Mavic Cabrera-Balleza, International Coordinator of GNWP, speaking at a localization training in Sierra Leone.

Translating global policies into practical and necessary actions—one village at a time. The impact of the Localization of Resolutions 1325 and 1820 in Sierra Leone

Sierra Leone is one of 13 countries in Africa that have adopted a national action plan on UN Security Council Resolutions 1325 and 1820. The Localization program, initiated by the Global Network of Women Peacebuilders, is a people-based, bottom-up approach to policy-making and policy implementation that guarantees local ownership and participation.

Patience Ikpeh, Cora Weiss Peacebuilding Fellow for the Global Network of Women Peacebuilders, speaks at a localization training in Kenya.

Localized Training Efforts on Implementing the UNSCR 1325: Lessons Learned and Emerging Possibilities

The Global Network of Women Peacebuilders, in its effort to bridge the gap between global policy and local action on issues of Women, Peace and Security initiated the Localization of UNSCR 1325 and 1820 program. This is a people-based, bottom-up approach to policy-making that goes beyond the local adoption of a law, as it guarantees the alignment and harmonization of local, national, regional and international policies and community-driven strategies to ensure local ownership, participation and links among communities, civil society organizations and government.

Closing of the 61st session of the UN Commission on the Status of Women. (Photo: UN Women/ Ryan Brown)

‘If We are Serious About Peace and Development, We Must Take Women Seriously’

Without peace, development is impossible, and without development, peace is not achievable, but without women, neither peace nor development is possible, writes Ambassador Anwarul K. Chowdhury, former Under-Secretary-General and High Representative of the United Nations. He is an internationally recognized initiator of the UNSCR 1325 as the President of the UN Security Council in March 2000.

Evaluation of the Transformative Potential of Positive Gender Socialization in Education for Peacebuilding

UNICEF commissioned American Institutes for Research (AIR) to conduct an evaluation of the Karamoja, Uganda, pilot of the programme Gender Socialization in Schools: Enhancing the transformative power of education for peacebuilding. Supported by UNICEF and the Ugandan Ministry of Education, Science, Technology and Sports, the programme aimed to trial a practical, school-based intervention to demonstrate the peacebuilding potential of positive gender socialization in the conflict-affected Karamoja region of north-eastern Uganda.

Global Guidance on Addressing School-Related Gender-Based Violence

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.

Hundreds of women from the 'Women Wage Peace' movement take part in a march in support of peace at the Baptismal Site of Qasr al Yahud, near the West Bank city of Jericho, October 19, 2016. (Photo: Flash90)

How thousands of Palestinian and Israeli women are waging peace

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.

New Publication: How to Introduce Gender in History Teaching

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.

Women in Allahabad, India, participate in a rally against gender-selective abortion of girls [Photo: Prabhat Kumar Verma/Pacific Press/LightRocket via Getty Images]

Making Peace Real: an interview with Betty Reardon

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.

(Photo: Getty Images / Photodisc / Jetta Productions)

School Sexual Harassment: Underreported and Ignored

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.”

Gender, Education and Peacebuilding: A Review of Learning for Peace Case Studies (UNICEF)

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.

Global Database on Violence against Women

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.

Endowed Professor of Human Rights Education. Utrecht University, the Netherlands

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?

A Discussion with Betty Reardon, Peace Educator

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.