“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.
In conjunction with the United Nations’ recent 16 Days of Activism against Gender-Based Violence, Iraqi teachers organised a number of activities under the theme of “Home Peace to World Peace, Peaceful Education for All.” To bring awareness and generate concrete steps to eliminating violence against women, Iraq’s Kurdistan Teachers’ Union (KTU) launched a series of initiatives to mobilise the public.
This paper by Loreta Navarro-Castro, presented at the conference on “Gender and Militarism” co-organized by the Women Peacemakers Program (The Netherlands) and Center for Peace Education of Miriam College, 7-8 December 2015, conceptualizes peace education as education that transforms mindsets, attitudes and values as well as behaviors that bring about and/or exacerbate violent conflicts. Hence, it is education that promotes nonviolence and the nonviolent resolution of conflicts from the personal to national to global levels as well as promotes human and ecological well-being, which includes just structures and relationships at various levels. This view of peace education springs from an understanding of peace as both the absence of violence and the presence of justice. Because of this holistic focus on transforming mindsets, values and behaviors, peace education is understood as education toward a culture of peace.
This paper by Fran Schmidt (2000) discusses the need to prepare teachers as agents for a culture of peace. It notes that the core values in a culture of peace are environmental sustainability, cultural diversity, human solidarity, social responsibility, and gender equality. For each of these values, there is a complementary human capacity to be developed through teacher education, making it possible for teachers to cultivate these values and capacities in their students. These capacities are ecological awareness, cultural competency, global agency, conflict proficiency, and gender sensitivity. The paper suggests a number of recommendations to help promote developments in these directions, addressing them to UNESCO, ministries of education, and educational and professional associations.
Girls of color face much harsher school discipline than their white peers but are excluded from current efforts to address the school-to-prison pipeline, according to a report issued by the African American Policy Forum and Columbia Law School’s Center for Intersectionality and Social Policy Studies.
The Executive Director of Basic and Secondary Education of Gambia, Amie Coleh-Mbye, said the current education policy commits the government to upholding the right of every person to basic education, regardless of gender, age, religion or disability. “This however cannot be attended without including the culture of peace among students,” she said. “When student harness a culture of peace, they will be better able to tolerate regardless of their circumstance.”
The women of Pakistan have an important role to play in countering extremism and the country owes a debt to their resilience, said Chief Minister on Social Welfare Dr Mehar Taj Roghani. This was stated in a press release issued on Monday following Women Peace Builders Assembly (WPBN) held in Peshawar.
(Source: ECCHR Newsletter) Developing joint strategies and creating global networks: this was the focus of the European Center for Constitutional and Human Rights (ECCHR) alumni conference held from 5 to 7 November 2015 in Berlin. At the fourth annual alumni meeting, over 80 Education Program alumni, ECCHR staff and partners, including from the Bertha Foundation, […]
(Source: Kizito Makoye, Thomas Reuters Foundation, Dec. 1, 2015) DAR ES SALAAM, Dec 1 (Thomson Reuters Foundation) – Emily Nyoni was enjoying studying at Bunju secondary school in Dar es Salaam and hoped to pursue medical studies to become a doctor until she found out she was pregnant and was expelled. Nyoni, then 17, is […]
(Original article: Rosie Batty, The Guardian, Dec. 2, 2015) Given the choice to go back to when Luke was alive is a question I wouldn’t have to consider for more than a split second. I would give anything to hold him again, to laugh with him, to tell him he’s an amazing, albeit cheeky, young […]
(Original article: Gaurav Das, The Times of India, Dec. 4, 2015) GUWAHATI: A peace action project involving women from Bodoland Territorial Council (BTC) and Karbi Anglong district is slowly doing its bit in building confidence among ethnic communities vulnerable to clashes. The project, initiated by Indo-Global Social Service Society (IGSS-NE), in association with Caritas International, hopes […]
Breaking the glass ceiling: Khawateen Aman Ittehad to increase women participation in peace building
(Original article: The Express Tribune, Nov. 30, 2015) PESHAWAR: A network of women peace builders called the Khawateen Aman Ittehad was launched on Monday in the city where its efforts will be concentrated. Khawateen Aman Ittehad is an initiative of the Peace, Education and Development (PEAD) Foundation to bring together women from different faiths and communities […]
“Peace Education: Lessons from Zimbabwe” Paper Presentation by Dudziro Nhengu, Programme Associate on Gender, Peacebuilding and Security, UN Women, Zimbabwe at the 2nd Africa Peace Conference, October 29-30, 2015, Accra-Ghana. CONTENT DISCLAIMER: please read the Global Campaign for Peace Education’s content disclaimer / policy regarding the posting and sharing of content.
(Original article: Michael Sainato, The Good Men Project, Nov. 16, 2015) An interview with Jennifer Siebel Newsom, who created Miss Representation, and then turned her lens on what’s happening to boys and men with The Mask You Live In. The 2015 documentary, The Mask You Live In, discusses in detail the distorted cultural views of masculinity, which […]