to manage conflict and generate conditions that engender peace. With the support of USIP, Peaceful Schools International (PSI) is working on education programs in 25 Karachi schools that will equip students with the knowledge and skills required to reject violence and resolve conflict peacefully. PSI is also creating a supplementary school project that linksstudents in Pakistan and Canada to encourage cross-cultural communication and understanding.

Peace Education Trainings Second Phase on Political Dialogue Completed in Yangon – Institute for Security & Development Policy (Myanmar)
The Second Phase of the Peace Education Training has been completed in Yangon, with the topic of this years training on 'Political Dialogue'. The training was held in partnership with the Myanmar Minerva Education Centre (MMEC) on June 24-28, 2015.

Building Peace with Indonesia's Creative Storytellers - Search for Common Ground (Indonesia)
To love peace is a start. The next step is creating it. That’s the proactive spirit that 207 high school and university students from 10 cities in Indonesia upheld at the Multimedia Production Training held in Jakarta, Bandung (West Java), Semarang (Central Java) and Palu (Central Sulawesi), from January to March 2015. During the training, the students discussed tolerance, diversity, nonviolence, countering violent extremism, and the active role that youth can play in peacebuilding. Most importantly, they learned how to express their opinions on these themes through creative media, film, storytelling and graphic design. At the end of the workshop, many felt motivated to put their energies behind the cause of peace. “I have blogged for years and have even earned money from it. But I never realized how blogs could change people’s perspectives. From this workshop I learned that blogs can be a powerful tool for peacebuilding. Blogs have the power to improve people’s understanding of those who have been labeled by society as infidels or enemies. What an insightful workshop,” said Yudhistira, a student blogger from Serang.

Training for Women Hit by Violence – Kokrajhar, Assam, India
A two-day training was held in Kokrajhar District of Assam, India on June 11-12, 2015 using the Peace Education and Peace Counts Approach. Altogether about 33 women from conflict affected villages, from the Bodo, Santhal and Muslim women participated. They will in turn go back to the villages and organize the women in nonviolence and peacebuilding initiatives. This program was supported by Berghof Foundation and locally hosted by Indo Global Social Service Society (IGSSS) Northeast Region (NERO).

Peace education / Prevention and conflict management in Bosnia-Herzegovina Schools
(Nansen Dialogue Center) Within development of the NDC Prijedor program "Peace education / conflict prevention", as support to workshops that are realized with students since September 2014, in the second half of the 2014/2015 school year Primary school professors from Prijedor, Ostra Luka and Sanski Most started realization of workshops with parents, with a focus on members of the Parents' Councils as well as parents of the students involved in the workshops. Since January, workshops with parents were realized in some schools, and by the end of the semester it is planned to realize two workshops in each school involved in the program. Professors pointed out that realization of workshops with parents is challenging. Since it represents something new and unknown it is more difficult for parents to be open minded and share information from their family life.

The youth education peace exchange between CISV Norway, CISV Colombia and FK Norway
(YouTube video) Since 2011 a cooperation project has been ongoing between CISV Norway, CISV Colombia and FK Norway to improve the peace education within CISV.

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.  

Galway International Summer School on the Arts and Human Rights: “Belonging” - National University of Ireland, Galway, Ireland (July 9-11, 2015)
This event will bring together arts practitioners with human rights activists and scholars to explore their shared space. Events will take the form of panel discussions, exhibitions and performances. The global theme for 2015 will be “Belonging”. The Summer School will consist of keynote addresses, plenary discussions, and themed discussions on three parallel tracks – literature and human rights; the visual arts and human rights; and music and human rights. The opening speaker will be the United Nations Special Rapporteur for Cultural Rights, Farida Shaheed. As we have managed to secure funding for the Galway International Summer School on the Arts and Human Rights, we are delighted to announce that the registration fee has now been cut by 50% to €175, fully inclusive of all lunches and refreshments.
We are also inviting the submission of papers, posters, performance, or visual art pieces for the Summer School. A selection of submissions will be invited for inclusion in the peer-reviewed conference proceedings to be published by an international academic publisher in 2016.

Preventing Violence: Evidence-Based Programs and Policies to Promote Positive Youth Development – Bentley University, Waltham, MA, USA (July 22, 2015)
The National Prevention Science Coalition to Improve Lives (NPSC) will host a briefing with nationally recognized experts on violence prevention and positive youth development. The meeting will focus on individual-level and environmental factors that influence development and increase propensity for youth violence. Strategies will then be discussed for short-term and longer range reduction in violence. These strategies can save taxpayer dollars while strengthening individuals, families, and communities. There will be discussion about Youth PROMISE Act (YPA) legislation for helping youth to develop into healthy and successful adults. Co-Sponsor Rep. Robert C. “Bobby” Scott will present on this bipartisan prevention-related legislation. We have conducted five previous prevention-related briefings (Interventions across Policy Areas; Scaling-up Implementation; Juvenile Justice Reform; Science to Policy; and Economics of Prevention). This session should be of value to legislators, staffers, administrators, researchers, evaluators, educators, practitioners, advocates, and funders.

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.

Community Dialogue and Public Forum: Urban Revitalization Through the Lenses of Peace and Justice – Peace Education Initiative, University of Toledo, OH, USA (July 29, 2015)
Organized by the Peace Education Initiative at The University of Toledo, this full-day community dialogue will bring together local citizens, formal and non-formal educators, representatives of community and government agencies, local and regional non-profits, faith based groups and educational and urban policy makers to dialogue on the possibilities of pursuing urban revitalization in Toledo and the surrounding region through the lenses of social, economic and ecological justice. As a civil society forum, the experience will be educational, informing the public about various lenses of justice and their relevance to urban issues and possible approaches and practical applications for pursuing justice in our communities. In addition to community voices, the event will also feature practitioners and scholars from around the world who will be participating in the International Institute on Peace Education (IIPE) that will be hosted at The University of Toledo during the week of July 26-August 2. The event is free and open to the public. RSVP is requested.

11th Annual Summer Session on Contemplative Pedagogy, Smith College, Northampton, MA, USA (August 2-7, 2015)
For more information click on the link above.

Schools’ Peace Week 2015: Collaboration4Peace:local, national, global – Peace Education Welfare Organization Pakistan and The Peace Foundation New Zealand (August 3-9, 2015)
For more information click on the link above.

VI Latin American Colloquium on Human Rights Education: “HRE in Latin America: Developing perspectives and drawing paths ahead”, Buenos Aires, Argentina (September 28-30, 2015) (in Spanish)
This Colloquium is designed to be a space intended to give visibility to projects of training in and education on human rights in various national and local contexts of Latin America. It also aims to work on the challenges and obstacles found in educating on human rights, and the strategies to overcome them. More than eight years since the beginning of this series, the event intends to create standards and concrete strategies that enable a commitment of the complex education community for human rights training that is real, possible and even ideal. This year's theme calls upon participants to the need of developing a Latin American discourse as a basis for teaching and learning human rights. Deadline for applications: August 30, 2015.
(in Spanish)

"Conflict Matters: Learning across Difference", Brussels, Belgium (September 30 – October 2, 2015)
For more information click on the link above.

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)
For more information click on the link above.

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.)

The School to Peace Pipeline: School Climate, Collaboration, and Conflict Resolution Skills - Duke University, Durham, NC, USA (October 24, 2015)
A conference for teachers, administrators, pre-service teachers and parents. Online registration will be available starting on July 15, 2015.

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

Notre Dame Young Scholars Peace conference: "Beyond Boundaries: Shifting Dynamics in Peace and Conflict Studies" – Kroc Institute for International Peace Studies, University of Notre Dame, IN, USA (November 6-7, 2015)
This is an inaugural, student-organized conference designed to provide graduate students and early-career faculty across the world with the opportunity to share their research and learn from each other in an interdisciplinary environment that promotes creative and strategic approaches to the common search for justice, peace, and the alleviation of human suffering. This year's theme invites young scholars to illustrate and problematize current conceptions in peace and conflict studies and to provide new directions for future research. We invite you to learn more about the call for proposals and to submit a proposal for a paper, panel, roundtable, workshop, or poster presentation by July 15, 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.

Metta Certificate in Nonviolence Studies – Metta Center (online) (April 13 – October 1, 2015)
For more information click on the link above.

Social Inclusion and Human Rights – University College Roosevelt, Middelburg, The Netherlands (July 6-10, 2015)
This course equips professionals with the knowledge and skills to advance social inclusion through a human rights framework. Through a combination of classroom hours and site visits, participants will gain an understanding of the manifestations of social exclusion within their own communities and how international human rights norms, standards and principles provide a framework for advancing inclusion. The course will prepare them to better create, implement, monitor and evaluate inclusive programmes and projects.

Permaculture for Youth and Child Educators: Summer 2015 Teacher Trainings in Educational Design, Curriculum Development and Principles of Nature-based Learning – Institute of Permaculture Education for Children (IPEC), Portland, OR, USA (foundations July 19-25, 2015 + advanced August 3-8, 2015)
For more information click on the link above. (Introductions, which may be prerequisite, are June 20-21 or July 18-19, 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 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.

Maieutic Pedagogy for Effective Learning: a course for teachers and educators – Psychopedagogical Center for Education and Conflict Management (CPPP), Pietrasanta, Italy (July 9-12, 2015) (in Italian)
For more information click on the link above.
(in Italian)

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.

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.

Indigenous Peoples’ Rights in the Field - Human Rights Centre, University for Peace (UPEACE), Amubri, Costa Rica (August 3-9, 2015)
This field-based experience provides participants with the opportunity to study indigenous peoples’ rights through the lived experience of an indigenous community close to the Caribbean coast of Costa Rica. The course will provide participants with knowledge and awareness about indigenous peoples’ rights and contemporary issues related to their protection particularly in the context of globalization. The field visit combines theoretical and normative areas of indigenous peoples’ rights with field study, and includes the experience of being hosted for five days by a group of indigenous women from the community. The program is ideal for human rights advocates working with NGOs and civil society organizations, practitioners, academics, and students studying in areas of indigenous peoples’ rights, human rights, environment, gender and development. The last date for submission of applications is July 12, 2015.

Free: The World As It Could Be Summer Institute – University of San Francisco, CA, USA (August 4-6, 2015)
3-Day Training Institute on The World As It Could Be Curriculum. Educational materials and a celebratory process to inspire high school-aged youth to deepen their knowledge and understanding of the Universal Declaration of Human Rights (UDHR). The educational materials incorporate the creative arts as an integral part of the teaching process. The institute is designed for San Francisco Unified School District Middle and High School Teachers; Teachers, Administrators, Curriculum Developers of Bay Area High Schools; University of San Francisco Faculty & Graduate Students. Registration Deadline: July 24, 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.

Free: Speak Truth to Power Institute – University of San Francisco, CA, USA (August 13-15, 2015)
This three day institute will offer training to educators in how to incorporate human rights education into their practice. The Robert F. Kennedy Memorial Center for Human Rights and its Speak Truth to Power (STTP) Curriculum offer a dynamic and holistic vision for human rights education. Participants will learn about the human rights framework, deeply engage with this curricular model and receive resources for use in their classroom, and will develop a plan of action through the institute. Participants who complete the three-day institute will be recognized as a certified, Lead STTP Educator. All educators are welcome to attend - classroom teachers, community educators, youth development workers and others interested in human rights education!

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.

Contemplative Practice in Higher Education - Omega Institute, Rhinebeck, NY, USA (September 18-20, 2015)
Faculty, staff and administrators at colleges and universities nationwide are integrating contemplative practices into a wide variety of courses, programs, and services. Contemplative practices provide opportunities to deepen our attention, broaden our awareness, increase our understanding, help us listen and speak across difference, and open us to new perspectives and creative thinking. By developing awareness of the complex interconnectedness of all life, contemplative practices support students in considering and questioning the impacts of our actions on the world at large. At this workshop, through presentations, contemplative practice, engaged discussion and question-and-answer sessions, three leading experts in the field will introduce contemplative pedagogy for academic environments; provide experiential examples of the ways contemplative practices can enrich teaching, research, self-care, and interpersonal interactions; and explore the relationship between personal introspection, the development of meaning and purpose, and engaged action in the world. Participants will undertake a process of inquiring into their intentions for integrating contemplative practices into their work. This inquiry promotes greater clarity and understanding as participants develop contemplative approaches that respond to their unique educational and institutional interests.

3rd Annual National Community College Peacebuilding Seminar - Northern Virginia Community College, Alexandria, VA, USA (October 23-26, 2015)

For more information click on the link above. (Registration deadline is September 28, 2015.)

Certificate of Advanced Studies CAS Human Rights Education – University of Teacher Education Lucerne (PH Luzern), Switzerland (January 8-10 / March 7-11 / April 17-23, 2015)
Human rights are the fundament of a peaceful coexistence of a society. But only when women and men know about their human rights, they can claim them for themselves and – in solidarity – for others (“empowerment“). Human rights education is taking place in different contexts (formal, non-formal,…). To close the global gap in further training opportunities in human rights education, in the context of and linked with the UN Declaration of Human Rights Education and Training, and because of the high interest in the “Certificate of Advanced Studies CAS in Human Rights Education”, the University of Teacher Education Lucerne is running again in 2016 an international advanced qualification, the “Certificate of Advanced Studies CAS in Human Rights Education” starting in January 2016. The CAS Human Rights Education aims to qualify the participants for a role as trainer and multiplier of human rights education for their specific context. The participants will achieve an internationally recognized Certificate of Advanced Studies in Human Rights Education.


Publications and Resources

New Issue of In Factis Pax
Volume 9 Number 1, 2015. Including articles: "Transformative Praxis at Work in Loreto Day School Sealdah: A Remarkable Fostering of Positive Peace" By Christopher Hrynkow and David Creamer; and "The Critical Difference of Peace Education" By Katerina Standish.

New publication: “Democratic Equality, Economic Inequality, and the Earth Charter” by Steven C. Rockefeller - Earth Charter International and Earth Charter Center for Education for Sustainable Development at UPEACE under the UNESCO Chair on Education for
The essay explores the origin and meaning of the principle of equality, considers the economic implications of the ideal, and provides a brief historical overview of liberal democracy and economic inequality since the American and French revolutions. The essay then highlights the principles in the Earth Charter that have been designed to frame the intensifying debate on these critical issues and guide change. It concludes with reflections on equality and sustainability as two transformative ideals that have become interrelated and are the principal keys to a promising future. It is organized around the following themes: The Modern Democratic Concept of Equality; Economic Inequality; The Earth Charter and the Principle of Equality; The Earth Charter and Economic Inequality; A World Founded on Visions of Equality and Sustainability.

2015 CASEL Guide: Effective Social and Emotional Learning Programs--Middle and High School Edition
The Collaborative for Academic, Social, and Emotional Learning (CASEL) has released a new tool to help middle and high schools address secondary students' need for effective social and emotional learning (SEL). It provides a framework for examining social and emotional learning (SEL) programs designed for secondary schools and rates well-designed, evidence-based programs in a Consumer Reports-style review. CASEL's similar guide to preschool and elementary school SEL programs, published in 2013, has been well-received by educators. Like the preschool/elementary guide, the 2015 Guide was designed primarily to be accessed electronically. It is an interactive document that will be regularly revised and updated. The CASEL Guide provides information about the designs of the programs, the professional development and implementation support available, and their evaluations. Nine programs earned a spot on the Guide's "SELect list." The programs had a range of effects on schools from improved academic outcomes to a drop in problem behaviors.

New book: "Peace Education Evaluation: Learning from Experience and Exploring Prospects” by Celina del Felice, Aaron Karako, Andria Wisler – Information Age Press (2015)
The volume is part of a necessary and one-of-a-kind series dedicated to Peace Education edited by Edward Brantmeier, Jing Lin and Ian Harris for 10 years and now by Laura Finley and Robin Cooper. The volume is composed of 20 chapters in three sections: 1) Critical Reflections; 2) Taking Stock and Learning from Experiences; and 3) Ideas for Experimentation and "Next Moves". This volume serves three inter-related objectives. First, it offers a critical reflection on theoretical and methodological issues regarding evaluation applied to peace education interventions and programming. The overarching questions of the nature of peace and the principles guiding peace education, as well as governing theories and assumptions of change, transformation, and complexity are explored. Second, the volume investigates existing quantitative, qualitative, and mixed methods evaluation practices of peace educators in order to identify what needs related to evaluation persist among practitioners. Promising practices are presented from peace education programming in different settings (formal and non-formal education), within various groups (e.g. children, youth, police, journalists) and among diverse cultural contexts. Finally, the volume proposes ideas of evaluation, novel techniques for experimentation, and creative adaptation of tools from related fields, in order to offer pragmatic and philosophical substance to peace educators’ “next moves” and inspire the agenda for continued exploration and innovation. The authors come from variety of fields including education, peace and conflict studies, educational evaluation, development studies, comparative education, economics, and psychology.

Teaching Peace in Schools – Peacebuilding Cornerstone, Be the Movement!, The Peace Alliance
Bringing into our schools conflict resolution curricula with tools such as social & emotional learning, communication techniques, restorative processes, mindfulness, and other proven peacebuilding skills to increase graduation rates and transform violence, bullying, truancy, and other challenges facing youth. Schools are our main social avenue of learning. While the primary focus of teaching in schools is predominantly on academic skills, we feel that life skills are equally important. teach_peace_cropWe face conflict and sometimes violence at almost every stage and in every area of our lives. In fact, conflict that is not dealt with effectively can be one of the biggest detriments to success both in school as well as in life. Youth are the foundation of our future and often can serve as transformed mentors to their friends and family, passing on good practical behaviors and communication technologies. We would like to see basic social and emotional learning, or conflict resolution education, woven into our basic school curriculum. While proven and effective programs and curriculum are happening in pockets all over our nation, we want to see them more systemically embedded. Our policies at the local, state and federal levels have the potential to better reflect and empower these options.

Peace & Corruption Report – Institute for Economics and Peace
This study from the same organization producing the Global Peace Index shows that the relationship between peace and corruption is statistically significant, as corruption is a leading indicator of peace. Interestingly, while corruption has an instrumental impact on levels of peace and violence, peace does not appear to impact levels of corruption in the short term. This report can be used as a teaching resource.


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.

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.