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Issue #89 December 2011

REFLECTING ON OUR PRACTICE AND THE STATE OF THEFIELD OF PEACE EDUCATION

TONY JENKINSDirector of Education, National Peace Academy

The United States Institute ofPeace recently published thereport “Peace Education: Stateof the Field and LessonsLearned from USIPGrantmaking." Authored byProfessors Mari Fitzduff andIsabella Jean of BrandeisUniversity, the “report is a resultof an initiative to reflect ondevelopments, contributions, andprospects in specific areaswhere USIP grantmaking hasbeen concentrated. The authorswere commissioned to reviewthe state of the field, to identifythe lessons learned, and tocontemplate future directions ofwork in the area of peaceeducation, with reference toUSIP grantmaking.”

As a former USIP grantee I was invited to participate in the discussions thatled to this publication. Engaging in reflections on my own experience andhearing from other peace educators from around the world about theirchallenges and opportunities was a rare learning opportunity. While wediffered in opinion on some conceptual and theoretical distinctions of the field(differences that I would argue are healthy), we mostly found commonground on strategic approaches to developing sustainable andtransformative educational efforts, particularly those done in partnership withgrant makers such as USIP.

While I encourage you to read the entire report, following is a summary ofkey findings and suggestions:

Over the last several decades, the field of peacebuilding hasprogressively formalized, leading to the development of academic

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programs, training, advocacy, and practice on peace and conflictissues.Several leading models have emerged, including peace education,which effectively incorporates other approaches that focus on thepsycho­cultural, structural, and institutional dimensions of conflict.The evolution of peace education reflects input from numerousdisciplines, forms of pedagogy, and underlying theories of conflict andchange—all of which present challenges for defining its boundariesand assessing its impact.The main areas of related work include developing instructionalcontent, preparing teachers, pursuing the structural and policychanges required to mainstream peace education, promotinginitiatives at the community level, and engaging in public awarenesscampaigns.Experience indicates that the viability and long­term effectiveness ofpeace education interventions hinge on increasing capacity, adoptinga strategy of instruction that covers a wide array of topics and reachesa range of constituencies, altering mentalities about learning as wellas worldviews, and providing systemic support together withappropriate institutions and resources on a sustained basis.Key issues going forward include achieving greater clarity andconsensus in terminology and goals, ensuring space for andcapitalizing on indigenous methods, demonstrating tangible impactyet finding a constructive balance between activism­ and evidence­based justification, complementing other tools of conflict resolutionand peacebuilding, scaling up and replicating successfulinterventions, and providing expert assistance and conductingrigorous assessments essential to translating theory into effectivepractice.The USIP Grant Program should continue its support for peaceeducation initiatives, devote more attention to building the capacity ofgrantees, engage in sophisticated evaluation, and consolidate anddisseminate the insights from their projects. It should also builddeeper relationships between grantees and other parts of theInstitute.

In addition to the above summary, one thing that we all agreed upon was theneed to develop capacities and skills of reflective practitioners. As I put forthin the introduction to the September 2011 issue of the newsletter, “reflectionis an essential peace­building and moral capacity that is at the heart of alltransformative learning processes. Reflective inquiry invites learners intoprocesses of critical introspection, analysis and assessment.” Movingquickly from project to project, and grant cycle to grant cycle, few formal orgrassroots educators get the opportunity to deeply engage in a Freireancycle of praxis in which action is followed by reflection, and reflection againfollowed by action. If we are unable to find the time to engage in suchreflective praxis we are cheating both ourselves, as learners, and thelearning communities and formal and non­formal classrooms we are a partof. Grant makers who are concerned with the sustainability of the projectsthey support should also recognize this dilemma and provide additional timeand technical program evaluation support to grantees to assure suchlearning is occurring.

As 2011 comes to a close I invite you to engage in reflection on your ownpractice and the state of the field of peace education. Take the time torespond to the following questions and share your reflections with acolleague or fellow practitioner:

What developments did you observe in the students you wereteaching & learning with? What exercises, approaches or methods were most successful in

facilitating those developments and why? What other factors might have contributed to the changes youobserved? What activities or approaches didn’t work? What would you change in your practice to improve your effectivenesstoward meeting your learning goals?What do you need to learn to become a better educator? How andwhen will you learn it? What new obstacles have emerged to your work ­locally and globally­and how might your address them? What new conceptual and strategic developments have you observedin the fields of peace education and peacebuilding and how mightthese be relevant to and/or integrated into your work? What new contributions might you make to the international peaceeducation movement?

During this busy holiday season, taking the time to reflect, learn and changemay be the greatest gift you both give and receive.

Resources for Further Study

USIP Report: Peace Education: State of the Field and LessonsLearned from USIP GrantmakingReflective Peacebuilding: A Planning, Monitoring and Learning Toolkitby John Paul Lederach, Reina Neufeldt, and Hal Culbertson

Tony Jenkins is the Director of Education of the National PeaceAcademy and serves as the Global Coordinator of the International Instituteon Peace Education and the Global Campaign for Peace Education. As theDirector of Education of the National Peace Academy, Tony oversees thedevelopment of formal and non­formal educational programs and a researchagenda designed to promote and inquire into the conditions and learning andeducational change strategies for nurturing positive peace. Prior to joiningthe National Peace Academy, Tony was the Co­Director of the PeaceEducation Center at Teachers College, Columbia University where hecoordinated peace education research and program development nationallyand internationally.

News

New Report on Corporate Commercialism in Schools Finds Sponsorshipsand Corporate Marketing Threaten Students‚ Critical Thinking Skills (USA) (National Education Policy Center) A less obvious but significant educationalharm associated with school commercialism involves the threat posed tocritical thinking. Research shows that critical thinking skills are best fosteredin an environment where students are encouraged “to ask questions, to thinkabout their thought processes and thus develop habits of mind that enablethem to transfer the critical thinking skills they learn in class to other,unrelated, situations.” Yet, as they point out, “it is never in a sponsor’sinterest for children to learn to identify and evaluate its points of view andbiases, to consider alternative points of view, or to generate and consideralternative solutions to problems.”

Venezuela Launches School for Human Rights & People’s Power(Venezuela) (venezuelanalysis.com) The Venezuelan Public Defender’s Office launcheda school for human rights education that will be run by the state­funded JuanVives Suria Foundation in Caracas and will carry out seminars in twelve of

the country’s 23 states. The new school will aim to “dismantle the liberal,reductionist, and individualist vision of human rights,” said Gabriela Ramirez,Venezuela’s chief public defender. “Our vision is not just to train the staff ofthe Public Defender’s Office, but rather to build an enduring culture of humanrights, just as our constitution calls for, and that it be the communitiesthemselves that have the capacity and the competence to defend theirrights,” said Ramirez. While enrolment is free of charge, aspirant studentsmust submit a proposal outlining a social problem in their community andhow their human rights education will help them solve it.

International Institute For Peace At Rutgers University, Newark, Is NowAffiliated With UNESCO (USA) (Rutgers) Actor and humanist Forest Whitaker and Rutgers Professor AldoCivico have announced that the International Institute for Peace (IIP) atRutgers­Newark is now operating under the auspices of UNESCO. Theinstitute “will be complementary to the UNESCO's platform of the promotionof a culture of peace and non­violence, particularly in the areas of youth,education, culture, science, communication, and gender equality,” saidCivico.

PEACE is in the BUILDING (USA) (blog: Saylove Music) Writing about our current social structures and peaceeducation, Saylove writes, “If the paradigm of this society is not working for aculture of peace, I know that I must work for the culture, beyond any border.Indeed, one must study law and language if they intend to effect socialchange. No less, any person can change the world by changing their ownself. Some people may not be interested or may not have the energy forbuilding a culture of peace in this world. For me, there isn’t a question. It’ssomething I simply know that I must do with my brothers and sisters.”

McCarthy calls for peace (USA) (Scarlet&Black) Colman McCarthy visited Grinnell to give a lecture focusedon peace education at all levels from elementary school to college degreeprograms. McCarthy believes that peace should be taught in schools thesame way algebra or biology is taught. He believes the teachings of peaceare something all students should experience to have a well­roundededucation. Not only can peace be taught, McCarthy believes, but aggressiontoo. He believes American culture tends to promote competition and acts ofaggression rather than peace and negotiation.

Peace Education in the Field

Bulletin for the Global Movement for a Culture of Peace – November 2011The November issue includes interesting articles, including the "big news" ofthis month from UNESCO, “where the 36th General Conference was devotedto the culture of peace and attending heads of State spoke on its relevanceto their countries.”

Newsletter of the International Network of Museums for Peace (INMP) –November 2011 The second newsletter of INMP details their activities, including the 7thInternational Conference of Museums for Peace and peace museums inschool textbooks.

Newsletter of the Psychopedagogical Center for Peace and ConflictManagement (Centro Psicopedagogico per la Pace e la gestione dei conflitti(CPPP)) – N. 9, 2011 (in Italian)

Details interesting activities and events of CPPP in Italy, as well as relevantpublications and movies. The current issue also deals with the newlyestablished School of Maieutics.

Newsletter of Shalom Educating for Peace (December 2011) In August, a team of students from a university in Kenya visited us inRwanda. September 21 was World Peace Day, and this year saw SEPinvolved in activities in Rwanda, South Africa and the US! Jean de DieuBasabose participated in the Global Peace Alliance Summit that was held inCape Town in October. A moving tree planting ceremony for peace was heldwith the Rulindo community later in that same month. For a copy of thenewsletter, fill out the contact form on the website and request one.

education4peace newsletter of the University of Otago, New Zealand(November/December 2011) This issue features articles, resources and videos on peace education.

“Learning to live together” workshop in Bhutan (Kuensel Online) Teachers and teacher educators from four countriesattended a workshop in Paro, Bhutan to see formal education in the Asia­Pacific integrate elements of peaceful coexistence and sustainabledevelopment. UNESCO Bangkok, along with the Asia­Pacific centre ofeducation for international understanding (APCEIU) organized the workshop.

Peace Education Workshops Unite Educators (USA) (WorldCitizen) Excitement again was present during the Peace Educationsessions held October 11, 12 and 13. Fifty­four educators from 28 differentschools as well as representatives from the Peace Prize Forum at AugsburgCollege and the Peace Maker Foundation attended, energized aboutnetworking and sharing ideas.

Another Peace Education Cohort Graduates in Mexico On November 5th, 2011, a cohort of 42 Mexican teachers completed theCertificate of Teaching Mastery in Peace Education, offered by TeachersWithout Borders in the Mexican state of Coahuila, in partnership with ColegioInglés.

Promoting Peace Education along the Asian Highway (AH) No.1 (Imphal Free Press) This paper by Leban Serto explores the intersectionbetween the subject of Peace Education and the Asian Highways (AH) whichare a series of roads. The main focus is on the AH No 1 and indicating theurgent need to promote the ideals of Peace Education along the AHs, totouch the lives of communities and nations.

Institute for Peace and Justice Education launches teacher­training program(Lebanon) (Lebanese American University) Thirty elementary school teachers from 10schools in North Lebanon, including Tripoli Evangelical School and MonsefNational School, congregated at LAU Byblos on Saturday October 29, aspart of the Institute for Peace and Justice Education’s (IPJE) teacherdevelopment program, titled “Reach a Child, Teach a Child.”

Action Alerts

4th Animations for Peace Award – Foundation for Peace and Foundation fora Culture of Peace (Spain) The aim of the award is to create a compilation of animated films related withpeace culture and to promote awareness on peace education. This year’s

slogan is, "We create peace day by day." The award has two modalities(Spot, for animations of 1 minute maximum and Short, for animations of 1minute minimum) and two categories (Junior, for people under 18, andSenior, for people who are 18 or above). There’s also the Public award.Winners will be included in a DVD that will be published on the Internet andon TV, and exhibited in cinema and animation festivals. The economic prizeis of 300 Euros for the Spot category, of 600 Euros for Shorts and 200 Eurosfor the Public award. Works in all languages will be accepted, with subtitlesin at least one of the following languages: Catalan, Spanish, English. Thedeadline for submissions is May 30, 2012.

Events and Conferences

Please note that only newly submitted events will contain a fulldescription. All events & conferences that have been previously published inthe newsletter will be listed by date with a link to follow for more information. For a calendar view of upcoming events please visit the Global CampaignCommunity Calendar.

How Can We Build a Culture of Empathy and Compassion?” onlineconference (November 1, 2011 – October 2, 2012) This one­year, online ‘rolling’ conference consists of an ongoing series ofonline Panel Discussions with empathy and compassion experts from allfields and walks of life. The panels take place using Skype group videoconferencing and are recorded and placed on Youtube for viewing at anytime.

Peacebuilding Peacelearning Conference – National Peace Academy,Center for the Study of Conflict, Collaboration and Creative Governance(3CG), University of Colorado at Boulder, CO, USA (February 17­19, 2012) The National Peace Academy's first­ever Peacebuilding PeacelearningConference will provide opportunities to inquire into and share ideas,theories, and best practices of peacebuilding, peacelearning and "rightrelationships" as explored through the "ecological sphere" of the NationalPeace Academy's peacebuilding framework. We will explore ecologicalpeace through inquiry into our attitudes, intentions, and actions regardinghow we take responsibility to shift our relationship to the natural environmentfrom one based on control over, to one based on interdependence and livingwith and within. Discounted fees when registering before February 1, 2012.

Is War Inevitable? An Interdisciplinary Conference – Fashion Institute ofTechnology, New York, NY, USA (February 25, 2012) For more information click on the link above.

5th International Conference on Conflict Resolution Education (CRE):“Developing Global Citizens in Schools, Higher Education, and theCommunity” – Global Issues Resource Center and Library at CuyahogaCommunity College, Cleveland, OH, USA (March 14­19, 2012) For more information click on the link above. (Early Registration dueFebruary 11, 2012.)

Call for Papers – 2nd Conference on Creative Education – Shanghai, China(April 13­15, 2012) For more information click on the link above.

Peace Education SIG of the Comparative and International EducationSociety (CIES) 2012: “The Worldwide Education Revolution” – San Juan,

Puerto Rico (April 22­27, 2012) For more information click on the link above. (Acceptance notification:December 19, 2011; Early bird registration deadline: February 8, 2012; Finalregistration deadline for presenters: March 19, 2012.)

Call for Papers/Workshops/Participation: World Council for Curriculum andInstruction (WCCI) 15th World Conference in Education: “Educating forPeace and Harmony with the Earth and Ourselves” – Kaohsiung, Taiwan(December 28, 2012 – January 3, 2013) For more information click on the link above. (Deadline for submissions: April1, 2012. Notification of Acceptance: June 30, 2012. Early Bird Registrationdeadline: September 30, 2012. Hotel Reservation deadline: October 30.2012.)

Educational Programs (Workshops and Trainings)

Please note that only newly submitted workshops/trainings will contain a fulldescription. All workshops/trainings that have been previously published inthe newsletter will be listed by date with a link to follow for more information. For a calendar view of upcoming workshops and trainings please visit theGlobal Campaign Community Calendar.

Free Participatory Course on Democracy and Human Rights (PCDHR) –Centre for Human Rights Education (CHRE), Lahore, Pakistan (September9­18, 2011 and January 2012) For more information click on the link above.

Free Participatory Course on Democracy and Human Rights (PCDHR) –Centre for Human Rights Education (CHRE), Lahore, Pakistan (September9­18, 2011 and January 2012) For more information click on the link above.

Research Assistants, Community Mediation Maryland and The Center forConflict Resolution at Salisbury University, Salisbury, MD, USA (December1, 2011 – May 31, 2013) For more information click on the link above.

Residential Training in Nonviolent Communication for Palestinians, Israelisand Internationals – EcoME Centre, Almog/Jericho, Israel/Palestine(December 29, 2011 – January 7, 2012) For more information click on the link above.

Certificate of Advanced Studies in Human Rights Education – University ofTeacher Education Central Switzerland (PHZ), Lucerne, Switzerland(January­December 2012) For more information click on the link above.

UPEACE Institute – University for Peace (UPEACE), Costa Rica (January 16– February 3, 2012) The UPEACE January Institute will consist of three, two and one­week shortcourses that will be taught by resident UPEACE faculty and internationalprofessionals with extensive expertise in diverse areas. For a full list ofcourses and to apply, visit the link above.

Introduction to Peace Education: A Course for Educators – Teachers WithoutBorders (TWB) & National Peace Academy (NPA), online (January 30 –March 26, 2012)

The TWB Introduction to Peace Education supports educators in theirprofessional development as peace educators and connects them with like­minded colleagues around the world through a supportive virtual learningenvironment. The 8­week online course consists of three modules thatprovide a strong foundation in peace education theory and invite participantsto explore ways in which they can put peace education into practice. Module1 explores peace education theory through its history, definitions, and coreconcepts. Module 2 focuses on the scope of peace education, andencompasses different approaches to the field. Module 3 emphasizes thepractice of peace education, including pedagogy, communication, and how topromote a culture of peace in your school and community. This course is partof the NPA’s National Peacebuilding Peacelearning Certificate Program.

The School for Designing a Society Spring 2012 Semester, Champaign­Urbana, IL, USA (February 6 – April 27, 2012) Around the world, collective expressions of discontent with the currentsystem are blooming in an unprecedented way this year. And we all aregradually learning that the status quo cannot continue without our consent.So we’re changing things—but changing how? Which changes do we wish tosee and be in the world? The School for Designing a Society offers time,space, tools, company, concepts, courses, discussions toward answering thequestions: What would I consider a desirable society? What do experimentalcomposition, design, activism, systems theory, political economy,performance, and bi­directional care have to offer each other ... and me ...and my desires?

Call for Expression of Interest – International Seminar on "TeacherEducation for Peace and Harmony" – Department of Education, BTTCollege, IASE University, Sardarshahr, Rajasthan, India (February 11­13,2012) If interested, please email Dr. Surendra Pathak by clicking on the link above.

Call for Applications – Short Certificate Courses – Human Rights EducationAssociates (HREA), online (February 15 – April 17, 2012) Short online courses include: Children in War and Armed Conflicts; DerechoInternacional Humanitario (in Spanish); Development and Human Rights:Implications for the Globalized World; Indigenous Peoples' Rights;International Refugee Law and Contemporary Challenges; The EuropeanSystem of Human Rights Protection and Promotion; and The Right toEducation. These short e­learning courses are six weeks in duration andinvolve approximately 40 hours of reading, interaction with participants andinstructor on discussion boards, quizzes and "webinars". The applicationdeadline is December 1, 2011.

Considering the Relations of Peace and (environmental) Governance – TheCenter for the Study of Conflict, Collaboration and Creative Governance atthe University of Colorado & National Peace Academy (NPA), Boulder, CO,USA (February 16­17, 2012) A full course description is coming soon. This course is part of the NPA’sNational Peacebuilding Peacelearning Certificate Program.

Solving Unsolvable Conflicts: Conflict Management Using Polarity Thinking –Yarbrough Group & National Peace Academy (NPA), Boulder, CO, USA(February 20­21, 2012) Conflicts become complex quickly: at the personal, organizational, andsocietal levels. Often agreements do not stick, are not sustainable, and caneven make the situation worse because the conflict is diagnosed in ways thatdo not reflect the interdependence of the issues. Polarity thinking is a lensthat frames issues in interdependent pairs, e.g., stability AND change, selfAND other, task AND relationship, and a tool that allows all parties tounderstand their interests will be supported through visible action steps.Polarity Thinking helps prevent polarization. This course is part of the NPA’s

National Peacebuilding Peacelearning Certificate Program.

Hearing Others and Being Heard: Authentic, Collaborative Communication(NVC) – Center for Collaborative Communication, Adelphi University &National Peace Academy (NPA), New York, NY, USA (March 3­4, 2012) Do you want to know what the backbone of consensus is? Democraticdecision­making, consensus, and conflict resolution are based on all partiesfully hearing each other. In this upcoming course, learn to listen effectively,ask questions, speak up clearly for your needs, and deal with conflictproductively. So... would you like to build your proactive and collaborativecommunication skills? Would you like to learn to see human interaction ­both celebrations and conflict ­ as an opportunity for self­learning, connectionwith others, and to generate new ways of moving forward? Are you everfrustrated that people don't see your side? Do you wish you had better toolsto deal with conflict more effectively? If you answered yes to any of thesequestions, then this foundational program in Compassionate, NonviolentCommunication is for you! This course is part of the NPA’s NationalPeacebuilding Peacelearning Certificate Program.

American Educational Research Association (AERA) Annual Meeting: “NonSatis Scire: To Know Is not Enough” – Vancouver, BC, Canada (April 13­17,2012) For more information click on the link above.

Building Resilience In a Time of Transition: Imaging a Fossil Free Future –Pax Educare, The Connecticut Center for Peace Education, AdelphiUniversity & National Peace Academy (NPA) (April 21­22, 2012) "The rise and fall of images of the future precedes or accompanies the riseand fall of cultures. As long as a society's image is positive and flourishing,the flower of culture is in full bloom. Once the image begins to decay andlose its vitality, however, the culture does not long survive" (Fred Polak,Dutch futurist, translated by E. Boulding, 1973). Images of the futuremotivate behavior in the present, according to historical, cultural andpsychological evidence (E. Boulding, 1988). We cannot work for a world wecannot imagine. In this time of transition of our global planet, it seemsimperative that we develop the capacity to vision a world very different fromthat we now know and inhabit, and move beyond fear and despair. Based onthe work of futurists Elise Boulding, Warren Zeigler and others, participantsin this "futures workshop" will work together to construct a positive world 30years into the future and, through several visualization techniques andanalysis, create action steps for the present to work toward this imagedworld. This course is part of the NPA’s National Peacebuilding PeacelearningCertificate Program.

Building Peace in Every Home: Understanding, Responding to, andPreventing Domestic and Dating Violence – No More Tears & NationalPeace Academy (NPA), Ft. Lauderdale, FL, USA (April 28­29, 2012) This course will provide attendees with an in­depth understanding of thescope and extent of domestic and dating violence, both in the US andglobally. It will examine victim and offender characteristics and reviewtheories that attempt to explain abuse. Additionally, the course will drawattention to the many barriers to leaving abusers and the short and long­termimpact of abuse on victims and their children. Finally, the course will reviewlegal and non­legal responses and will highlight best practices in bothresponding to and preventing abuse. This course is part of the NPA’sNational Peacebuilding Peacelearning Certificate Program.

4th Annual Summer Institute for Faculty in Peace Studies ProgramDevelopment – Kroc Institute for International Peace Studies, University ofNotre Dame, IN, USA (June 10­15, 2012) This intensive program brings together teams of academics who want tolaunch a peace studies program; strengthen or develop a new dimension to

a peace studies program; or move an established peace studies program tothe next level of design and rigor. Highlights will be: engage with leadingthinkers on contemporary issues in peace studies practice, research, andteaching; explore the pedagogical, administrative, and communicationschallenges of developing peace studies courses and programs; andcollaborate with teams of faculty on course development while benefitingfrom the ideas and expertise of others in the field. Applications are due byFebruary 15, 2012.

2012 Bologna, Italy Symposium on Conflict Prevention, Resolution, &Reconciliation – Johns Hopkins SAIS Bologna Center, Italy (June 16 – July14, 2012) Participants will undergo intensive training by the field’s premier politicalleaders, academic experts, practitioners, and advocates in the practical skillsnecessary to foster peace and security in their communities and the world.Each expert lecture is then matched with a workshop, game, or simulation toprovide the student body with crucial experiential learning. In addition,participants may apply to earn graduate­level course credit from SAIS.Deadline for applications: April 23, 2012.

2012 Canadian School of Peacebuilding (CSOP) – Canadian MennoniteUniversity (CMU), Winnipeg, MB, Canada (June 18­22 and 25­29, 2012) For more information click on the link above.

The Hague Symposium on Post­Conflict Transitions & International Justice –Clingendael Institute for International Relations, The Hague, TheNetherlands (July 21 – August 18, 2012) Participants will undergo intensive training from the field’s premier politicalleaders, academic experts, practitioners, and advocates in the skillsnecessary to holistically restructure a society after the cessation of violentconflict and/or authoritarian rule, as well as bring those responsible forhuman rights violations to justice. Through formal lectures, site visits toInternational Tribunals and Courts, and interactive simulations andworkshops (as well as in informal settings), emerging leaders selected toattend will increase their understanding of strengthening legitimateinstitutions and governance to provide security, justice, and development andbreak cycles of violence; skills that are instrumental in ensuring long­termstability and preventing conflicts from recurring. In addition, students willhave the option to earn LLM course credit from the Grotius Center forInternational Legal Studies at Leiden University. Early decision deadline:February 13, 2012; regular decision deadline: May 14, 2012.

Call for Applications – PhD in Conflict Analysis and Resolution, School forConflict Analysis and Resolution (S­CAR), George Mason University (GMU),Fairfax, VA, USA (August 2012 ­ …) )For more information click on the link above. (Applications are to besubmitted by December 1, 2011. Decisions will be made and sent out byMarch 1, 2012.)

Call for Applications – MSc in Human Rights and Multiculturalism – BuskerudUniversity College, Drammen, Norway (August 2012 – summer 2014) This is a two­year (120 ECTS) programme open to both Norwegian andinternational students and addressing human rights and cultural diversity atlocal, national, regional and international scales. The programme is taught inEnglish throughout. The MSc programme is designed to accommodatestudents with a first degree in range of academic disciplines. There are notuition fees payable in Norway, for Norwegian or international students.Some bursaries are available to students from specific countries. Check forvarious deadlines. Earliest date for international applicants is April 15, 2012(for the fulfillment of all application requirements).

Call for Papers – Equator Peace Academy on the theme, “Whose

Community? Memory, Conflict and Tradition,” Uganda and Rwanda (August12­26, 2012) The Equator Peace Academy (EPA) is an annual international Academy(Summer School) designed to confront thematic issues in selected countriesof the Great Lakes Region of Africa. This is a call to interested fellows toparticipate in the first Academy. The Academy is organized in Uganda andRwanda under the theme, “Whose Community? Memory, Conflict andTradition,” with the aim of confronting the problematic of intolerance todiversity, divisive governance and the turbulent past. Deadline forapplications: March 25, 2012.

Call for Applications – MA Programs at European Peace University (EPU),Stadtschlaining, Austria (September 26, 2012 – 2013) For more information click on the link above. (The application deadline for allprograms is February 15, 2012.)

Call for Applications – Ph.D. Program in Peace Studies – Kroc Institute forInternational Peace Studies, University of Notre Dame, IN, USA For more information click on the link above. (The application deadline isDecember 15, 2011.)

Call for Applications – New Interdisciplinary Joint Master’s Program in Peaceand Conflict Studies – University of Manitoba and University of Winnipeg,Canada JMP encompasses the analysis and resolution of social conflicts; peaceresearch that examines the structural roots of social conflicts, divisions, andsocial inequalities; and strategies for building community and promotingsocial justice. The program is intended to be rigorous, as the significance ofresearch and intervention for conflict resolution, peacebuilding, and creatinga culture of human rights demands a high standard of commitment,scholarship, and professionalism. JMP is committed to academic excellence,social responsibility, cultural diversity, and reflective practice in PACS. JMPfaculty take a holistic, learner­centered approach, encouraging students todefine and shape their intellectual and practice paths in a creative, rigorous,informed and structured fashion. Application deadline: December 15, 2011.

Peace Education Certificate Program – Urban Center for Social Justice,Peace Education and Research, University of Cincinnati, OH, USA The Peace Education Certificate provides teachers and other social serviceproviders with a comprehensive interdisciplinary mastery of the PeaceEducation knowledge base. This certificate is sufficient to provide individualswith the skills necessary to resolve ongoing conflicts, to create cooperativeenvironments, and prevent violence.

Graduate Certificate in Peace Education – Arcadia University, Glenside, PA,USA This certificate is offered fully online and may be completed within onecalendar year. The certificate program is designed to provide a coreunderstanding of the field of International Peace and Conflict Resolution witha specialization in peace education. This degree would enable teachers,administrators, guidance counselors and social workers in academicinstitutions to design and implement school­wide peace education programs.

Publications and Resources

Free Resources on Bullying Prevention BullyBust launched the Upstander Alliance to empower youth in the effort to

prevent harmful harassment, teasing, bullying, and cyberbullying across ourschools today. We know that students can positively change the way wecommunicate with the right tools and supports. The Upstander Allianceprovides free resources to help student teams, in collaboration with adultmoderators at the school, create targeted community­wide engagementprojects focused on preventing bullying and raising awareness.

Cultivating Peace in the 21st Century: Ready­to­use Student Activities –Classroom Connections A free teaching resource to support education in global issues, peace andsecurity, human rights, cultural diversity and active citizenship. Created anddistributed by Classroom Connections, a non­profit organization dedicated tosupporting publicly funded education by providing free learning resources toschools.

Using the Peace Education Lens: A Resource for Understanding Conflict,Violence, Peacefulness and Nonviolence This resource provides a framework to examine issues of social justice,inequity, potential or actual conflict and/or violence. It can be used toillustrate concepts of conflict and violence and peacefulness and nonviolenceand to develop critical thinking skills.

Peace Praxis – PATRIR (Peace Action Training and Research Institute ofRomania) The latest issue of PATRIR’s newsletter is available online.

Papers from the International Institute on Peace Education 2010, Cartagena,Colombia The current issue of In Factis Pax is comprised of three articles that wereoriginally presented at the International Institute on Peace Education (IIPE)July 12­18, 2010 in Colombia. The theme of the institute was “Learning toRead the World from Multiple Perspectives: Peace Education towardDiversity & Inclusion.” Anita Yudkin­Suliveres, Professor and UNESCO Chairfor Peace Education at the University of Puerto Rico served as guest co­editor. The institute was bilingual, and in the spirit of bilingualism one of thearticles from the institute is published in Spanish.

Culture of Peace News Network (CPNN) The Culture of Peace News Network (CPNN) maintains a Web site withdescriptions of interesting peace education projects around the world. Thesite allows readers to share comments about each project with other readers.

“Going For A Global Truce Peace Movement Blogs, Contests, Scholarshipsand Groups Started” – Peace and Collaborative Development Network This page lists a long series of contests, resources, scholarships, groups andblogs related to a global truce and peace in general.

New Report: “Peace Education: State of the Field and Lessons Learned fromUSIP Grantmaking” by Mari Fitzduff and Isabella Jean – USIP Peaceworks,United States Institute of Peace (USIP) This report provides an excellent analysis of the field overall, and examinesUSIP efforts at supporting educators through grantmaking.

Education Revolution: Transforming Education and Our World – magazine ofthe Alternative Education Resource Organization (AERO), Spring/Summer2011 This issue features a host of articles related to education and pedagogy,children and peace.

Empathy and Compassion – the latest news about empathy and compassionfrom around the world Curated by Edwin Rutsch, this website compiles many interesting articles

and research on empathy, kindness and implications relevant for education.

“From ‘time pass’ to transformative force: School­based human rightseducation in Tamil Nadu, India” by Monisha Bajaj (International Journal ofEducational Development) This free article focuses on the impact of school­based human rightseducation programs in the southern Indian state of Tamil Nadu.

“Human Rights Education: Ideology, Location, and Approaches” by MonishaBajaj (Human Rights Quarterly) A free article on the different forms that human rights education takesglobally with examples from India.

“Teaching to transform, transforming to teach: exploring the role of teachersin human rights education in India” by Monisha Bajaj (Educational Research)An article on the role that teachers play in HRE with data from India. Thisarticle was part of a special issue of the journal Educational Research thatfocused on human rights and citizenship education.

New book: "Schooling for Social Change: The Rise and Impact of HumanRights Education in India" by Monisha Bajaj (Continuum Press)Schooling for Social Change offers fresh perspectives on the emerging fieldof human rights education in India. Monisha Bajaj examines differentunderstandings of human rights education at the levels of policy, pedagogyand practice. She provides an in­depth study of the origins and effects of theInstitute of Human Rights Education, a non­governmental program thatoperates in 4,000 schools in India. This enlightening book offers aninstructive case study of how international mandates and grassroots activismcan work together. Bajaj shows how the Institute of Human Rights Educationhas gained significant momentum for school­based adoption, textbookreform, and policy changes in a nation­state still struggling to ensureuniversal access to education. If this is a book you might consider for courseadoption or as part of your training materials, you could inquire with DavidBarker of Continuum Press for the anticipated date for the paperback releaseor to request a review copy at david@continuum­books.com.

Article: “Arms Sales and the Wall Street Protests: Not as Unconnected asYou Think…” by Vijay Mehta This article can inform discussions on peace by the interesting connections itmakes between the Occupy movement, the financial crisis, the geopoliticalscene and the importance war making and the arms trade have in the USeconomy. As Mehta writes, “The arms industry, assisted by lavishgovernment defence spending, has become so fundamental to US exportsthat refusing weapons to a major trading partner like China causes a globalfinancial crisis. Only until the two countries back away from their arms raceand devote tax­payers’ money to more productive goals will the worldeconomy reach a sustainable balance.”

“Peace education in the context of post­conflict formal schooling in NorthernUganda” by Najjuma, Rovincer (2011), Ph.D. thesis, University ofBirmingham This qualitative, multiple methods case study concerns the effectiveness ofRevitalising Education Participation and Learning in Conflict affected Areas­Peace Education Programme (REPLICA­PEP). There is currently limitedevidence regarding the effectiveness of peace education programmes in thecontext of post­conflict formal schooling.

“Youth as Actors in Peace and Human Rights Education” by Marloes vanHouten and Vera Santner ­ In Factis Pax Speaking of violence, youth are often perceived as perpetrators of violenceand are therefore seen as the perfect target group for peace and humanrights education projects. However, more recently, voices from the field and

from academia, highlight that “peace and conflict research has insufficientlyconsidered youth as relevant actors in [development and] peacebuildingprocesses.”

Papers from the International Institute on Peace Education 2010, Cartagena,Colombia – In Factis Pax The current issue of In Factis Pax is comprised of three articles that wereoriginally presented at the International Institute on Peace Education (IIPE)July 12­18, 2010 in Colombia. The theme of the institute was “Learning toRead the World from Multiple Perspectives: Peace Education towardDiversity & Inclusion.”

Jobs and Funding Opportunities

Please note that only new submitted job postings will contain adescription. All jobs that have been previously published in the newsletter willbe listed with a link for more information.

Research Fellowship Programme UNESCO / Keizo Obuchi 2012 – Pacificsettlement of disputes For more information click on the link above. (Deadline: December 9, 2011.)

PEO International Peace Scholarships (for studies in the USA and Canada) For more information click on the link above. (The Eligibility Form for the2012­2013 academic year will be available until December 15, 2011.)

Education Specialist, P­4 – UNICEF, New Delhi, India Under the general guidance of the Chief, Education Section, the EducationSpecialist will support the planning, implementation, monitoring andevaluation of the Education programme. This includes technical support andleadership in key result areas to support quality education with equity. Thisincludes the roll­out of the Right of Children to free and compulsoryeducation (RTE) Act for all children 6 to14 years; pre primary education toreduce disparity and improve learning achievement; strategies to reducegender disparity and improve transition from upper primary to secondaryeducation; and strengthened systems for teacher education. (This isVacancy No: E­VN­2011­002109 and Position#: 00013090.) Applicationclose: December 19, 2011.

Campaign Assistant, Disarmament for Development Programme –International Peace Bureau (IPB), Geneva, Switzerland (January 2012 – for3+ months) This is unpaid volunteer (internship) position will include research, analysis,drafting, planning and networking related to the Disarmament forDevelopment Campaign as well as the Global Day of Action on MilitarySpending. Starting in January 2012 or later, this position is for a minimum ofthree months.

Call for Applications: 2012­13 Dorothy Marchus Senesh Fellowship –International Peace Research Association (IPRA) Foundation For more information click on the link above. (Applications are due byJanuary 15, 2012.)

Project Coordinator in Post­conflict Peace­building – GrassrootsReconciliation Group (GRG), Gulu, Northern Uganda (February 2012 ­ …) GRG works on innovative peace­building and livelihood projects for thereintegration and reconciliation of former child soldiers and combatants. Weare looking for a person with visionary ideas and someone who can take the

lead in making the organization grow. The Project Coordinator will have theoverall responsibility for implementation of programs in rural communities, aswell as financial management, fundraising, and coordination withdevelopment partners and the local government. Deadline to apply:December 14, 2011.

Ursula Thrush Peace Seed Grants For more information click on the link above. (Submission deadline isFebruary 1, 2012.)

National Peace Essay Contest 2011­2012 – United States Institute of Peace(USIP) For more information click on the link above. (Contest deadline is February 1,2012.)

Peace Revolution Fellowship for Young People: Global Peace on the MoveVIII – Thailand (June 18 – July 1, 2012) Peace Revolution is creating a new “paradigm shift” intent on refocusing allof our personal priorities from an outward search to an inward questdesigned to cultivate a lasting peace and self­sustaining happiness. Fromthere, peace can emanate to others. Are you a young peace activist who islooking for something more to help you in your life and work? Would you liketo learn how to develop your own inner peace, so that you can moreeffectively engage in your work for peace? The Fellowships are open to allyoung peace activists who believe that INNER PEACE + OUTER PEACE =SUSTAINABLE WORLD PEACE. Candidates should apply and begin theself­development program before March 31, 2012.

Director, International Education – Sesame Workshop, New York, NY, USA Reporting to the Senior Vice President of Global Education, the Directorworks with production teams to develop educational content for variouschildren’s media projects throughout the world and to manage and executeour international community outreach work. The successful Director will alsocoordinate efforts to ensure effectiveness of our international projects and todemonstrate and document lessons drawn by overseeing research projectsand activities to disseminate research results.