This guide is the fruit of collaboration by Search for Common Ground colleagues past and present from around the world. This guide captures insights from years of experience and offers guiding principles for peacebuilders and on-the-ground practitioners as they navigate this important yet high-risk area of work around violent extremism.
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.
This April Peace Direct is hosting a collaborative research project to bring together experts and practitioners to share best practices and develop new approaches in countering violent extremism. Send notice of interest by March 27.
Japan – IICBA Signing Ceremony for the project ‘Teacher Training and Development for Peace-Building in the Horn of Africa and Surrounding Countries
The government of Japan is providing of 1 million USD to the International Institute for Capacity Building in Africa (IICBA) for the project ‘Teacher Training and Development for Peace-Building in the Horn of Africa and Surrounding Countries’, which will support teachers and teacher educators from Ethiopia, Eritrea, Kenya, Somalia, South Sudan and Uganda.
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.
YouthPower Learning Grants RFA: Advancing the Evidence Base for Youth Civic Engagement in Effective Peacebuilding for Mitigating Violent Extremism
Making Cents International under the United States Agency for International Development (USAID)-funded contract YouthPower Learning is launching a request for applications: YouthPower Learning Grants for Advancing the Evidence Base for Youth Civic Engagement in Effective Peacebuilding for Mitigating Violent Extremism.
Confronting War shares key findings and lessons from the field toward improving the effectiveness of peace practice around the world. This is the Reflecting on Peace Practice (RPP) Project’s inaugural book, and incorporates the findings of several RPP case studies relevant to peace education.
In late February, the U.S. Institute of Peace (USIP) launched a new website, “Public Education at USIP” for engaging youth and public audiences. The Global Peacebuilding Center website, established in 2012, has been retired.
In this book review, Betty Reardon suggests that Eboo Patel’s “Interfaith leadership: a primer” is an invaluable resource for peace education. In this manual on the development of interfaith leadership, Patel provides a model for the construction of learning programs intended to develop fundamental knowledge and practical skills of peacemaking in this society and with adaptations to the global level, providing all the components of the design and implementation of a peacelearning curriculum.
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.
“Building a peaceful society: creative integration of peace education” by Laura L. Finley, is a volume in the Information Age Press series: Peace Education, edited by Laura Finley & Robin Cooper. This review, authored by Christie Billups, is one in a series co-published by the Global Campaign for Peace Education and In Factis Pax: Journal of Peace Education and Social Justice toward promoting peace education scholarship.
Invitation to Participate: Survey Exploring Networked Impact of Peace/Conflict-Focused International Education Programs
Researchers at the University of Massachusetts Boston are conducting a study on the networks formed through peace/conflict-focused international education and study abroad programs, and the impact that these networks have in fostering peace. If you direct (or work/teach in) such a program, or have in the past, they ask for your assistance in filling out an online survey.
This manifesto, issued by ‘El Colectivo Educación para la Paz’ of Colombia outlines a collective commitment to, and vision for, peace education through clearly articulated values and principles for peace education and peace pedagogy.
‘El Colectivo Educación para la Paz’ (The Peace Education Collective) constitutes an effort of several universities, research centers and non-governmental organizations at the national and international order committed to the design, management and implementation of plans, programs and projects of national and international practices aimed at reducing social exclusion and violence impact, as well as strengthen a culture of peace, peaceful coexistence and recognition of differences.
The Alliance for Peacebuilding plays a key role in convening the peacebuilding field around improving capacity and understanding of monitoring and evaluation (M&E) in conflict-affected settings. AfP is seeking a Senior Manager to work in their Washington DC Headquarters. The Senior Manager manages the Peacebuilding Evaluation Consortium and the Effective InterReligious Action and Peacebuilding and also advises other AfP programs on monitoring, evaluation and learning systems.
Amada Benavides de Perez is President of Fundación Escuelas de Paz, a peace education NGO in Colombia. She attended the September 26 signing of the peace agreement between the Colombian government and FARC. She and colleagues have been working tirelessly developing and training networks of formal and non-formal networks for decades, contributing to the foundational peacebuilding work making the possibility of the agreement possible. In the coming months, Fundacion Escuelas de Paz will be coordinating peace education efforts in territories formerly controlled by the FARC.
In this message, Amada offers her reflections on a turbulent week that began with hope, only to collide with confusion and exasperation. We stand in solidarity with Amada, the peace educators and the citizens of Colombia for their continued courage in pursuit of peace through education.
Based on research and a series of working group meetings hosted by the United States Institute of Peace, this report explores the concept of resilience in the context of peacebuilding and conflict-affected states and how socioecological systems respond to violence. Summary findings suggest that a resilient response to violence involves actors that self-organize and learn within the system and institutions and norms that support absorption, adaptation, and transformation.
At the IPB Disarmament Congress in Berlin the first weekend in October around 40 young people from 15 different nations met during a Youth Gathering. Pressenza interviewed three of them: Marie Cucurella from France, Emma Pritchard from England and Simon Ott from Germany.
When asked to constructively criticize the Congress, all three become rather lively: “They always say: Engage the Youth! But then they do not give us space.” Emma says that the Youth had an important perspective to contribute, a perspective that is also valuable. “The goal would be that we no longer have Youth Gatherings in the future but that we participate on equal terms”, Marie says.