This book aims to reflect the first twelve years of collective effort of a non-profit organisation run by volunteers from the fields of journalism and communication: Pressenza, an international press agency with a nonviolent approach.
The 6th multimedia version of the “Peace Tandem Handbook” shows with testimonies how peace groups and teachers can use the tandem language learning method.
This book will examine the ways in which formal, non-formal, and informal educational spaces are reimagining education through community-engaged partnerships and initiatives, aiding scholars and practitioners to gain deeper insight into restructuring and improving education for a more equitable and socially just world. Abstracts due: November 1.
The theme of this Special Bilingual (Spanish/English) Issue “Weaving Together Intercultural Peace Learning” is derived from a collaborative process to formulate the guiding inquiry for the International Institute on Peace Education (IIPE) Mexico 2022. This theme refers to conceptual understandings and transformative practices for fostering constructive interconnectedness and interdependence for peace learning, which explore the balance of sentipensar (feeling-thinking) and cognitive-emotional processes.
This new book by Dale Snauwaert explores the normative dimensions of peace studies and peace education through the lens of moral and political philosophy.
The Latin American Journal of Peace and Conflict Studies Vol 4 No 8 (2023) features interview with Betty Reardon exploring “education for peace as a tool for integral-cosmological transformation.”
“Peace and Reconciliation in International and Islamic Law” explores the synergies and the differences between the two systems of international and Islamic law in the area conflict resolution focusing on selected conflict theatres around the world; along with interfacing with international humanitarian norms, human rights standards, treaties, best practice vis a vis exploring innovative concepts such as theo-diplomacy as means to attempting to facilitate a peaceful resolution to a conflict.
Drawing on nearly a decade of extensive ethnographic and participatory research, Angela Jill Lederach advances a theory of “slow peace.” Lederach shows how the campesino call to “slowness” recenters grassroots practices of peace, grounded in multigenerational struggles for territorial liberation.
This new publication contains peace education practitioner-scholar focused chapters on transdisciplinary approaches to peace and education research, interventions in educational settings, and alternative ontologies in peace and education work.
The International Journal of Human Rights Education is a peer-reviewed, open-access, online journal dedicated to the examination of the theory, philosophy, research, and praxis central to the field of human rights education. Volume 7, Issue 1 (2023) is now available.
Localizing climate security risk assessments offer a pathway to address climate-related security risks and potentially prevent those risks from emerging or escalating. This new practical Step-by-Step Guide, produced by GPPAC, is a resource on how to document, assess, and address climate security challenges at the local level.
This is the third in a three-part series dialogue between Betty Reardon and Dale Snauwaert on “Dialogue on Peace as the Presence of Justice.” The authors invite peace educators everywhere to review and assess their dialogue and the challenges outlined, and to engage in similar dialogues and colloquies with colleagues who share the common goal of making education an effective instrument of peace.