We must be committed to offering a wide-range of initiatives to enable our students to become globally proficient, so they may successfully fulfill their roles as Global Citizens with an appreciation of our common humanity. We must aim to foster habits of mind, and a sense of global responsibility. This includes stepping out of traditional learning zones and comfort zones, to build skills necessary for cultural empathy, interaction, and future cross collaboration.
Eight local, independent filmmakers dared audiences to correct their misconceptions against the Bangsamoro and Filipino Muslims by viewing Mindanao through a peace lens in a showing of the film project “The Long Reach of Short Films – Telling Stories of Peace in Mindanao in Cine Adarna”.
“We try to find a different way to tackle the Bangsamoro issue. Films are important to create discussions and dialogue and impact emotionally,” said project manager Manuel Domes. “Our main focus is not so much on the grander level of peace discourse but on the level of peace education, understanding the context, and articulating it.”
A three-day mobile art exhibition depicting poetry, paintings and featuring stories of peacemakers is currently underway in Kigali. The exhibition was organised to inspire and challenge the youth to become peacemakers in their communities. Didier Rutagungira, the communications officer at Aegis Trust, said the aim of the exhibition is to showcase peace stories and messages from different people from across Rwanda. “The stories primarily focus on individuals who initiated projects that fostered peace after the 1994 Genocide against the Tutsi and still continue to do so,” he said.
The Education Youth Video Challenge, coordinated by the The Education Commission and organized with support from A World at School Global Youth Ambassadors and MTV Voices, invites young people ages 13-30 to create a video of 30 seconds or less answering one or both of these questions: How can education best prepare you for your future? What would your ideal school of the future look like? Submission deadline: June 30, 2016.
At Wilson High School in northwest Washington students are engaged in after-school peace education. Nazrin Alimammadova joined the program after she moved to D.C. from California and says it has helped her overcome shyness. “We paint, we do poetry, music, meditation especially if you’re stressed at school. I come here and just let it loose,” she said. One Common Unity founded the program in 2000. Since then it has been helping young people reach peaceful solutions to their problems using media and arts-based programming.
“The Big Book: Pages for Peace,” a massive book measuring 12 feet tall by 10 feet wide, will be displayed for the first time at United Nations headquarters in New York this Sunday, March 20, marking the first stop in a planned 2016 World Tour. “The Big Book” begun in 2004, now weighing more than a ton (!) includes contributions from more than 3,500 notables, including 9/11 First Responders, Nelson Mandela, Jimmy Carter and the Dalai Lama.
“We are thrilled that The Big Book will be on display during the UN’s International Day of Happiness,” said Betsy Sawyer, Founder of the Pages for Peace Foundation. “And even more excited by the prospect of taking this amazing book around the world to spread its powerful and enduring message of peace. This has been the dream of our kids for over 10 years.”
This article showcases an innovative project implemented by the Norwegian Refugee Council (NRC) in Iran and in Afghanistan in partnership with CREART, a Spanish NGO specializing in art for peace education. Through the delivery of a series of art therapy workshops, the project provides much needed psychosocial support to over four hundred Afghan children affected by displacement. The project also provides a positive insight into the lives of Afghan refugee youth and their displacement experience.
Peace Education and Conflict Resolution through the Expressive Arts in Early Childhood Education and Teacher Education
This paper by Blythe Hinitz & Aline Stomfay-Stitz (1999) suggests several modes of expressive arts may be especially appropriate for peace education and conflict resolution instruction in early childhood and teacher education classrooms. This paper explores the integration of the concepts and processes of peace education and conflict resolution through an examination of current research and professional development publications, as well as observations made in selected U.S. early education and teacher education classrooms.