This guidance aims to provide a comprehensive, one-stop resource on school-related gender-based violence (SRGBV), including clear, knowledge-based operational guidance, diverse case studies drawn from examples of promising practice and recommended tools for the education sector and its partners working to eliminate gender-based violence.
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.
Thousands of Palestinian and Israeli women marched in Jerusalem and Jericho this month demanding peace from their societies. They are doing so by reaching past and through stereotypes and artificial boundaries to find true partners. Such efforts are given little, often inaccurately reported and interpreted, coverage by the standard media. So it is through the networks of women’s civil society organizations and initiatives that we learn of them. We believe that linking peace educators’ networks to those of civil society activists is essential to the field’s having the information necessary to inquiring into the multiple possibilities for action among those they are educating for responsible global citizenship. So we offer this article hoping that it will be adapted for peacelearning purposes.
The Gender Project Program Officer will coordinate the production of a briefing paper examining (1) the impact of attacks on education and military use of schools on girls and women, and (2) programs and policies to protect girls and women from attacks on education and military use of schools.
How to Introduce Gender in History Teaching, a publication of the Association for Historical Dialogue and Research (AHDR), focuses on gender as a missing lens when teaching history in school. The silencing of women’s involvement in Cyprus history results in the neglecting of the multiple ways in which they have contributed to and participated in society. After reviewing the different ways Greek-Cypriot as well as Turkish-Cypriot women have been kept absent from school history, we conclude with eight lesson plans for teaching history from a gender perspective.
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.
In this interview Reardon discusses human dignity, militarism and sexism, and general and complete disarmament as fundamental goals of comprehensive peace education. Published on Common Threads, a blog of Soka Gakkai International, this is an excerpt from a longer interview carried out in collaboration with the Ikeda Center for Peace, Learning, and Dialogue in Cambridge, Massachusetts, and was published in the July 2015 issue of the SGI Quarterly magazine.
Experts say that the scope of the problem of harassment in public K-12 classrooms is large, but a dearth of research exists on the topic. That’s in part because of confidentiality rules that surround both investigations and their findings. The consequences are serious. “Quite frankly, everything can get called bullying,” said Nan Stein, senior research scientist at the National Violence Against Women Prevention Research Center at Wellesley College. “It’s such a large category that you can drive a truck through it. Schools just love to call everything bullying, because it moves them away from the discourse of rights and it de-genders the issue. There’s not enough attention paid to what gets cast as normative conduct that is really sexual harassment.”
The overarching question of this research conducted by Learning for Peace is how can education interventions address gender inequalities in contexts of armed violent conflict and in the process contribute towards sustainable peace? In other words, what do the four case studies tell us about how a gender-transformative approach to education for peacebuilding can strengthen its policy and practice?
Their analysis reveals that conflict is less likely in contexts where there is gender parity in terms of average years of schooling. Analysis has furthermore shown that gender inequality in education increases in response to the incidence of conflict.
In December 2006, the General Assembly of the United Nations adopted a comprehensive resolution calling for intensification of efforts to eliminate all forms of violence against women and requesting the Secretary-General to establish a coordinated database on the extent, nature and consequences of all forms of violence against women, and on the impact and effectiveness of policies and programmes for eliminating such violence. The database was developed and launched in 2009, and was called the “UN Secretary-General’s database on violence against women”. In 2016, in accordance with the adoption of the 2030 Agenda for Sustainable Development, UN Women updated and redesigned the database and relaunched it as the “Global Database on Violence against Women”. UN Women serves as the secretariat for the database.
As Endowed Professor of Human Rights Education you will study how human rights, in particular women’s rights, can best be given a place in education. In this respect, the leading question will be: Where and how can human and women’s rights best be addressed in academic and professional education? On the one hand, this means defining the relevant themes for a specific target group within the wider subject of human and women’s rights. On the other hand, it will also involve pedagogical and teaching questions: how can knowledge about human and women’s rights best be transferred in a way that takes root and has impact?
Betty Reardon is an authentic leader and guru in the field of peace education, which she defines broadly and inclusively as something as fundamental to basic social education as public health or personal finance. She has worked for many years on the pedagogy involved in teaching topics related to building a more peaceful world. This conversation with Katherine Marshall of the Berkley Center for Religion, Peace & World Affairs at Georgetown University focuses on the agenda of a U.S. State Department-appointed sub-group working on women, religion, peace, and security. It also explores wide-ranging issues including interfaith relations, women’s approaches to and roles in work for peace, and the contemporary challenges of educating citizens who can appreciate differences and navigate in a world where different viewpoints are an immediate and significant factor in everyday lives.
“Peace is the absence of direct/personal violence and the presence of social justice.” This definition of peace by Johan Galtung was highlighted by Dr. Achan Mungleng, Independent Researcher, while discussing the core concepts of peace and the importance of peace education, during a workshop on Equality and Empowerment that was organized by Indigenous Women Forum North East India (IWFNEI), Naga Women Hoho and Naga Indigenous Women Association (NIWA) in collaboration with Henry Martyn Institute (HMI), Hyderabad, from March 22 to 26 at Don Bosco Center, Duncan Bosti, Dimapur.
“Pashmina weaving helped to meet my educational needs and I am still pursuing my Master’s degree in English” shared Aneesa. Speaking on how she joined the youth group she reminisces, “I used to notice the activities of women and the youth group formed by IGSSS in my village and in the adjacent villages; initially, I felt it was a futile activity and was not really interested in joining them. But one day, I happened to attend a peace education workshop organized by IGSSS under its P-LEAPS project which was held at Singpora. I listened to the resource person at the event keenly, acquainting us with concepts of peace building and how we can engage with different stakeholder to reduce conflicts in our respective areas. He also spoke on the need of building peace in conflict ridden Kashmir” added Aneesa. “It is there, I realized that I am missing something; the knowledge by which I can contribute towards the peace building initiatives”.
Peace educator Sakena Yacoobi of the Afghan Institute of Learning has been named the recipient of the 2016 Harold W. McGraw, Jr Prize in Education. Yacoobi will receive the International Education prize for the transformational effect her work has had on communities in Afghanistan, particularly in education for girls and women, and how she has inspired others to follow suit. AIL receives requests for workshops and for subjects that go beyond the basics and into topics such as human rights, leadership, democracy and peace building.
This Toolkit produced by Conciliation Resources provides practical guidance to peacebuilding practitioners on gender and conflict analysis. It is based on Conciliation Resources’ experience in conflict-affected contexts and draws on our participatory approach to conflict analysis. The Toolkit was developed over a two-year time frame and involved various members of staff, partners, and numerous external experts.
Civil Resistance to Militarization: A Glimpse of Okinawa’s Nonviolent, Courageous and Tenacious Struggle for a Democratic Security Policy
This report, by Betty Reardon, is written in support of base reduction and withdrawal and in solidarity with the courageous people of Okinawa in their nonviolent resistance to the militarization that reduces their security and detracts from the quality of their daily lives. The Okinawa experience provides an educationally fruitful case for learning some of the vivid particularities of local civil society actions as a realm in which to exercise global citizenship. Similar actions are undertaken in other locations of long-term US military presence. Study of the international anti-base movement could illuminate the destructive consequences of the current militarized global security system to the well-being of host communities, undermining the human security of local populations. Further, and more important to the normative and ethical dimensions of peace education, these civil society actions are vivid examples of the refusal of base communities to accept the powerlessness that security policy makers assume when they make the decisions that ignore the will and welfare of the citizens most affected.