Issue 123 September 2015

Featured Article

A Note from the Editors: Each month the GCPE newsletter features a lead article highlighting perspectives on peace education research, practice, and policy from peace educators from around the world to provde readers with multiple perspectives on our wide and rapidly developing field.  These perspectives do not necessarily reflect those of the GCPE. We encourage you, the readers, to critically engage with these perspectives as you reflect upon your own work and practice.  We also invite you to contact us with your comments and for the possibility of contributing articles for future issues.

A Peace Educator’s Tribute to Ruth Leger Sivard

Betty Reardon

Founding Director, International Institute on Peace Education

Ruth Leger SivardCivil society has long recognized that while it takes a citizens’ movement to achieve a change, prescient individuals can envision and share the core ideas that inspire and energize such movements. Such was the case with Ruth Sivard. No one more vividly illustrated that war and preparation for war undermined national and individual well-being.  Her seminal work on military spending has been essential to the peace through disarmament movement and is instructively relevant to the discourse on human security (see article about her work on world military and social expenditure by the International Peace Bureau).  

Neither has any peace educator devised more instructive material with which to guide learners into the forms of critical thinking essential to learning our way out of the war system. The unique and powerful role that the thoroughly researched and vividly presented arms expenditures data in her series on
World Military and Social Expenditures (WMSE) played in disarmament education was deservedly honored when UNESCO awarded her its Peace Education Prize. Being a member of the international jury who chose her from among many nominees as one of the two 1991 prize laureates, I had the joy of phoning the news of this highly appropriate honor. I also knew first hand of the pedagogic value of her work, having at the behest of the Rockefeller Foundation produced study guides to two of the Sivard WMSE 96reports (both guides are accessible from the digitized files of my publications in the Canaday Special Collections at the University of Toledo Library).

In this year marking the
15th anniversary of UNSCR 1325 on Women, Peace and Security, she is to be lauded as one of the few women who undertook her ground breaking work in a the male dominated field of “national defense” within the governmental structures of the very nation-state that lead the world in military expenditures. Ruth spoke truth to power from the center of power itself. The vision and professional skill she bought to her work as an economist in the Arms Control and Disarmament Agency of the US State Department is a vivid example of the peace potential that could be unleashed in implementing the core provision of 1325, women’s participation in all matters of peace and security. Women: A World Survey, among the publications of World Priorities Press which she founded after leaving the State Department is a powerful tool for making that case and for educating about it.

Because Ruth saw her work illustrating the social and human costs of military expenditures, undertaken to inform policy makers, as a tool for citizen education on critical matters of national security, she continued to issue her reports independently after resigning from the Sate Department (
see the NY Times Aug. 28 obituary). The title given to this research and publishing venture, World Priorities, was itself a learning device inviting reflection on the fundamental values that predominated in the formation of world priorities in security, development and economic and social rights. Her work anticipated by decades the concept of human security that informs the notion of security integral to 1325 and is recognized by the United Nations as essential to “[saving the human family] Sivard - Womenfrom the scourge of war…” That core purpose of the world organization was the goal that Ruth sought to educate toward in the WMSE series. I believe she might well subscribe to the feminist argument - based in large part on her work – contending that onevery count of what makes for national security conceived as the security and as the well-being of a nation’s people, the ever increasingresources poured into the militarized state security system undermines rather than assures true human security.

As peace educators undertake to revitalize disarmament education, carrying forward the goals set by
UNESCO’s 1980 World Congress on Disarmament Education, we will find much inspiration andpractical examples of fine teaching material in Ruth Sivard’s work.  As a peace educator, I appreciate her scholarship and her talent for vivid presentation of core peace education substance; as a member of civil society, I laud her vision and tenacity; as a global citizen, I hold her up as a model of committed action, who used her professional skills, informed by a view of the world that was at once realistic and humane, to help us think about alternative uses of the world’s resources so as to bring about authentic human security. And as one of those privileged to have personal knowledge of her integrity and purpose, I honor her memory and urge others to learn from her invaluable legacy. All who seek peace are deeply indebted to Ruth Leger Sivard.

Betty A. Reardon
September 1, 2015

Action Alerts

Take Up the Peace Day Challenge September 21!
September 21 is the International Day of Peace. It’s an opportunity to affirm that peace matters, and that there are alternatives to the violence we see in the news every day. It’s a moment to celebrate those who are working for peace in our communities and in our world. And it’s a day to stand up and be counted! This year, join the U.S. Institute of Peace in marking the day by taking up the Peace Day Challenge! It’s simple: 1) Decide on an action to mark the International Day of Peace. 2) Take up the Challenge by taking an action on or around 9/21. 3) Use #PeaceDayChallenge to share your action on social media! Learn more about the Peace Day Challenge, find ideas for action, and see how others around the world are committing to build peace at www.peacedaychallenge.org. Because peace is action and it starts with YOU!

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 Peace Education Initiative at The University of Toledo, is conducting a survey to inventory programs, courses, and workshops in peace education. We need your help to build this inventory. If you are running a program, teaching a course, or are currently a student studying peace education, or have the necessary information about such a program, please take a few moments to complete our online form.

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


Colombia Prepares for Peace
(Culture of Peace News Network)
As the government of Colombia and the FARC enter their 40th cycle of peace talks, the people of Colombia are optimistic that an end is in sight to the half century of civil war that has torn their country apart and they are preparing for peace. The peace talks reconvened August 20 in Havana with “a renewal of confidence in the peace process, spawned by the parties’  expressed willingness to accelerate the pace in Havana and to de-escalate the violence in Colombia.” Among their decisions in recent talks was the promise to create a truth commission. As the peace talks have advanced, the amount of violence has decreased according to arecent study by the United Nations. As Amada Benevides explains in her letter to CPNN from Colombia, “The process of negotiating a peace agreement with the FARC has advanced many topics, including education for peace. For the first time in Colombia it is being mentioned explicitly, and not by other names, and in this sense we have several new initiatives . . . [including a] National Meeting on Education for Peace, to be held on 1 and 2 October.” She adds, “Since we have been working more than 15 years to put forward the necessity of peace education in Colombia, this is really a very exciting time.” Peace education is becoming a required subject in the schools of Colombia. According to law 1732, adopted in 2014, the national government has decreed that “the teaching of Peace is regulated in all educational institutions of the country”. Culture of peace and sustainable development are to be implemented in the academic syllabus before December 31, 2015, in the areas of social sciences, history, geography, politics and democracy constitution, life sciences, environmental education, ethics, human values and principles. (Click above to read more)

Youth Activists from Around the World Meet in Hiroshima to Pledge Abolition of Nuclear Weapons
From August 28 to 30, 2015, an International Youth Summit for Nuclear Abolition was held in Hiroshima, bringing together 30 key youth activists on nuclear disarmament from more than 20 countries, from Tunisia to Kazakhstan, India and the USA. Participants met with survivors of the atomic bombing, discussed future strategies aimed at ridding the world of nuclear weapons and created a “Youth Pledge” in which they call nuclear weapons a symbol of a bygone age. The pledge concludes: “We, the Generation of Change, invite you to join us as we raise our collective voice to call for action; we refuse to stand by while nuclear weapons continue to threaten our lives and future generations. Join us, take action and create change!” The full pledge can be read and signed here. . See also: "Revolution in You," SGI-USA's anthem for the abolition of nuclear weapons; SGI's Statement on the 70th Anniversary of the End of World War II and the Atomic Bombings of Hiroshima and Nagasaki; and voices of support from leading peace educators.

Up From Hiroshima (Japan)
(National Geographic Archives) The furtherance of peace is a recurrent theme in Hiroshima. People like Akihiro Takahashi, who was a 14-year-old schoolboy at the time of the bomb, now lecture on the subject as part of an outreach program in a building in Peace Memorial Park, bordered by the hundred-yard-wide expanse of Peace Boulevard. “We have to tell what happened,” he said. “This must be handed down from one generation to the next.” Takahashi and those like him are on a mission to bear witness in the name of peace. They constitute a powerful lobby, whose influence gives city politics a global reach. No nuclear test anywhere in the world is reported without a telegram of protest signed by the mayor of Hiroshima; at one time or another the leaders of China, France, the U. S., and the former Soviet Union have all received such telegrams. And in the heart of the peace park a flame will be kept burning until the world is free of nuclear weapons. Peace education is an integral part of the curriculum in public schools throughout the city, and schoolchildren on field trips are frequent visitors to the Hiroshima Peace Memorial Museum. “I want to make Japan a peaceful country,” said 11-year-old Maho Shichijo, pulling up her Mickey Mouse socks. When I met Maho, she was standing with her mother in the playground of the Fukuromachi Primary School, where 300 children had died in the nuclear inferno. Maho has read more than ten books on the bomb, written school reports about it, and badgered the custodian of her apartment building, a hibakusha, to tell her all about how he survived. Her mother, Tomoko Shichijo, who moved here from Nagasaki, nodded approvingly at this interest. “This is the best peace education. To know the reality. If we lived somewhere else, we would never feel it firsthand.”

NCSS Endorses Human Rights Education in the United States (USA)
(HREA) HREA (Human Rights Education Associates) welcomes the new, official position statement by the National Council for Social Studies (NCSS) recognizing the importance of human rights education as a necessity for effective social and civic learning. The statement, published in the May/June 2015 edition of Social Education, reflects HREA’s views, affirming that “Human Rights Education, in both its civil and its humanitarian aspects, is a necessary element of social studies programs and should be integrated throughout the educational experience of all learners from early childhood through advanced education and lifelong learning.” The statement argues that “[t]oday’s students must understand fundamental principles of human rights and humanitarian law to appropriately exercise their civic responsibilities and take their places in the world at large.”

Something good happens when inmates live reflective lives (USA)
(mysanantonio.com) There is a telling moment in the film “Inside Peace” when one of the former prison inmates profiled recounts an incident in which his mother offers to pay what an employer unfairly shorted him. It wasn’t just his financial well-being that worried her. “I’m not going to hit him, Mom. I don’t do that anymore,” said Trinidad Silva, a Texan who tells of an existence in which violence had been his go-to approach to life’s difficulties. “Not doing that anymore” is the goal of the Peace Class at Dominguez State Jail, or was from 2007 until relatively recently. A change in senior leadership at the jail — part of the state’s correctional system — means the class is on hiatus at the moment. From what I saw in this film, this hiatus should be temporary. The program gets at an essential truth about prison recidivism. Releasing people back into communities with the same external forces that triggered their criminal behavior in the first place is, too often, a round-trip ticket back to prison. That is, unless something inside that person changes. Or, as explained in the film, unless the realization dawns that conflict doesn’t begin on the outside; it begins on the inside. This realization leads to good guidance for life generally — for everyone, not just convicts. It is what Peace Class taught.

Youth ‘ambassadors’ to help city cut violence (USA)
The first time Kevin Barnett knew someone who had been killed, it was a decade ago when his sister’s best friend was gunned down in his own doorway. Growing up in the Portland neighborhood, the then-11-year-old Barnett believed “murder was something that was a natural part” of where he lived and that no one could change it. Since then, he has lost more than a dozen friends and family members to homicide, including two uncles and longtime friend Dante Newsome, who was shot to death on Christmas Eve two years ago. “It was brutal,” Barnett said. “They shot him like six times and rolled him over and shot him in his face. It was real crazy. I’ve known him since elementary school.” Barnett, now 22, is one of nearly three dozen youth ambassadors recruited by the city’s Safe & Healthy Neighborhoods department to advise Mayor Greg Fischer’s office on the best ways to curtail violent crime among youths. The effort comes as the mayor’s office, police and community activists grapple with a spike in homicides and shootings this year. “When you’re talking about impacting young people you got to have young people at the table, and I think you have got to have a diverse group who can connect to all of their friends and their peers,” said Anthony Smith, the city’s safe neighborhoods director. The 31-member team is made up of teenagers and young adults from across the city who will serve one-year terms with the department. The youth ambassadors will meet monthly with metro, state and federal officials to discuss their ideas.

Recommendations on Citizenship Education in Schools (Austria)
(Council of Europe) In June 2015, the Austrian Federal Ministry of Education and Women’s Affairs issued an updated version of the General Ordinance for Citizenship Education as a Cross-curricular Educational Principle in schools. The General Ordinance points out in particular that “Citizenship education needs to be an essential part of school from the moment a child enters the education system, and to play a key role in all subjects and activities at the school itself from the beginning of compulsory schooling – in particular in the context of school democracy. School should be a place of democratic action as an everyday practice. This allows children and young people to experience at an early age that they not only have a right to participate, but also that each and every individual can bring about change through active commitment”. The document is also intended as a guideline for training and continued education and constitutes a recommendation for other measures of citizenship education.

WANEP Enjoins Stakeholders to Engage Youths Strategically (The Gambia)
(AllAfrica.com) The West Africa Network for Peace Building (WANEP) Gambia chapter has enjoined other key stakeholders to draw special attention to the importance of the youth and their role in the socio-political life in West Africa and the need for stakeholders to engage youths strategically. This regional bloc organization, which celebrated this year's International Youth Day on the theme; Youth Civic Engagement, acknowledged that many young West Africans have been struggling to find their place in an environment with few options and emerging threats of violent extremism, youth bulge, human trafficking, environmental issues and other challenges facing them. According to a press release: "For this youth day, WANEP recognising that West African Youths have a huge stake in the building of a more just, reconciled, peaceful and sustainable societies and the need to mobilize them and build/strengthen their capacity to participate meaningfully in these processes, has for the past 15-years developed vigorous activities to address these needs. Through the Active non-violence and Peace Education program, WANEP entered into innovative partnerships with Ministries of Education and advocated successfully for the inclusion of Peace Education in schools. The youths were further engaged to take up leadership roles in the Peace Clubs where they learn how to apply neutrality, equity, respect, trust and responsibility; the five values that are crucial to resolving conflicts, promoting reconciliation and building peace.'

Ferguson One Year Later: Turning Anger to Action (USA)
(KMAland) -- The cameras have stopped rolling and the national news crews have gone home, but in the year since the shooting death of Michael Brown, grassroots programs have been driving change in Ferguson. In the past year, said Joshua Saleem, who heads the peace education program run by the American Friends Service Committee, the group has offered three Freedom Schools in the St. Louis area - workshops where young people meet to talk openly about poverty, race and oppression, and strategies for involvement "to shift their understanding of racism from an individual kind of 'I hate you' kind of mindset to a perspective of racism that involves how systems and institutions operate and deal with and interact with people of color in this country." Aja McCoy, 19, of St. Louis was one of the participants in this summer's Freedom School, which she said has empowered her to look at the issues surrounding racism from different angles and to actively seek out ways to be part of the solution. "I have been talking to my fellow church members, my parents, my community," she said, "and it makes me want to be more involved in my community, as well as do greater things for the African-American community as a whole." In addition to the Freedom School workshops, the American Friends Service Committee also has launched community gardens in the area, and has programs in place in three St. Louis-area high schools in which teens learn to mediate conflict with their peers to avoid violence.

Quakers revive Freedom Schools to provide historic clarity, healing, advancement of just society (USA)
(frostillustrated.com) “The American school system is inexcusably treating the civil rights movement, essentially, as if it never happened, part of a collective, general amnesia about African-American history as a whole.” That is the assessment of Khalil Gibran Muhammad, the director of the Schomburg Center for Research in Black Culture at the New York Public Library. He offered it in response to a report that the Southern Poverty Law Center issued in 2011, “Teaching the Movement: The State of Civil Rights Education in the United States Since 2011 , Mr. Muhammad said the report can be summed up in one sentence.” The situation is “dismal.” Sponsored by the American Friends Service Committee (AFSC), a Quaker peace and justice organization, new Freedom Schools have emerged that seek to incarnate both the spirit and prophetic vision of the original Freedom Schools. They provide young people with a historical narrative on class and race, civic engagement, leadership development, and movement building. The author interviewed AFSC Peace Education/Freedom School Director Joshua Saleem about the status of Freedom School in St Louis. Which recently concluded a Summer Freedom School in Ferguson, Missouri. During the interview, Saleem recounted both his personal experiences and the vision Freedom School movement.

A Year After Mike Brown’s Death, Ferguson Activists Fear Little Has Changed (USA)
(MintPressNews) It’s been one year since Officer Darren Wilson shot Michael Brown outside his apartment complex in Ferguson, Missouri, a suburb of St. Louis. Despite superficial changes in the political landscape, people are still being shot by police and community members and activists are still struggling for justice. Speaking with MintPress News, Joshua Saleem, director of the American Friends Service Committee’s Peace Education program, said the past year has made him more cynical about the future. The AFSC is a nonprofit created by the Religious Society of Friends, better known as the Quakers, who have a strong emphasis on nonviolent conflict resolution and peace. “I was very hopeful a year ago when I saw people paying attention to something that the community of color here in St. Louis has known for a long time,” Saleem said. “But now I’m a little more skeptical, even with the Department of Justice and the work they’ve done, there’s a lot of pushback and a lot of resistance to the change that needs to happen when it comes to undoing institutional racism in the St. Louis region.” The Peace Education Program and its allies are seeking to address racism at its roots. With their help, local students have held a series of four-day events called “Freedom Schools.“ The schools are based on a curriculum called “Undoing Racism,” from The People’s Institute for Survival and Beyond, which seeks to teach students “what racism is, where it comes from, how it functions, why it persists and how it can be undone.” According to a post on the AFSC website, the schools “helped [participants] gain a sense of their own power to understand and challenge issues of institutional racism, using community organizing skills and their collective energy.” For Saleem, it’s the intelligent, politically active young people he’s collaborated with through Freedom Schools that give him hope. “It’s not about going person to person to change individuals,” he said, “it’s about changing how systems operate and interact with people of color in this community. Young people are awake to that now and I’m hopeful they’ll lead the charge in holding institutions accountable.” In addition to continuing to put pressure on the police and politicians, Saleem said that a major goal of Youth Undoing Institutional Racism, the St. Louis-based group he helped students form after a recent Freedom School session, is putting an end to the school-to-prison pipeline.

Project to connect American youths with hibakusha winding down (Japan)
(The Japan Times) Setting foot in Hiroshima in early August for the first time, Robert Croonquist expected to feel sorrow for the massive number of lives lost in the U.S. atomic bombing of the city 70 years ago. Instead, the 67-year-old American could not help rejoicing at seeing the familiar faces of atomic bomb survivors he has worked with in a project that began in 2008 to get them to share their dreadful experiences and hardships with high school students in New York. Nevertheless, the project led by his nongovernmental group, dubbed Hibakusha Stories, is ending large-scale visits to schools this year. That means there will be fewer chances for American schoolchildren to hear survivors’ stories firsthand.

SUNY Cortland to Apply Eastern Philosophy to Tackle Global Conflict (USA)
Millions of people believe that strengthening the connection between mind and body through activities like yoga, dance or tai chi can lead to inner peace. SUNY Cortland philosopher Andrew Fitz-Gibbon wonders if it can lead to world peace as well. Fitz-Gibbon, professor and chair of the College's Philosophy Department, is part of a SUNY research team working to find out whether dance and other body-based arts can help families from different backgrounds overcome group prejudice, tension and conflict. SUNY Cortland - along with SUNY's Purchase, Geneseo, Buffalo State College and Brockport campuses - will pilot using creative dance and body movement opportunities in divided New York state communities to build a grassroots approach to conflict resolution, diplomacy, and peace education. Fitz-Gibbon, a tai chi instructor and director of SUNY Cortland's Center for Ethics, Peace and Social Justice, has long held that physical movement can play a role in humanity's peaceful co-existence. He embraces the Eastern concept of loving one's own body and brings a deep understanding of somaethetics, a new branch of philosophy concerned with the relationship between mind and body, to the research project. "Somaesthetics is new in western philosophy," Fitz-Gibbon said. "It's how we relate the mind to the body. Western philosophy generally has been about the mind. Eastern philosophy has had an equal emphasis on the mind and the body. So somaestheics is now the way some western philosophers are beginning to look at the mind and body connection, particularly through somatic practice; and tai chi is a kind of somatic practice."

Philipino High School valedictorian seeks peace through education (The Philippines)
(rappler.com) The Autonomous Region in Muslim Mindanao has the highest number of out-of-school youth across the country as of 2010. A 17-year-old student wants to help change this status. “Nilabanan ko ang takot na aking nadarama (I fought the fear I’m feeling),” said Norombai Utto, a 17-year old girl from Mamasapano, Maguindanao. This was how she graduated on top of her class. “Kumbaga, nagkaroon ako ng pag-asa na balang araw magkakaroon ng pag-asa sa aming komyunidad. (I hoped that someday there will be hope within our community),” Utto shared on Tuesday, July 14, during Rappler’s #HearMindanao forum. The young woman first brought tears to the eyes of many netizens in March 2015, after delivering a powerful valedictory address. Her speech made rounds online, exposing Filipinos to the harsh realities of young people caught between wars. Utto is currently an incoming freshman at the Mindanao State University, where she plans on majoring in education.

Peace Education in the Field  

UT Peace Education Initiative hosts Toledo revitalization forum (USA)
The University of Toledo Peace Education Initiative brought together more than 30 local organizations and 300 citizens to discuss the urban revitalization of Toledo and the surrounding region. The Community Dialogue and Public Forum on Urban Revitalization Through the Lenses of Peace and Justice was held July 29 at the Frederick Douglass Community Association. The day kicked off with a facilitated dialogue, where an analysis of problems and ideas for transforming the city’s urban issues was discussed by all. Topics addressed during the day-long event included economic justice, peace education, ecological justice and social justice.

WANEP Gambia Holds Peace Education Training for Students (The Gambia)
(AllAfrica.com) West Africa Network for Peace-Building (WANEP) -Gambia on Thursday held a two-day peace education training of trainers for peer mediators for school children. The theme of the training was "Catch them young. Peace education a long term preventive mechanism against violence". The training, which targeted thirty students from thirteen schools. In her official opening of the workshop, Mrs Amicoleh Mbaye, Director of Basic and Secondary Education, registered the appreciation of her ministry for the unique role WANEP has continued to play in supporting peace education in schools through peace clubs in schools. "This initiative is very timely as peace is the only tool that can address the numerous challenges that our world is confronted with," she said. In Africa, she added, genocide, tribal and ethnic conflicts have been threatening peace and stability of nations, thus the need to incorporate attitudinal change towards the promotion of issues such as human rights, democracy and good governance.

Global Justice Topics in the Language Class
(Language for Peace Forum) When most people think of peace education, they think of talking about peace and justice issues in class. Many language educators try to integrate peace education in this way and seek materials and curriculum that focus on global justice. TESOL International conferences have featured many examples and there is even a special interest group devoted to social justice related issues. In her article Sorry… It’s Global Justice Again, Linda Ruas describes her efforts to bring global justice topics into her English class. She emphasises that talking about justice doesn’t need to be something to fear. Ruas highlights that meaningful content engages learners more fully, which in turn increases language learning. She points out that English teachers “cannot teach language with no content at all, and many materials simply present the socially acceptable face of western materialism, enforced beauty and celebrities.” Global justice issues provide an alternative that proves to be relevant and interesting for many of her learners.

Catholic Church Partners Nasarawa Govt On Peace, Education (Nigeria)
Nasarawa State government has expressed commitment to partner with the Catholic church towards sustaining lasting peace in the state and development of education which, it said, is the bedrock of dialogue as the most veritable tool for the attainment of harmonious co-existence.

Kids embrace diversity and equality at Peace Studies' camp (Billings, MT, USA)
The citizens of Peace Village don’t carry cellphones or wear branded clothing or jewelry, and they say “please” and “thank you.” They value exercise and nutrition. They practice meditation, focusing on their breathing in an attempt to clear their young minds. This week, Rocky Mountain College’s Institute for Peace Studies invited a small group of children to the 13th Peace Village Day Camp. Stripped of socioeconomic identifiers, they form a cohesive group focused on building relationships and embracing diversity. Cindy Kunz, director of the Institute, said the camp is open to the community but half of the students come from difficult home situations and are referred by area agencies.

Mentoring saves lives in the Caribbean
(Caribbean News Now!) The Caribbean Mentorship Institute (CMI) and the Barbados Youth Development Council have recently trained several young leaders across the country. In keeping with this year’s theme “Developing Young Leaders for the Future”, the institute hosted its second annual Young Leaders seminar at the University of the West Indies Cave Hill Campus. The young participants from the ages of 14-21 years were trained in leadership and volunteering skills. As part of the training, participants received practical training on preventative and intervention skills in disaster management, fire safety, first aid/CPR training, effective communication, conflict and peace education, social advocacy and human rights. The training was designed to sensitize youths on the importance of their roles as leaders within their communities.

Peace Counts Workshop and Best Practices story (India)
On August 8, 2015, a one-day workshop on Peace Counts was held with Archbishop Thomas Menamparampil, a peacebuilder in Northeastern India, working for years with communities affected and afflicted with conflict and bringing together an ecumenical group. About 43 research scholars and community leaders were present.

Student nurses benefit from human rights education (Ghana)
(Ghana News Agency) One hundred and thirty, out of over 170 nursing students of the Koforidua Nursing and Midwifery College (NMTC), have benefited from a 10- week basic course in human rights, with the award of certificates. The course was organized by the Commission of Human Rights and Administrative Justice (CHRAJ), to help curb the occurrence of human rights abuses and other unprofessional conducts within the health sector. The course equipped trainee nurses with a better understanding of human rights and their relevance to the nursing profession.

August 2015 edition of the Arigatou International - Ethics Education Initiative newsletter
As the finalization of the Post 2015 Global Sustainable Development Agenda is fast approaching, governments, international organizations, civil society and other child rights partners continue to advocate for the inclusion of child-related targets in the agenda.  The process has been successful so far, and six particular targets related to prevent and eliminate violence against children have been proposed, and six others have been included, connected to reducing violence in children’s families, schools and communities and to ensure access to fair and effective institutions and to justice for all, which can benefit children. The Ethics Education Initiative of Arigatou International welcomes this process, and particularly the inclusion of targets that support educational processes and learning for the promotion of a culture of peace and non-violence in schools and in the community.

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.  

VI Latin American Colloquium on Human Rights Education: “HRE in Latin America: Developing perspectives and drawing paths ahead”, Buenos Aires, Argentina (September 28-30, 2015) (in Spanish)
For more information click on the link above.
(in Spanish)

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

Call for Proposals: 7th Annual Association for Contemplative Mind in Higher Education (ACMHE) Conference on “Building Just Communities” - Howard University, Washington, DC, USA (October 8-11, 2015)
For more information click on the link above.

Call for Papers: “Remembering Muted Voices: Conscience, Dissent, Resistance and Civil Liberties in World War I through Today” - National World War I Museum at Liberty Memorial, Kansas City, MO, USA (October 19-21, 2017)
For more information click on the link above. (Deadline for submissions: January 31, 2017.)

Conflict Matters conference dedicated to constructive conflict management in education – Brussels (October 21 to 23, 2015)
We are inviting a diverse group of practitioners, teachers, policymakers, students, parents and researchers to explore crucial yet often neglected questions: How can we deal with conflicts in a constructive way and How can we learn through difference – in schools, in families, in society? We believe that with the right skills, conflict offers a great opportunity to work on urgent issues – such as prejudice, racism, school violence and dropouts – and bring about transformative change and growth. The Conflict Matters conference is a unique opportunity to learn about inspiring practices and to forge new partnerships to advance constructive conflict management education in the EU. Spanning three days the conference will provide continuous opportunities for conversation, networking, shared learning, entertainment, and debate.

3rd Annual National Community College Peacebuilding Seminar – Northern Virginia Community College, Alexandria, VA, USA (October 23-26, 2015)
The seminar is a unique opportunity to join other community college professionals from a range of disciplines who are focusing on teaching about global and domestic conflict, war and peace, conflict resolution, international affairs, cultural and global issues, human rights, and peacebuilding. It is the only program of its kind for community colleges in Washington, DC. This year’s program will include visits to the U.S. Agency for International Development, the U.S. Department of State, the U.S. Holocaust Memorial Museum and the U.S. Institute of Peace as well as briefings by the Alliance for Peacebuilding, Global Peace Index, and Pulitzer Center on Crisis Reporting. There will also be presentations on the Islamic State, the Ferguson situation, the Confederate Flag controversy, peace education, and the showing of the films Beneath the Blindfold and Circus Without Borders. Attendees will receive a copy of Peacebuilding in Community Colleges: A Teaching Resource (U.S. Institute of Peace Press, 2013). A final agenda will be available on 9/1/15. The program is limited to 40. Faculty, staff, and administrators from community colleges are encouraged to register. In addition graduate students focusing on community college or peacebuilding work, and internationals working on peacebuilding education are welcomed to register. Registrations close on September 28, 2015.

The School to Peace Pipeline: School Climate, Collaboration, and Conflict Resolution Skills - Duke University, Durham, NC, USA (October 24, 2015)
For more information click on the link above.

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

Call for Papers: “Teaching Peace: Education as an Essential Peacebuilding Tool” - Park University, Parkville, MO, USA and Johnson County Community College, Overland Park, KS, USA (October 30-31, 2015)
The conference organizers are looking for papers from academics and peacebuilders that discuss/analyze/present information on peace education. Deadline for papers: September 7, 2015.

Notre Dame Young Scholars Peace conference: "Beyond Boundaries: Shifting Dynamics in Peace and Conflict Studies" – Kroc Institute for International Peace Studies, University of Notre Dame, IN, USA (November 6-7, 2015)
For more information click on the link above.

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.

FREE for a limited time: Civil Resistance and the Dynamics of Nonviolent Movements – USIP Global Campus Online Course
The rise of nonviolent, people power movements around the world has become a defining feature of the 21st century. Organized citizen campaigns and movements using nonviolent methods are challenging formidable opponents: unaccountable governance, systemic corruption, institutionalized discrimination, environmental degradation, dictatorship, foreign military occupation, and violent extremism. Their “weapons” are not guns or bombs but rather protests, boycotts, sit-ins, civil disobedience, building of alternative institutions, and hundreds of other nonviolent tactics. Combined with the use of traditional political and legal means, these movements have and continue to shape political, social and economic change across the globe.
This course examines the theory, history, and strategy of nonviolent movements. 

Speak Up at School: Teaching Tolerance Live Webinar (Wednesday, September 16, 4:30 pm CDT)
Learn how to respond to biased remarks, and help students speak up as well. You will learn to name different types of biased language you hear at school, identify words that have become colloquial yet are still harmful, understand intent versus impact and gain valuable skills for creating a positive school climate.

Contemplative Practice in Higher Education - Omega Institute, Rhinebeck, NY, USA (September 18-20, 2015)
For more information click on the link above.

Let’s Talk! Facilitating Difficult Conversations With Students: Teaching Tolerance Live Webinar (Wednesday, September 30, 4:30 pm CDT)
Teaching Tolerance’s forthcoming resource, Let’s Talk!, will prepare you to facilitate conversations about race, racism and other forms of oppression. Build your capacity to broach uncomfortable topics with your students, and walk away with use-tomorrow strategies.

Managing Intergroup Conflict through Facilitation – US Institute of Peace (USIP), Washington, DC, USA (October 5-9, 2015)
In this course, participants will develop key facilitation skills that can be applied in a range of conflict management processes. The course will be taught by Alison Milofsky, Director of Curriculum and Training Design at USIP’s Academy for International Conflict Management and Peacebuilding. Apply by October 4, 2015.

Responding to Hate and Bias at School: Teaching Tolerance Live Webinar (Wednesday, October 6, 4:30 pm CDT)
Just as schools have plans in place to respond to a fire or a natural disaster, we must also be prepared to respond to incidents of hate and bias. During this webinar, you will reflect on your school's climate, identify your school’s existing policies and procedures for responding to incidents of hate and bias, and learn ready-to-use tools to draft an action plan.

Code of Conduct: Teaching Tolerance Live Webinar (Wednesday, October 13, 4:30 pm CDT)
"How does my conduct affect the school-to-prison pipeline?" This webinar invites teachers, counselors, building and district leaders, and school resource officers to consider this question. Regardless of your role at school, you'll learn to apply responsive discipline practices to common student misbehaviors. Join Teaching Tolerance as we critically examine of our own “codes of conduct."

3rd Annual National Community College Peacebuilding Seminar - Northern Virginia Community College, Alexandria, VA, USA (October 23-26, 2015)
For more information click on the link above. (Registration deadline is September 28, 2015.)

Certificate of Advanced Studies CAS Human Rights Education – University of Teacher Education Lucerne (PH Luzern), Switzerland (January 8-10 / March 7-11 / April 17-23, 2016)
For more information click on the link above.


Publications and Resources

New Book: “Counter-Recruitment and the Campaign to Demilitarize Public Schools” by Scott Harding, Seth Kershner (Palgrave Macmillan)
The United States is one of the only developed countries to allow a military presence in public schools, including an active role for military recruiters. In order to enlist 250,000 new recruits every year, the US military must market itself to youth through programs such as JROTC (Junior Reserve Officers' Training Corps), and spend billions of dollars annually on recruitment activities. This militarization of educational space has spawned a little-noticed grassroots resistance: the small, but sophisticated, 'counter-recruitment' movement. This book describes the various tactics used in counter-recruitment, drawing from the words of activists and case studies of successful organizing and advocacy. Counter-recruiters visit schools to challenge recruiters' messages with information on non-military career options; activists work to make it harder for the military to operate in public schools; they conduct lobbying campaigns for policies that protect students' private information from military recruiters; and, counter-recruiters mentor youth to become involved in these activities. While attracting little attention, counter-recruitment has nonetheless been described as 'the military recruiter's greatest obstacle' by a Marine Corps official.

Call for Submissions: “The Peace Gong E-book on promoting peace through inter-cultural dialogue and respect for diversity”
Inviting young people below 21 years of age to share short stories, poems, posters and paintings for the Peace Gong E-book. “Tolerance, inter-cultural dialogue and respect for diversity are more essential than ever in a world where people are becoming more and more closely interconnected.”- Kofi Annan The former UN Secretary General has rightly underlined the centrality of tolerance, promotion of inter-cultural dialogue and mutual respect for global peace. At a time when various parts of the world is hungering for peace and the phenomenon of racism, xenophobia, extremism and various other forms of violence are stirring the very edifice of a peaceful global society, all efforts needs to be made to promote voices of compassion and love. All cultures of the world inherently promote the ethereal values of compassion, respect, tolerance and mutual understanding. It is only when negative elements try to exploit situations leading to self-destruction and conflicts. This is the challenge the whole humanity faces. Promoting dialogues amongst different cultures, sharing unique stories of respect for diversity and nonviolence, bringing out the transient nature of peace in every culture will go a long way in challenging divisive forces. As Kofi Annan says people are becoming more and more closely interconnected, we need to share these stories so that we can promote mutual understanding. In this context, The Peace Gong plans to bring together an E-book comprising of short stories, poems, posters and paintings which draws how different cultures promote the values of mutual respect, tolerance, dialogues and humanism. As the book would be aimed at youth, it can be a unique melting pot of stories and poems by young people from different cultures on peace and nonviolence. Those below 21 years of age can send their entries. The entries can be sent to
thepeacegong@gmail.com Short stories should not be more than 1000 words in length. Paintings and posters should be in jpg format. A small undertaking should be sent by the writers/poets/painters that their work is original and not plagiarized. Contributors should also send a few lines about themselves and their education along with their email and a photograph. We plan to put together this E-book by October 2, 2015 the International Day of Nonviolence.

Teaching and Learning about Child Rights: A study of implementation in 26 countries – UNICEF
UNICEF has commissioned research to contribute to the global debate on child rights education. This study explores child rights education in early childhood education, primary and secondary schools in 26 countries with a UNICEF National Committee presence. It includes a literature review, results from an on-line survey completed by national experts, seven country case studies and a series of benchmarking statements to guide implementation of child rights education.

New Book: “Historical memory, reconciliation and post-conflict” by Professor Francesc Torralba – Letter of Peace Foundation
The Letter of Peace Foundation addressed to the UN a request to start a collection of books on peace entitled "Building Peace in the XXI century", the same name as the International Congresses organized by this institution. The aim of this initiative is to make available to the public in general and especially those interested in reflection and action for peace, major interventions by international experts that have taken place in the two Congresses celebrated until now: Barcelona 2012 and 2014 Bogotá. The first volume of this new collection "Historical memory, reconciliation and post-conflict" is the intervention of Professor of Philosophy at the University Ramon Llull, (Barcelona-Spain) Francesc Torralba, held under the II Build Peace Congress held in Colombia last September. This book can be used as a teaching resource and can be downloaded for free from the website linked to above.

Call for Lesson Plans – Teaching Human Rights Lesson Plan Database, Teaching Human Rights Working Group at the University of Connecticut, USA
A working group associated with UConn’s Human Rights Institut, the THR WG began work in 2013 on a database that provides lesson plans and tools to support the integration of human rights into any college classroom as well as the creation of interdisciplinary introductory human rights courses. The THR WG envisions this resource as reflective of the Connecticut School of Human Right’s interdisciplinary approach to teaching human rights. The core of the methodology is the belief that human rights is not the province of any one academic discipline, and thus interdisciplinarity is necessary to provide a robust multifaceted understanding of human rights. Submissions to the Teaching Human Rights Database for College Instructors are reviewed on an on-going basis. To ensure that each submission meets the objective of this project to provide quality interdisciplinary lesson plans, each submission will be reviewed by two of the project’s Editors, each from a different discipline. This interdisciplinary peer-review process aims to ensure that each lesson is intelligible across a wide-range of disciplines. The WG is especially interested in lesson plans from all disciplines that reflect a holistic approach to human rights. Including, but not limited to: Anthropology, Business, Fine Arts, Engineering, History, Law, Literature, Music, Natural Sciences, Philosophy, Political Science, Social Work, and Sociology. Submit your lesson plans by clicking on the link above. For any questions, please email

United Nations Report of the High-Level Independent Panel on Peace Operations: “Uniting Our Stregths for Peace – Politics, Partnership and People”
This is the new report of the SG's UN High Level Panel on Peace Operations. Part of it focuses on conflict prevention, and can be used as a teaching resource. The international community and governments in particular have not sufficiently utilized the preventive mechanisms available and have responded after conflict erupts rather than resolving emerging disputes at their roots. 'Prevention is cost effective' in terms of saving lives and costly armed interventions and post conflict reconstruction. The report is very frank and courageous and the team worked diligently for over 7 months.


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.

3 Positions at Peace First: Chief Program Officer, Chief of Staff, and Director of Development
Peace First has launched three searches for their next Chief Program Officer, Chief of Staff, and Director of Development. These roles will be an integral part of the organization’s new leadership as they shift their strategy towards building programs that will reach a greater number of young people in the coming years. After two decades of running school-based programs, which gave us terrific impacts but not scale, and three years after launching the Peace First Prize, which gave us scale and awareness but not wide-spread engagement, we are now poised to build a national movement of 2.5 million young people committed to feeding the good in themselves and others. We believe that if we can capture 10% of the 25 million young people born after 1994 we will tip the generation who will build a cultural counterweight to the culture of violence, intolerance, and hatred that affects all of us.

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

Call for Applications for the 2016/2017 Georg Arnhold Visiting Research Fellowship in Education for Sustainable Peace
The Georg Eckert Institute for International Textbook Research is pleased to announce the Call for Applications for the 2016/2017 Georg Arnhold Visiting Research Professorship in Education for Sustainable Peace. The appointment is for a three- to six-month research stay in Braunschweig and offers distinguished scholars from a variety of disciplines and practitioners in the area of peace education the opportunity to conduct research projects or to finish major publications without teaching or administrative obligations. Individuals with extensive high-level international experience in government or non-governmental organizations or in international organizations may also apply. In exceptional cases, the Georg Eckert Institute will consider applications from practitioners who do not hold a Ph.D. but who have at least five years of advanced professional experience in the area of peace education and who can demonstrate that their work and/or research projects have made an exceptional impact in the field of peace education. The fellowship aims to promote education for sustainable peace with a particular focus on educational media and curricula at the secondary school level in post-conflict or transitional societies. Application deadline: October 1, 2015.