‘A Piece by Peace: A Sustainable Peace Dialogue’ was co-hosted by Africa Unite (AU) and the International Peace Youth Group on the 23rd February in Cape Town, South Africa. The topic of the forum was: How can we as youth, working with government ensure that we build safe and peaceful communities and create a culture of peace enshrined in the Declaration of Peace and Cessation of War.
The Gandhi King Season for Nonviolence commences on January 30 and marks the 64 calendar days between the memorial anniversary of the assassination of Mahatma Gandhi and that of Dr. Martin Luther King Jr. on April 4.
In Sri Lanka, with the implementation of major education reforms where every student will have at least 13 years of education, we hope a regular subject would be introduced to teach children about the culture of peace or the power of non-violence and peace.
The Nobel Women’s Initiative interviewed Cora Weiss as part of their 16 Days of Activism Against Gender Violence campaign. One of the initiators of the Global Campaign for Peace Education, Cora believes the quest for peace is holistic and must be pursued through peace education.
The Peace Frequency is a weekly podcast of the USIP Global Campus. This episode features Nadeem Ghazi, the Founder and Director of the World Learning Grammar School & Institute in Pakistan. Nadeem has extensive peace education experience having worked with a variety of organizations including Peaceful Schools International, the United States Institute of Peace, Peace Direct-UK, and the British Council for Sports For Peace.
The Association for Historical Dialogue and Research (AHDR) and the Home for Cooperation (H4C) in collaboration with the science education initiative GalileoMobile successfully launched the “Columba-Hypatia: Astronomy for Peace” project last week at the ‘Home for Cooperation’. The goal of the project is to both inspire an interest in science and the cosmos, and to also promote interaction, understanding and eventually a Culture of Peace. Understanding our planet’s place in the wider universe through the lens of modern astrophysics provides us with a worldview in which we can appreciate our similarities rather than focus on our differences. Therefore, the fun and educational astronomy activities and workshops successfully enabled the participants to reach a collective understanding of these ideas.
Patrick Enaigbe & Nicholas Igbinoghene identify and examine the challenges of managing and planning peace education and peace culture in Nigeria’s educational system.
Ambassador Anwarul K. Chowdhury talks about the critical role women play in promoting the culture of peace and asserts that a key ingredient in building the culture of peace is peace education.
(Ethiopia) Ensuring equitable access in education is key in addressing the root causes of conflict and instability in the world and particularly in Africa. It has been often said that education is a powerful contributor towards building peace as it creates a crucial link between humanitarian and long-term developments in a bid to develop the right conditions for social cohesion and community resilience. Member states of the African Union are now turning their attention to inclusive, equitable and innovative education , advocacy programs, peace-building, policies and programs in an effort to advance sustainable peace and development across the continent.
To further promote a culture of peace and joint initiatives between UN agencies in support of this programme, UNESCO shared its vision, its framework of action and its activities on education for a culture of peace during the celebrations of the UN peacekeeping day with a debate on “peace through education and culture” at the United Nations Information Center in Dakar on Friday, 27 May, 2016.
The Ashland Culture of Peace Commission in Ashland, Oregon has joined a growing international movement of people and organizations who are bringing forward active peace-building programs. The ACPC Peace Education Team consists of two educators, two mediation professionals and a filmmaker.
- 16th May 2016
- #civic participation #culture of peace #nonviolence #peacebuilding #political engagement #youth
The book “122 easy (and difficult) actions for peace” is a useful tool for peace educators that aim for social change. Author Cécile Barbeito Thonon notes that Peace Education should not be an aim in itself but a mean to get more peaceful societies, it should change minds, attitudes and behaviors. More than that, these new attitudes and behaviors should be meaningful and strategic enough to transform the local or global context.
More than 200 children participated in a bi-communal ‘Education for a Culture of Peace’ event this past weekend. The event was the first ever large-scale, full-day peace education event and was open for youngsters aged between six and 18 from both communities. Peace education workshops as well as activities ranging from sports, music, theatre and music were held with topics on human rights, social inclusion, antiracism, intercultural dialogue and sustainable development.
“Peacebuilders” is a program that seeks the integral formation of 1,200 university students in Colombia, involved in the scholarship program “Dreams of Peace” of Bancolombia Foundation, in knowledge, skills, abilities and attitudes conducive to building Cultures of Peace. The program is carried out by Escuelas de Paz (Schools of Peace) Foundation based on the six components proposed by UNESCO in the 2000 manifesto for a culture of peace and non-violence. It is also based upon six pillars raised by the methodology of education for peace, known as “The Flower for the Culture of Peace”.
Wilmington’s Movement for a Culture of Peace hosted a community discussion focused on finding ways to deal with issues such as trauma that violent crime in the city is bringing into classrooms. Around 30 educators, activists and concerned community members participated in the event. Among them was Malik Muhammad, president of a restorative practices consulting group. In 2012, the state brought Muhammad’s organization in to hold four full-day workshops for around 145 education professionals. Since then, he’s worked with 16 of 19 Delaware school districts, tailoring workshops to their specific needs.
Toh Swee-Hin of the University for Peace, Costa Rica, unpacks peace education in the context of the Sustainable Development Goals and the ideal of global citizenship. He suggests that given the multiple and complex realities of conflicts and peacelessness facing humanity and our planet, a holistic, multidimensional framework for peace education is necessary. In essence, the goals of peace education in such a holistic framework can be framed as two interrelated questions: 1) How can education contribute to a critical understanding of the root causes of conflicts, violence and peacelessness at the personal, interpersonal, community, national, regional and global levels? 2) How can education simultaneously cultivate values and attitudes that will encourage individual and social action for building more peaceful selves, families, communities, societies and ultimately a more peaceful world?
This research paper by Rameez Ahmed Sheikh focuses and illustrates the nature of peace education in Pakistan in the context of a culture of peace. The informative aspects of the paper analyses and evaluates peace education in Pakistan and in an international context. The discussion about peace education in Pakistan needs more attention of promoters regarding peace activities. The paper also engaged in an examination of principles, ideals, and actual practice behind peace education.
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.