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News & Highlights Peace Education in the THE ANTIDOTE TO OUR NATIONAL BULLYING EPIDEMIC: Field MANDATED PEACE EDUCATION Action Alerts Lisa Worth Huber, PhD Academic Director, Master of Arts in Conflict Transformation Events & Conferences at The Graduate Institute, CT Educational Programs UN Secretary­General Publications & Research Ban Ki­moon provided a succinct solution on Jobs & Funding how to create a Opportunities Culture of Peace: “I have a simple, one­ Quick Links word answer,” he GCPE Website said: “education.” Subscribe Archives To help address this Contribute to the gaping need, on Newsletter International Day of Peace, September Make a tax­deductible 21, 2012, the National contribution to the Global Peace Academy Campaign (coming soon) unveiled a free, comprehensive, on­ line peace education curriculum designed by Tony and Tiffany Jenkins. This offering provides programs for everyone–children to adults–and is adaptable to all environments– schools, communities and businesses. This was timely as October was National Anti­ Bullying Awareness month in the U.S., which followed the U.S. Department of Education’s third annual Federal Partners in Bullying Prevention Summit in August. The summit highlighted the epidemic proportions of bullying and continues to strive to identify and address the overwhelming complexity of bullying behaviors by expanding educational programs to lessen, and in time, alleviate these prevailing, often life­threatening concerns. Progress over the past three years is evidenced in the more comprehensive understanding of the structural forms of bullying: how pervasive this behavior is not only in schools, but also in government, communities and in the workplace. This knowledge underscores the value of the National Peace Academy’s curriculum, which offers peace pedagogy for every sphere: personal, social, political, institutional and ecological.

The statistical information on the severity of this problem in our schools– which is effecting over thirteen million children–is available on the newly instituted Congressional Anti­Bullying Caucus’s website. This site confirms what most of the bullying research identifies: One of the most challenging tasks we have in creating positive, caring school cultures is in establishing programs capable of transforming the more passive acts of violence demonstrated in bullying behavior.

Mohandas Karamchand Gandhi understood the potential harm in overlooked and concealed behaviors and distinguished between active and passive acts of violence. This broader view provides a fuller understanding of all forms of aggressive acts, and resists the proclivity to perceive passive acts of violence as something other than violent. The tendency to ignore passive acts of violence is, in part, responsible for the reluctance by some parents, educators and adults to fully understand the range of aggression inherent in bullying. Passive acts of violence are acts of exclusion, omission and silence. These types of behaviors are passive­aggressive and hard to identify; they may not injure the body, but they scar the soul. As Arun Gandhi, Gandhi’s grandson, explains, we generally deny our own violence because “we are conditioned to look at violence in only its physical manifestation–war, fighting, killing, beatings, rapes–where we use physical force. We do not consider, however, oppression in all its forms–name­ calling, teasing insulting, disrespectful behavior–as passive forms of violence” to which I would add cyber­bullying, shaming and all forms of isolation.

Critical to understanding the natural trajectory in which violence escalates is to comprehend what happens when passive acts of violence trigger active forms of violence, unleashing devastating outcomes physically, emotionally, and psychologically. When one is silenced through passive acts of violence, there is little recourse except to absorb the anger and pain, which frequently leads to depression and possible suicide; or, to express this anger in an extremely violent fashion. To best explain the relationship between passive and active acts of violence, Arun Gandhi equates their relationship as similar to gasoline and fire. Acts of passive violence often generate anger in the victim, which fuels the fire of physical violence.

Knowing this, what can we as concerned adults do to alter this devastating situation? How do we address those skillfully hidden, challenging forms of passive violence that elude teachers and parents? How do we transform those passive acts of cruelty that slam students on the Internet and crush them through the hurtful whispers in the hallway? How do we heal the bullies without shaming and ostracizing them? How do we inspire kind and thoughtful behavior? We do it in the very way UN Secretary­General Ban Ki­ moon said: We educate for peace.

To further support the need for peace education as integral to our national and global movements to remedy bullying in our schools and communities, I would like to offer a glimpse into my recent research identifying effective anti­ bullying strategies in middle and high schools. (At this time it may be true that bullying is not widely discussed outside the U.S., yet bullying concerns are global in scope and research continues to be published on the systemic issues of bullying throughout the world.) My aim in the beginning of the research was to gage the efficacy of out­ sourced bullying programs brought into schools for a short time (one day to two­weeks). To collect the necessary data, I did three things. First, I observed the program while the students participated; next, I conducted post­ surveys one month following the program; finally, I performed a second survey four months following the program to record sustained levels of change within the individual students as well as the school community. The results were not surprising. In the beginning, the first weeks and month, most students acknowledged positive change in both their actions toward others and their peers’ behavior toward them. Four months out, however, more than half the students surveyed reported a decline in the level of kindness and community cohesion, and the students who acknowledged being a target or bystander felt things had not significantly improved.

It is important to note there are exceptional programs for bullying: Facing History and Ourselves’ Bullying: A Case in Ostracism and Bully; Teaching Tolerance’s Bullied: A Student, a School and a Case That Made History; Challenge Day; The Anti­Defamation Leagues’ Names Can Really Hurt Us; Pacer’s National Bullying Prevention Center’s Unity Day; and Roots of Empathy, to identify a small sampling. While these are excellent additions to anti­bullying efforts, the challenge remain–how does a school ensure the anti­bullying breakthroughs in both understanding and behavior continue and evolve? Unless schools maintain on­going anti­bullying curricula, recall diminishes, which, as my research confirmed, was a serious hindrance to the overall benefits of these programs. Narrative responses in the four­month survey revealed the majority of students could still articulate the overall theme of the bullying program, but, sadly, very few were able to accurately remember the specific steps and the procedures learned in these programs to replicate them in any meaningful way that would provide lasting change in their lives and school.

These disappointing findings led me to the following question: “What if these programs were implemented in schools with ongoing mandated, or at the very least, infused peace education curricula? Would there be significantly different outcomes in school climate and bullying concerns in these educational environments?” To further this investigation, I located a high school with a mandated peace and social justice program and was generously granted permission to conduct a lengthy, reflective survey at the end of their class on Finals Week. To begin, the students were asked the question: “Do you think having a class in peace and social justice in all high schools would help to address and heal the growing incidence of bullying and school violence among teenagers?”

An overwhelming 84% said, “Yes”; while 8% said “No”; 6 % “Not sure,” and 1%, “It depends on the school.” Most movingly, though, were the additional written answers each student shared concerning their perceived understanding of the inherent benefits in offering peace education to all schools as a method for mitigating violence and bullying. Here are a few responses:

“Yes, teach it from kindergarten to high school. Start teaching them peace when they’re very young.”

“Absolutely, I learned about many social justice issues I’d never even knew existed. Having social justice teachings in every school will spread awareness and promote action among adolescence [sic] who will be our future leaders.”

“If teenagers are helping others, they will not be hurting anyone.”

“Once you see the bigger picture, you get over the smaller things more easily. It also allows people to unite, for we all want peace.”

“You can only break the cycle of bullying and violence if everyone is willing to break it.”

“I think it would help a lot, especially in diverse public schools. I think it would help students be able to discuss injustices, and it would really make them think about their actions. It would also get them thinking about how they could help the world and less about putting others down.”

“This course has really taught me to have a global view and really think outside the box. I’ve learned so much about myself through this course, and I will be able to take so much with me that will aid me through the rest of my life. The apathy of young adults is a big problem as well, so perhaps the first step in remedying bullying is reacting a core/concern for others and fostering a respect for the dignity of every person.”

Inspiring words from our future generation of leaders. And it gets better. The research revealed additional benefits from mandated peace education. Imagine this, not only would national and global peace education create compassionate school climates, it would also expand those pro­social behaviors out into the world. How do I know? When the same students were asked: “Do you think you will continue to work for justice and peace after you graduate?” 88% said, “Yes.”

One student’s response captured the sentiment of her classmates: “I want to DO the change everyone just talks about.”

Peace education not only addresses our national and international epidemic of bullying, it also creates a future generation literate in the ways of right relationship, firmly engaged in social action and invested in a compassionate worldview they believe is both attainable and sustainable.

Colloday, Michael & Gardner, Jason (2002). Architects of Peace: Visions of Hope in Words and Images. New World Library, Novato, CA: (39).

Lisa Worth Huber, Ph.D. is the Academic Director of the Master of Arts in Conflict Transformation at The Graduate Institute. She is a peace educator, teaching artist, storyteller and a participatory action researcher with a focus on empathy development. Currently, Lisa is on the Board of Directors of the National Peace Academy and the Launch Team for the Global Sustainability Fellows program. News

Towards a tolerant society: For a peaceful future, unlearn the biased, violent past (Pakistan) (Tribune) The textbooks used in Pakistan’s schools today are rife with factual errors and hatred towards a number of religious groups. Given that increasing extremism poses an existential threat to Pakistan; the government, civil society, education experts and citizens all need to contribute to a serious process of curriculum reform to help combat the growing levels of intolerance in society. This was the view of participants at a roundtable discussion on curriculum development and textbook reform in Pakistan, organized by the Jinnah Institute in collaboration with the National Commission for Justice and Peace (NCJP) on Tuesday.

Why We Should Teach Empathy To Improve Education (And Test Scores) (Forbes) Empathy matters. And it needs to be taught in schools. Cognitive development has been the absolute focus of education for as long as I can remember. Education writer and broadcaster Paul Tough broke it down on air for Ira Glass like this: “Well, I’m definitely not saying that none of that stuff matters at all. I’m saying that we have put way too much emphasis on it, and especially in the early years.” Tough added that psychologists, neuroscientists, economists, and educators have envisioned a new direction for education emphasizing on a different set of qualities, that are ­ for a lack of a better term – “non­cognitive skills.” In other words: soft skills or social skills. It’s empathy. And empathy pays off, according to researchers at McGill University in Montreal.

Unrest in schools the focus of County Peace Education campaign (Kenya) (Sunday Nation) A recent wave of schools unrests in Nyeri County will be the focus during the County Peace Education torch campaign. Speaking on Thursday to Nation in his office, Nyeri County Director of Education Mr. Harrison Kiburu said the message they will be sending to schools is the need to have a peaceful environment. He said the ministry of education had introduced these peace education forums to empower teachers and students to be ambassadors of peace at the local level. Mr. Kiburu said children alone cannot create peace and there is a need to involve teachers.

Peace Education in Fragile States: A Hope for the Future (Burundi) (Africa UP Close) In 2009 and 2010, I had the great opportunity to be involved with the Burundi Leadership Training Program (BLTP) in the development of a conflict resolution curriculum designed to instill a culture of dialogue and non­violent conflict management among secondary school students in Burundi. Funded by USAID East Africa at the request of the Burundian Minister of Education, through both the Wilson Center’s Africa Program and CMPartners, this initiative’s main goal was to complement efforts already underway within the Ministry to promote citizenship and human rights education through its national civic education curriculum.

El­Hibri Charitable Foundation Names First Youth Peace Education Prize Award Recipient: Leah Muskin­Perriet The El­Hibri Charitable Foundation announced Leah Muskin­Perriet as the 2012 El­Hibri Youth Peace Education Prize Laureate, which carries a $5,000 prize. Ms. Muskin­Perriet’s passion for social justice and community resilience was evident at the age of 11, when she founded her first nonprofit organization, Branching Out, to protect local parks, organizing sixth­grade students to plant hundreds of trees, manufacture reusable bags and then donated sales profits to the Arbor Day Foundation. Most recently, Ms. Muskin­Perriet founded Next Generation Maryland to help organize, educate and empower youth leaders in schools across the state on a variety of civic issues promoting social equality and conflict prevention.

El­Hibri Charitable Foundation Names Peace Education Prize Award Recipient: Dr. Chaiwat Satha­Anand of Thailand (USA) The El­Hibri Charitable Foundation announced Dr. Chaiwat Satha­Anand as the sixth recipient of its annual Peace Education Prize. Dr. Satha­Anand is the first international candidate to be honored with the award which carries a $20,000 prize. Dr. Satha­Anand has been a pragmatic peacemaker in Thailand, engaging policymakers, military and civil society forces to stem violence and address conflict, particularly in the country’s south. He was appointed to lead Thailand’s National Reconciliation Commission and has championed the mainstreaming of peace education in Thai schools.

High Tech for Peace Education to be Piloted in Selected Public Schools (Philippines) (Zamboanga­Basilan) Two public elementary schools and three public secondary high schools in the city are expected to receive audio base peace education module units from a United States funded non­governmental organization, The Foundation for Information Technology Education and Development (FIT­ED).

Transformational Peace Education in the 21st century (UK) (YouTube video) What curriculum, pedagogies, relationships, and structural organization in educational settings constitute effective peace­keeping, peace–making, peace­building? What is the impact of this on peace for individuals and communities at local, national and global levels? As for relationships for peace­building, Dr. Hilary Cremin argues that Peace Circles (adults and youth) should be established to build teams, strengthen diverse relationship and prevent problems. Child­centered, collaborative discipline (not teacher­centered or directive) should be conducted, and strong links with the community, including opportunities for apprenticeship, leaming from elders, and international linking, should be secured. Dr. Cremin’s presentation also proposes structural ideas, such as eco­systemic management, flexible and vertical grouping, and opportunities for creativity.

The UN Addresses how Education can Tackle the Roots of Conflict (USA) (Elan) On September 14, 2012, top officials of the United Nations said that education is a key factor in global change and peaceful resolution, during the “Culture of Peace” forum. “Through education, we teach children not to hate. Through education, we raise leaders who act with wisdom and compassion. Through education, we establish a true, lasting culture of peace,” said Secretary­General Ban Ki­moon.

A Bridge over the Röstigraben for Peace Education in Switzerland A Swiss Peace Education Network was recently established at the conference, “Peace Education in Switzerland: Challenges and Prospects,” which took place during the weekend of October 27 and 28 at the Peace Village in Broc (FR). The event gathered about twenty small and large organizations from all parts of Switzerland. It is the first of its kind organized in both German and French. The location of the conference in Broc (FR) was a symbolic place on the border between these two languages. Among the organizers are the International Fellowship of Reconciliation (IFOR), the Swiss Council for Peace, the Swiss Association of Peace Educators (ASEPaix), Service Civil International (SCI) and Peace Village.

Forging peace through education (Philippines) (New Straits Times) The inking of the peace deal between the Philippine government and the Moro Liberation Front (MILF) brokered by Malaysia must be the high point for all the parties concerned. After four decades, peace is within reach, Prime Minister Datuk Seri Najib Razak was quoted as saying. “This is not the end point, but a beginning,” he said. Malaysia went one step further by offering a helping hand in investing in and developing the region. More importantly, this includes the offer of training and educating the Bangsamoro people so that they can sustain peace in their society. Peace without education can be fragile because more often than not it is the heart that rules the head.

Educating for Freedom: Media Literacy (USA) (TEDx video) No matter where we go or what we do, we are always surrounded by media, advertising, marketing, images, sounds, and experiences that are meant to shape our world view, drive our buying habits, influence our consumption.... and impact just about every aspect of how we live our lives. Are we really truly free if we don't recognize how we are being manipulated to behave in ways that are not necessarily in our best interests or in the interest of sustaining a healthy and peaceful world? Media literacy is critical for people of all ages if we are to maintain the freedom to make decisions that are good for us, good for each other, and good for our planet. In the above newly released TEDx talk, Reach And Teach friend and founder of the Institute for Humane Education, Zoe Weil, demonstrates how we can all take a giant step forward in liberating ourselves and our children from simply digesting the media around us and moving us to becoming better critical thinkers.

Peace Education in the Field

Mainstreaming peace education and intercultural dialogue in youth work (Germany) (UNV) 70 online volunteers have contributed extensively, over the course of several months, to the Peace Bag for EuroMed Youth toolkit, drafting, reviewing and translating the 191 page publication into 12 languages, as well as creating the layout and a web version. The Peace Bag offers practical tools to promote a culture of peace at the local and regional levels across the Mediterranean, which have been developed in a participatory process that involved 18 youth­led and youth­serving organizations from 14 countries in the region, coordinated by the Fundació Catalunya Voluntària.

The Progress and Perspective of Peace Education in Armenia – Women for Development (Armenia) During the past several years local and international organizations in partnership with the National Institute of Education of the RA Ministry of Education and Science have been working on integrating the ideas of peace, conflict resolution and tolerance in the curriculum of schools. The NGO Women for Development, based in Gyumri, Armenia has been implementing the project “Peace and Conflict Resolution Education in Schools” since 2002 with the financial support of EED Germany. The project initiated in schools of Gyumri, and now involves the entire territory of Armenia. The main objective of the project has been formation of the ideas of peace culture and conflict resolution among teachers and schoolchildren.

Shalom Educating for Peace (SEP) Newsletter – October 2012 (Rwanda) Between January and July, Jean de Dieu Basabose was in South Africa, on a research fellowship at the University of KwaZulu Natal undertaking research on anti­corruption as a way of building positive peace. In June, SEP members were awarded a global peacemaking prize. In September and October SEP held several events for International Peace Day around Rwanda.

Bulletin of World Report on the Culture of Peace for October 2012 – Culture of Peace News Network (CPNN) Although the UN Decade for a Culture of Peace ended in 2010, the culture of peace is more than ever on the agenda of the United Nations. As the United Nations General Assembly begins its new session, it hosted two major events for the culture of peace at its headquarters in New York, one on September 14 and the other on September 21. UNESCO, which originally proposed the culture of peace to the UN during the 90s, returned to it as a priority in its General Conference last Fall. Click on the link above for articles related to these and other events.

Children of the Earth (COE) International Day of Peace Activities Read about the activities of Children of the Youth around the world celebrating the International Day of Peace on September 21, 2012.

CPE gives talk and workshop on peace topics to CEAP­member schools (Philippines) The Center for Peace Education (CPE) made the rounds of the Catholic Educational Association of the Philippines (CEAP)­member schools the last few months to give talks and workshops on various peace topics. Jasmin Nario­Galace of CPE spoke about “Challenging Bullying” at the College of St. Benilde (CSB), San Roque Parish School in Alabang and Ateneo de Manila Grade School.

Peace Education: Resolution Through Dialogue at Ivo Andric Primary School in Rakovica (Serbia) The first workshop of NDC Serbia’s accredited programme Peace Education: Resolution Through Dialogue was held on Saturday, 20 October 2012 at Ivo Andric Primary School in the Rakovica municipality in Belgrade. The workshop topics were: Dialogue and Communication, What is Nansen Dialogue, Dialogue and Debate, Conflict Types and Conflict Styles. Participants of the workshop were teachers, the school pedagogue and a representative of the Secretariat for Education at Rakovica municipality.

Peace Education Workshop for Women – Serapaz (Mexico) On June 23. 2012, the SERAPAZ Peace Education Workshop for Women was established. It’s for women who live in the region of the Cañadas de Ocosingo in Chiapas, which is located in Southern Mexico. We want to create a scope for indigenous women with this workshop, who participate in collective and community processes and are part of social organizations. The purpose of the Peace Education Workshop is to work with specific tools to help positive conflict transformation take place from a gender perspective. We consider it necessary to emphasize the importance of the participation of women and men in peace construction processes and social transformation.

Scholars to “peace activists” (Philippines) The more than 400 Muslim and ethnic Teduray scholars in a state­run college in North Upi town, Maguindanao are being honed by school officials as “peace activists” and be involved in the Mindanao peace process. Engineer Sukarno Datukan, administrator of the Upi Agricultural School (UAS), which has been operating for more than six decades now, said the scholars and other students are also being taught the importance of multi­ sectoral dialogues and consensus­building in resolving conflicts besetting their communities.

Action Alerts

Student PeaceVoice Letter to the Editor Competition Write a letter to the editor advocating positive peace, send the clickable link to your published letter (or a hard copy of the actual publication) to the PeaceVoice Director, and you may win a $500 travel scholarship to the Peace and Justice Studies Association conference in Waterloo, Ontario, 17­ 19 October 2013. PeaceVoice will award the travel scholarship to the student (at any level) who publishes the most letters to the editor and who agrees to attend the conference. The period of time during which letters will be counted will be October 2012 – June 2013. The publications may be any periodical. The content should advocate positive peace, which means peace and justice by peaceable means. Justice includes many issues from freedom to environmental protection to labor rights to human and civil rights to our struggle to end poverty, racism, and all forms of violence. The winner will be notified by July 15, 2013.

Peace Essay Contest: How Can We Obey the Law Against War? – War Is a Crime .org Most people understand that war is destructive, but few know that it is illegal. On August 27, 1928 many countries signed a treaty called the Kellogg­ Briand Pact which outlawed war. After ratification by the U.S. Senate the following year this Pact became the supreme law of the land in the United States and sixty five other countries. How can we respect the law if most of us are ignorant of its existence? Members of the Peace Community have decided to: (1) educate the population on why this law was passed and (2) encourage insight and creative expression on how we can bring our country into compliance. Although we are focusing on the student population, anyone can enter the Peace Essay Contest. Age­appropriate prizes will be awarded for the top 25 Peace Essays received by November 1, 2012.

Fourth Annual Student/Teacher Essay Contest ­ Carnegie Council for Ethics in International Affairs From climate change, to terrorism, to global financial crises, many of the greatest problems facing us in the 21st century transcend national borders. All involve ethical issues, such as fairness, rights, and responsibilities. So as part of the Council's three­year Centennial project, "Ethics for a Connected World," we are asking thought leaders around the world to identify the greatest ethical questions facing the planet and how individuals, organizations, and countries should respond. But the project would not be complete without input from students and teachers like you. What do you think? What is the world's greatest challenge, and how does it affect both your local community and the world? What are the ethical issues involved and how can we work together to overcome this problem? This competition is open to teachers and students anywhere in the world. Competition deadline: December 31, 2012.

3rd Annual International Humanitarian Law Student Writing Competition – Washington College of Law Center for Human Rights and Humanitarian Law, American University (AU) and American Society of International Law’s Lieber Society on the Law of Armed Conflict (ASIL), Washington, DC, USA Academic papers on the topic of international humanitarian law (IHL) are sought from students currently enrolled in a law degree program in the United States or abroad. The purpose of the Competition is to enhance scholarship and deepen understanding among students in this important area of international law. The winning authors will be flown to Washington, DC to present their papers at a conference at American University Washington College of Law focused on emerging issues in IHL with a panel of expert professors and practitioners. In addition, winners will receive a complimentary registration to the ASIL 2013 Annual Meeting in Washington, DC on April 3­6, 2013, and a one­year ASIL student membership. Last year, the Competition received over 50 submissions from 13 different countries. Submission deadline: January 31, 2013 at 12:00 pm (noon) EST. Upstanders: Who Taught You to Stand Up? Help Us Recognize Great Educators – Facing History and Ourselves Who is the teacher, administrator, coach or mentor who taught you to stand up and speak out? Nominations are now closed, but stay tuned. 20 semifinalists will be announced soon. Based on your votes, one great educator will win a $5,000 grant for their school or community.

Events and Conferences

Please note that only newly submitted events will contain a full description. All events & conferences that have been previously published in the 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 Campaign Community Calendar.

Ahimsa and Sustainable Happiness – Ahimsa Center, Cal Poly Pomona, CA, USA (November 2­4, 2012) For more information click on the link above.

Religion and Gender: Identity, Conflict and Power – Centre for Conflict Studies, Monterey, CA, USA (November 8­10, 2012) For more information click on the link above.

Demilitarize our Schools: Peace Education and Countering Military Recruitment – Washington Peace Center – Washington, DC, USA (November 10, 2012) A panel discussion with educators, veterans and activists about the militarization of our schools, restoring student privacy and teaching peace not war! Moderated by Norberto Martinez & The Latino Media Collective.

Alps­Adriatic Conference: Peace Education in the Alps­Adriatic Region – Alpen­Adria University, Villach, Austria (November 13­15, 2012) For more information click on the link above.

Exploring Relational Practices in Peacebuilding, Mediation and Conflict Transformation: From the Intimate to the International – The Taos Institute, San Diego, CA, USA (November 14­17, 2012) For more information click on the link above.

Cultivating Peace: A Symposium for Violence Prevention – Virginia Tech Center for Peace Studies and Violence Prevention (CPSVP) and its affiliated Students for Non­Violence club, Blacksburg, VA, USA (November 16­18, 2012) For more information click on the link above.

Empathy and Compassion in Society – Charter for Compassion and many other partners, London, UK (November 23­24, 2012) For more information click on the link above.

Fighting Well (Litigare Bene) national conference on the maieutic method to manage conflicts among children – Psychopedagogical Center for Peace and Conflict Management (Centro Psicopedagogico per la Pace e la Gestione dei Conflitti), Piacenza, Italy (December 1, 2012) (in Italian) The conference will present the results of the first pedagogical research on conflicts among children between 3 and 10 years of age. We learn how to fight when we are children. And yet, adults tend to blame and use guilt when dealing with children in conflict. For the first time, the maieutic method developed by Daniele Novara has been tried as part of a research endeavor by himself and Caterina di Chio in some schools in Torino and neighboring towns. The conference will present the results of this scientific study. At the same time, the new method will be offered to educators (teachers, administrators, parents, coordinators, etc.) as an effective way to help children experience relational conflicts positively; a learning that will serve them their whole lives.

National Seminar on Education for Peace – University of Mumbai, India (December 5­7, 2012) For more information click on the link above.

World Council for Curriculum and Instruction (WCCI) 15th World Conference in Education: “Educating for Peace and Harmony with the Earth and Ourselves” – Kaohsiung, Taiwan (December 28, 2012 – January 3, 2013) For more information click on the link above.

Annual General Meeting and conference on "Education and Poverty: Theory, Research, Policy and Praxis" – Peace Education SIG (Special Interest Group), AERA (American Educational Research Association), San Francisco, CA, USA (April 27 – May 1, 2013) For more information click on the link above.

2013 Summer Institute for Faculty in Peace Studies Program Development: “Teaching Peace in the 21st Century” – Kroc Institute for International Peace Studies, University of Notre Dame, IN, USA (June 9­14, 2013) This intensive program brings together teams of academics who want to launch a peace studies program; strengthen or develop a new dimension to a peace studies program; or move an established peace studies program to the next level of design and rigor. Highlights: * Engage with leading thinkers on contemporary issues in peace studies practice, research, and teaching; * Explore the pedagogical, administrative, and communications challenges of developing peace studies courses and programs; and * Collaborate with teams of faculty on course development while benefiting from the ideas and expertise of others in the field. Applications are due by February 1, 2013.

Call for Proposals – 6th International Conference on Conflict Resolution Education (CRE): “Bridging Cultures: Education for Global Citizenship and Civic Engagement” – Global Issues Resource Center and Library at Cuyahoga Community College, Cleveland, OH, USA (June 12­17, 2013) For more information click on the link above. (Proposals are due by November 9, 2012.)

Call for Papers: “Envisioning Peace, Performing Justice: Art, Activism, and Cultural Politics in the History of Peacemaking” – Peace History Society, Southern Illinois University Carbondale, IL, USA (October 25­27, 2013) For more information click on the link above. (Please forward proposals by November 1, 2012.)

Educational Programs (Workshops and Trainings)

Please note that only newly submitted workshops/trainings will contain a full description. All workshops/trainings that have been previously published in the 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 the Global Campaign Community Calendar. Postgraduate Certificate in Conflict Resolution Skills – Coventry University, England, UK (July 16 – December 31, 2012) For more information click on the link above.

Fall 2012 courses – United States Institute of Peace (USIP), Washington, DC, USA (September 10 – December 13, 2012) For more information click on the link above.

2012­2013 courses – CP CENAC (Centre pour l'action non­violente / Center for Nonviolent Action), Lausanne, Switzerland (September 29, 2012 – June 15, 2013) (in French) For more information click on the link above.

One­day Exploring Humanitarian Law Workshops for Secondary Educators – Carmel, CA (Oct. 6); Cleveland, OH (Oct. 12); San Juan, PR (Oct. 20­21); Jamestown, NY (Nov. 7); Richmond, VA (Nov. 10); Oklahoma City, OK (Nov. 10); Santa Ana, CA (Feb. 2) (October 6, 2012 – February 2, 2013) For more information click on the link above.

"Evaluation of Policies and Programs in Education for Democratic Citizenship" online course – Inter­American Program on Education for Democratic Values and Practices, Organization of American States (OAS), Washington, DC, USA (October 10 – December 18, 2012) For more information click on the link above.

Monetary Justice – Earth and Peace Education International (EPE) and National Peace Academy (NPA), online (October 11/12 – November 8/9, 2012: Thursday or Friday for 5 weeks) For more information click on the link above.

MS in Culture of Peace – Escola de Cultura de Pau, Universidad Autónoma de Barcelona, Spain (October 23, 2012 – May 21, 2013 / meeting twice weekly) (in Spanish) For more information click on the link above.

Understanding and Preventing Domestic and Dating Violence special online workshop – No More Tears and National Peace Academy (NPA), USA (November 1 – December 1, 2012) This online workshop will provide attendees with an in­depth understanding of the scope and extent of domestic and dating violence, both in the US and globally. The goal of the workshop is to help build peace in every relationship. It will examine victim and offender characteristics and review theories that attempt to explain abuse. Additionally, the workshop will draw attention to the many barriers to leaving abusers and the short and long­term impact of abuse on victims and their children. Finally, the workshop will review legal and non­legal responses and will highlight best practices in both responding to and preventing abuse. Webinars will be held on November 1 and December 1, 2012.

International Humanitarian Law Workshops for Law Students & Law Faculty – Emory University Law School, Atlanta, GA, USA (November 2­3, 2012) For more information click on the link above.

Online Courses – University for Peace (UPEACE) (November 5 – December 14, 2012) UPEACE is offering the following online courses on various topics pertaining to peace and conflict studies: Gender and Peace Studies; Conservation and Development; The Nation­State: State Weakness and Intra State War.

Fifth UNESCO Youth Peace Ambassador Training Workshop: “Holistic Views of Peace, Health, Development and the Environment” – Bangkok and Kaeng Krachan, Thailand (November 6­14, 2012) For more information click on the link above.

The Right to Education e­learning course – Right to Education Project and Human Rights Education Associates (HREA) ­ online (November 7 – December 18, 2012) This short certificate course provides human rights, development and education advocates with concepts, skills, and tools to deepen their knowledge and strategize their work on the right to education. The e­learning course will look at the theoretical foundations of the right to education, how to apply them in order to identify stakeholders, obligations and violations, and what strategies may be used to promote and realize the right. The course will apply a human rights advocacy methodology whereby participants learn to work at the level of: substance (being aware of the content and meaning of the right in order to identify violations); structure (identifying duty­bearers and using legal instruments so to encourage accountability); society (identifying actions and behavioral/value changes in order to enhance participation of rights­holders).

Conflictual Interculturality – Psychopedagogical Center for Peace and Conflict Management, Piacenza, Italy (November 9­10, 2012) (in Italian) Education should encourage an intercultural strategy that focuses on conflict. Such an education teaches to live, face and manage differences among cultures as essential elements and as sources of mutual learning, social competencies, and a new understanding of one’s own origins. This process is about fostering an awareness of one’s own roots and starting matrices, and developing the ability to be open to changing them in order to create genuine connections with other cultures. Intercultural education as conflict education can be a wonderful opportunity of evolutionary learning. This seminar, designed for teachers, educators, facilitators and parents, aims to develop the awareness of one’s own roots, skills in dealing with differences among cultures, and recognizing intercultural conflict dynamics and knowing how to transform them into opportunities for learning.

“Global Education: The Intercultural Dimension” online course – North South Centre (NSC), Council of Europe (CoE) and The Network University (TNU) (November 19 – December 16, 2012) This global education online learning course is designed for education practitioners, social workers, civil society, youth activists, as well as policy and decision makers, local authorities and intercultural cities. The course has been designed to complement the Global Education Guidelines, a pedagogical tool for educators and policy makers to understand and implement Global Education, and share with a wider audience concepts and approaches promoted by the North­South Centre’s Global Education programme. This second online learning course provides an overview on why intercultural education is relevant and needed, what it means in theory and practice and how it can be improved in relation to the context of a globalized world, the local needs, its contents and methodology. Application deadline: November 11, 2012.

International Humanitarian Law Workshops for Law Students & Law Faculty – Miller Institute for Global Challenges and the Law, Berkeley Law, University of California at Berkeley, CA, USA (January 3­6, 2013) For more information click on the link above. (Application must be received by Friday, November 9, 2012.)

Call for Applications – International Human Rights Exchange (IHRE) program, University of the Witwatersrand and Bard College, Johannesburg, South Africa (starting in the 2013 Spring or Fall Semesters) For more information click on the link above. (The deadline for the 2013 Spring Semester was October 15, 2012. The deadline for the 2013 Fall Semester is March 1, 2013.) Peace and Global Education Certificate – University of San Diego, CA, USA (starting on January 28, 2013 (Spring Semester) or September 4, 2013 (Fall Semester)) For more information click on the link above. (The deadlines for Spring 2013 are October 15, 2012 (early) through December 1, 2012 (final). The deadlines for Fall 2013 are March 1, 2013 (early) through June 15, 2013 (final.))

From WWII to Present: Integrating Peace Education into K­12 Classrooms – Japan Society, New York, NY, USA (March 9 – May 4, 2013) Integrate a multidisciplinary approach to peace education into your teaching. With a focus on conflict management and peace­building efforts between Japan and the wider world (including the U.S. and East Asia), this course emphasizes using primary sources, informational texts and art to facilitate literacy experiences and the effective incorporation of the Common Core standards. Topics include peace movements that have grown out of the atomic bombing of Hiroshima and Nagasaki, the story of Sadako and the 1,000 paper cranes, Pearl Harbor, Japan’s Constitution, Japan’s role in the international community, and 9/11 from a global perspective.

2013 Canadian School of Peacebuilding (CSOP) – Canadian Mennonite University, Winnipeg, MB, Canada (June 17 – June 28, 2013) Each year the Canadian School of Peacebuilding (CSOP) invites peacebuilders of the world to gather for a selection of 5­day courses. Come this summer to learn with other peacebuilders – local and international, young and old, students, practitioners, and those new to peacebuilding, and participate in your choice of five­day courses for personal inspiration, professional development, or academic credit. Apply by April 1, 2013.

Publications and Resources

Call for papers – Special issue: “Greening Peace and Sustaining Justice” – Journal of Peace Education Acknowledging the ethical responsibility of peace educators and researchers to respond to challenges to the social and ecological wellbeing of people and planet, specifically the present and ongoing threat posed by global warming to human and ecological security, this special issue aims to explore the linkages between social peace and ecological sustainability or conversely social violence, e.g. war, and environmental degradation, e.g. climate change. It also aims to address the educational challenges these linkages represent. How can educators contribute to greening peace and sustaining justice, in other words, to an integrated approach to educating for a culture of social and ecological peace. This is a call for papers that would explore these linkages and present educational strategies for addressing the problematic they highlight. Interested authors should submit a 500­word abstract together with a brief bio statement in an attachment to Anita Wenden by clicking on the link above. Deadline for submissions: December 1, 2012.

Call for Essays: The Psychology of Warmaking – Peace Review: A Journal of Social Justice, University of San Francisco, CA, USA Intergroup conflict is a continuous human problem. This special issue of Peace Review will address the psychological influences upon making war. Specifically, this pertains to internalization of large groups as part of the self­ concept of individuals. This has both cognitive and emotional qualities, and it is influenced by conscious and unconscious needs. It allows us to ask how the large group is represented in the mind of a person. Also, we can ask how unconscious processes associated with group belonging influence aggressive behavior. Our ability to understand the psychological processes that are associated with human destructiveness may help us find novel approaches to minimize the potential for war. Some suggested topics could focus on the interaction of the individual with the large group, unconscious motivations, conscious aggression leading to war, or identity and self­esteem associated with national aggression. A wide variety of approaches to this subject will be considered. Interested writers should submit essays (2500­ 3500 words) and 1­2 line bios to Peace Review no later than January 15, 2013.

Campaign for Nuclear Disarmament: Free Teaching Resources CND Peace Education aims to empower young people with knowledge on peace and nuclear issues and support them in making their own decisions. We have three education packs available free of charge. All activities are based on co­operative and active learning. Download from the link above.

Becoming a Human Rights Friendly School: A guide for schools around the world – Amnesty International This guide describes what a Human Rights Friendly School is and what it can achieve, and offers practical suggestions on how to integrate human rights in schools around the world. It explains how the 10 global Principles for Human Rights Friendly Schools can be integrated into four key areas of school life: governance, relationships, curriculum and extra­curricular activities, and school environment.

OSCE/ODIHR launches new human rights education guidelines for secondary schools The OSCE Office for Democratic Institutions and Human Rights (ODIHR) has developed a set of guidelines on human rights education in secondary schools. The “Guidelines on Human Rights Education for Secondary School Systems” were produced to promote effective human rights education and offer guidance on developing curricula, enhancing the teaching and learning experience, preparing teachers and trainers, and evaluating the work done. The Guidelines will be relevant for program designers, teachers, policymakers and other stakeholders interested in themes related to human rights, social justice, peace and citizenship education. This publication is available in both online and in print format.

Disarmament Week quiz – Nonviolent Peaceforce Disarmament Week is held during October 24 ­ 30 of each year. This week is used to educate people on how much more peaceful the world could be without so many weapons on the street. Take this short quiz and learn more about weapons violence, disarmament and alternative approaches to weapons reduction. Test your knowledge then challenge your friends or students!

Becoming a Human Rights Friendly School: A guide for schools around the world – Amnesty International This guide describes what a Human Rights Friendly School is and what it can achieve, and offers practical suggestions on how to integrate human rights in schools around the world. It explains how the 10 global Principles for Human Rights Friendly Schools can be integrated into four key areas of school life: governance, relationships, curriculum and extra­curricular activities, and school environment. It describes the steps schools can take to plan and implement the project. A toolkit (CD­ROM), with relevant human rights education resources and tools, accompanies this guide. Download the PDF at the link above.

“Peace Education Primer” by Kevin Kester – Journal of Global Citizenship and Equity Education, Vol. 2, No. 2 (2012) This article aims to briefly introduce the field of peace education to adult, higher education and secondary school practitioners. Aiming to confront and resist violence, peace education focuses on the necessary content and pedagogical approaches needed to nurture cultures of peace in a variety of communities. The common themes, pedagogies, training objectives, enabling conditions and evaluation processes of the multidisciplinary field are identified in this paper within the perspective of peace education as education for global citizenship. A brief overview of peace education in action at the United Nations University for Peace is outlined, and popular books and articles on peace education are provided for academics interested in further infusing principles of peace pedagogy into their educational practices.

“Technology and Peace” by Jayson Richardson and Edward Brantmeier This recent article focuses on how modern digital technologies can be used to catalyze peace. In it, the authors argue that: Information communication technologies (ICTs) play a vital role in the context of technocultural globalization. The world is now in an era of condensed space and time in which cultural dynamics, including cultural conflict, are increasingly mediated by powerful technologies that hold the potential to accelerate change and create new opportunities. Conversely, these same powerful technologies, and the denial thereof, are used to sustain oppressive conditions and wage war for ideological (e.g., religion and politics) and material purposes (e.g., water, oil, and food). From the power of networking in addition to the tyranny of isolation, ICTs hold the potential for transformative change as well as to maintain status quo through oppression and domination.

“The Concept and Perception of Peace Education in Gilgit Baltistan Pakistan: A Comparative Case Study” by Abida Begum – Peace and Conflict Review, University for Peace (UPEACE) In the geographically remote culture and context of Gilgit Baltistan Pakistan, this study explores the perceptions and practices of peace education by two secondary school head teachers (one in a relatively urban area and another in a rural area), as well as three additional teachers from each school. A qualitative, interview­based research approach is employed. The concept of peace education is related by the interviewed teachers to the inculcation and development of positive thinking and positive attitude among students. This positivity is seen as instrumental for the holistic development of the children, and ultimately, for the cultivation of a peaceful society.

Conflitti 3/2012 – journal of the Psychopedagogical Center for Peace and Conflict Management (Centro Psicopedagogico per la Pace e la Gestione dei Conflitti) (in Italian) The third issue of Conflitti is out, featuring articles on education, conflicts, pedagogy, children and parenting.

"An Indian Father's Plea" by Robert Lake This is a resource on honoring indigenous knowledge, useful for discussions on colonialism, cultural diversity, cultural heritage, indigenous issues, etc.

Peace One Day Educational Resources All Peace One Day Education initiatives support the Global Truce campaign. Peace One Day Education aims to inspire young people to become the driving force behind the vision of a united and sustainable world by advancing active learning in the areas of conflict resolution, global citizenship and human rights ­ using Peace Day 21 September as a focus. We have several initiatives to help educators across the world teach their students about Peace Day and to involve young people in activities on the day. These include our free online education resources (accessed by thousands of educators in almost every country), the Global Truce Schools’ Network and a number of other projects. Over the years we have developed a comprehensive set of free education resources to help educators teach their students about peace and non­violence.

Jobs and Funding Opportunities

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

Rank Open – Peace Studies Faculty – Kroc Institute for International Peace Studies at the University of Notre Dame, IN, USA For more information click on the link above. (Consideration of applications will begin October 1, 2012.)

Faculty and Department Chair – Department of Justice & Peace Studies, University of St. Thomas, St. Paul, MN, USA (September 1, 2013) For more information click on the link above. (Position open until filled. However, the priority deadline for all application materials is October 31, 2012.)

U.S. Institute of Peace Public Education for Peacebuilding Support: Funding Available The United States Institute of Peace (USIP) and the Institute of International Education (IIE) have launched a new initiative to provide seed money to assist universities, colleges (including community colleges) and public libraries in the United States interested in holding events or activities (educational or training workshops, lectures, speaker programs, library forums, web­based forums) that advance the understanding and promotion of peace building and international conflict resolution. This includes events that raise awareness about international humanitarian law. Events must be held during the spring 2013 academic semester. A second funding cycle will take place with applications in spring 2013 for events during the fall 2013 semester. Application deadline: November 1, 2012.

International Human Rights Education Project Coordinator – Amnesty International, London, UK (starting immediately to May 31, 2013) As a valued member of the Human Rights Education Team, you will oversee the final stages of Amnesty International’s Education for Human Dignity project and ensure its adequate closure, in particular working with internal partners and external donors to ensure that the project is coordinated, implemented, reported on and evaluated within the agreed timeline and resources. The Education for Human Dignity Project aims to raise awareness, inform debate and enable action in order to tackle human rights abuses that drive and deepen poverty. Through human rights education and participatory approaches, young people and those that work with them (including teachers, youth workers and multipliers) have an increased understanding of the relationship between poverty and human rights, and will be equipped and empowered to take action and call for human rights solutions to poverty. Closing date: November 7, 2012.

Volunteer position – English to Spanish translation of Peace Education Curriculum – Dance 4 Peace Dance 4 Peace needs 4 volunteers to help translate a sixth to eight grade Peace Education Curriculum from English to Spanish. D4P Latin America will be available via e­mail to assist and guide the volunteers if required. The volunteers would have until November 22nd 2012 to complete the task.

Visiting Research Fellowships – Kroc Institute for International Peace Studies, University of Notre Dame, IN, USA (2013­2014 academic year) For more information click on the link above. (Applications for residence in 2013­2014 must be received via email by November 30, 2012.)

Peace Education Intern – Kids4Peace (Israel ­ Palestine) Kids4Peace seeks an Intern for its Israel­Palestine office based in Jerusalem. The Intern will serve as Assistant to the Director, supporting all aspects of social media, logistics, fundraising, communications and marketing. The Intern will also participate in planning and running after school activities for Kids4Peace continuing leaders (grades 7­10), including but not limited to running ice breakers, interviewing participants, taking photographs, and writing summaries of the activities for the Kids4Peace newsletters. 20 hour minimum time commitment required. 2­4 days preferred. This position is unpaid but has an option for subsidized housing in the Talpiyot neighborhood of Jerusalem. We seek interns beginning January 2013 for at least 4 months.

UPEACE Peace Builders Fellowship The United Nations mandated University for Peace (UPEACE) announces the “Peace Builders Fellowship”, for the academic year 2013­2014. This fellowship has been created to bring opportunities to young professionals who have an interest and commitment to peace, international cooperation, and conflict resolution. UPEACE will meet students from specific regions halfway by providing a 50% scholarship. Application deadline: January 31, 2013.

Tenure­track Assistant Professor in Child Advocacy Studies – Northeast Illinois University (NEIU), Chicago, IL, USA Northeast Illinois University recently established a new interdisciplinary minor in Child Advocacy Studies (CAST). A couple of years ago, the departments of Justice Studies, Psychology, Social Work and Sociology came together to create this interdisciplinary minor. The first program of its kind in Illinois, CAST was established to meet society’s need for more trained professionals who have the proper knowledge and skills to deliver high­quality social services to children and youth. The program’s goal is to prepare students to work effectively within various systems and institutions that respond to the needs and concerns of children, including immigrant, impoverished and displaced youth. The program now is seeking to expand upon its existing track record of creating collaborative relationships with community based providers who directly serve and advocate for children and youth, and thus the person who is hired will be expected to help provide leadership to further grow the program. This opening is open to with students working in this area who will finish their dissertations by July 1, 2013, and with any other interested scholars.

Director of Development – National Peace Academy (NPA), USA (start by January 2013) The Director of Development is responsible for creating and implementing the fund development strategy for the National Peace Academy, USA. The position reports to the President and is responsible for achieving the fundraising goals of the organization. This includes nurturing key local, national and international relationships to meet the NPA financial goals. Applications are being accepted immediately; the position will begin on or before January 2013.