Issue #116 December 2014

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.

Remembering Nelson Mandela on the first anniversary of his death: wisdom for peace

Vaughn John, University of KwaZulu-Natal, South Africa

I write this piece as we approach the first anniversary of the death of Nelson Mandela, South Africa’s first democratic president. Madiba, as he was affectionately known, died on 5 December 2013, at the age of 95. He will be remembered for many contributions by people across the globe. Readers of this newsletter will remember Mandela as apartheid South Africa’s prisoner of 27 years and later a Nobel Peace prize winner. I want to use this opportunity to reflect on and remember some of Mandela’s contributions to peace building. What legacy has Madiba left for our community of peace educators? What wisdom can we draw on from the life and works of Nelson Mandela as we face the challenges of violence and inequality at this time? These are the questions I wish to address in this article.

At the International Peace Research Association’s (IPRA) 25th annual conference in August this year, I delivered a paper entitled: “On unity, peace and values: the wisdom of Nelson Mandela,” which I draw on in this article. In my presentation, I included these pictures taken at the Mandela capture site, the place Mandela was arrested prior to his long imprisonment. This site is just some 23 kilometers from my home.

Mandela Capture Site
Mandela Capture Sight

The site has a sculpture of Mandela made up from 50 separate pieces of metal as shown in the picture on the right. It is an amazing sculpture because the viewer is actively involved in the “making of Mandela”. This requires the viewer to adopt the ideal position in order to allow a process of connections to happen, to let separate, jagged pieces to blend into a whole and to let the beautiful image of Mandela emerge. A further symbolism in this viewing of Mandela is that his image is made up by the background or context surrounding these metal pieces. So one’s perspective of Mandela at this site is dependent on connections allowed from adopting a position and on seeing in context. I believe these three factors, namely, connecting, perspective and context, also apply to how we may view and remember Nelson Mandela as a source of peace wisdom.

I have chosen five lessons from the life and works of Mandela which form part of his wisdom for peace, all dealing with a type of connecting, and all illustrated by different quotes from Mandela’s many public addresses and his biography, Long Walk to Freedom. But before we look at these, it is first necessary to deal with the multiple perspectives of Mandela. His life journey, depending on your standpoint, could be described as “From terrorist to Nobel Peace laureate”. Mandela never shied away from this and wrote:

"I was called a terrorist yesterday, but when I came out of jail, many people embraced me, including my enemies, and that is what I normally tell other people who say those who are struggling for liberation in their country are terrorists. I tell them that I was also a terrorist yesterday, but, today, I am admired by the very people who said I was one."

1. Connecting with your enemy
The first lesson emerging from the above quotation relates to how Mandela chose to deal with his enemy, who had imprisoned him for 27 years. This is one of his most profound contributions to peace building. His advice here is:

“If you want to make peace with your enemy, you have to work with your enemy. Then he [she] becomes your partner.” ‘

2. Connecting with the past
Closely tied to the first lesson, is Mandela’s advice on dealing with the past. On leaving office as president on 15 June 1999, he said:

“South Africans must recall the terrible past so that we can deal with it, forgiving where forgiveness is necessary but never forgetting.”

This is a form of critical remembrance, a way of looking back so that one can move forward; a vital part of peacebuilding.

3. Connecting inner and outer peace
A central lesson exemplified in the actions of Mandela is the importance of achieving a balance between personal peace and public peace. Mandela was better known for the latter, but his abilities to be a peace-maker and peace-builder in South Africa and the world required that he develop inner peace. In this regard historian Sarah Nuttall (2014) notes:

"… while Mandela has long been seen as a man of action … there is much in his life and thinking that invites conversation in relation to the projects of inner liberation and human emancipation undertaken by figures like Mahatma Gandhi, Martin Luther King and Ang San Suu Kyi …"

This ability is perhaps best expressed by Mandela himself when he said:

"As I walked out the door toward the gate that would lead to my freedom, I knew if I didn't leave my bitterness and hatred behind, I'd still be in prison."

And this is perhaps a key inspiration for peace educators as we deal with bitter knowledge:

“No one is born hating another person because of the color of his skin, or his background, or his religion. People must learn to hate, and if they can learn to hate, they can be taught to love, for love comes more naturally to the human heart than its opposite.”

4. Connected freedoms and humanity
An important lesson and a personal stance which I respect Mandela for, relates to the connections he forged between his freedom and his peoples’ freedom and the freedom of everyone. He made many statements on this:

"A man who takes away another man’s freedom is a prisoner of hatred, he is locked behind the bars of prejudice and narrow-mindedness. I am not truly free if I am taking away someone else’s freedom, just as surely as I am not free when my freedom is taken from me. The oppressed and the oppressor alike are robbed of their humanity… For to be free is not merely to cast off one’s chains, but to live in a way that respects and enhances the freedom of others.

We know too well that our freedom is incomplete without the freedom of the Palestinians; without the resolution of conflicts in East Timor, the Sudan and other parts of the world."

These views on freedom and humanity reflect Mandela’s brand of African humanism and firm belief in the interconnectedness and interdependence of all people as expressed in African languages as a form of ‘humanness’ through concepts such as Ubuntu (Zulu) and Botho (Sotho). Despite critique that these concepts may be outdated and relate to obsolete communitarian societies, I believe they are relevant today and of high peace value.

5. Connecting different forms of violence … remembering structural violence
So much of our efforts as peace workers focus on physical and direct violence. Mandela reminds us to not forget our culpability and responsibility related to poverty as another form of violence:

"Overcoming poverty is not a task of charity, it is an act of justice. Like Slavery and Apartheid, poverty is not natural. It is man-made and it can be overcome and eradicated by the actions of human beings. Sometimes it falls on a generation to be great. YOU can be that great generation. Let your greatness blossom."

In concluding, I’d like to draw on some writing close to home which is apposite to my reflections here. It is an example of how young South Africans are drawing on the wisdom of Madiba. My daughter Talia recently delivered a speech at her final high school awards day. In reminding her fellow classmates about the journey completed and the new journeys ahead she cited a passage from Mandela’s biography. She said:

"We are fortunate in that, as the Born Free generation, we are blessed with the wisdom of an incredible leader, a person whose life also epitomized our 2014 motto: Learn. Love. Lead. So let these words from Tata Madiba (may his soul rest in peace) guide you on your journey:

'I have walked that long road to freedom. I have tried not to falter; I have made missteps along the way. But I have discovered the secret that after climbing a great hill, one only finds that there are many more hills to climb. I have taken a moment here to rest, to steal a view of the glorious vista that surrounds me, to look back on the distance I have come. But I can rest only for a moment, for with freedom comes responsibilities, and I dare not linger, for my long walk is not yet ended.'"

As we remember Mandela a year after his passing, I believe these words are most apt for our community of peace educators too … we have made some progress but a long walk still beckons. Mandela encourages us on this walk when he said:

“The world remains beset by so much human suffering, poverty and deprivation. It is in your hands to make of our world a better one for all.”


International Peace Research Association

Mandela capture site

Vaughn John (PhD) teaches Peace Education and Conflict Resolution at the University of KwaZulu-Natal, South Africa. He is the co-convener of the Peace Education Commission of the International Peace Research Association (IPRA). He can be reached at: johnv@ukzn.ac.za


Special Curricular Feature

Resources for Teaching About Ferguson and Beyond: Addressing Structural Racism

Structural racism and racial justice have been thrust into the spotlight in the United States following consciousness raising and media attention to incidents of police violence and the non-indictment of the officers who killed Michael Brown and Eric Garner. Following are a few resources recommended by the Global Campaign for Peace Education to gain perspective on the issue. Also of interest is a shared google document prepared by members of the Peace & Justice Studies Association with many potential educational resources.

Do’s and Don’ts for Teaching About Ferguson (USA)
(TheRoot.com) It’s no exaggeration to refer to the shooting death of unarmed 18-year-old Michael Brown at the hands of a Ferguson, Mo., police officer, the treatment of protesters and civilians by a militarized police force in in its aftermath, and the context of racial inequality in which they all happened as an American tragedy. But there’s little time to mourn such a thing when you have to head back to a classroom and teach. In the wake of the demonstrations—and in the midst of the still-unresolved quest for justice for Brown’s family—students across the country are heading back to school, and they’re undoubtedly expecting answers. So what do we tell them about the at-once disturbing and deeply revealing set of events of August 2014 that are now simply referred to as “Ferguson”? Educators, activists and others have weighed in this week in a flurry of interviews, blog posts and articles. From their insights and from lessons from the past, here’s a set of dos and don’ts for teachers (as well as for parents who consider themselves their children’s most important guides to understanding the adult-sized issues in the world around them).

Talking With Students About Ferguson and Racism (USA)
(Teaching Tolerance) I’ve been talking about race and racism with my students. We’ve been talking about Ferguson, critiquing the ways various media have covered the case, identifying pernicious stereotypes about young people of color and seeking out ways to create media of our own...It’s clear to me that my students have learned about race and racism in school. The primary lessons they have learned are that racism is over (with the exception of a few racist individuals) and that it’s impolite to call attention to race, especially at school. How did my students learn these lessons? They learned from textbooks that treat racial justice as an inevitable result, a goal attained. They learned from media that skirt discussions of race and reinforce the idea that talking about racism only makes it worse. They learned from white teachers who, intentionally or not, communicated their own preference to avoid the issue.

Teaching About Ferguson – Teaching for Change
As the new school year begins, first and foremost on our minds and in our hearts will be the killing of Michael Brown in Ferguson, Missouri. Teachers may be faced with students’ anger, frustration, sadness, confusion, and questions. Some students will wonder how this could happen in the United States. For others, unfortunately, police brutality and intimidation are all too familiar. Here are a few ideas and resources for the classroom to help students think critically about the events in Ferguson and ways they can be proactive in their own communities.

The Making of Ferguson: Long before the shooting of Michael Brown, official racial-isolation policies primed Ferguson for this summer's events
(The American Prospect – Richard Rothstein) In what follows, I’ll describe how St. Louis became so segregated—a pattern where racial boundaries continually change but communities’ racial homogeneity persists. Neighborhoods that appear to be integrated are almost always those in transition, either from white to mostly black (like Ferguson), or from black to increasingly white (like St. Louis’s gentrifying neighborhoods). Such population shifts in St. Louis and in other metropolitan areas maintain segregation rules established a century ago.
I tell this story with some hesitation. I don’t mean to imply that there is anything special about racial history in Ferguson, St. Louis, or the St. Louis metropolitan area. Every policy and practice segregating St. Louis was duplicated in almost every metropolis nationwide. Yet this story of racial isolation and disadvantage, enforced by federal, state, and local policies, many of which are no longer practiced, is central to an appreciation of what occurred in Ferguson this past summer, many decades later. Policies that are no longer in effect and seemingly have been reformed still cast a long shadow.

What Next? Indicting the System and Building the Beloved Community (USA)
(Tony Jenkins, CounterPunch.org) Most in the peace and justice community took it as a foregone conclusion that Darren Wilson wouldn’t be indicted by the system of injustice that he was a part of. We had hoped somehow for a miracle, that the system and the culture that reinforces it would indict itself. What we need instead are civilian indictments of the system – many of them. Communities all across the country need to hold a candle of justice up to our legal system and call it what it is: polarizing, fear-based, classist and racist. Indictments from civil society – when presented and argued with civility and reason could have real moral authority. And while the outcomes of these indictments and the civilian tribunals that could follow may not be enforceable under current law, they provide grounding for the establishment of just and moral local communities.

Action Alerts

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

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



Kenya Completes First Education Sector Policy on Peace Education
(Association for the Development of Education in Africa) Value education is an integral part of quality education. The Kenya vision 2030 underscores the importance of security, peace building and conflict management for social, economic and political development. In the face of challenges such as climate change, environmental degradation and inequitable access to limited life-sustaining resources, there is potential to either exacerbate existing socioeconomic tensions or create new ones leading to conflict and violence. The education sector therefore has the duty to equip young people with requisite knowledge, skills and attitudes for building peace as well as values for constructive intrapersonal, interpersonal and intergroup relations at the national and international levels. The Government of Kenya is committed to promoting peace and harmonious coexistence among Kenyan. This is reflected in the Kenya Vision 2030 whose social pillar emphasizes promotion of a just and cohesive society, enjoying equitable social development in a clean and secure environment. In line with this, the Ministry of Education Science and Technology (MoEST) initiated the Peace Education Programme in 2008 with a view to enhancing knowledge, skills and values for peace. The Education Sector Policy on Peace Education provides a framework for promoting peace through education. The policy provides broad guidelines for the coordination and implementation of peace education initiatives within the country. Effective implementation of this policy will help create synergy among players and stakeholders and facilitate implementation of the peace education related initiatives at all levels of education and training. It is envisaged that this will ultimately contribute towards nurturing a culture of peace among learners and the society.

Peace is a bargain at a fraction of the cost of war (USA)
(Alaska Dispatch News: Lori Draper) In recent years, the incessant drums of war seem to have become the background music of our lives -- making it seem that increased military action is the only available response to conflict. But there are some small international programs in the federal government that have shown that real peacebuilding can be done even on a shoestring budget, and our lawmakers need to know that we are paying attention and that we care. Our federal budget totals some $3.5 trillion dollars each year while three peacebuilding initiatives total only $110 million combined. At just .003 percent of our budget they deserve our vocal support and the support of the U.S. Congress.

How Teachers Help Students Who've Survived Trauma
(The Atlantic – Jessica Lahey) When I was teaching at an independent middle school, the term “professional development” meant shoring up my skills in English and Latin, strengthening my
cultural literacy base, and learning about new teaching techniques and innovations. But now that I am teaching English and writing in the adolescent wing of a residential drug and alcohol rehabilitation facility, “professional development” has taken on an entirely new meaning. I’ve had to switch up my priorities and expectations, not to mention my acronyms. Today, I’m less concerned with boosting my students’ A.P. (Advanced Placement) scores than I am with mitigating the consequences of their high ACE (Adverse Childhood Experiences) scores. ACE scores emerged out of the Adverse Child Experiences Study, a collaborative effort of the Centers for Disease Control and Kaiser Permanente’s Health Appraisal Clinic in San Diego. Kaiser surveyed more than 17,000 participants between 1995 and 1998 about their exposure to childhood maltreatment and family dysfunctions and are still being tracked for health outcomes. The findings of the ACE study suggest that adverse childhood experiences such as neglect, abuse, household violence and substance abuse “are major risk factors for the leading causes of illness and death as well as poor quality of life in the United States.” Furthermore, these negative outcomes are dose-dependent, meaning that the more adverse experiences a child experiences, the higher their subsequent risk for negative outcomes.

Mexican government asks kids to turn in toy guns to foster a culture of peace
In an effort to curb the ever-growing number of children in Mexico joining organized crime groups, a campaign in the violent northern state of Nuevo León is asking kids to hand over their toy weapons in exchange for less violent alternatives, including soccer balls and Legos. Young people leaving school and joining criminal organizations has become a challenge for both for the government and Mexican society, which are gradually getting used to seeing newspaper headlines announcing the capture or death of minors caught up in these gangs. "These youths are generally born leaders with a high IQ," Consuelo Bañuelos, president of the Promotion of Peace organization, which does community work in poor neighborhoods and prisons in the northern state of Nuevo León, told Efe. According to reports by authorities in Ciudad Juárez, just across the border from El Paso, Texas, underage killers-for-hire charge 500 pesos ($37) for a murder.

Interfaith harmony: CADD developing curriculum to represent minorities (Pakistan)
(The Express Tribune) ISLAMABAD: The Capital Administration and Development Division (CADD) has informed the Supreme Court that its curriculum wing is developing a course material that incorporates the standpoint of minorities to promote religious harmony and tolerance in society. The CADD’s report says that a curriculum titled “National Curriculum for Human Rights Education” has been developed for elementary and secondary levels besides developing five training modules for training and orientation of teachers to promote religious and social tolerance, interfaith harmony, peace education and rights of minorities.

NGOs Partner with Education Ministry on Peace Education (Nigeria)
African Foundation for Peace and Love Initiative (AFPLI), has partnered Lagos State Ministry of Education on the International Day of Peace Lagos Creative contest involving over 100 secondary school pupils across the six education districts. The event, which took place penultimate week at the Nigerian French Language Village, Lagos, had as its theme: “Promoting peace education and peaceful atmosphere for the right of peace to people during and after 2015 election.” In his welcome address, President of the Foundation, Rev Titus Oyeyemi, said the organisation is revolutionalising peace education by engaging many channels, which include inuaguration of school and community-based peace clubs. The foundation, Oyeyemi explained, is also taking peace education to a higher level by designing, developing and publishing education curriculum and text books suitable for contextual needs, applications and adaptations.

50,000 children fly kites for peace (Philippines)
(PhilSTAR.com) COTABATO CITY, Philippines – Some 50,000 children across the five provinces of the Autonomous Region in Muslim Mindanao flew colorful kites on Tuesday afternoon as a symbolic call for an end to secessionist conflicts in the region. The kite-flying activity, organized by ARMM Gov. Mujiv Hataman, Regional Executive Secretary Laisa Alamia and representatives of the education department, was part of the observance by local folks of the “Mindanao Week of Peace.” Fr. Eliseo Mercado, Jr., director of IAG, said he was amazed with how Christian, Muslim and lumad school children enthusiastically participated in the kite-flying activity to dramatize their desire for lasting peace and development in their respective communities. Mercado belong to the Oblates of Mary Immaculate congregation (OMI), which is operating schools in Central Mindanao and the island provinces of Sulu and Tawi-Tawi. These OMI schools pioneered in the 1990s various “peace education” subjects that are focused on propagation of Muslim-Christian solidarity and meant to inculcate among children the importance of resolving peace and security issues via traditional and religious conflict resolution practices.

Teaching peace in conflict zones (Afghanistan)
(YouTube video) Since 2003, more than 85,000 Afghan students benefited from peace education curriculum implemented by Help the Afghan Children. This type of education is taught by role-play involving puppets. Students are acting out hostile situations and resolve them in a peaceful manner. In this episode of Learning World, we accompany a student participating in the programme and listen to her experiences.

Yemen's youth draw peace messages in Sanaa streets (Yemen)
In a six-month campaign titled "Open Book", Yemeni youth drew on the walls of streets across the country to promote peace and denounce violence. Campaign participants aimed to encourage Yemenis to ascribe to a culture of amity, peace and co-existence while rejecting a culture of death, extremism and hatred, organisers told Al-Shorfa. "The culture of killing, weapons, violence and death has proliferated dramatically in the capital Sanaa and other provinces, to such an extent that slogans of death have reached the walls of Sanaa," campaign founder Tamam al-Shaibani told Al-Shorfa. "Thus the genesis of the 'Open Book' to counter the culture of violence and extremism by painting on walls and selecting phrases and quotes of thinkers, writers and famous global figures which appeal to people of all orientations," he said.

'Men in the Movement' work to stop gender violence (USA)
Men in the Movement at Colorado State University is getting involved in the issues of gender violence and gender inequality. The group was established in fall 2012 through the Women and Gender Advocacy Center. Carl Olsen has been the coordinator of Men in the Movement since fall 2013. The WGAC does violence prevention work, according to Olsen, and Men in the Movement engages men in the prevention of gender violence. “Any one survivor or victim of sexual assault isn’t okay,” Olsen said. “I’d like to say that we’re trying to eliminate it, but we are definitely trying to reduce the rates of sexual violence on campus by talking to men, who are committing the majority of the violence.” Men in the Movement is a way to address that issue, according to Olsen. “We should be asking the questions ‘why are men committing violence?’” Olsen said. “The group is designed to address that, both within ourselves and with the communities that we are engaged in.”

Militarism's impact on health (USA)
Public health professionals have generally failed to work for the prevention of war, even though — like disease —war has negative impacts on health for both civilians and military personnel as well as detrimental impacts on infrastructure and the environment.In a recent article, nine U.S. and Canadian public health scholars and thinkers directly confront “The Role of Public Health in the Prevention of War” — a role that has been tragically absent. Published in the June 2014 American Journal of Public Health, the writers pinpoint “militarism” as a root cause of the public health industry’s failure to take up the cause of preventing wars. Public health, they write, “has been more focused on the effects of war than on working toward the prevention of the fundamental causes of war.” The authors also define “militarism” in terms that are both familiar and chilling.

Peace Education in the Field  

Unesco Mahatma Gandhi Institute of Education for Peace and Sustainable Development Distinguished Lecture (India)
(The Times of India) The relationship between Unesco and India is entering a new phase with "an ever sharper focus on the power of education" to overcome growing inequalities and achieving sustainable societies, said Irina Bokova, directorgeneral, Unesco, at a lecture in the Capital on November 25. To transform people's lives, education must be rooted in reality, said Bokova, highlighting the need for inclusive and innovative education in the first Unesco Mahatma Gandhi Institute of Education for Peace and Sustainable Development Distinguished Lecture.Education "must be grounded in the rights and dignity of every woman and man, in their abilities, skills and behaviours, in their capacity to transform their lives, anticipate the future, make the most of change. This starts with education," she said, along with stronger policies, especially towards marginalised populations, to ensure that nobody is left out. The event was attended by schoolchildren, university students, representatives from academic and research institutions, as well as representatives from the government and non-government organisations, and diplomatic missions.

Peace Education: Asia-ANZ Conference of Sacred Heart School Heads (South Korea)
(Conference Report) The 3rd Asia-Australia/New Zealand Conference of Sacred Heart School Heads was held in Jesu-Maum Baeumto in Korea from the 29th of September to the 2nd of October 2014. Facilitating this conference, which had peace education as its theme, was a team of peace educators from Korea. They helped the participants recognize the presence of violence and peace within each of us and in our world. The awakenings from their inputs and the workshops were intensive and strong, but very gentle. Through the different activities, the facilitators enabled us to face, analyze, and learn to handle the violence within.

Graduates to boost reconciliation efforts in S. Sudan
(Sudan Tribune) A workshop organised by South Sudan Committee for National Healing, Peace and Reconciliation (CNHPR) successfully ended with about 80 “battalion of peace” graduates. Speaking at the closing of the one-month training held in Yei county of South Sudan’s Central Equatoria state, Archbishop Daniel Deng Bul, said participants will boost reconciliation efforts in the country. “Peace in our country is paramount. However, building the unity of our people will be challenging. It needs commitment and it needs courage,” said Deng, also the CNHPR chairperson. The South African-based Institute for Justice and Reconciliation (IJR) facilitated the training, which brought together 76 participants from the country’s 10 states as well as representatives from Abyei region.

Sowing the seeds of hope (Malaysia)
In order to provide a platform to empower students to bring about positive changes to their communities and the world at large, Tunku Abdul Rahman University College (TAR University College) recently collaborated with Soka Gakkai Malaysia to organise an exhibition called Seeds of Hope: Visions of Sustainability, Steps towards Change. The exhibition aimed to raise awareness of environmental issues, encourage reflection on modes of living, and empower people to take concrete action to resolve the issues faced. It also highlighted real-life examples of human potential to bring about positive changes in the environment they live in.

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.  

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

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

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

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

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

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

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

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

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

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

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

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

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

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.

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

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.

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.

USIP Online Course: Community Based Peacebuilding: Engaging Youth – United States Institute of Peace (USIP) (January 5 – February 1, 2015)
This course is designed to support the work of community-based peacebuilders—for example, teachers, conflict resolution trainers, community leaders—who want to channel the energy and enthusiasm of young people in positive ways. The course is offered in collaboration with the Global Peacebuilding Center.

Call for the 10th Africa-Europe Training Course for Youth Organisations in Nairobi-Kenya (January 25-Feb 1, 2015)
For more information click on the link above.

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.)

Learning a New Society – The School for Designing a Society – Urbana, IL, USA (February 2-March 27, 2015)
For more information click on the link above.

USIP Online Course: Introduction to Negotiation and Conflict Management – United states Institute of Peace (USIP) (February 2 - March 1, 2015)
For more information click on the link above.

USIP Online Course: Global Religious Engagement – United states Institute of Peace (USIP) (March 2 - 29, 2015)
For more information click on the link above.


Publications and Resources

Prospective Philosophical Foundations of Peace Education by Sue McGregor, In Factis Pax V. 8 No. 2
There are many attributes of an effective peace educator, including having a philosophy of peace. And, while “a peace philosophy without practicability is imperfect and incomplete”, having no peace philosophy at all (or having an unexamined or unarticulated philosophy) is even worse. Its critical absence compromises a peace educator’s ability to formulate responses to life and reality. Educators who live life without a philosophy tend to act out their opinions without examining them, which is an untenable approach for peace educators.

Global Terrorism Index released by the Institute for Economics and Peace
The Global Terrorism Index, a project of the Institute for Economics and Peace, offers a lot of factual information that would be very useful to anyone teaching about terrorism. Among the useful findings are the fact that, contrary to popular opinion, military intervention has rarely been successful in curtailing terrorist activity. In the last forty years armed operations only brought about the end of a terrorist group 7% of the time. Approximately 80% of the time, terrorist organizations end when they are able to come to some sort of an agreement – that is, when they are incorporated into a society’s political process where their grievances can be addressed formally without the need to resort to violence. The Global Terrorism Index findings about how terrorist groups can be stopped show that the common western reactions that focus on military intervention are likely doing nothing but increasing violence. The GTI has also identified three main societal factors that correlate with high rates of terrorism – and none of these have anything to do with Islam. Instead, influences such as hostilities between different communities, the presence of state sponsored violence, human rights abuses, and high levels of violent crime, are much more likely to foster environments where terrorism can flourish.


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.

School Speaker: Campaign for Nuclear Disarmament (East Midlands, United Kingdom)
The Campaign for Nuclear Disarmament (CND) is looking for school speaker volunteers to deliver assembly talks and classroom workshops on peace and nuclear issues.  These positions would suit anyone with an interest in, working with children and young people, peace and conflict issues, and issues relating to nuclear weapons, training and public speaking. It‚s a great chance to develop new skills and gain experience working with young people.

Two Full-time, Tenure-track Positions in Peace and Justice – University of San Diego Joan B. Kroc School of Peace Studies
The Joan B. Kroc School of Peace Studies at the University of San Diego invites applications for two full-time, tenure-track, positions in the field of Peace and Justice. One position is for an Assistant Professor and the second is open to the rank of advanced Assistant, Associate or Full Professor. The appointments are expected to begin on September 1, 2015. The successful candidates must have a PhD in hand at the time of appointment and scholarly publications and teaching experience appropriate to the rank. A multidisciplinary approach and a global mindset are central to the School’s philosophy. Areas of priority are: environmental and social justice, peace economics, religion and peacebuilding, conflict resolution, human rights, and peace through commerce. However, applications from other specializations related to peace and justice are welcome. To apply, go to www.sandiego.edu/jobs and look for job #IRC15287. Review of applications will begin on December 15, 2014; however, applications will continue to be accepted until the positions are filled.

Tenured Professor and Director in Negotiation, Conflict Resolution & Peacebuilding
The faculty of the Negotiation, Conflict Resolution & Peacebuilding Program at California State University Dominguez Hills invites applications from individuals for a Tenured Professor and Director position in the Negotiation, Conflict Resolution & Peacebuilding Program. The Position: serve as director of the program; provide course scheduling, curriculum design and revision; teach graduate-level as well as undergraduate-level courses on campus and online (distance learning) in the field of negotiation, conflict resolution & peacebuilding; engage in community service; and maintain a respectable output of peer-reviewed publications and conference presentations. While the position will remain open until filled, review of applications, consisting of a current CV, cover letter, list of 3 references, and a peer-reviewed writing sample will begin October 1, 2014.  Applications should be submitted online.

Three Year Visiting Professorship in Peace, Justice, and Human Rights – Haverford College
Haverford College invites applications for a three-year visiting Assistant Professor (with possibility of renewal) in its Peace, Justice and Human Rights Program. The position is open to scholars at all pre-tenure levels with training in the humanities or social sciences who focus in their work on questions of justice, peace and conflict, human rights and related fields, with special attention to ethics or ethical leadership. Candidates should be able to teach an applied ethics course in issues of global justice and/or an introductory course on peace, justice and human rights, as well as offer more specialized courses. In order to receive full consideration, all materials must be uploaded to Interfolio by February 6, 2015.

Director of the Baker Institute for Peace and Conflict Studies at Juniata College, PA, USA (starting in August 2015)
The successful candidate will have a terminal degree in Peace Studies, or in a field of study within the Social Sciences or Humanities with an academic focus on peace related issues. The ideal candidate should be able to demonstrate expertise and experience working in the discipline, excellence in undergraduate teaching, and administrative experience in an academic environment. Candidates should demonstrate how their area of expertise contributes to and enhances the work of the Baker Institute for Peace and Conflict Studies (PACS) at Juniata College. We are seeking an innovative educator, with global vision, interested in being part of a vibrant learning community. The Director will provide the strategic vision and leadership needed to further the Institute’s role as a flagship academic program, which is built on collaborative relationships that enhance student education across campus. The Director we seek shall be committed to the normative values of the field of Peace Studies that explore the potential for peacebuilding theories and tools to contribute to the creation of a future where war no longer exists and conflicts are addressed using non-violent methods. Applications received by January 15, 2015 will receive full consideration, but applications will be accepted until the position is filled.

Call for Applications for Adjunct to Teach Conflict Analysis, Dyson College of Arts and Sciences and the Department of Political Science at Pace University, New York, NY, USA (starting in the Spring of 2015)
We invite applications for a part time position teaching an upper-division and writing-enhanced Conflict Analysis course to commence in Spring 2015 on the Lower Manhattan campus, Tuesdays, 6.10-9pm. This class will introduce students to the analysis of armed conflict. This class takes a multidisciplinary and critical approach, drawing on multiple branches of the social sciences, particularly political science. Students will be encouraged to think carefully about the interests, values, strategies, tactics, agendas and psychology of actors in conflict as well as the social systems in which they are embedded. The class will also expose students to various theoretical lenses (e.g. security dilemmas, greed vs. grievance, discourse and identity) through which to analyze conflict. Candidates should have at least a Master’s degree with some concentration in the social scientific study armed conflict, such as in Political Science, Peace and Justice Studies, Critical Security Studies, Sociology, Anthropology, International Studies, Law or a related field. Candidates will also be considered commensurate with professional experience. The successful candidate will preferably some teaching experience at the college level. It is also of utmost importance that applicants be comfortable with working in an urban, diverse environment with students from many different socioeconomic, racial, cultural backgrounds, gender expressions and sexual orientations.