The Peace Frequency: Interview with Nadeem Ghazi on Peace Education in Pakistan

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.

(Photo: Columbus Dispatch)

Teachers share painful lessons with students who have no memories of 9/11

Cheryl Duckworth, an associate professor of conflict resolution and peace education at Nova Southeastern University in Florida, studied teaching about 9/11. She found that many teachers don’t address the subject at all, and those who do often take only a cursory look. “The teachers felt a real patriotic duty to make sure the students knew this event happened, but a lot of what’s being done is commemorating it or honoring first responders,” Duckworth said. “That’s valid, but it doesn’t help the kids ask the critical questions and understand the context of living in a post-9/11 world.”

Illustration from the cover of "Education for Peace: Experiences from Practice"

Education for Peace: Experiences from Practice (Montenegro and Serbia)

The handbook “Education for Peace-Experiences from Practice” has been translated into English and is now available online. The handbook is the result of cooperation of participants of the regional project “Educational Institutions Implement Education for Peace” and contains articles and lesson preparations with elements of education for peace. The project was jointly implemented by NDC Serbia and NDC Montenegro (GPPAC Western Balkans). The official promotion of the handbook was held in Belgrade on 16 July 2016 during the meeting of the representatives of Nansen Dialogue Network.

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.

(Photo: UNESCO)

UNESCO Launches Teacher’s Guide on the Prevention of Violent Extremism

UNESCO’s Teacher Guide on the Prevention of Violent Extremism provides practical tips to educators seeking guidance on how to discuss the subject in classrooms. The Guide was developed within the framework of UNESCO’s work on Global Citizenship Education and in response to the request of UNESCO’s Member States for assistance in strengthening their education sector responses to violent extremism.

Rwanda Peace Education Program Concludes, Measures Impact of USC Shoah Foundation in Rwanda

The education, community and peace-building Rwanda Peace Education Program (RPEP) has concluded after three years, and its partners have begun to evaluate the impact of the USC Shoah Foundation – Institute for Visual History Education’s role in the program, with positive results. The overall aim of RPEP is the promotion of social cohesion, positive values (such as pluralism and personal responsibility), empathy, critical thinking and action in order to build a more peaceful society in Rwanda.

Peace Education Curriculum for Afghan students

Help the Afghan Children’s Peace Education Curriculum is the first formal school-based model to specifically target vulnerable middle-school and high-school students, encouraging them to reject violence and all forms of aggressive behavior while embracing the principles of peaceful living, respect for diversity, and cooperation.

Originally introduced in 2003 to three schools, the model has spread to 62 schools in five provinces, impacting over 86,000 boys and girls. Results from these schools over the past three years have shown a dramatic reduction in fighting, consistent improvement in classroom and schoolyard behavior, and similar reductions in teachers’ use of corporal punishment. In 2012, recognizing its potential to impact millions of students, Afghanistan’s Ministry of Education endorsed HTAC’s initiative to expand into other regions of the country.

Promotion of peace through textbooks – Pakistan

South East Asian states, particularly Pakistan, is still entangled in the conflicts of past. The Pakistani textbooks are still being used to project a biased and stereotypical view of the world in the minds of students. Many textbooks of social studies, Pakistan studies and languages carry the propaganda of hate, jihad and militarism. As a classroom practitioner and educational researcher, Shafqat Hussain Soomro has found that books of social studies and Pakistan studies are one of the main sources to disseminate seeds of hate and violence in the minds of students against regional neighbours and other religions.

Where to Study Peace Education: A Global Directory

Where to Study Peace Education: A Global Directory

All around the world 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. In support of this need, 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 pleased to announce the official launch of “Where to Study Peace Education: A Global Directory.” This online catalog provides an easily searchable inventory of formal and non-formal programs, courses, and workshops in peace education from around the world.

Elizabethtown College to offer master’s degree in peace education

Elizabethtown College will offer its first stand-alone graduate degree program – the master’s program in curriculum & instruction in peace education.
The master’s degree will be “very much an extension of what we already do at the undergraduate level,” Rachel Finley-Bowman, chairwoman of the Education Department, said. It is aimed at practicing classroom teachers and will be offered entirely online. The college is looking at an initial cohort of 12 to 15 people, Finley-Bowman said. They will learn techniques for mediation and resolution of conflicts in the classroom, as well as the underlying theory, Finley-Bowman said.

A protest singer for all times: a 92-year-old Pete Seeger joins the Occupy Wall Street movement in a march in 2011. (Photo: Marcus Yam for The New York Times)

Teaching With Protest Music

Studying the protest music of the past or present can be a powerful and engaging teaching tool for students, whether the goal is to better understand a historical time period, analyze the power of lyrics and poetry, understand forces of social change or respond to current issues. In this lesson, the NY Times provides teaching ideas from The Times and around the web for incorporating protest music, from the civil rights movement to Black Lives Matter, into your social studies or language arts curriculum. It is, however, only a starting point: We hope you’ll suggest additional songs, artists and articles in the comments.

When and How to Talk with Young Children about Enslavement: Discussion Questions for Educators

When, as well as how, do we talk with children about slavery? At what age do we first introduce the topic, and what concepts do we communicate at different ages? When do we think children can both cognitively understand and emotionally handle the truth about the realities of slavery? Here are some suggested questions prepared by Louise Derman-Sparks and Julie Olsen Edwards for Teaching for Change to help the early childhood community, families, and social justice activists to get started on this essential discussion.

Education for Peace in the Classroom – Curriculum Development Strategies and Materials: A Case Study from Ireland

This paper by Paul Rogers (1991) describes the curriculum development process involved in the production of a set of peace education materials developed by the churches in Ireland during a 13 year period. Rogers suggests one important issue for future development is an understanding that much of the theory of peace, for example in areas of conflict resolution and human rights education and nonviolence, has yet to be translated into concrete programs for school use.