GCPE

Issue #114 October 2014

Announcing a new home for the Global Campaign and the International Institute on Peace Education: A Historical Development in the Institutionalization of Peace Education


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.


University of Toledo Judith Herb College of EducationIn a landmark development in the history of peace education, the Global Campaign for Peace Education (GCPE) and the International Institute on Peace Education (IIPE), two major agents for the development and dissemination of peace education, have established new institutional homes at the University of Toledo (UT) within the Department of Educational Foundations and Leadership in the Judith Herb College of Education. In recent years The University of Toledo has established itself as a leading academic institution in the field through innovative programming and high-level scholarship.  The GCPE, the widest and largest global network of peace educators, and the IIPE, the longest running annual peacelearning event in the field, are excited to enter into this new mutually beneficial relationship.  To coordinate these efforts, Tony Jenkins joins UT as the Director of the newly established Peace Education Initiative, working across the university on peace education efforts, including continued direction and coordination of the IIPE & GCPE.

Center for Nonviolence & Democractic EducationMoving the institutional base of the GCPE, initiated at The Hague Appeal for Peace Conference in the Netherlands 1999, and the IIPE, inaugurated at Teachers College Columbia University on the occasion of the UN Second Special Session on Disarmament in 1982, to UT opens unprecedented and broad possibilities for all of the partners (IIPE, GCPE, UT) and for the field of peace education.  UT’s peace education initiatives, under the guidance of Dale Snauwaert are highly regarded.  Most recently UT Professors Florian Feucht, Lisa Pescara-Kovach and Dale Snauwaert initiated a Graduate Online Certificate in the Foundations of Peace Education.  UT is also home to the archives of Betty A. Reardon (founder of the IIPE and widely recognized as the founder of the field), the Center for Nonviolence and Democratic Education, and In Factis Pax, an online journal of peace education and social justice. 

Gillham HallDale and Tony are already engaged in the development of a broad program which will serve many the needs of the field, including research and publication, training of educators, in-service education for the various types of professionals in the field and public lectures.  Developments in the program will be reported regularly in the Newsletter.  Janet Gerson, while remaining in NYC, rounds out the team and will continue in her role as Education Director of the IIPE.   

This new partnership was pursued with the aim of benefiting the field, setting up opportunities to for research and new and innovative programming that are essential to the Global Campaign’s efforts to shape and establish peace education in formal, non-formal and informal contexts. Notably, the GCPE receives regular appeals for recommendations for programs of study, showing a steady demand for quality teacher training in peace education. While peace studies programs seem to be growing and flourishing, peace education programs have become increasingly marginalized.  Even with the global attention brought by such efforts as the UN’s Education First initiative, peace education struggles to find support in academic institutions. Establishing continuity and permanence within academic institutions is critical for the future success of the field – and by extension to the future sustainability of the planet.  Formal education shapes society and culture, and therefore building peace education into the core curricula of teacher training institutions must be considered an essential component of a larger strategy toward developing a culture of peace.   Peace education also needs high-level visibility and stability to attract students.   It is the hope that these efforts at UT will contribute to that goal. 

In Factis PaxThese institutional transitions were made possible through the generous financial and moral support of a group of donors and foundations, including Betty Reardon, the Samuel Rubin Foundation, and the Biosophical Institute.  Their seed money was matched by support from the University of Toledo Provost’s office.

All who have worked to organize and maintain GCPE and IIPE rejoice in this move, and are profoundly grateful to Dale and UT for this long sought stable and supportive institutional base.  It is our sincere hope that we will be able to contribute to the vision UT has projected of this unique and broad program that integrates the essential elements of the field. We hope those who have benefitted from this Newsletter will rejoice with us and will respond when we ask you for your support in funding the realization of the vision.


The Global Campaign for Peace Education and International Institute on Peace Education Establish a Formal Relationship with the University of Toledo Online Graduate Certificate in the Foundations of Peace Education

“The University of Toledo Graduate Certificate in Foundations of Peace Education is an innovative, unique and essential opportunity for high quality professional preparation in peace education.” -Betty A. Reardon, Nobel Peace Prize nominee and Founder Emeritus, International Institute on Peace Education

The Global Campaign for Peace Education (GCPE) and the International Institute on Peace Education (IIPE) are pleased to begin a formal relationship with the University of Toledo Online Graduate Certificate Program in the Foundations of Peace Education.  Geared to education professionals working in a variety of educational environments ranging from P-12 schools, community colleges, universities, and non-government organizations, the certificate provides learners opportunities to develop knowledge and deepen perspectives and practices of the concepts, skills, and values to infuse peace education throughout the curriculum, thereby providing them with opportunities to be employed in a variety of educational settings. The program caters to an interdisciplinary and international audience. 

The program literature describes a perspective of peace education that is wholly consistent with the philosophy of peace education developed through the international networks of the IIPE and GCPE:

“Peace education is a learning process designed to develop the capacity of global citizens to critically understand and transform all forms of violence and the patterns of thought that justify and support them in order to contribute to the creation of a more just and peaceful world.  The Foundations of Peace Education explore the philosophical, sociological, and psychological basis of this learning process.”

The GCPE and IIPE will contribute to the program by sharing knowledge, insights and experiences gleaned from the international peace education community of networks.  In addition, making the annual IIPE program available for credit in the Certificate is under exploration.  The GCPE and IIPE are also motivated by the convenient and affordable design of the program.  All courses are available online, making the learning flexible for busy professionals and avoiding residency requirements and travel costs.  Tuition is also affordable, as in-state rates are available for all regardless of where one lives.  We couldn’t be more thrilled to be associated with such an advanced learning opportunity in peace education.  For more information about the Graduate Certificate please visit utole.do/peace.


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.

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.

Nominate an Outstanding Woman
Canadian Voice of Women for Peace. This is your opportunity to nominate an outstanding woman in your community in honour of her peace efforts. Selected nominees will be the recipient of one of three awards, The Shirley Farlinger Award for Peace Writings, The Muriel Duckworth Award for Peace Activism, and The Anne Goodman Award for Peace Education. These awards will be presented at the VOW Awards Gala Dinner November 8th as part of the VOW Conference & AGM in Toronto, Ontario. Requirements: a 200-500 word essay about why this person is most deserving of one of the awards. Nomination Deadline: October 15, 2014


News


Pietro Ameglio, Latin American Peace Educator and Activist to be Awarded 2014 El Hibri Peace Education Prize
(El-Hibri Foundation) At a gathering of supporters of peace education, Fuad El-Hibri, Chair of the El-Hibri Foundation’s Board of Trustees, announced the selection of Pietro Ameglio as the 2014 El-Hibri Peace Education Prize Laureate. At an invitation-only ceremony on October 15, Ameglio will receive the award and the $20,000 cash prize. Three graduate students will also receive $5,000 scholarships at the ceremony to further their peace education studies. Ameglio is an activist and p­eace educator who is one of the most important teachers and practitioners of active nonviolence in Latin America today. He has co-founded many vehicles promoting peace in Mexico, including the Mexican Peace and Justice Service (SERPAJ, 1987), a chapter of the SERPAJ nonviolence network spanning Latin America; Thinking Out Loud (Pensar en Voz Alta, 1995), a Gandhian-inspired nonviolent action collective to analyze and publicize statistical information on the nature of social conflict in Mexico and promote nonviolent direct actions; and the Movement for Peace with Justice and Dignity (MPJD, 2011), along with poet Javier Sicilia and the families of dead and missing persons. He has authored the book, Gandhi and Civil Disobedience: Mexico Today (2002).

Holistic human rights education essential to make schools safer, says Amnesty International India
(Times of India) Mechanisms to prevent violence against children in schools must be holistic, sustained and consistent in their intent and focused on upholding human rights, Amnesty International India said on Friday, following the dissemination of new guidelines on safety measures in schools by the government of Karnataka. On July 23, the Karnataka Department of Public Instruction issued directions to schools regarding "Safety Measures and Guidelines for School children". There have been several protests in Bangalore, Karnataka, in recent days following the rape of a girl in a private school in the city on July 2. The guidelines recommend the formation of child protection committees, surveillance, staff background checks and restrictions on access to children. The Department of Public Instruction has issued other guidelines on school safety earlier. "The various guidelines issued by the authorities in Karnataka unfortunately do not form a coherent response to issues of violence against children in schools," said Tara Rao, Director, Human Rights Education, Amnesty International India. "It is important to have a holistic approach to institute secure school environments."

The quiet revolution: inside the organization that's promoting world peace by educating women (USA)
(Fast Company) The Global Partnership for Women and Girls supports the power of local organizations to help muslim women attain education and employment. One group working through the Global Partnership is the Peace & Education Foundation, an Islamabad, Pakistan based NGO working to promote peace and end religious intolerance. Founder Azhar Hussain works with “hard to reach” people in remote regions, especially religious leaders and women, to help modernize education, incorporating peace education into the curriculum. One of his goals is to increase understanding of tolerance and human rights issues. In the program the Global Women’s Partnership supported, Hussain works with religious leaders and women to show them that education and employment are not incongruent with conservative Muslim beliefs. Hussain says that often he encounters communities that believe in education, but where there is a negative view about women and employment. He works on obtaining permission to run a three to four day workshop in the community, with the goal of helping people understand the role education and employment can play in economic stability and in promoting peace. Women trainers show videos and share stories of Muslim women who have helped opened small dressmaking businesses. Employment options are still limited, Hussain admits. But it’s a start.

Peace Educator Janet Gerson Recipient of the 2014 Peace and Justice Studies Association Graduate Student Paper Award
Janet Gerson Ed.D., Teachers College, Columbia University (2014) is the winner of the 2014 Peace and Justice Studies Association (PJSA) Graduate Student Paper Award for her dissertation Public Deliberation on Global Justice: The World Tribunal on Iraq (WTI). Her interdisciplinary study, sponsored by Professor Megan Laverty and Professor Dale Snauwaert, was characterized as “excellent and very highly commended” by Karen Ridd (Award Committee Chair, PJSA). According to Dr. Betty Reardon, internationally acknowledged founder of peace education, Public Deliberation on Global Justice makes a major contribution to peace knowledge and peace learning.

EU Children of Peace: Providing Education in a Safe Environment (EU)
(INEE) Today, 90% of victims of conflicts are civilians. Half of them are children. In fact, of the approximately 75 million children who are out of school worldwide, half live in conflict areas and are especially vulnerable to the fallout of war. The EU Children of Peace initiative, a legacy programme created from the EU's 2012 Nobel Peace prize, funds humanitarian projects supporting children's needs in conflict regions and draws an effort to render their often forgotten plight visible. These projects particularly seek to address a severely underfunded sector: education in emergencies. With continued funding and commitment from the European Commission and its Member States, particularly Austria and Luxembourg, the initiative has so far and through its partner organisations, reached and benefitted to more than 108 000 boys and girls in 12 countries around the world. In 2014, the EU has dedicated €6 712 500 million in funding to continue increasing the reach to more children affected by conflict.

Couple put skills to work against fears about Ebola (Sierra Leone)
(The Chronicle Herald) Knowledge is what Mary and Thomas Turay have to give. And it’s knowledge that their country needs. “The biggest problem we face is a lack of trust,” Mary said Monday. “People are afraid to go to the hospital when they start having symptoms, and in our hospitals some prominent medical staff have died of the disease.” The small West African nation of Sierra Leone was just beginning to rebuild its institutions after a brutal 11-year civil war when the Ebola virus returned in force this summer. When they moved home two years ago, the Turays had intended to spend their lives helping their country rebuild after 14 years learning and teaching at St. Francis Xavier University as they waited for the war to end. Thomas, known as Dr. Peace at the Antigonish university’s Coady Institute at which he taught, was elected as a member of parliament in Sierra Leone’s young democracy. The Centre for Development and Peace Education the couple founded began work to develop literacy skills, participatory government and self-reliance and to promote non-violence. Now they find themselves struggling to protect not only individuals but also the country’s institutions from a virus that kills 90 per cent of those it infects.

Is religious education the key to world peace? (Australia)
(ABC Southern Queensland) The founder of Toowoomba's Pure Land Learning College says education can play a part in peace, and hopes to build a new university in the garden city to prove it. Toowoomba is a city well-known for its educational facilities and culturally diverse population. Eighty-seven-year-old Buddhist monk Master Chin Kung wants to combine the two in establishing what he calls a "multifaith university." Visiting Toowoomba this week, and speaking through an interpreter, the Buddhist Master says he has attended "many" UN organized peace conferences around the world. "Most of the experts and scholars are not confident about achieving lasting peace for the world," he said. "I deeply felt we need a point of demonstration so I went back to my home in China, and started an experimental project to promote peace and harmony. "It was very successful, so now we are in Toowoomba and it is my wish to start something similar here."

Press release: World Vision and Ministry of Education in partnership to promote peace education (Sri Lanka)
(World Vision Sri Lanka) World Vision Lanka and the Ministry of Education (MoE) recently signed a Memorandum of Understanding (MoU) in order to collaborate on educational development by promoting social cohesion and peace through education. This partnership will focus on educational development especially with respect to the framework of action on Education for Social Cohesion and Peace (EFSCP). This is especially relevant given the post-conflict development context and is in addition to all other education related initiatives supported by World Vision in its 42 programme areas. “This is the first time we are coming together on a topic such as this,” said Anura Dissanayake, Secretary, Ministry of Education. “I’m sure this partnership will help foster lasting peace through present and future students who will benefit from this focused initiative. Our partnership with World Vision goes as far back as the tsunami programme, when they provided assistance for the rehabilitation of affected schools. I thank World Vision for their long standing commitment to education particularly in rural Sri Lanka and for partnering with us to promote peace through education.”

Peace Scholar Post: Memory and Our Future Through Peace Education (USA)
(Nobel Peace Prize Forum - Aimée Fisher from Augustana College, Sioux Falls.) As I have been conducting my research on peace education in Israel and Palestine, I am continually struck by the question of memory or history as a force in opposition to successful peace. Theories may lay out a set framework for how peace education can succeed, but what truly matters are the facts on the ground. This only confirms how difficult peace and reconciliation are, especially in a situation where the conflict evolves day to day. aimeepic2When we go to school we bring along our biases and ideologies that our parents and communities reinforce. Many times our experiences in class only reiterate these biases and ideologies, further distancing us from “the Other.” In conflict situations, especially intractable conflicts, these views may be in direct opposition to the thought of reconciliation and the peace process.

Education for the World We Want (USA)
(Suna Senman, Huffington Post) How does a society that teaches preschoolers to play well, share toys and not hit raise highly educated leaders to justify revenge, invade countries and develop weapons to kill? In countries such as the United States, Israel and the United Kingdom, education is highly valued and the golden rules of virtues are spoken to children. Still, these nations are often seen involved in power-plays, violence and wars. Although their involvement is taken as a protective role against aggressors, leadership justifies violating the lessons we try to teach our children. Somehow education falls short of facilitating higher methods of resolving conflict above violence. Our education system is "half-baked" -- we think we know what we want (to teach our children to grow into global world citizens creating a flourishing peace world), yet we produce our most educated to be partakers in violence (from putting toxins in consumer products to building instruments of mass destruction). From creative toddler to higher education graduate, there is a missing link in our education system that holds humanity back from progressing to our higher evolution -- a world of fulfilled individual and peace world citizens...

Ferguson and our post Sept. 11 culture of war
(Cheryl Duckworth - Sun Sentinel) Many people believe that violence is caught or imported into the United States' borders from problems that start somewhere else — a phenomenon that I sometimes call Contagion Theory. To the contrary, our nation's history shows that violence is embedded within our own legal, political and yes, educational systems. This must end...

The Military Invasion of My High School: The role of JROTC (USA)
(Rethinking Schools) The potent presence of the military at RHS shines a floodlight on educational inequity. One sees college recruiters walking the halls of affluent Lincoln High School near downtown Portland. At RHS, college recruiters are few and far between, but military recruiters, JROTC commanders, and ASVAB (Armed Services Vocational Aptitude Battery) testers clamor to establish daily contact with potential recruits. All too often I hear the refrain: “Well, the military is a good option—or perhaps the only option—for many kids.” As educators, we must ask critical questions: Whose interests do we ultimately serve by welcoming the military into our poorer schools? Is it really in any of our students’ best interests? What are the qualifications of the instructors? What does the JROTC curriculum actually teach our students?

Teaching History Differently: The Zinn Education Project (USA)
(peacelearner.org) History is often told from the winner’s point of view, neglecting many different populations of people who have histories of their own. In the context of US History, the story told has been dominated by White men leaving other stories untold in a public school setting. Paulo Friere in his work Pedagogy of the Oppressed states the importance of teaching history as “a means of understanding more clearly what and who [a people] are so that they can more wisely build the future” (Friere 84). How can today’s students wisely build the future if only one narrative is being told? The Zinn Education Project, Teaching A People’s History, attempts to break the White male dominated narrative by offering curriculum that emphasizes the roles of minorities like the working class, people of color, and women along with organized social movements.

Make peace, not war - Examining History Textbooks in Pakistan
(The Nation - Pakistan) History textbooks in Pakistan are notorious for distorting facts and perpetuating jingoism. In 2004, a report titled “The Subtle Subversion: The State of Curricula and Textbooks in Pakistan” compiled by prominent educationists A.H Nayyar and Ahmad Salim, shed some light on this aspect. The report pointed out that “The curriculum directives ask for, and textbooks include: material creating hate and making enemy images, a glorification of war and the use of force, incitement to militancy and violence, including encouragement of Jihad and Shahadat, insensitivity to religious diversity of the nation, and reinforcing perspectives that encourage prejudice and discrimination towards religious minorities.” Historian Khursheed Kamal Aziz had highlighted similar issues in his seminal study on state of textbooks in Pakistan , The Murder of History in Pakistan, first published in 1993. The trend has remained unchecked despite change of governing regimes and apparent modernization in the education system.

Dawson College marks shootings anniversary with new peace education centre (Canada)
(CBC News) Dawson College marked the eighth anniversary of the deadly 2006 shooting rampage on its downtown Montreal campus with the official launch of a new centre dedicated to peace and nonviolence education. The Dawson Centre for Peace Education’s core offering is a Peace Studies Certificate that will be available to all students at the Montreal institution. The centre’s coordinator, Julie Mooney, said the certificate will provide students with an applied education in violence prevention and conflict resolution. “This really is a historic moment for Dawson College,” she said. “The certificate will allow students the opportunity to look at their [diploma studies] through the lense of peace and nonviolence.” Mooney said 90 students are now enrolled for the program’s inaugural semester.

Teaching peace to deal with domestic violence (USA)
(Marin Independent Journal) Domestic violence will not be solved through the judicial process. The problem is too vast and any perceived solution too fraught with uncertain outcomes. What is needed is dedicated effort and fiscal support to prevent domestic violence. Conflict resolution should be part of school education starting at kindergarten. Schools that have adopted restorative justice and other conflict resolution methods have shown great results in reduced student suspensions and an increase in student empowerment. Let's demand this type of peace education for all children. Let's reward those who do well as peace scholars. We have to be creative and encourage conflict resolution and peace in unlikely places: What about road rage questions on the California driver's license examination? What about conflict resolution literature given with each marriage license application? What about every professional license applicant having to take an oath to promote effective conflict resolution? Peace is rarely achieved through an adversarial court process. Peace is achieved through teaching and practicing peace.

UPEACE MA in Peace Education alumnus speaks at UN High-level Forum on the Culture of Peace on the role of youth (USA)
September 9, 2014 – University for Peace alumnus Oliver Rizzi Carlson participated in a panel discussion on the “Role and contributions of women and youth to the Culture of Peace,” part of the High-level Forum on the Culture of Peace at UN Headquarters in New York. Stressing the importance of a learning mindset, Oliver Rizzi Carlson touched upon the contributions that youth can make to the development of a culture of peace.

WSFBPC Peace Essay Contest Winners (USA)
The West Suburban Faith-Based Peace Coalition, or WSFBPC, has recently announced the results of its annual Peace Essay Contest for 2014. The WSFBPC is a non-profit peace organization based in Chicago, and is one of the more prominent peace activist organizations in the US. The annual Peace Essay Contest is one of the major outreach activities of the organization, and aims to publicize the importance and relevance of the Kellogg-Briand Pact. The joint winners for 2014 were Ghadeer S. Awward 'How can we obey the law against war?', and James Page 'Reclaiming the Kellogg-Briand Pact'. The essays can be accessed at the WSFBPC website at the link above.

Talking Circles: For Restorative Justice and Beyond (USA)
(Teaching Tolerance) As more schools consider restorative practice in areas of discipline, Talking Circles, a core component of the restorative justice process, enter the conversation. A Talking Circle, sometimes called a Peacemaking Circle, uses a structural framework to build relationships and to address conflict within a community. But Talking Circles serve other purposes as well: They create safe spaces, build connections and offer teachers a unique means of formative assessment.

First world war – a century on, time to hail the peacemakers (UK)
(The Guardian) *This article can be a good teaching resource. “On the 100th anniversary of the start of the Great War, we should remember those who tried to stop a catastrophe. The customary ways of looking back on war too easily allow us to confuse the two: military cemeteries with the gravestones in ranks like soldiers on parade, parades themselves, statues (which are almost invariably of generals), and war museums and their exhibits of tanks, planes, machine guns, artillery pieces and other technology for meting out death. Let us remember the dead, yes, in these years ahead, but let us also remember the men and women who recognised the war for the madness it was and did all they could to stop it.”

One summer morning, I witnessed the second Norwegian revolution (Norway)
(Times Higher Education) Children’s parades, marching bands, seemingly limitless ice cream: who could object to such a display of non-militaristic nationalism as Norway celebrates its 200th constitutional anniversary? The festivities are particularly noteworthy this year for another reason: Norway has revised its constitution. Yet it’s not just the language of the constitution that’s been updated. Buried in the document is a new clause addressing education, which may have considerable significance for those working in higher education, particularly those engaged in teachers’ professional education. A festival takes place across Norway on Constitution Day every May. The Norwegians, proud of their democracy, are assured that their constitution is an exemplary model. As someone researching citizenship and human rights education, and fascinated by how schools around the globe promote national identity, I was up early one morning to travel to Eidsvoll, the birthplace of the Norwegian constitution, for the jubilee celebrations
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Peace Education in the Field  


Islamic Peace Education - Report from the Tanenbaum Center for Interreligious Understanding
I
n June 2013, Tanenbaum organized a day long workshop that investigated techniques and practices used in Islamic peace education. The goal of the workshop was to provide participating Peacemakers with the opportunity to learn new approaches in Islamic peace education from their peers and to share relevant findings with a broader audience. During the workshop, Peacemakers shared a lesson plan, sets of activities, methods, and promising initiatives they use in their work. They then explained how and when they use the techniques presented, and provided examples of the challenges and success they have had with each. After each presentation, Peacemakers asked questions about each method and come to some conclusions about the work. Following the workshop, Tanenbaum synthesized findings and wrote a report about promising practices and existing challenges and opportunities in the field. Pending funding, this report will be translated and disseminated to a wide audience of educators and practitioners working in peace education around the world. To our knowledge, there have been few workshops of this kind and we believe that the project offers opportunity to learn new approaches from practitioners in Islamic peace education.

Education for a Culture of Peace as a Vehicle for Reconciliation in Cyprus
(Association for Historical Dialogue and Research) Education for a Culture of Peace as a Vehicle for Reconciliation in Cyprus is a three-year project initiated on July 6, 2014. The project is being co-implemented by POST Research Institute (POST RI) and Association for Historical Dialogue and Research (AHDR) and financially supported by the European Commission through the Civil Society in Action IV Program opened for the Turkish Cypriot Community. The current project aims to use education as a platform where one can depart to bring structural changes in society. It will be applied in Cyprus, a country with a long history of inter-ethnic conflict. In such a context, Education for a Culture of Peace can provide the means through which a transformation of the educational system and society can be achieved, and a Culture of Peace can be cultivated and sustained. Thus, the main aim of the project is to bring a societal change and transform the current status-quo through a bottom-up approach by engaging educators, young people, parents, community members, and civil society into an educative and transformational process. The project is considered vital since the conflict between the two communities in Cyprus is still on-going, while the Culture of War is maintained, with the major agents of change (i.e.: educational system, faith representatives/bodies, media, and other) currently perpetuating it, and thus, rendering Cypriot society unable to transform it into a Culture of Peace.

Shimon Peres Opens Peace Soccer Camp for Israeli and Palestinian Children (Israel / Palestine)
(Jspace News)
One week after the ceasefire came into effect, Israel’s 9th president Shimon Peres opened the annual Peres Center for Peace Soccer Peace Schools program for Israeli and Palestinian children. The children gathered in southern Israel with 80 children from the Sderot, Sha’ar Hanegev and the Palestinian town of Yatta in the West Bank. The children play in joint soccer teams and take part in a special education program for peace.

Local Leaders Urged To Promote Peace (Rwanda)
(News of Rwanda) Rusizi district official asked local leaders to assist in preaching peace building, conflict resolution initiatives and development related messages to the people they lead. The call was made by the vice mayor for social affairs in Rusizi district Basile Bayihiki during a training organized by Rwanda Peace Education Program (RPEP), a multi-organisation partnership led by the Aegis Trust. “Educate the youth about the history of Rwanda. It’s one of the ways we can learn so that as Rwandans can build lasting peace,” said Bayihiki. She urged them to seize every opportunity, such as meetings at village level and the monthly community work, Umuganda, to make interventions and encourage local residents to embrace developmental programmes. The Rwanda Peace Education Programme is a multi-organisation partnership led by the Aegis Trust in collaboration with USC Shoah Foundation, Radio la Benevolencija and the Institute of Research and Dialogue for Peace (IRDP).

Peace education syllabus and textbooks for teacher training colleges in Northern Afghanistan
(Afghan Business News Portal) The Teacher Education Directorate (TED) of the Ministry of Education (MoE) introduced a new peace education curriculum for students at Teacher Training Colleges (TTCs) on Wednesday, supported by the German and Swiss Governments. The new curriculum teaches prospective teachers the knowledge, skills, and attitudes they need to become peace-building role models in their schools and communities. IT was developed with funding and technical support from Afghan-German Cooperation and UNESCO. Besides introducing the peace education syllabus for TTC students, 1,750 copies of the Peace Education Resource Book were distributed in five of Afghanistan’s Northern provinces.

Sowing the 'Ceeds' of Peace (USA)
(HuffPost Hawaii) Maya Soetoro-Ng and Kerrie Urosevich present their ideas about building a more peaceful world at TEDxMaui on September 28 at the Maui Arts and Cultural Center and it's not work for wimps."Peace building is hard," Urosevish explains. "Maya and I are trying to re-brand peace as something that's rigorous, it's skills based, it isn't just about strumming ukulele underneath the rainbow. There's room for that, but it's really really hard work." The duo is a formidable force with a big skill-set that they bring to the table. Both are Ph.D.'s with extensive teaching experience. Soetoro-Ng is Director of Community Outreach and Global Learning at the Matsunaga Institute for Peace and Conflict Resolution at UH Manoa. Urosevich is Action Strategy Coordinator for the Executive Office on Early Learning, under the auspices of the Office of the Governor. Their interests converged in the desire to make a real difference in a world that sorely needs more peace, and the realization that achieving that goal will take focus and drive, and will have to start early in life.

Learning for Peace – UNICEF
Learning for Peace’ – the four-year Peacebuilding, Education and Advocacy Programme – is a partnership between UNICEF, the Government of the Netherlands, the national governments of 14 participating countries and other key supporters. It is an innovative, cross-sectoral programme focusing on education and peacebuilding. Goal: To strengthen resilience, social cohesion and human security in conflict-affected contexts, including countries at risk of – or experiencing and recovering from – conflict. Towards this end, the programme will strengthen policies and practices in education for peacebuilding.

Why we must teach/learn Peace (Lebanon)
(Blog, Dr. Pamela Chrabieh) Following the analysis of several documents tackling the issue of war in the Middle East, a student of mine asked this morning: “How can there be Peace in this bloody chaotic no man’s land?” This particular question settled in my mind many years ago. I answered it but also acted on the answer in the academic sphere: I started to develop a Peace Education approach that I called “Inter-Human Pedagogy” at the University of Montreal (2004-2006), then deepened and applied in my classrooms at St Josef University of Beirut, Notre Dame University and Holy Spirit University-USEK, targeting at least 3000 students over the course of several semesters since 2007. I can share here the following outcome: contrary to what some might say – those who are convinced that violence is the way to stop violence -, Peace can be if taught and learned.

Week for Peace in Colombia
(Culture of Peace News Network) Article by Amada Benavides de Perez from the Foundation Schools of Peace, her remarks before the Legislative Marathon for Peace of the Congress of the Republic of Colombia on 10 September, 2014. "For 27 years without interruption the week of peace has been held in Colombia. during the first week of September. During the week, numerous civil society organizations from many different sectors, have gathered under the leadership of Peace Programme of the Compañia de Jesus, REDEPAZ, and the National Secretariat of Social Pastoral of the Conferencia Episcopal, to address the issue of building cultures of peace. The call has been made year after year, consistently, sometimes with more or sometimes with less success, but persistent in the idea that peace is not only the cessation of arms, but must address the structural and cultural elements that have perpetuated the various forms of violence that afflict our country..."

Stakeholders' commitment for Child Rights & Peace Education (Nepal)
(Human Rights Forum Nepal) HURF Nepal organized district level interaction program with district level stakeholders in 7 districts in Eastern Nepal in September, 2014. The one day interactions were organized to inform about the project "Effort against Child Rights Violation and for Peace Education, which has been ongoing in 7 districts namely Ilam, Jhapa, Panchthar, Taplejung, Terhathum, Dhankuta and Sankhuwasabha districts in Mechi and Koshi Zone. Likewise the events aimed to develop coordination among the district level stakeholders for the smooth and effective implementation of the project. The project covers 65 VDC/Municipalities within the 7 districts.

Tubungan town to host 2014 Peace Jamborette (Philippines)
The town of Tubungan is set to host the 2014 Iloilo (Confessor) Council Peace Jamborette at Camp Miguel Tagamolila, October 1 to 5. Marlin Tagudar, information officer of the town said about 5,000 scouts and scouters are expected to join the event anchored on the theme “Scouting for the Environment,” hammering also on subthemes for environmental education, development education and peace education.

Fall Peace Teach-In Focuses on Identifying Differences in Cultures - Lewis University (USA)
(the Lewis Flyer) Lewis University’s Peace Education Committee hosted a series of events on campus last week, focused on understanding differences in various cultures. The two-day teach-in series consisted of five lectures, each aimed at helping students identify and deal with cultural differences, to create peace in the world. “There are many walls in our human communities, both physical and metaphorical, and if we are to be builders of peace, we need to work toward dismantling those walls and growing just and compassionate communities,” said Dr. Christine Billups, theology professor and member of the Peace Education Committee.

6 Ways to Promote Peace in the Classroom, Countdown to International Day of Peace
(Healthy Beginnings Montessori) “…establishing peace is the work of education” – Maria Montessori. It is our responsibility as educators to promote peace within our classrooms. Peace education starts the moment the child walks through your door on the first day of school, and should be presented in almost every work and lesson all throughout the year. Maria Montessori was a large advocate for peace education, and created her philosophy and teaching methods based on this foundational principle. There are many ways to promote peace in the classroom that aren’t too abstract and simple to teach, especially for our younger 2 – 3 year olds. Although it is important to touch on this subject, peace education does not have to just include the prevention of war. It can start in the classroom, by simple acts of kindness, or care of the environment and others around us. The word “peace” means something different to everyone; there are an endless number of ways a child can bring peace to the community. It is our job as educators to foster a healthy learning environment that displays both peace and harmony. Here are a few ways that you can help promote peace in your classroom.

Peace Counts on Tour workshops in Clark Theological College, Makokchung, Nagaland, India (September 2-3, 2014)
(Nagaland Post) Starting in July 2014, the Berghof Foundation, Germany is organising ten one-day workshops till December 2014. So far eight such workshops have been completed in the states of Meghalaya, Manipur, Nagaland and Assam. The Peace Counts project bring freshness to the method of peacebuilding where the protagonist peace builder in the stories are nonviolent actors .The recent workshop held on September 2-3, at Clark Theological College, ( CTC) Aolijen , Makokchung, Nagaland India is significant as it addresses issue of media; peace course designs and how to be a builders in conflict zones and altogether about 54 students participated in the 2 days event. The facilitators Mhonyamo Kyong, Anand John Inty and Leban Serto, are all certified Peace Counts trainers.

International Day of Peace commemorated: Tribalism continues to be single most challenging obstacle to Peace in Nagaland says Peace awardee Rev. Dr. Chingmak Kejong (India)
The 7th North East Youth Peace and Cultural festival culminated with the Peace Award Ceremony on 21th September, 2014 at Holy Cross Hr. Sec. School Campus, Dimapur. During the Valedictory function, Peace Award 2014 was given to Rev. Dr. Chingmak Kejong , Secretary of Eleutheros Christian Society, Tuensang, for his service to the humanity and people of Tuensang. Dr. Kejong, in his acceptance speech, said the prize was the recognition of the true value of selflessness, love, compassion, and non-violence which he tried to practice in accordance with the teachings of Christ. For Nagas, Kejong lamented that conflict caused by tribalism continues to be single most challenging obstacle to surmount. The occasion was graced by Asstt. Prof. Ditalak Mpanme, school of Management Studies, Nalagaland University, as Chief Guest, addressing the occasion he praised the activities carried out by the Peace Channel and also highlighted that no development is possible without peace.


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.  

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.

Slavery Here and Now – St. Aloysius Church, 219 West 132 St., New York, NY, USA (October 23, 2014 at 18:30 – 21:00)
A Forum to raise awareness of Human Trafficking locally & recognize the call to action. Panel presentations from local area service providers and law enforcement with consideration of possibilities for action. Light refreshments, no fee. Sponsored by St Aloysius and All Saints Churches. RSVP to St Aloysius Church 917-261-6507

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)
For more information click on the link above. (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)
For more information click on the link above.

Call for Papers – Peace as a Global Language Conference (PGL 2014) on the theme: “Conflict Management: Peace in the Community” - Kobe Gakuin University, Japan (December 6-7, 2014)
In our increasingly interconnected global village, where we live in close proximity to people from different backgrounds, creeds, genders, ethnicity, orientation and ages, many questions remain, but conflict management is a critical aspect that needs to be explored and debated. How should we work toward solving issues that divide our communities, both at the local and international levels? How can we work together to achieve better ties for all, despite the multifaceted challenges that everybody faces on a daily basis? PGL 2014 is seeking proposals related to (but not limited to) the following topics in connection with the conference theme, “Conflict management and peace in the community”. Examples of themes are as follows: Conflict resolution and management; promoting peace in our local communities; gender and peace; substantive and affective conflict, the developing world and peace; women’s role in the community; peace and volunteerism; territorial disputes; promoting peace through education; historical peace issues; youth perspectives on peace; organizational and interpersonal conflict; the intercultural community, etc. EFL/ESL proposals, related to the general theme of the conference, are also welcome. Deadline for proposals: October 13, 2014. You will be informed as to whether you have been accepted no later than October 31, 2014.

Call for Proposals – 5th International Conference on “Livelihoods, Sustainability, and Conflict” - Kennesaw State University, Kennesaw, GA, USA (April 17-18, 2015)
Kennesaw State University’s Conflict Management Program is accepting proposals for scholarly papers, panels, poster presentations, and workshop sessions. We invite practitioners, scholars, and interested general public to our scenic Atlanta suburb location to participate in this two-day conference. All disciplines are welcome, including economics, environmental design, peace studies, climate change, sustainability, development studies, human rights, history and culture. We especially invite conflict resolution practitioners, policy makers, green businesses, and graduate students. The deadline for submission of proposals is November 14, 2014.

22nd EUROCLIO Annual Conference: focus on roles and conducting of democracy in History Education – Elsinore, Denmark (April 20-25, 2015)
How can we pave this way to democracy? The conference aims to explore this question through a highly active and condensed programme which will engage participants in an interactive sessions with workshops, dialogue tables, open spaces, on-site study visits, public debate and reflective and interactive panels. The conference will provide a platform of intercultural exchange in which the participants will actively learn, share best practices and network. The core group of teachers and heritage educators will be involved in activities that will empower them to engage their students and other target groups in critical debate from multiple perspectives, promote pluralism and combat the idea that history is a single, unchangeable truth. Registration is open until December 1, 2014.

Call for Papers – International Congress on Communication, Civil Society and Social Change: V Forum Education, Communication and Citizenship; XX years of the Master in International Studies in Peace, Conflicts and Development – University Jaume I (UJI) of Castellón, Spain (May 20-22, 2015)
The international congress #comunicambio 2015, which includes gender and culture of peace as essential and cross-cutting features, has been conceived from a perspective of empowerment and agency with the purpose of exploring peaceful proposals and alternatives that, from civil society, could contribute to the transformation of social injustices and inequalities. This event is organized in a participatory way with professionals in communication, NGOs, social movements, researchers and scholars in the field of communication, civil society and social change. The organizing committee of the congress encourage submissions of contributions on the following general goals and interests: Epistemologies, theories and approaches to communication for social change / Eco-social empowerment and other communicative proposals of social justice / Organizational structures, “smart mobs”, networks / Best practices: case studies and comparative studies / Criteria and indicators of success for planning and assessing transformative communication. Proposals (abstracts) are to be submitted from July 15 to October 12, 2014. Deadline for submitting communications (complete text): January 11, 2015. Deadline for early registration: January 31, 2015. Deadline for sending the presentation in digital format: April 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.

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.

Introduction to Human Rights Education e-learning course – Human Rights Education Associates (HREA), online (October 1 – December 16, 2014)
For more information click on the link above.

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.

USIP Online Course on Strategic Peacebuilding 25% off – United States Institute of Peace (USIP) (October 6 – November 2, 2014)
This course seeks to equip learners with the ability to build and utilize a more comprehensive and strategic approach to constructing a just peace. For a limited time only, save 25% on USIP Instructor-Led, Online course "Strategic Peacebuilding" and "Conflict Analysis" by using promo code: USIP25Off.

2014 Community College Peacebuilding Seminar – Northern Virginia Community College, Alexandria, VA, USA (October 17-20, 2014)
For more information click on the link above. (Deadline: September 17, 2014.)

USIP Online Course on Conflict Analysis 25% off – United States Institute of Peace (USIP) (November 3 – 30, 2014)
This course is a case-based introduction to the process of conflict analysis. Students will be introduced to two analytical frameworks for conflict analysis in the course, and be given the chance to apply them to historical cases and relevant problem-based scenarios. For a limited time only, save 25% on USIP Instructor-Led, Online course "Strategic Peacebuilding" and "Conflict Analysis" by using promo code: USIP25Off.

International Workshop on Tolerance and Co-existence in Islam – International Studies Journal (ISJ) and United Nations Information Centre (UNIC) (November 20, 2014)
The Workshop will be held on the occasion of International Day for Tolerance on 20 November 2014 in Tehran, Iran, in cooperation with universities and research centers. Workshop Topics: UN and tolerance; Tolerance in Islam and co-existence with other religions; International conventions and the peaceful life for human beings; The role of Imams in tolerance and the Sira of Imams against violence and extremism. ISJ and UNIC will award a certificate to all participants who successfully fulfill the workshop assignments, research, and exercises. The ISJ will facilitate obtaining the entry visa. Registration Deadline: October 10, 2014.


Training in Boal's and Freire's approaches with disadvantaged groups (Training under Erasmus plus) – Giolli Cooperativa Sociale, Casaltone, Italy (November 24-29, 2014)
The training explores the Boal's and Freire's theories and how to use these approaches to work with marginalized groups: prisoners, migrants, youth at risk, etc. Participants, following the process of building a Forum play, will learn how to use Boal's method; finally they will be asked to create their own concept of training for a real group. Games and techniques will be used and explained. Space also will be given to participants to lead some moment of the training and to have feedbacks. It is not required to have a big experience but we would prefer who has even a little Boal's or Freire's practice, or at least a theatre or socio-educational work with marginalized groups. Deadline to sign up: October 24, 2014.

USIP Online Course: Cultural Adaptability – United States Institute of Peace (USIP) (December 1-14, 2014)
This course demonstrates how to reframe solutions and deal with local peoples respectfully while addressing real problems on the ground.


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)
For more information click on the link above.
(in Italian)

USIP Online Course: Demystifying Monitoring and Evaluation for Peacebuilding Initiatives – United States Institute of Peace (USIP) (January 5 – February 1, 2015)
This course is designed for peacebuilding professionals who wish to gain a better understanding of monitoring and evaluation tools and processes for work in conflict-affected environments.

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)
For more information click on the link above. (The MCR 2015-2016 cycle will begin on February 2, 2015 and the deadline for applications is September 30, 2014.)

USIP Online Course: Introduction to Negotiation and Conflict Management – United states Institute of Peace (USIP) (February 2 - March 1, 2015)
This course provides a thorough conceptual framework to help practitioners structure their efforts in negotiation.This course includes theoretical and practical investigations of hard-bargaining vs. problem-solving approaches, interests vs. positions, value distribution vs. value creation, coercive leverage vs. normative leverage, short-term agreements vs. long-term relationships and other considerations necessary to the development of effective overall negotiating strategies.

USIP Online Course: Global Religious Engagement – United states Institute of Peace (USIP) (March 2 - 29, 2015)
This course presents a set of "soft skills" for participants who engage with religious peoples for partnerships, programming and project implementation. It touches on often-contested issues such as gender and women’s voices, religious freedom, discussing personal beliefs in the public sphere, and how to integrate religion and programming. Participants will finish the course with a command of best practices for working on sensitive issues with communities of faith.

 

Publications and Resources


Review of Peace Education, 3rd Edition
This third edition of Ian Harris’ & Mary Lee Morrison’s Peace Education (McFarland, 2012) is an invaluable tool for peace education and a significant contribution to the field; extensively detailed with the substance and history of peace education, comprehensive in framework, complementing it’s core holism and firmly set on the normative foundations of peace education. It is an essential work for all courses in introduction to peace education, complementing and further enriching other foundational works in the field. All peace educators owe these wise and experienced authors a debt of thanks for this highly instructive practice of regular updating of this basic text.

New anthology: Betty A. Reardon: A Pioneer in Education for Peace and Human Rights
This is the first of two volumes being published by Springer on the work of Dr. Betty A. Reardon. Betty A. Reardon is a world-renowned leader in the fields of peace education and human rights; her pioneering work has laid the foundation for a new cross-disciplinary integration of peace education and international human rights from a gender-conscious, global perspective. This collection of reflective inquiry and ongoing research gathers essential works on peace education and human rights (1967-2014) and provides access to Reardon’s key works. These texts have been foundational to the field of peace education during the past five decades of her practical experience. The unique conceptualization of a holistic framework for organizing content and the practical and specific descriptions of pedagogies for the practice of critical peace education in schools and universities, have made them essential resources for peace educators around the world; several have already become standard texts for basic courses in the field. The book also includes an overview of Reardon’s career and a bibliography of her publications. For more information and to order vol. 1 please click on the link above.
Volume 2, Key Texts in Gender and Peace - should be available in late 2014.

“Impediments to Implementation of Peace Education in Public Universities In Kenya” by Dr Mrs. Esther Chelule, Egerton University, Kenya – in Journal of Humanities and Social Science V. 19, Issue 3
Peace education is an elusive term that has defied many scholars’ definition. It has been defined variously because it carries different meanings to different people. Peace education dates back to 19th century after the horrors of the two World Wars and has evolved through many levels as club to finally as an education programme. The paper discusses the impediments to implementation of peace education in Kenyan public universities. The study makes recommendations and further suggestions for further research.

Mainstreaming Peace Education: Methodologie, Approaches and Visions – UNICEF Learning for Peace
“Mainstreaming Peace Education” aims to develop a coherent transnational approach to peace education as an element in life-long learning. The Manual focuses on presenting the overall framework for peace education, sets out a strategic approach to mainstreaming peace education and provides examples of projects and initiatives implemented by European civil society organisations. It is the outcome of a two-year Grundtvig Programme Learning Partnership implemented jointly by civil society organisations from Germany, France, Netherlands, Spain, Turkey and United Kingdom, including UNOY Peacebuilders, European Intercultural Forum, Association Migration Solidarité et Echanges pour le Développement, Fundació Catalunya Voluntària, Habitat Center for Development and Governance and the ASHA Centre.

Demilitarization for Deep Decarbonization
"Demilitarization for Deep Decarbonization: Reducing Militarism and Military Expenditures to Invest in the UN Green Climate Fund and to Create Low-Carbon Economies and Resilient Communities" is a report produced by the International Peace Bureau.

Nalandangan: Talaandig Mothers' Peace Efforts for a Culture of Peace (Philippines)
The book Nalandangan: Talaandig Mothers’ Peace Efforts for a Culture of Peace is a document of values gathered from a group of Talaandig Mothers’ peace efforts in Bukidnon, north of Mindanao. The meanings of peace from this journey with the Inay Malinandang of Talaandig opened new ways of being as Religious of the Sacred Heart in the Philippines today. In education, this book offers seven modules on peace education from indigenous perspectives. It serves to remind us as well that peace for oneself flows out of efforts we give to achieve peace in our communities.


E-learning Platform on Ethics Education for Children – Arigatou International (in English and Spanish)
The platform will act as a hub for learning, connection, communication and collaboration for facilitators and trainers using the Learning to Live Together Programme. The long-term goal of this platform is to create a self-sustaining community of practice around the implementation of Ethics Education programs. The platform is an attractive, simple and intuitive online space that considers the design principles of online communities of practice. Faciltiators and trainers can use the platform to share information about their projects and resources, engage in discussions and ask for support and feedback from colleagues around the world. The platform will also provide technical guidance to implement the Learning to Live Together programme through online tools such as simulations, program design activities, reflection spaces, webinars, and online courses to strengthen facilitators' knowledge and skills to better implement the programme in a variety of settings. Some of these tools are already available and others will be launched during the coming months. This initiative is part of a strategy to provide additional training support to faciltiators and to develop a Knowledge Hub on Ethics Education for Children. Soon we will be launching advance certificate courses for those who have participated in basic training workshops and who wish to continue developing further as facilitators.

International Peace Bureau's new paper: “Demilitarization for Deep Decarbonization: Reducing Militarism and Military Expenditures to Invest in the UN Green Climate Fund and to Create Low-Carbon Economies and Resilient Communities” by Tamara Lorincz (IPB)
The draft working paper is now released, just in time for the climate change mobilizations in New York in the coming days. This report, is a must-read, must-cite, must-know, for all those who want to slow down climate change. It is meticulously documented and explains why and how climate change can't be mitigated unless and until resources for war and militarism are drastically reduced. "War must stop for global warming to slow down."

New book: “9/11 and Collective Memory in US Classrooms: Teaching About Terror” by Cheryl Duckworth – Routledge Research in Education
While current literature stresses the importance of teaching about the 9/11 attacks on the US, many questions remain as to what teachers are actually teaching in their own classrooms. Few studies address how teachers are using of all of this advice and curriculum, what sorts of activities they are undertaking, and how they go about deciding what they will do. Arguing that the events of 9/11 have become a "chosen trauma" for the US, author Cheryl Duckworth investigates how 9/11 is being taught in classrooms (if at all) and what narrative is being passed on to today’s students about that day. Using quantitative and qualitative data gathered from US middle and high school teachers, this volume reflects on foreign policy developments and trends since September 11th, 2001 and analyzes what this might suggest for future trends in U.S. foreign policy. The understanding that the "post-9/11 generation" has of what happened and what it means is significant to how Americans will view foreign policy in the coming decades (especially in the Islamic World) and whether it is likely to generate war or foster peace.

New handbook on Remembrance of the Roma Genocide-Right to Remember – Council of Europe
The Youth Department of the Council of Europe, within the framework of the Roma Youth Action Plan will be promoting a new educational resource for young people and youth organisation in order to promote deeper awareness of the Roma Genocide and combat discrimination. Right to Remember includes educational activities, as well as ideas for commemoration events, and information about the Genocide and its relevance to the situation of the Roma people today. It has been designed primarily for youth workers in non-formal settings, but it will be useful for anyone working in education, including in schools.

“Peace Education and Learning to Live Together in Schools” – Special Issue of the Ra Ximhai Journal (Vol. 10 #4, January-June 2014) edited by Dr. Eduardo Sandoval, published jointly by Consorcio Universidades Cátedra UNESCO en Resolución Internacional de Conflictos y Construcción de Paz and Programa de Valores por una Convivencia Escolar Armónica de la Secretaría de Educación del Estado de México (in Spanish)
This publication includes articles on four main topics: Education, learning to live together and peace: Approaches to culture and education for peace; Peace Pedagogy; Peace Education Experiences.
(in Spanish)

Publication of "Mainstreaming Peace Education - Approaches, Methodologies, and Visions: A Practioner's Manual"
On July 30, 2014, the Mainstreaming Peace Education Learning Partnership team launched its Practitioner’s Manual. The Manual is the outcome of a two-year Learning Partnership of the Grundtvig Lifelong Learning Programme of the European Commission - implemented jointly by civil society organisations from Germany, France, Netherlands, Spain, Turkey and United Kingdom. The Manual aims to provide a practical guide for peace education in lifelong learning. It focuses on presenting the overall framework for peace education, sets out a strategic approach to mainstreaming peace education and provides examples of projects and initiatives in peace education implemented by European civil society organisations.

School Violence Prevention Fact Sheet – National Prevention Science Coalition to Improve Lives
Recent tragedies in schools have motivated policy-making that is attempting to put an end to senseless violence. However, reactionary legislation that focuses on school building safety (e.g., security guards, metal detectors, surveillance cameras) or exclusionary discipline (e.g., suspension, expulsion, arrest) may have limited effectiveness, and may actually contribute to a climate of danger, fear, and distrust in school (APA, 2008; Nolan, 2011). Zero tolerance policies and repeated suspension of students with behavior problems does little to change anti-social behavior, and may fuel school failure and delinquency. Because the causes of violence are multi-faceted, prevention strategies require a more thoughtful approach that operate
s on multiple levels. Research indicates that universal, school-based prevention programs that promote social support, mental health, and student engagement would improve schools safety and reduce violent behavior.

Call for Papers – Special Issue of the Journal for Peace and Justice Studies on “Peace, Justice and Education”
The Journal for Peace and Justice Studies is planning a special issue in 2015 on the topic of Peace, Justice and Education. Please submit your original manuscript or book review by email at the link above and mark it “special issue.” Manuscript submissions should be accompanied by a cover letter containing all contact information and title of the essay. No identifying information may be in the submission itself. All manuscripts submitted for publication must be prepared for blind review. Articles should be double-spaced throughout. An abstract of 100 to 150 words and a bibliography must be included with the submission. Authors are advised to use inclusive language throughout the manuscript, and the follow the Chicago Manual Style Sheet (CMS). Deadline for submissions: December 31, 2014.

 

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.

Peace Education Internship - El Hibri Foundation - Washington, DC, USA
The El-Hibri Foundation seeks an intern to work on a program exploring the intersection between advanced sciences (social and cognitive neuroscience and social psychology) and peacebuilding. Intern activities will include summarizing relevant research, identifying experts, planning events, editing web content and conducting social media outreach. Other duties will include planning support for an annual fundraising event and for the El-Hibri Peace Education Prize ceremony. The intern will report directly to EHF's Director of Grants and Peace Education. Interns will be invited to work on a flexible schedule for an average of 15-32 hours per week at our Metro-friendly location off of Dupont Circle. Internships are designed to afford valuable educational and work experience. Upon successful completion of an internship, the Foundation offers a small stipend to half-time or full-time interns to offset local transportation costs. EHF also will help interns apply to their colleges or universities for course credit, upon advance agreement. Apply by October 10, 2014.

National Advisor / Capacity Building Specialist for Peace Education – Afghanistan
(ACBAR) In Afghanistan, ZFD is implementing a new strategy and measure called “Afghan Youth for Peace” (AYfP). It is dedicated to the empowerment and capacity development of Afghan youth from various social, ethnic and religious groups in the fields of life skills, dialogue and advocacy work. The National Advisor / Trainer for Peace Education will be posted in the office of the ZFD Programme in Kabul. He/she will be member of a team consisting of a coordinator, international and national advisors as well as admin and support staff. The ZFD will assist a cluster of local civil society agencies that are working for and with Afghan youth in the before mentioned areas. The Advisor/Trainer for Peace Education will be responsible for developing a comprehensive capacity building scheme. Qualified candidates may submit their applications, including a letter of interest, Curriculum Vitae and recommendation letters.

Executive Director, One World Youth Project – Washington, DC, USA
The One World Youth Project (OWYP) links schools around the world to build mutual respect and understanding and provide the global life skills needed for success in the interconnected 21
st century. The Executive Director is responsible for creating capacity to execute OWYP’s mission through fundraising, board management and staff development and management. S/he leads in developing the organization’s vision through strategic planning and catalyzes demand for OWYP’s services through marketing and communications. The Executive Director is also responsible for overseeing the financial management of the organization. Salary commensurate with experience. Standard full-time benefits provided, including medical, dental, disability and simple IRA. This position will remain open until filled.

Peace Education Trainer
West Midlands Quaker Peace Education Project, known as Peacemakers, is looking to appoint a Peace Education Trainer, for four days a week, based in Birmingham and working in schools across the West Midlands. The model for change we work with is restorative in nature: child-centred, fair, inclusive and creative. We are seeking an individual fully committed to peace and non-violent approaches to conflict to work with us. Can you work as effectively with a school’s senior management as with circles of 30 nine year olds? Can you model a peaceful approach and stay calm under pressure? Understand the theory and yet adapt the practice to the needs of the situation? The successful post holder will manage the Peacemaker’s Whole School Approach programme in a portfolio of schools. They will recruit schools to the Programme, deliver training and support the process of change. Application deadline: November 7.