GCPE

 

Issue #117 January 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.


Commemorating the Vietnam War: Remembering the Unlearned Lessons

Terry Provance and David Cortright

haverfordThis spring marks several important Vietnam War-related anniversaries: the 50th anniversary of the major US escalation of the war, and of the first antiwar protests; the 40th anniversary of the end of the war; and 20th anniversary of the normalization of diplomatic relations between Vietnam and the United States. In response to these anniversaries the Pentagon is launching an ambitious, multi-year “Vietnam War Commemoration” program. The Pentagon program will include a special Joint Session of Congress and thousands of local, pro-military activities that will reach virtually every community in the country. The stated intention of this vast effort is to “honor” Vietnam Veterans, but the Pentagon program will have the effect of whitewashing the history of that era and will ignore the critical unlearned lessons of the war.

Congress has appropriated $65 million for the Pentagon’s public relations and education campaign. Its goal is to enlist 10,000 local partner groups, each of which will organize two events annually through 2017. Even before the formal launch this year, over 1,165 grassroots events have taken place.  The complete description of the Pentagon’s project as well as the full list of past and future local events with dates and places and information about their educational resources can be viewed at www.vietnamwar50th.com.

Unmentioned in the planning for this high-powered taxpayer-financed extravaganza is any meaningful discussion of the war itself. No reference to the failed policy of aggression and intervention in Southeast Asia.  No mention of the slaughter of millions of Vietnamese, Laotian and Cambodian people. No reference to the horrific legacy of Agent Orange, carpet bombing, napalm and unexploded ordnance. No admission of the lies and deceit that led to the war. No acknowledgement of the violations of international law that occurred in the decision to go to war and the manner in which it was fought. These and other crucial facts of the war have been airbrushed out of the Pentagon commemoration program.

In response to the Pentagon program a growing group of present and former anti-war activists and scholars have come together to challenge the Pentagon’s retelling of the Vietnam War. We have formed a Vietnam Peace Commemoration Committee and have sent an open letter to the Pentagon commission, now signed by more than 1,000 people, requesting a meeting. Our letter urges a voice for peace advocates in reviewing and preparing the commission’s education materials and a role for antiwar voices in the commission’s public events. Signatures are still welcome.

Our Peace Commemoration Committee is planning events this year to focus on the unlearned lessons of the war, and to pay tribute to the importance and power of the massive peace movement that arose in opposition to the war. The Committee is issuing a call to faculty and students at colleges and universities around the country to organize educational events that focus attention on the actual history of US involvement in Southeast Asia and the impact felt from the divisions and lies experienced domestically during the war.

Michigan Teach-inOur call for educational events coincides with the 50th anniversary of the campus teach-in movement. The first Vietnam War teach-in took place at the University of Michigan in Ann Arbor on March 24, 1965.  Two hundred faculty members participated by holding special anti-war seminars.  Regular classes were cancelled, and rallies and speeches continued for 12 hours.  On March 26, there was a similar teach-in at Columbia University in New York City. The largest Vietnam teach-in was held on May 21-23, 1965, at UC Berkeley.  The event was organized by the Vietnam Day Committee made up of students and faculty.  The 36-hour event was held on a playing field where Zellerbach Auditorium is now located.  More than 10,000 people turned out. The State Department was invited by the VDC to send a representative, but declined.  Two faculty members from Political Science had agreed to speak in defense of President Johnson’s handling of the war but withdrew at the last minute.  An empty chair was set aside on the stage with a sign reading “Reserved for the State Department” taped to the back. Many other Vietnam teach-ins took place at campuses across the country that year.

This past November Vietnam commemorative events occurred at two campuses. On November 11, 2014, Haverford College sponsored a “Public Reading by Vietnam War Poets” that featured W.D. Earhart and others.  A panel discussion followed the next day and addressed the questions: “Does the Vietnam War have any relevance to the world and the country we live in today?” and “Can poetry about the Vietnam War inform our understanding of our world and country?” Also in November Cornell University hosted a reunion of twenty-five activists who were part of the Ithaca’s resistance to the Vietnam War. The event provided opportunities for the activists to recount their experiences during that era in a series of panel discussions, forums and a “teach-in.”  The reunion, named “Vietnam: The War at Cornell” was a part of a program sponsored by the College of Arts and Sciences.  

These are examples of the kind of campus-based educational programming that we hope can take place this year. Just as the teach-ins of the 1960’s played a vital role in consciousness-raising for students and people in local communities, a similar wave of educational events is needed now to recall the unlearned lessons of the Vietnam War and emphasize the relevance of those lessons as our government deepens its military interventions in the Middle East.

The Pentagon may be coming to your college and university! At a recent public meeting of the Pentagon commission, former Pennsylvania Governor Tom Ridge, chair of the commission, spoke glowingly of a commemorative event in November that took place during halftime of the Clemson-George State football game. Ridge wants to see similar military-style commemorations during halftime at many college football games this fall.

We need to respond to this challenge by planning our own commemorations of the war and convening educational events that focus on the critical unlearned lessons. Our Vietnam Peace Commemoration Committee can help in the planning and implementation of local educational events by offering curricular materials, audio-visuals, speakers and information to students and faculty.

Our plans for commemorating the 50th anniversary of the war include a national scholarly conference in Washington, DC, on April 30-May 1, 2015, entitled “The Vietnam War Then and Now:  Assessing the Critical Lessons.”  Sponsored by the University of Notre Dame’s Kroc Institute for International Peace Studies and the History Department and Provost’s office of New York University, the conference will be held at NYU’s new Center in Washington DC. A preliminary announcement of the conference is available here.

Our committee is also sponsoring a public event in Washington, DC, on Saturday, May 2, 2015, reuniting veterans of the anti-war movement and educating a new generation of activists on the necessity of resisting unjust war.  The May 2 program will commemorate the anniversaries of the war by:

  • Acknowledging the significance and breadth of civilian and military opposition to the war
  • Addressing the enduring consequences of the war on veterans and the people of Indochina
  • Applying the critical lessons of the Vietnam War to current U.S. war policies

The May event will feature speakers, music and a procession past the Vietnam Memorial Wall to the Martin Luther King, Jr Memorial.

Just as we spoke out against the Vietnam War 50 years ago, we must mobilize now to ensure full disclosure of the history of that war, including the role of the antiwar movement. We must not let the Pentagon whitewash that history, or use the 50th anniversary commemorations to glorify military service. Let’s use the occasion instead to recall the critical unlearned lessons of the war and insist that our political leaders turn away from the policies of military intervention that caused so much suffering then and have sparked so much continuing violence today in the Middle East and beyond.

About the authorsTerry Provance organized against the war by supporting Dan and Phil Berrigan as well as Dan Ellsberg in their anti-war trials, Medical Aid for Indochina and numerous demonstrations primarily with church constituencies.  He later worked with AFSC against B-1 Bomber and for Nuclear Freeze. David Cortright is the Associate Director of programs and policy studies at the Kroc Institute for International Peace Studies at Notre Dame University and Chair of the Board of the Fourth Freedom Forum. The author or editor of 17 books, most recently Ending Obama's War (2011, Paradigm) and Towards Nuclear Zero (Routledge, IISS, 2010) he also is the editor of Peace Policy, Kroc's online journal. He blogs at davidcortright.net.


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.

Call for Submissions – Human Rights Essay Award
Are you interested in attending an all-expense paid 3 week summer program on Human Rights and Humanitarian Law taught by over 39 world-renowned practitioners and academics at American University Washington College of Law? Submit an essay to the Human Rights Essay Award Competition and you could be the lucky winner to receive a scholarship to attend the 2015 Program of Advanced Studies in Human Rights and Humanitarian Law. This year’s topic is “Transitional Justice, International Human Rights and Humanitarian Law” and the deadline to submit is February 1, 2015. Participants have the flexibility to choose any subject related to the assigned topic. The best articles may be published in the American University International Law Review. This annual competition sponsored by the Academy on Human Rights and Humanitarian Law seeks to stimulate the production of scholarly work in international human rights law. The Academy will grant two Awards, one for the best article in English and one for the best article in Spanish. The Award in each case will consist of: a scholarship to the Academy’s Program of Advanced Studies, travel expenses to Washington D.C., housing at the university dorms and a per diem for living expenses.


News


The Practice of Peacemaking in Early Childhood (USA)
(Stephanie Van Hook - Metta Center for Nonviolence) A friend or spouse turns to you and says something unkind. How do you respond? Do you lash out with hurt and anger? Resentment? Or do you take a breath; perhaps even walk away for a moment, and return later to talk it out, all while trying to understand yourself and the other person better? Do you recommit yourself to the bond you and your friend have formed in the spirit of the higher goals toward which you are working? Now ask yourself, how would you like your child to respond in a similar situation? Peacemaking is a life skill. Some of us are lucky to receive such training in our early adulthood, but I know of a classroom where children as young as three years old practice resolving their conflicts nonviolently. Doing so, they grow daily in empathy and compassion.

UN Secretary-General congratulates Peru's National Plan on Human Rights Education (Peru)
(Andina) The Secretary-General of the United Nations, Ban Ki-moon, congratulated Peru’s National Plan of Human Rights Education, which has been launched today. Ban also expressed his support to President Humala's government initiative. "I congratulate Peru for placing human rights in the center of its educational process; everybody has the right to [access] education in human rights just like everybody has the same human rights," he expressed. However, Ban adverted that those who need more protection are the ones who know the least about the instruments available to protect human rights. He also guaranteed his personal commitment to the Peruvian government’s effort. Human rights are one the UN’s “basic columns” next to peace and development, he explained. “Peace cannot be sustained without development, and development cannot be sustained without peace. It is not either possible without respect to human rights,” he added.

Malala for peace, education: Text of Nobel speech by Malala Yousafzai (Norway)
"Education is one of the blessings of life—and one of its necessities. That has been my experience during the 17 years of my life. In my paradise home, Swat, I always loved learning and discovering new things. I remember when my friends and I would decorate our hands with henna on special occasions. And instead of drawing flowers and patterns we would paint our hands with mathematical formulas and equations. We had a thirst for education, we had a thirst for education because our future was right there in that classroom. We would sit and learn and read together. We loved to wear neat and tidy school uniforms and we would sit there with big dreams in our eyes. We wanted to make our parents proud and prove that we could also excel in our studies and achieve those goals, which some people think only boys can. But things did not remain the same. When I was in Swat, which was a place of tourism and beauty, suddenly changed into a place of terrorism. I was just ten that more than 400 schools were destroyed. Women were flogged. People were killed. And our beautiful dreams turned into nightmares. Education went from being a right to being a crime."

World Development Report 2015: Mind, Society, and Behavior (USA)
(World Bank) Real people are rarely as coherent, forward-looking, strategic or selfish as typically assumed in standard economic models—they sometimes do not pursue their own interests, and can be unexpectedly generous. Such dynamics should be factored more carefully into development policies, a point made in the "World Development Report 2015: Mind, Society, and Behavior." The newly launched report argues that development policies based on new insights into how people actually think and make decisions will help governments and civil society more readily tackle such challenges as increasing productivity, breaking the cycle of poverty from one generation to the next, and acting on climate change. Drawing from a wealth of research that suggests ways of diagnosing and solving the psychological and social constraints to development, the WDR identifies new policy tools that complement standard economic instruments.

For People who Have Experienced Racism in Schools, Standardized Testing Can Seem like A Solution. But It's Not. (USA)
(Alternet.org) Our society is currently spending untold sums to create more tests, more data systems, more test preparation materials, ad nauseam. And then they have the audacity to tell us that these are antiracist measures! Of course, all this focus on testing is a huge market opportunity for the private companies that provide all these services and materials. What is never under serious consideration is the idea that we could take all those same millions of dollars and create for all children the kind of cozy, relaxed, child-centered teaching and learning conditions that wealthy kids already enjoy... Our society is currently spending untold sums to create more tests, more data systems, more test preparation materials, ad nauseam. And then they have the audacity to tell us that these are antiracist measures! Of course, all this focus on testing is a huge market opportunity for the private companies that provide all these services and materials. What is never under serious consideration is the idea that we could take all those same millions of dollars and create for all children the kind of cozy, relaxed, child-centered teaching and learning conditions that wealthy kids already enjoy.

Armed groups recruit 10,000 child soldiers in Central African Republic: NGO
(T
homson Reuters Foundation) Up to 10,000 children have been recruited by armed groups during the conflict in the Central African Republic (CAR) despite a U.N.-backed peacekeeping presence, the number rising sharply in the past two years, Save the Children said. Some children were abducted or forced to join such groups, while others signed up for food, clothing, money and protection, the international children's charity said in a news release. Children have borne the brunt of the violence - 80 percent of those who have had to flee their homes are women and children. Two out of 5 children in CAR lack vital humanitarian aid, according to the U.N. Children's Fund (UNICEF).

‘Infidels are our enemy’: Afghan fighters cherish old American schoolbooks (Afghanistan)
(Aljazeera America) Millions of U.S. taxpayer dollars helped fan religious conflict in Afghanistan in the 1980s, according to a major new study, and even money spent since 9/11 may have stoked tensions. The conventional wisdom that building schools in a conflict zone helps promote peace and stability is called into question by New York University professor Dana Burde, whose findings make sobering reading for donors as reconstruction of Afghanistan enters a crucial period. “Aid education may not always have the influence that we think,” she said. “Although there are dramatic and positive results of current support to education in Afghanistan today, this was not always the case.” Promoting violence — in the form of jihad against the Soviet invaders and their local proxies — was the goal of the U.S.-funded education effort in the 1980s and early ’90s. Textbooks such as “The Alphabet of Jihad Literacy,” funded by the U.S. and published by the University of Nebraska at Omaha, came out at a time when the CIA was channeling hundreds of millions of dollars to mujahedeen fighters to resist the Soviet occupation. USAID funded textbooks for distribution at refugee camps in Pakistan, with content written by mujahedeen groups with the support of Pakistan's Inter-Services Intelligence agency and the CIA. Burde said the rationale of this indoctrination in the ideas of warfare as religious duty rested on the assumption of the “importance of starting early.” While the U.S. program ended with the collapse of Afghanistan’s communist government, its textbooks have spawned dozens of copies and revised editions, she said. She managed to find several old copies of the Pashto-language books and a 2011 edition on sale in the Pakistani city of Peshawar as recently as last year. The Taliban, she said, continues to recommend these books for children.


Advocates aim to save Baltimore children from impact of violence (USA)
(Baltimore Sun) The first time she witnessed a student's major tantrum — a 2-year-old hurling a toy stove filled with plastic pots and pans — Shanikia Johnson had just started as a teacher at Little Flowers Child Development Center in West Baltimore. She knew toddlers acted out. But the rage-filled reaction, triggered when Johnson wouldn't allow the boy to play with a toy, stunned the 22-year-old teacher. Then, time and time again, she saw other children throwing classroom furniture. Bookcases, chairs, tables — all were flung around the room. Some students bit classmates, leaving teeth marks on hands and cheeks; a few threatened to hurt staff members. Other children, dubbed “runners,” darted out of the building and down barren city blocks, with frantic teachers on their heels. The encounters exhausted Johnson and other teachers, who began to see the children as troublemakers. But the day care center's owner, Crystal Hardy-Flowers, urged the staff to be patient with the children, who often were like any other preschoolers — dancing to music, playing tea party and clamoring for space on a teacher's lap. The former social worker understood something that her teachers did not. The kids were growing up in Upton/Druid Heights, where backyard police chases are common and sirens wake up kids like unwelcome alarm clocks at night. Almost every day, in some way, the kids were exposed to violence. “It's not just bad behavior. It is not just defiance,” Hardy-Flowers said. “No, it is deeper than that. People just don't pick up chairs and throw them at you. Children don't just run out of the building.”

Reflections from Rwanda: Casting the light of peace over the shadow of hate (Rwanda)
(University of Manitoba) Blood-stained children’s clothing hangs over church pews, little shoes sit abandoned, rows of human skulls show signs of trauma—the horror of the 1994 genocide in Rwanda lives on two decades later. Education professor Jerome Cranston could picture the atrocities of the past while surveying a makeshift church memorial where thousands of Tutsis—many of them children—were herded and killed. The memorials provide a graphic reminder of one of the worst killing campaigns in history. “One of the phrases [Rwandans] use is ‘We need to never forget so it never happens anywhere else in the world’,” Cranston says. “They are doing this for Rwandans, but they hope they are doing this for the rest of the world.” In spring, Cranston travelled to the East African country as it marked the genocide’s 20th anniversary. In just 100 days, ethnic Hutu extremists killed roughly 800,000 people, most of them from the minority Tutsi community. Animosity between the two groups had brewed for years but reached a tipping point when the plane of then-Rwandan President Juvenal Habyarimana, a Hutu, was shot down, killing everyone on board. For eight intense days, Cranston met with members of the newly formed Rwanda Genocide Teachers Association—a group of 60 Tutsis who survived the atrocities as teenagers and who are now teaching peace education to the next generation.

Bangladesh's resolution on ‘Culture of Peace’ adopted in UN (USA)
(Dhaka Tribune) The United Nations (UN) General Assembly has unanimously adopted a resolution titled "Culture of Peace" proposed by Bangladesh. Along with Bangladesh, as many as 97 countries were cosponsors of the resolution, the message said, adding 25 countries spoke on it. In an instant reaction after passage of the resolution, Bangladesh's Permanent Representative to the UN, Dr AK Abdul Momen said the main slogan of the resolution was "Peace will come if intolerance and hatred of the people are reduced. "Many European countries for the first time cosponsored the resolution," Dr Momen said.

United Nations General Assembly adopts Pakistan-sponsored resolution promoting tolerance (USA)
(The Nation) Reaffirming the need to build and promote a culture of peace in a world where hatred was adding new dimensions to old conflicts, the General Assembly has adopted without a vote a resolution, sponsored by Pakistan and the Philippines, that stressed tolerance and dialogue. The 34-page text reaffirmed the solemn commitment of all States to fulfill their obligations to promote universal respect for and protection of all human rights and fundamental freedoms, in accordance with the United Nations Charter and Universal Declaration of Human Rights. Also, under the terms of the text, the 193-member Assembly encouraged member States to consider, as and where appropriate, initiatives that identify areas for practical action in all sectors and levels of society for the promotion of interreligious and intercultural dialogue, tolerance, understanding and cooperation.

Soccer Salam to aid Iraqis displaced by Islamic State (Iraq)
(Omaha.com) Four charities, each founded by veterans of Desert Storm and the Iraq War, are collecting items for Iraqi families displaced by the Islamic State. A focus on soccer balls for children has led to the effort being called “Soccer Salam” coalition. Rick Burns heads the Karadah Project International. Burns, of Elk Horn, said the project was inspired by his experiences when he served in the Army Reserves in Iraq. “I felt I had something to offer after my military career, that I had developed relationships that could do something,” he said. In 2008, Burns worked to establish a Sister Cities International Friendship Partnership between Council Bluffs and the Karadah district council of Baghdad. In 2010, he founded the Karadah Project International, which focuses on sustainable projects in Iraq and Afghanistan. The Education for Peace in Iraq Center, the Iraqi Children Foundation, and Goals and Dreams along with the Karadah Project International are also led by U.S. Veterans.

The MAPP/OAS will Accompany the Peace Process in Colombia for Three more Years
(SKNVibes) The Mission to Support the Peace Process in Colombia (MAPP) of the Organization of American States (OAS), which has performed its work for more than a decade, will continue to support the process in the South American country at least until 2018, according to the agreement signed between the Colombian government and the multilateral institution. Permanent Representative of Colombia to the OAS, Ambassador Andrés González, highlighted some of the key topics included in the agreement, including the monitoring of the ceasefire and hostilities, demobilization and disarmament, accompaniment in the prevention of child recruitment, restitution of land, reparation to victims and "support for state actions regarding education for peace and the implementation of agreements reached by the national government."

Nobel Laureate Máiread Maguire Calls for a Theology of Nonkilling (Italy)
December 2014. Center for Global Non-Killing Honorary Sponsor Máiread Maguire delivered the following Address at the 14th World Summit of Nobel Peace Laureates in Rome, Italy, on December 12-14, 2014. In her address Máiread calls calls Upon Pope Francis to Replace Just War Theory with Theology of Peace, Nonkilling and Nonviolence.

Promoting Human Rights in the World's Most Unstable Region (Jordan)
(Op-ed by Caroline Pontefract, Director of the UNESCO-UNRWA Education Program, based in Amman, Jordan.) Human Rights Day has a unique significance for over half a million children educated daily in hundreds of United Nations schools across the Middle East. It is a moment of hope and potentially of despair, when many of our students and more than 20,000 education staff will look at the rights enshrined in the Universal Declaration and wonder why so many of them are denied to themselves and those they teach. We educate students living under blockade in war-ravaged Gaza, under occupation in the West Bank, in the refugee camps in Jordan and Lebanon and amid civil war in Syria. There are many challenges to ensuring these children receive the best education they can, but through dedication and a school environment that promotes their well-being and helps realize their full potential, they can succeed. Today is also a day when we join together and renew our commitment to work for the universal respect of human rights. It is a day on which we advocate for our own rights to be respected and pledge not to violate the rights of others.

Georgia Teacher Fired for Protesting Michael Brown Decision (USA)
(Alternet.org) Georgia's teachers have no collective bargaining rights. This means they do not have unions with teeth to defend them with, for example, tenure protections that guarantee their right to exercise free speech. A case in East Point, Georgia shows just how important that is. Maryam Shakir, a 21-year old teacher at Paul West Middle School, planned to join a walkout on Monday, December 1st, protesting the lack of indictment in the police killing of Michael Brown. She made sure she had a substitute to cover her classes, not wanting to leave her students in the lurch. As a result, she was threatened with a cut in pay if she went through with the protest. She decided to do so anyway. As a result, she was let go. "In no way do I consider myself having walked out on my students," Shakir said. "I was walking out for them."

Graduates of elite Jerusalem high school call for draft refusal (Israel)
Signatory of letter from dozens of Israel Arts and Sciences Academy alumni: 'Gaza war was straw that broke the camel's back.' Dozens of graduates of Jerusalem's prestigious Israel Arts and Sciences Academy published a letter on Sunday calling on Israelis to refuse to serve in the IDF.

A new Sunday School curriculum seeks to bridge the gap between veterans and peace churches (USA)
How do churches, especially peace churches, relate to veterans? Are they welcoming? Do veterans feel like they do not fit? Is there an unspoken tension between the veterans and church leaders?
It is an issue the Mennonite church has struggled with and one that several Mennonites hope to address with a new Sunday school curriculum developed by the Mennonite Central Committee, Mennonite Church USA and the Mennonite Mission Network. Returning Veterans, Returning Hope: Seeking Peace Together” is a six-week series designed to assist congregations to think theologically and practically about war's trauma, healing from trauma and Jesus' way of peace and open a dialogue between pacifists and veterans. We’ve not done a good job connecting with veterans and the pain that they carry,” said Titus Peachey, peace education coordinator at Mennonite Central Committee U.S. and one of three co-authors of the series.

Pope Francis Tells World to Give Peace a Chance
In his New Year’s Day greeting to the tens of thousands of pilgrims gathered in Saint Peter’s Square, Pope Francis called for 2015 to be a “year of peace” and expressed his hope that “there may never again be wars. No more wars!” he said. “Wars make us slaves, always!” Francis said, and this is “a message that affects everyone.” The Pontiff also called for “peace education” and again insisted that “at the root of peace, there is always prayer.”

Countering extremism through the classroom (Pakistan)
Over the last few decades, Pakistan has experienced many crises, and most of these have been associated with a rise in extremism and militancy. A culture of violence has become pervasive, to the extent that it undermines law and order, social cohesion and the government’s authority. The moderate silent majority is witnessing a transformation of society from a tolerant one to one that is intolerant and extremist in its thinking and worldview. The sorry fact is that schools are not immune from this spread of extremism either. Today, we can see the disorder of the state surfacing in our schools in many ways and what is a more worrying thing is that the skills needed to address these crises are lacking. The root causes of extremism are many and as a nation we have never tried to address any of them. The foremost among them is education and here it should be evident to all of us that we have never tried to address the issue of extremism in our school curriculum. Of course, there are ways, and one of these is to include ‘peace education’.


Peace Education in the Field  


Incorporating Strategies for Countering Violent Extremism into Peace Education Curriculum in West Africa – WANEP (Ghana)
The West Africa Network for Peacebuilding, WANEP, held a two-day Experts Meeting on the theme: “Incorporating Strategies for Countering Violent Extremism into Peace Education Curriculum in West Africa” on December 10 to 11, 2014 in Accra, Ghana.

Bulletin of World Report on the Culture of Peace for January 1, 2015
As we enter a new year, we find truth commissions on four continents, opening previously secret archives so that we can know our history and, hopefully, improve our future. (Follow the link above for access to all articles, including those on peace education.)

AFSC Hosts St. Louis Freedom School (USA)
(with video) In 2014, American Friends Service Committee held the first St. Louis Freedom School and formed a chapter of Youth Undoing Institutional Racism. These programs, based on the model of AFSC’s Seattle program, build an analysis of how poverty and violence in St. Louis relate to a history of structural and institutional racism. As these programs grow, participants will implement projects that challenge racism nonviolently.

Family Gambia Peace Education Foundation Holds Symposium (Gambia)
(AllAfrica.com) The symposium was held at Old Yundum Lower Basic School. In his welcome remarks, Jerreh Joof, headmaster of the school, said the day marks an event of the school and other schools in the cluster. He said peace is the cornerstone of development and peace could start and end at home, but also could be more nurtured in the formal system, such as the school classroom. He expressed appreciation for the initiative, adding that the programme should be extended to other schools, and challenged the pupils to be disciplined and law-abiding students. Ousman Fofana, national peace desk officer, highlighted the purpose of the symposium, as to listen to the children and pupils of Old Yundum school, and what they learnt during the pre-peace education lectures. Peace education is necessary in The Gambia's school system, and the symposium was to sensitize schools in region 2, as well acquaint regional education officers, headmasters, teachers, parents, students, alkalolu and the public on the ongoing peace education lectures at the school. It was also meant to strengthen peaceful co-existence in the school among students, teachers, parents, community members, as well as the nation as a whole, he said.

New Year's Eve peace vigil promotes inner peace (USA)
When the peace vigil in Lynchburg started nearly 30 years ago, the purpose was to promote peace in a time of war.
Now the Lynchburg Peace Education Center focuses more on inner peace, reflected in the 2014 Lynchburg Peace Prize winner recognized at Wednesday night’s vigil, Chairman Everett Heath said. Susie Joiner, owner and operator of The Peace Practice in Lynchburg, was named the 2014 recipient. Joiner’s business hosts yoga classes, peace parties and other activities promoting mindfulness.

WANEP trains 150 peace Ambassadors in Tamale Schools (Ghana)
(GhanaWeb) The West Africa Network for Peace Building (WANEP-Ghana) has recruited 150 pupils drawn from 10 selected schools in the Tamale Metro for training as peace Ambassadors. The organization in partnership with the Ghana Education Service (GES), Parent Teacher Associations (PTA) and School Management Committees has formed peace clubs in the 10 selected schools beginning with 15 members each. This is in line with WANEP-Ghana’s newly launched programme on the theme, “The role of children in promoting a culture of peace in Ghana.” The programme which will be piloted for one year was officially launched at the Tamale Evangelical Presbyterian Junior School where the first peace club was formed.

Function held in Bannu to highlight importance of peace, education (Pakistan)
(Tribal News Network) Stori Welfare Society arranged a gathering of local elders, teachers and students to highlight the importance of peace and education in Janikhel Wazir area of Frontier Region (FR) Bannu. After traditional entertainment programme, the teachers said during the function that progress in every walk of life is not possible without peace and education. They vowed to continue their efforts till revival of all the local educational institutions and ensuring that every child gets education. “Today, all the local educational institutions are virtually non-functional. The two main purposes of arranging this function is to ensure peace and promotion of education. This will set people on path of development,” Mr Khan Wali Khan, a representative of Stori Welfare Society, told Tribal News Network.

Chief Minister Haryana Manohar Lal addressing national seminar on 'Value Oriented-Peace Education' at India Islamic Culture Centre in New Dehli (India)
(India News Calling) The Chief Minister was interacting with media persons after addressing national seminar on ‘Value Oriented-Peace Education’ at India Islamic Culture Centre in New Delhi, today. There is need for minor changes in the existing education system and infrastructure. The aim of education should be not only to build career of a person but also to make him a good citizen. Female foeticide is a stigma and it must be erased. Officers and employees should mend their ways and behave in a manner to curb corruption, he added.

New Curriculum Designed to Promote Peace Education (Rwanda)
(AllAfrica.com) The new education curriculum currently under review will integrate peace education content as a cross-cutting course into all other subjects in pre-primary, primary and secondary school, Dr Joyce Musabe, the deputy director-general in charge of curriculum and pedagogical materials in Rwanda Education Board has said. Dr Musabe was speaking during a forum of stakeholders in peace education, which aimed at looking at how best peace can be integrated into humanity courses like history, religion, social studies, general paper, communication and geography. The curriculum expert said this should also look at how to embed peace education in science subjects. The forum, organised by Rwanda Peace Education Programme in collaboration with the Rwanda Education Board, sought to promote social cohesion, positive values, empathy and critical thinking to build a more peaceful society starting from the youth. "This will not be a particular subject; the content will be integrated into all other courses to make it easy for children to understand," she said, adding that this will be packaged in a way that can be applicable in daily life.

Mainstreaming Peace and Education: Inclusion by exchange – European Association for the Education of Adults GRUNDTVIG AWARD 2014 (Belgium)
EAEA hands out the yearly EAEA Grundtvig Award to a successful European learning partnership. This year´s theme for the award was "Remembering World War I for the Future – Adult Education promoting Peace and Cohesion in Europe". The article series spreads good practices by introducing the nominees of EAEA Grundtvig Award 2014. Mainstreaming Peace and Education was a project based on the assumption that peace education is a necessary form of education in all communities facing challenges of inclusion and cohesion regarding social, cultural and political concerns. The aim of the project was to develop a coherent transnational approach to peace education as an element in adult lifelong learning, fostering active citizenship, intercultural dialogue, gender equality and social cohesion in Europe by learning motilities.

WES Education Minister launches peace building show in Yambio (South Sudan)
(Catholic Radio Network) Western Equatoria Education Minister in partnership with United Children Fund or UNICEF launched three-day new curriculum of life skills and peace building show to small children in Yambio.

Recording of roundtable discussion 'The Role of National Human Rights Institutions in Advancing Human Rights Education'
On 12 June 2014, HREA organised a roundtable discussion on "The Role of National Human Rights Institutions in Advancing Human Rights Education." The recording of this event is now available.

Shalom, Educating for Peace Newsletter (Rwanda / South Africa / USA)
Following the 2008 election violence in Kenya, peace work in that country has become an urgent need. In response to this, we at last launched our Kenyan Chapter in June, 2014, under the leadership of Charles Obwaya. Charles has worked in the education sector in Kenya for almost 20 years and brings his wealth of experience to the Kenyan Chapter. The Kenyan Chapter's proposed projects include a Peace Education Programme, a Restorative Justice Programme and a Leadership and Peacemaking Programme.


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. )

IIPT World Symposium on Sustainable and Peaceful Communities and Nations – Ekurhuleni, South Africa (February 16-19, 2015)
The IIPT World Symposium: Cultivating Sustainable and Peaceful Communities and Nations through Tourism, Culture and Sport will honor the legacies of Nelson Mandela, Mahatma Gandhi and Martin Luther King, Jr – and commemorate the 50th Anniversary of the African Union, 20 years of South African Democracy, and 50th Anniversary of Civil Rights Legislation in the United States. There will be a full-day Educators Forum, as well as a student/Youth Leadership Forum on February 16, 2015. Registration fees are waived for the Educators Forum and Student/Youth Leadership Forum – as well as the Symposium - for both academics and students who are presenting papers. IIPT is offering a US$ 2,500 scholarship for the team of 3-5 inter-disciplinary students who write the best research paper on the theme of the Symposium. The research paper can focus on either of the two dimensions of the Symposium: Cultivating Sustainable and Peaceful Communities through Tourism, Culture and Sport OR Cultivating Sustainable and Peaceful Nations through Tourism, Culture and Sport, or both. We ask that final submissions not exceed 3,000 words in length. Research papers should be submitted not later than January 16, 2015. The Scholarship winner will be announced February 3, 2015.

Crossing Bridges: Sustained Dialogue Annual Conference – University of Alabama, Tuscaloosa, AL, USA (March 6-8, 2015)
Are you crossing bridges? Your college campus is filled with incredible diversity. Our world is often segregated, but your campus community was carefully crafted from many racial, regional, religious, and political affiliations. Off campus it can be hard to build bridges to people different from yourself in many ways, but your campus has built those bridges for you. But are you crossing them? Are you engaging with your entire campus community? Are you having serious conversations with people who are different from you? Are you learning from your peers as much as from your professors? Are you crossing bridges? Join us in Tuscaloosa to learn how the Campus Network is crossing bridges on schools around the world. Each year, the SDCN Annual Conference brings together student leaders, administrators, alumni, and supporters from across the Network to learn from each other, gain new skills, and get energized for the months ahead. Take a look at how fun and wonderful last year's conference was! This year will be even more special because our conference is on the 50th Anniversary of the Selma-to-Montgomery bridge crossing of 1965 that led to the Voting Rights Act. This was a crucial action for the civil rights movement, and we have the opportunity to march in the commemorative celebration on March 8th!
Not sure you're doing Sustained Dialogue enough to come to the conference? Don't worry, you're invited!We welcome those who are engaged in other dialogue and conflict resolution programs as well as those who are interested in starting SD in their contexts or rebooting their programs. Early-bird registration end on January 23, 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.

Call for papers – 19th World Congress of the International Association of Educators for World Peace (IAEWP) – India International Centre, New Delhi, India (May 29-30, 2015)
The Congress will be held on the theme: “Peace Education for Nonviolence and Solution of Terrorism” (Peace Education for Mitigating Peacelessness, Violence, Terrorism and Insurgency, and for Sustainable Peace) with several sub-themes. Deadline for submission of papers: February 28, 2015.

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 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.)

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.)

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. )


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)
For more information click on the link above.

USIP Online Course: Community Based Peacebuilding: Engaging Youth – United States Institute of Peace (USIP) (January 5 – February 1, 2015)
For more information click on the link above.

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


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.

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: Negotiation: Shaping the Conflict Landscape (February 2 – March 1, 2015)
E
very foreign affairs professional will engage in complex negotiations during their career. To help them develop effective negotiating strategies, this course will examine such topics as hard-bargaining vs. problem-solving approaches, interests vs. positions, coercive leverage vs. normative leverage, and short-term agreements vs. long-term relationships, as well as the many ways in which culture affects attitudes and behaviors, and the complexities of multi-party negotiation.

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

Call for Participants: Summer 2015 Human Rights and Conflict Resolution Programs in Bosnia-Herzegovina, Cambodia, & Rwanda – Global Youth Connect (GYC) (various dates in June-August 2015)
Each two- or three-week program brings visiting youth from around the world together with youth in the host location (Rwanda, Cambodia, Bosnia-Herzegovina) to engage together in the following key activities: 1. A cross-cultural human rights (and/or conflict resolution) workshopMeetings with international and local policy makers, government officials, organizational leaders, and other key stakeholders; 2. Solidarity visits to relevant sites and memorials; 3. Volunteer service with grassroots NGOs on a variety of human rights issues including but not limited to: conflict resolution, education, health care, food/shelter, access to justice, human rights of children/youth, women, low-income populations, LGBTQ populations, indigenous populations, genocide survivors, land rights, and legal-aid. GYC aims to offer the equivalent of one full scholarship to each program that it will be running this summer (potentially including airfare as well). Participants wishing to apply for this scholarship assistance need to apply by the early deadlines. Early Application Deadlines: January 15, 2015 for Bosnia-Herzegovina and February 15, 2015 for Cambodia and Rwanda. Regular Application Deadlines: February 15, 2015 for Bosnia-Herzegovina and March 15, 2015 for Cambodia and Rwanda.

Summer Institute on Conflict Transformation in Border Regions – Umass Boston and FLACSO, Quito, Ecuador (June 10-30, 2015)
This new summer institute will focus on conflict and peace in border regions of Latin America. It will equip early-career professionals, graduate and advanced undergraduate students with practical skills and knowledge to understand host-migrant conflict, indigenous transnational identities, and transnational environmental challenges in border zones. The program will include classroom discussion; trips to the Amazon cloud forest and the northern border; practical skills training workshops; and a peacebuilding proposal design incubator. Application deadline March 1, 2015.

2015 Bologna, Italy Symposium on Conflict Prevention, Resolution,& Reconciliation – Johns Hopkins University SAIS Bologna Center, Italy (June 27 – July 25, 2015)
Direct training by world leaders in international negotiation, mediation, facilitation, strategic nonviolent action, social entrepreneurship, project planning and design, trauma healing, economics of peace, and more. Optional M.A. credits offered from Johns Hopkins SAIS. Early Decision deadline of January 30. Applications submitted before this deadline receive a $200 discount off the total tuition.

2015 The Hague Symposium on Post-Conflict Transitions & International Justice - Clingendael Institute for International Relations, Hague, the Netherlands (July 4-25, 2015)
Intensive training by world leaders in the skills necessary to holistically restructure a post-conflict society, with a special focus on mechanisms of justice, through formal lectures, site visits to International Tribunals and Courts, and interactive simulations and workshops. Early Decision deadline of January 30, 2015. Applications submitted before this deadline receive a $200 discount off the total tuition.

 

Publications and Resources


Emerging trend in Peace Counts and Direct Peace Education: featuring 6 stories from the Arab Spring
(Leban Serto - paper presented at the December 10, 2014 Peace Counts Workshop, Manipur University, India). In the recently concluded Peace Counts Academy (PCA) in Shillong, India, held from 21- 25th October 2014, in one of the sessions the six new stories from the Middle East was introduced and discussed . The turmoil in these countries and the inspiring stories of the Arab Spring are some of the emerging trends and features of the Peace Counts stories in this paper. Some initiatives were also taken up in the northeast India in the form of conducting ten workshops and the visit of Michael Gleich the founder of Peace Counts and Asoka fellow was an important milestone in the history of the Peace Counts in NEI.

World Peace Library launched – The Shift Network
A free educational resource for you to find peace within yourself and to create peace within your family, community and world. The World Peace Library has over 300 audio recordings with inspirational stories, skills training and powerful solutions by the world’s top peacebuilders, social change leaders, scientists, Indigenous elders and spiritual mentors. The World Peace Library is a gift to the world from The Shift Network. Designed to inspire, inform and involve people by highlighting best practices from around the world, the Library is a collective effort in partnership with hundreds of individuals and organizations.

The Good Conflict Manifest – Psychopedagogical Center for Education and Conflict Management (CPP) (in Italian)
Knowing how to “fight” nonviolently and manage conflicts are new skills that are ever more important in our complex society. For the 25th anniversary of the creation of the Psychopedagogical Center for Education and Conflict Management (CPP), Daniele Novara and the CPP staff have created a manifest that rassembles the main ideas gathered in a quarter-century of scientific and educational work. (in Italian)

RightsEd series: Disability Rights, Inclusion and Sport – Australian Human Rights Commission
“Disability Rights, Inclusion and Sport” is unit designed to give students a greater understanding of the rights of people with disabilities and equip them with skills to promote greater inclusion in sport. This unit provides opportunities for students to explore the importance of team sports and physical activity for people with disabilities and the value of inclusivity for promoting healthy and active communities. These lessons address outcomes in the Health and Physical Education Curriculum across the personal, social and community health strand, and the movement and physical activity strand. They explore themes of health benefits of physical activity, mental health and wellbeing, relationships, and games and sports.

Documentary Film: “Beneath the Blindfold”
This acclaimed documentary may be of interest to high school and college teachers interested in teaching about the psychological effects and other consequences of torture. How do you talk about the Senate Intelligence Committee Report on the use of “enhanced interrogation techniques” by the CIA during the years following 9/11 with your students? Does torture fit within a democratic society? Why is it used? And where are the voices of torture survivors? This documentary will offer your students a truly unique and humanizing perspective that is rarely presented in the news media. Beneath the Blindfold tells the personal stories of four torture survivors who are among the more than 500,000 survivors who live in the United States. This compelling film connects a human face to a difficult topic, while providing historical, psychological and political context – a great catalyst for generating thoughtful discussions. The documentary will greatly enhance your students’ understanding of the debate by showing torture’s long-term consequences for the survivors, their families, communities and ultimately for our democracy.

A Survey of Civil Society Peace Education Programmes in South Asia
(Anupama Srinivasan – Education for Peace, A Parjnya Initiative) The objective of the study at hand, undertaken by Anupama Srinivasan, was to identify civil society organizations and individuals who are working in the area of peace and conflict resolution education and understand the work that they have been doing. We wanted to connect with and locate ourselves within a network of similar enterprises so we could learn from them and share our experiences as we grow. The exercise acquired a life of its own, and the researcher reached out through travel, telephonic conversations and online chats to a large number of actors in the region. We are delighted and confident that we have set in motion a community-building process that will help us all move in a better-informed way towards our shared objective of building peace.

 

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.

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.

Director, PhD Program in International Conflict Management – Kennesaw State University, GA, USA (Position begins July 1, 2015)
Kennesaw State University in suburban metropolitan Atlanta is now accepting applications for a twelve-month Director of the interdisciplinary PhD Program in International Conflict Management, who also qualifies as a tenurable Associate or Full Professor. Reporting directly to the Dean of the College of Humanities and Social Sciences, the Director will lead the PhD Program in developing an expanded research profile and delivering high-quality scholarly and practitioner training. The director will also be expected to provide leadership in the possible creation of a School of Conflict Management, and would likely lead such a School if established. The academic appointment will be a dual appointment between the Ph.D. Program and the appropriate department. The Director will be responsible for managing the program budget, supervising faculty, teaching in the program, recruiting and advising graduate students, and working collaboratively with other departments. Review of the applications will start immediately and will continue until the position is filled. For full consideration, completed applications should be submitted by February 10, 2015.