Invitation to Participate: Survey Exploring Networked Impact of Peace/Conflict-Focused International Education Programs

Researchers at the University of Massachusetts Boston are conducting a study on the networks formed through peace/conflict-focused international education and study abroad programs, and the impact that these networks have in fostering peace. If you direct (or work/teach in) such a program, or have in the past, they ask for your assistance in filling out an online survey.

Christa Tinari works with kids at The Providence Center.

Lessons in Empathy

Three years ago, when Providence Center was rethinking its after school program they turned to community leaders to determine what the children needed: it was help coping with the brutal circumstances of living in Philly’s highest-poverty and most murderous neighborhood. So Providence Center hired Christa Tinari’s PeacePraxis, which brings research-based social emotional learning (SEL) programs into schools. Now, afternoons at the school revolve around a curriculum that teaches children skills of resiliency, conflict resolution, empathy, and self-awareness. Those skills, in turn, have helped students become more attentive and interact better with their peers and teachers in class—and beyond.

Forest Whitaker announces launch of the Domestic Harmonizer program at Andrew Carnegie Middle School. (Photo: CSUDH news)

Forest Whitaker Partners with Cal State Dominguez Hills to Teach Middle School Students Peace and Conflict Resolution

At a school-wide assembly at Andrew Carnegie Middle School artist and social activist Forest Whitaker officially launched the Domestic Harmonizer Program with California State University, Dominguez Hills (CSUDH). All 915 6-8th grade students will participate in the program. The program is an innovative initiative designed by WPDI and CSUDH specifically for middle schools, with the aim of nurturing a new generation of youth leaders committed to peaceful conflict resolution. The program integrates Conflict Resolution Education with Common Core State Standards in math, science, social studies, and English.

Panelists (L-R) Patrick Fine, FHI 360 CEO; Angela Kearney UNICEF Pakistan Representative; Yasmin Haque, UNICEF Deputy Director of Emergency Programmes; Henk-Jan Brinkman UN Peacebuilding Support Office Chief of Policy Planning and Application. (Photo: UNICEF)

Forging a Peaceful Future: Four Years of UNICEF’s Learning for Peace Programme

The UNICEF Learning for Peace Programme, launched in 2012 with the support of the Government of the Netherlands, helped promote peace through education in 14 conflict-affected countries: Burundi, Chad, Cote d’Ivoire, Democratic Republic of the Congo, Ethiopia, Liberia, Myanmar, Pakistan, Sierra Leone, Somalia, South Sudan, State of Palestine, Uganda, and Yemen.

USIP: Senior Program Officer

The Senior Program Officer position serves as a senior conflict management trainer and curriculum designer in the USIP Academy and is a thought leader around mediation, negotiation and dialogue for the Institute as a whole. The incumbent will be responsible for the design and delivery of conflict resolution trainings, the development of simulation and case study materials, including for online courses, and the creation of additional onsite courses and programs.

Parachutes and rainsticks: young children learn listening skills through play. (Photo: Jane Hobson)

Quakers hold conference on peace education for schools (UK)

On a day when Britain awoke, divided and disappointed by the EU Referendum and bruised by acrimonious campaigning, Quakers in Britain hosted a ground-breaking national conference for teachers to learn how to equip pupils to handle conflict in a constructive way and to develop critical thinking skills. Educationalists from more than 80 schools across Britain attended “Learning Through Peace” at Friends House in London.

A peace march through Balboa Park, San Diego, California, 2003 to protest the Iraq War seven days before it began. (Photo: Patty Mooney, Crystal Pyramid Productions)

The Need for a Conclave of Associations and Groups in Our Field

Professionals doing very similar peace work but participating in different groups are typically not connected and the lack of linkages or even communication between various organizations and their members present complications and roadblocks to advancing important social and policy change. In an era of limited funding coupled with the difficultly of finding time to participate in professional associations, would not the entire field benefit from knowing more about each other’s work, and thereby, find commonality that could advance practice, research, education, and policy outcomes?

Scarlett Lewis from the Jesse Lewis Choose Love Movement. Photo: David Smith. )

10th International Conference on Conflict Resolution Education Meets at Ohio State

The 10th International Conference on Conflict Resolution Education met June 10-11, 2016 at The Ohio State University (OSU) in Columbus, OH. Exploring the theme of “Building Stronger Communities Through Peace, Justice and Security,” the conference was attended by over 200 educators, practitioners, and activists and included two days (June 8-10) of pre-conference training followed by a two-day seminar (June 12-13) for colleges and universities looking to establish peace and conflict programs.

New Conflict Resolution MA offered by UMass Boston in Israel

Developed and awarded by UMass Boston, this master of arts degree in Conflict Resolution is an experiential program in which students live, work, observe and collaborate with Jewish and Palestinian residents and scholars in the only community around the world where Palestinians and Jews live together in equality and peace, Wahat al-Salaam/Neve Shalom [Oasis of Peace] in Israel. This master’s degree is ideal for those who seek to promote peaceful coexistence through education, awareness and a commitment to respecting the ideal of a multicultural society.

Muhammad Salisu (right) with students

Peace Education & Mentorship for Students (PEMS) Program – Nigeria

Peace Education and Mentorship for Students (PEMS) program was carried out successfully at Federal Government College, Kiyawa, Jigawa State of Nigeria; on March 5, 2016. The target group were the Safe School Initiative students (73 in number), who were traumatized by the Boko Haram terrorism in Nigeria. The objectives were to teach them the basic concepts of peace and conflict, their relevance to everyday living and how to engage in conflict resolution. And to mentor them on how to better cope with emotional trauma, which many of them suffer, from previous experience to violence.

Peace Education Miniprints No. 68

Exploring Peace Education in South African Settings

(Peace Education Miniprints No. 68) This paper provides a synopsis of a research report done by the Youth Project of the Centre for Conflict Resolution (CCR), an autonomous institute with the University of Cape Town. In 1992 the Human Sciences Research Council initiated a cooperative research programme into South African youth and the problems and challenges they face.

Peacebuilding, citizenship, and identity: Empowering conflict and dialogue in multicultural classrooms

This new book by Christina Parker notes that as communities around the world continue to attract international immigrants, schools have become centers for learning how to engage with people’s multiple ethnic and cultural origins. Ethnocultural minority immigrant students carry diverse histories and perspectives—which can serve as resources for critical reflection about social conflicts. These students’ identities need to be included in the curriculum so that diversity and conflictual issues can be openly discussed.

Students sharing about a conflict they experienced. (Photo: David J Smith)

Peacebuilding as a Means to Civic Engagement (USA)

(David J Smith) The College of the Canyons (COC) recently launched a civic engagement initiative. Increasingly it is recognized the important role that colleges can play in providing opportunities for students to participate in democratic processes and community activities. COC has taken a meaningful step forward in establishing a center to take on this effort. I was recently invited to visit to speak with students, faculty, and staff about the peacebuilding/civic engagement connection, and approaches that might be taken by COC to advance looking at conflict and peace issues. My objective was to provide the college with an understanding of how peacebuilding related education and activities could be a strategy for advancing civic engagement.

Summer Institute on Conflict Transformation across Borders in Ecuador: Call for Applications (due March 21)

The McCormack Graduate School of Policy and Global Studies of the University of Massachusetts-Boston, FLACSO-Ecuador, and the Center for Mediation, Peace, and Resolution of Conflict (CEMPROC) are pleased to announce the second annual Summer Institute on Conflict Transformation Across Borders will take place from June 5-24, 2016 in Quito, Ecuador at FLACSO, with graduate-level credit issued by UMass Boston. The program will focus on conflict and peace in border regions.

Call for Student Papers: 12th Annual Morton Deutsch Awards for Social Justice

The Morton Deutsch International Center for Cooperation and Conflict Resolution (MD-ICCCR) at Teachers College, Columbia University, is sponsoring the 12th annual Morton Deutsch Award for an Outstanding Graduate Student Paper on Social Justice. Morton Deutsch, one of the world’s preeminent psychologists, has made significant contributions over the many years of his career in the areas of conflict resolution and social justice. The Morton Deutsch Awards are designed to recognize innovative scholarship and practice in the area of social justice. Papers are due February 15.