This year the Blossom Hill Foundation is launching a fellowship program to fund social entrepreneurs with bold ideas for breaking the cycle of violence that so often plagues youth in the Middle East. With this initiative, we are excited to support a new generation of emerging leaders who want to implement innovative solutions within and/or for the advancement of their own war-affected communities. Our vision is for these solutions to be generated and spearheaded by those who understand the situation the best – the young women and men who understand the multi-generational impact of war and are committed to creating a bright future.
Month: March 2016
“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.
This video produced by Minute Physics illuminates the continued dangers of nuclear weapons and the nuclear arms race in the post-cold war world, particularly nuclear winter but also modernizations by the US and Russian governments, EMPs (electromagnetic pulses), fallout, explosions, terrorism, and potential accidents.
Realizing the importance of peace, K. J. Somaiya Comprehensive College of Education, Training and Research in collaboration with Global Foundations organized a national seminar on Education for Peace this month. The guest of honour and keynote speaker was Dr. Subhash Chandra – Founder Trustee, Global Peace Foundation, New Delhi. He threw light on creating social awareness for global peace and religious harmony and developing global peace consciousness.
We can aspire for a world defined by domination and conquest, superiority and oppression, or we can aspire for a world defined by dignity and respect, collaboration and solidarity. Educating for the latter, said Kevin Kumashiro, is a core purpose of School of Education at the University of San Francisco (USF), where he is dean. It also was the subject of “Glimmers of Hope: Peace Education Around the Globe,” a panel discussion co-sponsored on March 11 by USF and the Ikeda Center for Peace, Learning, and Dialogue. More than two hundred Bay Area students, educators, and community members attended. Read the report from this event.
Perhaps the most telling effect of violent extremism is the disruption of education, from primary to college level. A recent report released by the UNESCO Mahatma Gandhi Institute of Education for Peace, entitled ‘India’s youth speak out about higher education’, consolidates the opinions of over 6,000 students from all over the country. Students from conflict affected regions frequently brought up early experiences that affected their ability to succeed in – or even get admitted to – college. These students said they had not been able to attend primary school for years at a time, leaving them unprepared for the rigors of higher education. This trend was borne out by our survey. Approximately 12.4% of survey respondents attributed their lack of enrollment in higher education to “social unrest at their native place”.
Today, education for global citizenship is a necessary tool for building a more peaceful world that ensures every person has a right to clean air, clean water, food, shelter, and other basic human rights. According to UNESCO global citizenship education “aims to empower learners to assume active roles to face and resolve global challenges and to become proactive contributors to a more peaceful, tolerant, inclusive and secure world.” But education alone will not dissolve hateful, ignorant, and oppressive individuals, institutions, and structures of power. Peace requires active engagement; it also requires commitments to reducing global inequities.
From May 30 to June 1, NGO leaders, technical experts, government and UN officials will come together to develop an action agenda focused on the theme: Education for Global Citizenship: Achieving the Sustainable Development Goals (SDGs) at the 66th United Nations DPI/NGO conference this spring in Gyeongju, Republic of Korea.
The Mennonite Central Committee’s Global Family education program supports nine projects that focus on peace education. Students learn about diversity, forgiveness and the skills they need to mediate conflicts between their peers. These programs are all located in places that have a history of violent conflict, and our local partners believe that the children who learn nonviolence have the potential to grow to be leaders of change. This article introduces several Global Family peace projects around the world in photos.
Thousands of children of all ages marched to take a stand against crime and violence in schools. About 8,000 school children joined in what Minister of Education Anthony Garcia called a, ‘Walk for Peace’. “We are trying to promote a culture of peace in our classrooms,” said Minister Garcia, adding, “we are saying no to violence, no to bullying and no to crime!”