United Nations Educational, Scientic and Cultural Organization UNESCO’s Programme of Action © UNESCO Culture of Peace and Non-Violence A vision in action

You are invited to contact us at the address below for any activities or project proposals

Intersectoral Platform for a Culture of Peace and Non-Violence

Hans d’Orville, Assistant Director-General for Strategic Planning

Katérina Stenou, Director, Coordinator of the Platform k.stenou@unesco.org

Website http://www.unesco.org/new/en/bureau-of-strategic-planning/themes/culture-of-peace-and-non-violence/ Editor Intersectoral Platform for a Culture of Peace and Non-Violence, Bureau for Strategic Planning

Contact [email protected] http://www.unesco.org/new/en/bureau-of-strategic-planning/themes/culture-of-peace-and-non-violence/

Acknowledgments This document builds upon the experience and resources of the Intersectoral Platform for a Culture of Peace and Non-Violence and has benefi ted from the contribution of Professor Arjun Appadurai

Published in 2013 by UNESCO 7 Place Fontenoy 75352 Paris 07 SP France

Composed and printed in the workshops of UNESCO @ UNESCO 2013 All rights reserved BSP-2013/WS/1 Table of Contents

1. UNESCO’s mission:, building the defences of peace in the minds of men and women ...... 4

2. Culture of Peace and Non-Violence:, positive values, attitudes and behaviours for everyday peace ...... 5

3. What is at stake today in a context marked by multiple crisis? ...... 7

4. The Programme of Action on a Culture of Peace and Non-Violence: charting the way towards everyday peace ...... 8

4.1 The strategic horizon ...... 12

4.2 Main areas of action: the “soft power” of Education, Culture, Sciences, Communication and Information ...... 14

5. Translating the culture of peace into action ...... 16 • Selected grassroots projects ...... 17 • High lights from the High-Level Debate on the occasion of 2012 International Peace Day (United Nations) ...... 25 • Flagship activities ...... 30 • Examples of joint initiatives with the United Nations ...... 44

6. Strategic partnerships for peace-building ...... 46 “There is no route to peace, peace is the route”

Mohandas Karamchand Gandhi “Since wars begin in the minds of men, it is in the minds of men that the defences of peace must be constructed”

These lines open UNESCO’s Constitution, and they have lost none of their power in a world buff eted by change, where violence remains an everyday reality, where culture is under attack and where discrimination and intolerance remain rife.

To be sustainable, peace must start with the dignity of every man and woman. It must be nurtured through the enjoyment of their rights and the fulfi lment of their aspirations. Peace is a commitment to a better future that starts today, on the basis of shared values, through dialogue, tolerance, respect and understanding. This is the foundation upon which to build everyday peace in our neighbourhoods and cities, within our societies and between countries.

For UNESCO, this must start with access to quality education for all, especially girls and women, as a breakthrough strategy for sustainable development. It must make the most of the creativity and innovation that comes from cultural diversity and from promoting our shared heritage. Peace must build on concerted eff orts to harness the power of the sciences for the benefi t of all societies. It must advance the right of every man and woman to speak out and be heard.

These conclusions rang out clearly during the Leaders’ Forum that UNESCO held with Heads of State and Government during the 36th session of its General Conference in November 2011. The United Nations Conference on Sustainable Development, held in Rio de Janeiro in June 2012, reaffi rmed the vision that lasting peace and sustainable development are two sides of the same coin. Development is not sustainable if societies are not at peace with themselves and their neighbours, or in balance with the planet. Peace cannot be lasting if billions of people remain deprived of economic, social and environmental justice. Sustainability must be the guiding principle for peace and development in the century ahead.

Peace is not an abstract concept, whose success can be decreed. It concerns individual women and men, girls and boys. Everyone must have the right to imagine a better future and the ability to shape reality to their aspirations. These are the objectives of the Millennium Development Goals and the stakes for the global sustainability to follow. This is UNESCO’s mission, and our message on 2012 International Peace Day.

Message from Ms Irina Bokova, Director-General of UNESCO on the occasion of the International Day of Peace, “Sustainable Peace for a Sustainable Future”, 21 September 2012 Culture of Peace and Non-Violence 4 Building thedefences ofpeace inthemindsofmenandwomen 1. UNESCO’s mission intercultural dialogue. throughnew challengesto lastingpeaceandacting prevention, mediationandreconciliation thanksto avibrantandsincere societies, UNESCO to hastheresponsibility foster inclusive creative postfor doessobyremaining alookout change. the It Tasked witha “soft power” mandate organically integrating theculture ofpeace, sustainabledevelopment andknowledge understanding whilefi intolerance andviolence. ghtingdiscrimination, communication. Dueto this mandate theOrganization inpromoting hasacquired andlongstandingexperience mutual arich peaceandprosperity,international nationin the fi thanksto thecooperationofevery elds ofeducation,sciences, culture and forrespect cultures. ofworld thedazzling diversity accordance withitsmission,slowlybutsurely, In UNESCO iscontributing UNESCO hasbecometheleadingforum for defi ninganewuniversalism rmlybasedupondemocracy,fi rightsand human to non-violence, dialogueandtolerance. ofmankind”. andmoralsolidarity the intellectual To byafi obtainsuchsolidarity, peacemustbesupported rm commitment ofthepeoplesworld, andthatthepeacemustthereforelasting andsincere support befounded, ifitisnotto fail, up ofgovernmentswouldupon thepoliticalandeconomicarrangements notbeapeacewhichcouldsecure theunanimous, viewisforcefullyThis humanistworld expressed intheConstitution ofUNESCO whenitaffi “since warsbegin inthemindsofmen,itismenthatdefences ofpeacemustbeconstructed”. Since itsfoundation over 60years ago, UNESCO that, took over withitsConstitution thatmissioninconformity whichasserts uptheUnitedhelp ofthespecialized Nationssystem. agencieswhichmake economic, socialorpoliticalagreements. This isnotenough. The deepestfoundations ofpeacestillneedto belaid, withthe The United Nationswasfounded the after “great andterrible” Second World War to create andmaintainpeacethrough confl icts,violence, bigotry, intolerance andexclusion, inold andnew.forms compelsus to continuethe This dark reality I hopewillbereinforced intheyears ahead. challengesandobstacles– Butthehumanfamilycontinuesto faceserious “As for andthe theDecade lead UNagency Year, UNESCO ofactors, mobilized awidevariety Second sessionoftheUNESCO Panel High onPeace andDialogueamongCultures at alllevels, inallregions. were Bridges builtthat UN Secretary-General BanKi-moon UN Secretary-General (11 March 2011New York) eff orts orts (…)”. rms rms apeacebasedexclusively“that to to on

humanity byhighlightingwhatbindscultures andsocietiestohumanity eachotherandfrom within. changing inwhichwe world prompts live. usto reconsider of It thefundamentalprinciples Hence, theculture ofpeaceandnon-violence involves aholisticawareness ofthe lifemade oneachsituation,aneveryday decision. isachoiceto be byallindividuals.engineering, It vigilance participation and active process, fortaken granted. isanon-going goalwhichrequires along-term It constant onwhichsuchcoexistence depends.human rights Therefore, peace shouldnever be race, language, universal religion respectfor orculturejusticeand –whilefurthering Peace ismore thantheabsenceofwar, itislivingtogether withourdiff gender equality, to achieve security. international citizenship anddemocraticparticipation mobilizingconceptasitencompasses,lead agency,inter alia,respectfor remains diversity, aprimary dialogue, humanrights, forDecade aCulture ofPeace andNon-Violence for theChildren ofthe World (2001-2010)were proclaimed withUNESCO asUN theoneof Nevertheless, “culture ofpeace” for whichthe “International Year for theCulture ofPeace” (2000) andan “Internat (2010) were usedto translate theuniversal questfor lastingpeaceinto aconceptual, politicalandprogrammatic approach. among civilizations” (2001), “intercultural andinterreligious dialogue” (2007)andmore recently “rapprochement ofcultures” thisregardlandscape. In andinaratherchronological manner, of theterms “tolerance” (1995), “culture ofpeace” (2000), “di have evolvedThe conceptsusedto shapethiscommonaspirationofhumankind alongsidechangesintheinternational in theArabworld. in particular the dawn ofthe21stcentury, newaspirationsfor democracy, andfreedom dignity have raisedindiff immediately theconclusion ofpeaceagreements, after to consolidate thefrayed institutionsandhumanrelationships. At fi eldsofcompetence, suchasElSalvador,were outincountries tried Rwanda, South-EastEurope,Mozambique, Cambodia, confl consolidationofpeace. National ict “culture ofpeace” programmes, intheOrganization’s drawing oncombinedaction the nature ofwarswaschanging andthattheywere confl alsobecominginternal icts,theemphasisshifted to thepost- 1990s, theearly whenitbecameclearthat andtheattainmentofnationhood. In racismandapartheid discrimination, the endofdecolonizationprocess (from 1950sto thelate theearly 1980s),emphasiswasplacedonthefi ghtagainst communication institutionsdestroyed bythewar. When newlyindependentStates burstonto stage at theinternational inEurope, ina particularly Plan”“Marshall ofpeace, to rebuild, theeducational, scientifi intheservice c, culturaland At theendofSecond World War, many institutionsandvalueshadto bereconstructed. Hence, theideaofengaging, Positive values, attitudesandbehaviours for everyday peace 2. Culture ofPeace andNon-Violence erences –ofsex, erent parts oftheglobe, erent parts alogue alogue ional ional

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UNESCO – A vision in action 5 Culture of Peace and Non-Violence 6 the culture ofpeaceasanethicalimperative to reach ofbarriers. across allkinds States,Member civilsociety, intellectuals, mediaprofessionals scientists, artists, andthepublicatlarge to valueandprac gaveThis conceptualandinstitutionalframework worldwide. to thousandsofactivities rise fully in thedevelopmentparticipate process oftheirsociety dialogue andnegotiation andthat guarantee thefullexercise ofallrightsandthemeansto and endeavour to prevent confl freedom, justice anddemocracy, allhumanrights, tolerance andsolidarity, thatviolence reject and behaviours that refl for theimplementation ofallresolutions related to the “culture ofpeace”, defi nedasconsisting “ Given itsmandate anditsexperience, UNESCO hasbeendesignated bythe United NationsGeneralAssembly asleadagency through inspired myriads andsincere bymutualrespect ofactions attachmentto non-violence. and regain to thinkaboutpeaceandorder thecapacity asdynamicforces ofsocial, economicandpoliticallife, whichendure and firm disposition to dialogue. Theculture attempt ofpeaceisacollective to create paths coexistence,for harmonious isaconceptualaswell envisagedaglobalconsciousness asanormativeframework considerations. to It instillineveryone dialogueandreconciliation,social cohesion,mutualrespect,intercultural together withdevelopment andinterfaith prevention andresolution, education,educationfor peaceeducation,humanrights non-violence, tolerance, acceptance, itsessence, thecultureIn ofpeaceandnon-violence istherefore mediation,confl acommitmentto peace-building, ict participation ofallcitizens andpeace. are ofcivilsociety guarantees ofsocialcohesion,thevitality participation Thus defi ned, cultura pluralism gives policy expressionpluralism gives to therealityofculturaldiversity. policy cultural from ademocraticframework, Indissociable plural, anddynamiccultural identitiesaswell varied astheirwillingness to live together. Policies for theinclusionand “In ourincreasingly diverse“In societies, itisessentialto amongpeopleandgroups ensure interaction harmonious with pluralism isconducive to culturalexchange andto thefl ofcreative ourishing capacitiesthatsustainpubliclife”. ect andinspire andsharingbasedontheprinciplesof socialinteraction ect UNESCO Universal Declaration onCultural Diversity, Article 2, Article “From to culturaldiversity culturalpluralism” icts by tackling theirroot by causesto tackling solveicts problems through ” (A/RES/53/243). To doso, UNESCO isengaging of values, attitudes tice l joint eff confl icts,wars, transnationaldisease vectors, global water-resourcesterrorism, cyberspace as disputes,well asthe misuseof environmental andsometimes amixofall. theform of intra-orinter-statesThey cantake tensions into whichmay turn oftheglobalizationeraresultThe multiplecrises innewthreats to peace, whichare political, social, economic, cultural, a crucial challengesisto rethink thesefive interdependent notionssoasto inform newapproaches inalldomains. culturaldiversity, ofthecloselinksbetween be taken andpeace. dialogue, Oneofthemost development, security a safe thisnew, world. In globalisedlandscape, international turbulent acentralideaemerges: greater accountmust needed to itpossiblefor prevent orto make inorder allto learn conflicts,to to eradicate live poverty inharmony in Today there ismore available thanever information, before, technology andknowledge butadequate wisdomisstill – asreveal theexclusions suffered bymillionsofpoor, women, youth, migrants anddisenfranchisedminorities. ismoreThe world andmore interconnected butitdoesnotmeanthatindividualsandsocietiesreally live together 3.What isat stake today inacontext dissemination anduncontrolled capacitiesto use thesemediafor messaging, intimates bothbetween andacross great distances.” Information, onthe otherhand,Information, requires ofeducation, reflectionanddebate inorder adeepersenseofcontext, to Furthermore, communicationhasadualrelationship to community, senseofshared insofar asitimpliesaprior humanity extract whatismostvaluablewithinit. extract run.Thus misinformation trumpsinformation, often especiallyintheshort between the partners in any act ofcommunicationanditalsoembodies anaspirationto inany expandthatcommonground. act thepartners between Communication impliescommunity, ofthesewords andcommonsense, astheetymology commonality alsosuggests. unevenly, whereas misunderstandingappearsto spread fartoo rapidly. –whichisa We thatthiscontradiction doknow challenge to usall–hassomethingto dowitheducation, media,prejudice andpropaganda. Buttheprecise sources of I believe thatmisinformation invariably spreads faster thanaccurate orvaluableinformation. The reason for this whereas slow, peaceisoften gradual andeven glacialinitsspread. Put anotherway, understandingspreads slowlyand only its audience to bring toonly itsaudienceto itasetofwell-prepared bring conditions, prior whichare basedinmisery, often anxiety In thissense, communication,properly understood,In iswhatgives senseto information, andnotviceversa. Hencethe and suspicion,allofwhichare andunequalopportunity. too freely available ofcompetition,misery inaworld difference thecentralbasisofrumor, isthatmisinformation –typically propaganda andhate speech,requires This is the deepest reason for the success of hate-oriented propaganda, bothtodayThis isthedeepestreason past. andinthehistorical for thesuccessofhate-oriented best strategy inaconfl for intervention icted world, is to focus on communication,ratherthaninformation alone. This distinction between communicationand information between ismoreThis distinction thanever relevant ofsocialmedia,electronic inaworld “The truth–even ifwe donotunderstanditwell asyet –isthatviolencespreads rapidly,“The virallyanduncontrollably ect ofalltheseforcesect inproducing disruptive socialtransformations andtraumatichumanpopulationmo marked by multiplecrisis? this mismatch themessagesofdialogueandhate between are notsoeasyto understand. (Arjun Appadurai:2012) vements. nd

UNESCO – A vision in action 7 4. The Programme of Action for a Culture of Peace and Non-Violence: charting the way towards everyday peace

ace and N Today, peace requires ever more active investments, enlightened leadership, powerful educational Pe on f -V o i e o values and a progressive media world. Every one and each of these constitutes a requirement r le u t n l c relevant to the mission of UNESCO. The Organization’s longstanding commitments to the u e

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t rethinks strategies and operational modalities. It aims to draw benefi ts from cultural diversity, 8 respectful of human rights, while providing individuals and societies with the skills and tools for living together in harmony. These strategies and modalities are tailored to the requirements of an era of social transformations marked by fl uidity, complexity, uncertainty, calling for new articulations between cultural diversity and universal values. In a world of intricate interdependencies, where a confl ict anywhere can spread confl ict everywhere, it becomes urgent to understand that peace can disappear suddenly, even in countries where it has a long-standing tradition. Lasting peace rests on a complex and fragile web of daily practices embedded in local settings and the most ephemeral encounters that individuals and communities creatively maintain out of the conviction that they constitute the sustainable conditions for living together in dignity and shared prosperity.

As a consequence, peace should be more and more recognized as the cornerstone of all people’s daily lives both in terms of prevention and reconciliation, particularly in contexts characterized by social and economic unrest, ethnic or religious hostility, post-confl ict situations, contested electoral processes, and other forms of violence-prone environments. Addressing those situations through activities at the global, regional, national and local levels, a culture of peace has the potential to result in everyday peace, a peace crafted by all members of societies.

Culture of Peace and Non-Violence of Peace Culture In other terms, everyday peace is not minor, piecemeal or ephemeral. It is peace practiced, peace contributing to the fabric of daily life, peace understood by individuals living in the real world. It is not foreign to policy or strategy; it is a reference point, a resource and a compass for large-scale eff orts to build lasting peace. States and multilateral organizations must guarantee that security, justice, shared prosperity and stability prevail. Yet, large-scale eff orts cannot translate into sustainable peace if people in their daily and local settings do not put into practice the principles connected to a culture of peace. These include, inter alia, democratic governance of cultural diversity respectful of human rights and intercultural dialogue, civic engagement and pluralism conducive to conviviality and solidarity, dignity and justice enabling harmony and mutual understanding to blossom. In thisregard,In have into thefollowing sustainability to account: whichunderpin betaken principles   

absence of fairness leads to a general cynicism aboutcollaboration leadsto ageneralcynicism absence offairness circumstances cancreate a “tip-over” or “threshold” eff not acceptable. Thus, ways itisessentialto inwhich examinethe various power. Butitisalways present ofwhatisand asameasure andmarker may expresshistory. itselfinideasaboutwealth, It orhonour, orstatus andthroughout human society human inevery fair canbediscerned theideathatagiven ofgoodsisor isnot distribution Nevertheless contents and applicationmay vary. ethicoffairness. Its an underlying negotiable feature ofsociallife. canexistwithout Nohumansociety andnon- isseenasaprimary of theseistheconditionthatfairness conditionsofsocialwell-being andthemostimportant under certain Practices peacedonotexistinasocialvacuum. ofeveryday They thrive regard ofcontrolled to thehumanexperience competition. spaces ofcreativity, atmore competitionandaspiration,needto belooked closelyassourcesin ofbestpractices oftheopponent.Schools,not encouragethedegradation ordestruction play andgames, seenasuniversal human childhood are to befound inclass-rooms, where regulated competitionisnecessarily gamesandsports, anddoes years ofcooperationandcollaborationthrough of activities,whichintheearliest collective thevirtues learn cooperative socialprojects, whether theseare orhopesfor aboutlivelihood, abetter life. kinship Typically, children moralconvictions.individual dispositionsorprivate Peace inthemidstofcollaborative and emerges asavirtue From thisinsight,itfollows life thatpeaceineveryday istheproductofcollaboration,andnotresult of sure guarantee ofpeace, canbebuilt. isneeded, ofthesepractices sothatanarchive andviability oftechniques forvariety cooperation,whichistheonly conventions oftolerance, understandingandwillingness Amuchdeeperstudyofthenature, to reduce friction. ofsociallife,about peaceandorder characteristics asactive whichare bymany maintainedintheirownright daily on reconciliation, negotiation,forgiveness andmediation.Dueto thishabit,we have to think lost thecapacity and disorder. are largely Thus ourapproaches to peace-making People absenceorcessationoftheconditionsopposedto it,thoseofconfl tend to thinkofpeaceasalack, war ict, between diff between Everyday peace iscloselytiedto theperception offairness inthesocialcontract Everyday peace isanactive andcollaborative socialproject Everyday peace isnotthemere absence ofwar, confl orviolence ict erent groups withinasociety. ect, inwhichthe ect, post facto approaches, byafocus characterized 2010   

 

 

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UNESCO – A vision in action 9 Culture of Peace and Non-Violence 10   

peace alsorequire thestrengthening ofintermediate institutionssuchasschools, localgovernments, regional news times ofstress andviolence. everyday thatsupport initiatives anddomesticpractices state-level The linksbetween in victims,butithasbeenlesswidelyunderstood thatwomen andchildren are alsonaturalpeace-makers primary thatintimesofwar, iswidelyknown based.peace are andconfl It crisis primarily women andchildren ict, are the spheres thedomesticandcommunity assites where andnurture thehabitsandresources forsupport building confl andincentives. resolution andglobalsanctions ict Thesebiaseshave limited ourwillingness closelyexamine,to excessively peaceisoften abouteveryday biasedinfavour ofhigh-levelOur thinking diplomacy, state-based conducive to tolerance, opennessanddialogue. and individualethosanimatingspontaneousaswell asrefl exive behaviours otherwords,In lasting peacestems from aculture ofpeace, a collective byafisupported rm commitment non-violence,to dialogueand tolerance. religion, andlanguage. ethnicity To obtainsuchlasting peace, itmustbe communities soasto live together acceptingdiff valuesareis possibleonlyifitsunderlying appropriated byindividuals and of warsignalled andthesigning bythesilenceofarms oftreaties: peace Peace for shouldnever betaken granted. Peace isnotmerely theabsence Everyday peace isnever automatic, permanentorself-maintaining environmental andothersocialtransformations. development sinceitisaimedathelpingpeoplecoperesiliently andcreatively withethical, cultural, political, which binds” cultures aculture andsocietiesto turn, ofpeacefosters eachotherandfrom within.In sustainable thatcanresult onlyfrom of solidarity aculture ofpeace,the kind non-violence anddialoguewhichcondenses “that inmindthat theemerging dorequirebearing andfuture responses. challengesofhumankind collective These imply Today, sustainabledevelopment callsto rethink ourrelationship to theenvironment, theeconomy andsociety to warover culturaldiff guarantee againstthesuccessofdemagogues, to drivepeople andthepropaganda offundamentalistsallkinds inthegoodfaithoftheirothers.minor accommodationsandmodestrisks These minorinvestments are thebest andconflpeople to live withthefriction thatisendemic to allsociallife.It habituates ict people to smalladjustments, Economic development, especiallywhenitissociallyresponsible andinclusive, widensthewillingness ofordinary conditions Everyday peace andeconomic development andreciprocal are bothcomplementary social media anduniversities. and diplomacy Everyday peace life, beginsindomesticandcommunity notsolelyinthehighcorridors ofpower erences. Typically theprofi tsofwarbenefi tthefew, whereas itscosts bythemany.are borne erences ofculture, gender,

© Posterfortomorrow which isfarmore thanamatter ofbeingcompatibleenablingconditions. peace andinclusive economicgrowth have adynamicandreciprocal relationship strengthen andwideneachother’s credibility, day andsustainability. viability Every inwhichpeaceandeconomicdevelopment cycle development create avirtuous fostering peacefulenvironments peaceandsustainable (seeillustration).Everyday itself, andprosperity the essentialconditionofsustainedprosperity whenshared, as form sidesofthesamecoin.Peace two asbeing beenseenandportrayed hasoften main strategic focus ofUNESCO, alongwithsustainabledevelopment, bothof which can achieve lastingpeaceandshared prosperity. From thatperspective, theculture ofpeacerecommends itselfasthe To address thesechallengesholistically, we needto promote aneff two sidesofthesamecoin Culture ofPeace andSustainableDevelopment, … Iamnotreferring to theabsolute, infi nite conceptofpeaceandgoodwillwhichsomefantasiesfanaticsdream. interest ofall concerned. grand ormagicThere formula to to isnosingle, thispeace--no beadopted byoneor simplekey Let usfocus instead onamore practical, more attainablepeace,– basednotonasuddenrevolution inhumannature but two powers.two Genuine peacemustbetheproductofmany must bedynamic, nations, notstatic, thesumof many acts.It I donotdeny thevalueofhopesanddreams but we merely thatour invite discouragementand incredulity by making on a gradual evolution in human institutions–on a series ofconcrete andeff aseries on agradual actions evolution inhumaninstitutions–on “… Ispeakofpeace, therefore, rationalendofmen.Irealize thatthepursuitofpeace asthenecessary changing to meetthe challengeofeachnewgeneration.For peaceisaprocess, away ofsolving problems… is notasdramaticthepursuitofwarandfrequently thewords of the pursuerfallondeafears. President JohnF. Commencement Address Kennedy: atAmerican University, June 10,1963 (Justice). Sheheldstheinfant (Justice). Eirene (“divine thesister of law”), (Peace) issaidto bethedaughter of But we have nomore urgent task. … only andimmediate goal. Eunomia Ploutos (godofprosperity and (Ruleoflaw) and © MunichGlyptothek ective ective “intellectual andmoralsolidarity” whereby humanity Zeus abundance) and Themis Diké

ective agreementsective whichare inthe

UNESCO – A vision in action 11 Culture of Peace and Non-Violence 12 • • • The ideal of everyday peaceconceived –notonly asalivingexperience Theidealofeveryday • cultural diversity: creative change. However, thisrelationship canonlybecomefruitfulif andinterculturaldiversity dialogue, force asthelatter isadriving for be eff The benefi are tsofcultural diversity notautomatic.Indeed, inorder to Tensions andhumanrights, culturaldiversity identitiesandcitizenship, i andparticularism, universality between • Fundamental ofpeaceuniversally principles shared, appropriated byallcultures andmainstreamed into publicpolicies; • Expectations • More particularly: Give aspecialemphasisto ofyoung theempowerment women andmenwho, nowadays, have unimagined possibilitiesof • Promote to live oflearning conducive together, theprinciple to lastingconviviali ofunity-in-diversity thechallenging art • Rethinkthedividendsofculturaldiversity, asbenefi tsofacontinuousexchange cultures; between • Objectives cultural identitiesandcitizenship andresponse to theneedfor anewhumanismandethics. isone, plural,that humanity interdependent andfragile; itrecognizes andparticularism, thetension universality between and threats are humankind’s multiplyingandundermining cohesion,theProgramme off The Programme peaceatangible aspires ofAction realityfor everyday to make all. Atpresent, where newglobalchallenges 4. youth civic engagement and democratic participation through thecreationyouth of civicengagementanddemocraticparticipation ofpeace”,“hubs for example. Promote aglobalmovement infavour ofaculture oftheidealsand practice ofpeaceandnon-violence withemphasison humanistic aspiration,byestablishing, for example, guidelinesfor onshared values; aglobalcurriculum Improve theworld’s preconceived globalunderstandinganddeconstruct ideasbyplacingemphasisonthefuture asa to nurture “everyday peace” involving women andyouth; anewpolitical,Develop conceptual andprogrammatic approach infavour ofastrong commitmentbyStates andcivilsociety in periods ofconflin periods times–widelypromoted. butalsoinordinary ict globalized world, analyzed andbetter understood; access and participation inglobalconversations (i.e.:access andparticipation through ICTs andsocialmedia). 1 ective, thesebenefi ts rely uponthe cultural relationship between The strategic horizon ers a fresh opportunity to reaffi ers afresh opportunity rm n a ty; © Khalid Mohamed Hammad Elkhateem • • • • concerns forconcerns the United Nationsingeneral, andfor UNESCO inparticular. andwidenthepotential ofcreatingbridges more just,dignifi lives edandmeaningful common for people everywhere, themselves. These voices mustbeempowered isonlydialoguethatcanhelpbuilding andchanneledthrough dialogue. It toOur shared express isarecourse isobvious:culturaldiversity responsibility thatprovides allvoices withtheopportunity Anewinstitutionalstrategy • We needto considerthefollowing strategies atthelocal, national, regional level: andinternational arguments andfresh energy pluralsocieties. to address thechallengesofcontemporary becoming benefi cial all.to intercultural dialogueprovides anditscorollary culturaldiversity Thisway new ofconsidering andintercultural culturaldiversity between dialoguebeestablished, cycle Only underthesecircumstances canthevirtuous • create anewinstitutionalecologyfor livingtogether inconviviality. peace (alsoto befound andoutside theState, bothbetween inNGOs, organizations, socialmovements, etc.) voluntary to intercultural dialogue(mainlyto befound andtheorganizations devoted incivilsociety) to sustainabledevelopment and A newpoliticalstrategy benefi ts whicharefor thewholesociety neitherautomatic norevident. anddialoguetheir aboutsustainablediversity policy nationalandinternational raising whichhighlightthelinksbetween Anewcommunication strategy on theneedfor to adoptacreative thewholesociety adaptation. appropriately fundedandmandated sothattheycanassesslegalfeasibility, andstrengthen consciousness identifypartners appropriate to policiesbasedonintercultural address multiculturaltensions. solidarity These mechanismsshouldbe cultural system, possibilitiesfor andlivingtogether newways canemerge. oflearning and anticipation,whichare for alsonotto betaken granted. Where there isopennessto creative transformation withina willingnessto changeone’sSupports cultural horizons requirement forThis isanelementary dailyculturalpluralism. practical, information –withpeoplewhomay notshare culturalassumptions. thesamecherished politics,requires sharedleisure –ofwork, socialworlds and thewillingness to buildpartially forbe taken granted, itmustbeconsciouslyencouragedandnurtured. To beconvivial Strengthens for thecapacity livingtogether inconviviality to thanone’s seetheworld own. epistemological multiperspectivity, thatis, recognition thatthere are otherlegitimate ways one’s degree of acertain mustincorporate cultural diversity ownculturalsystem. Indeed Encourages internal refl exivity . The development theorganizations ofexplicitlinksbetween devoted to and culturaldiversity . The establishment of national mechanisms on sustainable diversity anddialoguetoThe establishmentofnationalmechanismsonsustainablediversity suggest asaspaceto perceive thepossiblegapsordefi citsin . The creation ofnewmechanismspublicdebate, opinion-formation, andconsciousness , engageincreative adaptation . cannot This capacity

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UNESCO – A vision in action 13 Culture of Peace and Non-Violence 14 • • and/orFieldcooperation withattheleastoneSector Offi Peace andNon-Violence. are Activities oratField ledbyoneprogramme unitatHeadquarters sector Offi The following are areas proposed, ofaction developed andcoordinated Platform bytheIntersectoral for aCulture of 4.

Encouragement ofonlineexchanges amongpublicandprofessional communitiesinorder to helpstop violence; – be elaborated. literature for promoting intercultural bothformal andsolidarity andnon-forma sensitivity intercultural educationcould which sometimesare inconflIn this regard, as ict. well asananthologyofuniversal amultimediaintercultural library teaching to materials andhumanrights, demonstrate culturaldiversity includinggenderequality, thelinks between and tools thatspecifi cally foster linguisticdiversity. Specialemphasisis given to thedevelopmentand oflearning between cultures forGreater research, andpublicdebates opportunities networking illustrating exchanges andtransfers Promotion ofexchange oneducationfor peace, andtolerance usingICTs humanrights andnewsocialmedia – ofteacher-trainingDevelopment handbooks onnewintercultural competences withaviewto fi ghtingagainst – andimprovementRevision oftextbooks into materials, accounttherecent oflearning especiallyinhistory, taking – UNESCO Associated 1and2Institutes. Particular attention isbeingpaid onthefollowing Schools, category components: Chairs, the oftheUNESCO andincooperationwithUNITWIN/UNESCO Institutes and innovation,withthesupport through creating centres cooperation,particularly ofexcellence strengthening ofSouth-SouthandNorth-South-South all Improvement oftheaccess to formal andnon-formal education education, for withanemphasisonquality 2 , educationonhumanrights, culturaldiversity, genderequality, theintegration ofmarginalized groups andthe the Main areas ofaction: “soft power” networks. intolerance, stereotyping, andviolenceinschoolsbeyond; discrimination Project; ofAfrica pedagogical useoftheGeneralHistory in Europe andtheArabIslamic Words: The caseoftheMediterranean”, aswell engagedunderthe aswork guidelines produced byUNESCO suchas “On aCommon Path –NewApproaches to Writing History Textbooks Communication andInformation of Education, Culture, Sciences, . This shouldbeenhancedthrough exhibitionsfairsandfestivals, usingnewmediatechnologies ce. ces level, inclose • • Recognition for ofandrespect knowledge • • media professionals suchasthrough theUNESCO Power ofPeace Network. This isachieved through, training ofjournalists, includingonconfl trainingof young andchoiceofimages, ict-sensitiveparticularly reporting emphasis isgiven to mediaasvectors for intercultural programmes, dialogueandmediainformation literacy co-productions fostering mediaprofessionalsco-productions dialoguebetween from diff wherepromotion numerous ofdialogueontheInternet culturalandlinguisticcontents cancirculate andbeshared; Contribution ofthemediaandICTs to changetheperception ofdiff teacher exchanges viaICTs. future free from andintolerance. racism,discrimination A specifi c focus is given to increase interregional studentand aboutthecauses, modalitiesandconsequencesoftheSlaveknowledge Trade inorder to towards work andSlavery a andexchange to increase for awareness continuesto networking provide anddeepen opportunities thisactivity project, oftheon-going experience Transatlantic Slave Trade Legacy Educationproject andtheSlave Route: Resitance, Liberty Learning from thepast:promoting dialoguefor reconciliation andintercultural understanding. school-based activities. the media,police, municipaleducationboards, municipaladministrators andcouncillorsthrough onlineplatforms and etc., withparents, theydocumentontheirowntheproblems inside/outsideschoolsandpossiblesolutionsinworking parents, themediaandprofessional bodies. Studentsare inthisexercise. themainactors testimonies,Through interviews, levels toimplementation atlocal/community stop violenceandinvolving schools, includingstudentsandteachers, (ASPnet)School-Network asanoutreach tool, develop amodelinteractive educationalprogramme for adaptationand Development ofaninteractive educational programme to stop violence inschools. social transformation thatoccured intheArabworld. philosophy andintercultural dialogue, implemented to meetnewchallenges, especiallyinthelightofrecent events and November). are Besides, to inthefi conducted ofactivities promote anarray knowledge rights, eldsofhuman democracy, year ontheoccasionof humanism whichiscelebrated every World ScienceDay for Peace (10 andDevelopment fl ofcultures. ourishing ofscienceandscientifi Thehistory cthoughtshouldbe regarded asaninstrument forthenew its signifi canceinhelping to understandthecloseinterconnection ofsciencewiththe growth ofcivilizationandthe ofscienceinraisingawareness ontherole ofthehistory ofsciencefor therapprochementimportance ofcultures and of scienceintheprocess ofdialogueasauniversal languageare envisaged. For the underlying instance, activities to safeguarding biodiversity andto promoting sustainabledevelopment – including traditional and indigenous knowledge – includingtraditionalandindigenousknowledge erent cultures, particularly onsensitiveerent issues. cultures, particularly erent cultures andreligions. . Pilot highlightingtheplace projects UsingtheUNESCO Associated which contributes

Building onthe inter alia Aspecial , the

UNESCO – A vision in action 15 Culture of Peace and Non-Violence 16 as well as civil society and private actors. andprivate as well ascivilsociety Commissions (notablythrough theParticipation Programme), Organizations, Intergovernmental chiefl yintheUNsystem, includinggovernmentsandtheirNational and UNESCO stakeholders withkey Associated Schools, anditspartnerships thisregard,In UNESCO to isdetermined strengthen notablytheField itsnetworks, Offi borderless interconnection ofhumankind. same timefor fuellingtension andconfl ifinstrumentalized;vector communicationandinformationfor the ict, asthe very to naturalprocesses andsocialtransformation; culture asaresource dialogueandrapprochement, butatthe for nurturing global citizens for theirlocalandglobal responsibilities; thesciencesasacommonlanguage to address thechallengeslinked human potential andcapabilitiesfor livingtogether, formal andnon-formal educationpreparing infreedom and equality: are beingpromotedpartnerships inorder to enhance To thisend, cooperationand genuine international a safe for world all. cultures understandandtrusteachotherin canlearn, exchangesmeaningful where peoplefrom diff andtools withaviewto fostering skills knowledge, to widenspaces for dialoguebyproviding relevant for communicationandinformation. Moreover, itseeks education, scientifiknowledge, cultural life c and tools accessto thebenefi lacking people andcountries tsof aswell asthoseofothergroups inAfrica, primarily of people, developing andleastdeveloped countries, the specialneedsandaspirationsofwomen, young and individualsclosertogether, into account taking core mandate, combiningrefl andaction. ection TheOrganization spares noeff there isareal needto off assets andfunctions. beconsideredWhile itcanrightly thatallUNESCO’s Programmes are conducive to theculture ofpeace, To helpdisseminate thepositive dailyvalues, theculture attitudesandbehaviours ofpeace, irrigating UNESCO draws onallit 5.

into action Translating theCulture ofPeace er to UNESCO’s on this aconsistantandholisticconceptualoperationalframework stakeholders erent Carl FredrikCarl Reuterswärd, Non Violence, 1992. ort inbringing continents, nations, communities ort ces, UNITWIN/UNESCO Chairs, UNITWIN/UNESCO ces, s

organized into 5thematicclusters, aligned withUNESCO’s following strategic directions: Committee,Management andapproved bytheDirector-General, for atotal amountofUS$1,222,000. These projectsare outbyanintersectoralcommittee. steering wascarried 17projectswereselection endorsedbytheProgramme shortlisted, Field Offi ces 9,ArabStates: 6,(Africa: Asiaandthe PacifiCaribbean: 9)and7 A andthe fromHeadquarters. c:7,LatinAmerica Platforms. to otherIntersectoral of which9were re-directed The 38proposals were asfollows: distributed 31camefrom Field Offi Following acallfor projectslaunchedbytheBureau for Strategic Planning whichcoordinates Platforms, alltheIntersectoral includingNationalCommissions. partners, in closecooperationwithvarious of Peace andNon-violence andatlocallevel bothatgloballevel through from UNESCO theHeadquarters Field Offi frameworks, Platform anumberofprojectshasbeenlaunchedunderthecoordinationpolicy oftheIntersectoral for aCulture To mainstream thevalues, attitudesandbehaviours ofaCulture ofPeace andNon-violence aswell inthedailycontexts as GrassrootsSelected Projects budgetary sources. the “grassroots projects”, whileothers, the “fl agshipprojects” were designed attheglobalscale, fully-fiextra- nancedby The following majorprojectsare currently beingimplemented. Someofthemwere initiated byUNESCO fiOffi eld across allthefi eldsofcompetence ofUNESCO. andresourcesto from poolexpertise thewholeOrganization, thuscreating aneff instrument ective to operate holistically Platformthrough anIntersectoral for aCulture ofPeace andNon-Violence. This mechanismhasbeenspecifi callyestablished To bestdraw andinterrelatedness onthediversity approaches, ofitssectoral UNESCO implementstheProgramme ofAction i. i. HarnessingthemediaandICTs t iii. ces and Sectors submittedces andSectors 48projectproposals Platform to theIntersectoral for aCulture ofPeace andNon-Violence, iv. ii. through dialogue; Promoting heritageandcontemporary creativity asresilience tools for buildingharmoniousinteractions through theempowerment ofwomen andyouth; Fostering socialcohesion andinclusion,pluralist and humanrights anddemocratic participation in anactive, honestandlastingdialogue. suchas empathy, reflskills andhospitality spontaneoussolidarity societies ofcontemporary thediversity ecting Strengthening peace andnon-violence through formal andnon-formal education to achieve intercultural o promote peace, non-violence, tolerance andintercultural dialogue; ces and , notably ces,

UNESCO – A vision in action 17 Culture of Peace and Non-Violence 18 Selected Grassroots Projects been organized into fi strategicve thematicclusters asillustrated inthediagram below. linewiththeareasadopted bytheGeneralConference ofaction In inits36thsession(November 2011),thoseprojectshave in 2010ontheoccasion oftheInternational Year for ofCultures theRapprochement aswell asin2011and2012. its membershipcanbeexpandedaccordinga year andisopen-ended; to thetopicshasalready discussed. met It creators, businesspeopleandreligious intheirpersonalcapacity. dignitaries meetsonce –whoserve ortwice It The Panel iscomposed ofsome20eminent personsfrom diff to relevantvisibility programmes. recommendations that willguidetheOrganization’s inthatfi action principalmissionisto guarantee thatUNESCO’sIts messageisheard throughout theworld andto provide 2010 to refl A High-Level Panel onPeace andDialogueamongCultures hasbeencreated by theUNESCO’s in Director-General v. v. to create societiesinalltheregions sustainableandinclusive oftheworld. knowledge Reinforcing therole ofeducation, thesciences, culture, communication andinformation ect onthenewdimensionsofpeace,ect tolerance, reconciliation anddialogue amongcultures. for themanagement cultural cooperation transboundary transboundary Scientific and Scientific of natural resources and non-violence Media andICTsMedia Peace-building through the promoting Action forAction aCulture Strengthening non-violence Programme of Non-Violence of Peace and peace and education through erent regions and oftheworld –intellectuals, artists citizenship/identity, and socialcohesion Women and Youth participation, new participation, eld whileensuringcoherence andeff empowerment for democratic for buildingpeace through dialogue creativity astools contemporary contemporary Heritage and in their capacity intheircapacity ective ective © UN Photo/Staton Winter Peace education ofEducation,teacher traininginstitutes etc.including Ministries andprogramming. withaviewto strengthening policy wider public. The review willinform thedevelopment ofaspecifi stakeholders key for support ofcapacity cpackage prevention resources. The results ofthemappingwillbeavailable to allUNESCO colleagues, UNsister agenciesandthe diverse of UNESCO experience inthisfi eldbycomprehensively mappingexistingeducation for peaceandconflict necessity. resources aimatdrawing ontherich and to beundertaken With theactivities afocus Africa, onsub-Saharan violent confl globally, ict thesystematic promotion ofeducation for peaceandconflict prevention isbecomingavital notably through theUNESCO Associated Schools Network. enhancing thevaluesofpeace, tolerance, intercultural dialogue, respectfor are diversity beinginitiated, involvement ofyoung students. To thisend, stimulatingcontests aswell astheproductionofnewsletters schools oftheregion. Besides, reality willnot beeff peaceasaneveryday to studyanddocumentthesituationofgender-based violencein hasbeenundertaken reduction. Survey systemization ofprogrammes in schoollife, andinnovative experiences culture ofpeaceandviolence on educationfor aswell peace, countries asa inselected democraticcoexistence andhumanrights ofthisproject.Nationalconsultations schoolenvironmentspromotion ofviolence-free isessentialpart where LatinAmerica thephenomenonofviolenceinschoolsisdangerously In increasing,Uzbekistan. the or fragile States suchasAfghanistan, Myanmar, Nepal, Papua NewGuinea,Philippines, Timor-Leste and areSimilar activities plannedinAsia andthePacifi c region witha focus onconflict-aff

of Addis AbebaandDakar. and Information, andCulture inclosecooperation withUNESCO sectors IBE,IIEPInstitute, PEERS,andtheBureaus Project coordinated by theEducationsector, thePriority Platform, Africa Intersectoral Communication Communication andInformation sectors. Project coordinated by theUNESCO Havana, Bureaus SantiagoandtheEducation, and ofBangkok, essential tool for thepromotion ofaculture ofpeaceandnon-violence. to UNESCO’s priority Education remains akey missionandmandate andisalsoan over halfofthechildren outofschoollive inconfl aff ict widespread sexualviolence, targeted attacksonschoolsandother abuses. Indeed, conflarmed is robbing 28millionchildren ict ofaneducationbyexposingthem to to achievingtheEFAbarriers goalsandMDG2. that alsounderlined The report The 2011EFA hasidentifi Report GlobalMonitoring andconfl edcrisis ict asthemajor In Africa, a priority for UNESCO apriority andalsoaregion Africa, In withthehighestincidenceof this unique intersectoral frameworkthis uniqueintersectoral to ensure inthree strategic targeted actions Peace through Education andYouth Empowerment” the Based onthesefacts, regions Asia andthePacifi “UNESCO GlobalInitiative forBuildingaCulture of c, LatinAmericaandtheCaribbean andAfrica. ectively achievedectively withoutthefull ected, post-confl ict project isdesigned project under ected or fragility states. orfragility ected

© Mountain High Maps

UNESCO – A vision in action 19 Selected Grassroots Projects Culture of Peace and Non-Violence 20 Selected Grassroots Projects

© Mountain High Maps Lake Chad. © C.T. Pope Scientifi 4. Draft a project documentto aproject fi Draft 4. aroadmap Set for thedevelopment Biosphere ofaproposal Reserve for theinclusionofLakeChadastransboundary 3. Strengthen oftheLCBC thecapacity institutions, inorder to anditspartner planfor develop anaction theprotection 2. Establishan«étatdeslieux»oftheenvironmental, related socialandeconomic knowledge to theLakeChadinorder 1. This seeksto: project data,to prevent theemergencesocio-cultural ofconfl accross thepoliticalboundariesofStates, anappropriate strategy for resource managementbasedonscientifi cooperation andSites inBiosphere protected Reserves by the World HeritageConvention. to establish, As such,itisimportant andsustainablemanagementofrenewablea concerted natur This aimstherefore project atusingLake Tchad Basinasacasestudyinpromoting aregional integration inAfrica through Libya. the states oftheLakeChadBasinCommission (LCBC) composed ofCameroon, Niger, Nigeria, Tchad, Central African Republic, a-vis theenvironment. This results inmore pressure onthenatur This diff situationisexacerbated ofpeopleandcommunities withvery by ajuxtaposition UNESCO Bureau of Yaounde and withtheCulture andHumanSciencesSectors. andtheSocial Project coordinated by the Priority Africa Intersectoral order to search for extrabudgetary funds.order to search for extrabudgetary and World HeritageSite; governmental, non-governmental organisations andlocalcommunities; resourcesand sustainablemanagementoftransboundary oftheLakeChad concreteabout thisissueandbringforth solutions; through the LakeChadBasinCommission to thecountries involved inthebasinand beyond, inorder to raiseawareness to develop aPolicy Issue Reviewfocusing onthebasin. This Policy IssueReviewwillbepresented anddisseminated c cooperation for confl unprecedented populationgrowth, estimated at30 Scientifi complex ecosystems. ofavailable Alongwiththisreduction naturalresources, thebasin hasexperienced (Africa)” past 50years hasresulted inadecrease ofnatural resources initsenvironment andalarge instability and Relyingonthespecifi c and cultural diplomacy: c andculturaldiplomacy: “Synthesis /Policy brief” casestudyofLake Chad nalize theregistration records (hydrological, biological, socialandeconomic studies)in c situation of the Lake Chad Basin where reduction of 90% of the water surface inthe c situation oftheLakeChadBasinwhere of90%thewater reduction surface icts overicts resources. ict ict prevention Platform with the Natural Sciences Sector incooperationPlatform withthe Sector withtheNaturalSciences neighbouring countries. neighbouring and information inorder to avoid potential confl between icts resources basedonreliabletransboundary scientifi knowledge c to develop anintegrated approach for themanagementof istherefore contexts. It necessary national andtransboundary allocation ofnaturalresources becomesessential, bothin togovernance overcome litigious approaches intheuseand help preventing thisregard, potential conflicts. In effective based onreliable scientifi andinformationknowledge can c order to demonstrate thatthemanagementofnaturalresources The role to peaceiscentralfor ofscienceasabridge UNESCO in al resources andacross-border culturalandscientifi al resources thatare essentialfor theshared border between million, dueto naturalpopulationgrowth andmigration. , with the participation ofrepresentatives, withtheparticipation of erent vis- experiences andpractices c evidence and c © Mountain High Maps Mostar bridge © UNESCO Mutual understandingthrough culturalheritage Travelling exhibitionsandmuseumsfor thesettingupofa intercultural dialoguewhich aimsatsupporting 3. Learning history, buildingshared memoriesonthe Holocaustwhichaimsatestablishingapermanent 2. Youth andHeritage, whichaimsatdeveloping modulesandtrainingcourses for capacity-building students 1. around three mainsub-components: regional attempt for buildingthebasisfor peace andreconciliation through isarticulated culturalheritage. It theFormerRomania, Serbia, Yugoslav RepublicofMacedonia, Slovenia, and Turkey), isafi thispilot-project Involving 12countries (Albania, BosniaandHerzegovina, Bulgaria,Croatia, Cyprus, Greece, Montenegro, Venice UNESCO Offi Project coordinated by theCulture, Communication and of Yugoslavia”. regional travelling exhibit,entitled theBalkans”,“Imagining aswell asonBodanBogdanovic andthe “history andSlovenia);Serbia, and Yugoslav countries (BosniaandHerzegovina, Croatia, Former Yugoslav Montenegro, RepublicofMacedonia, regional exhibit space withina renovated pavilion intheState MuseumAuschwitz-Birkenau for 6Ex- restoration), museums andmanagementof World Heritagesites intheregion; and young professionals inthefi working dialogue for reconciliation andintercultural understandingwithinthisregion andbeyond. Heritage and contemporary creativity astools forHeritage andcontemporary buildingpeace through “Heritage andDialogue” dialogue in South EastEuropedialogue inSouth Within theUNESCO globalinitiative ce andtheSarajevo antenna. has beeninitiated to learnfrom thepastwithaviewto promoting eld ofmanagementculturalresources (includingconservation/ “Culture: aBridgetoDevelopment” Information, and Education Sectors, incooperationInformation, andEducation Sectors, withthe cooperation andpeace-building. forideal framework improved regional andinternational and mutualunderstanding. Finaly itaimsto create an socialcohesion development, conducive to job-creation, unique tools for sustainablesocial, economicandhuman and inallitsforms and culturalheritage aspowerful fostershuman development. creativity, It culturalindustries culture to sustainablesocial, asabridge economicand promoting innovative andcreative approaches enhancing initiative aims at proposed bytheDirector-General. It Culture: aBridgetoDevelopment isUNESCO’s newglobal , theproject

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UNESCO – A vision in action 21 Selected Grassroots Projects Culture of Peace and Non-Violence 22 Selected Grassroots Projects

© Mountain High Maps © Indegoafrica Communicating peace radiospots. andadvocacy drama productions and oralexpressionspractices andtheirusageineduca developed invariousnetworks. enhanced through gendersensitiveThis isparticularly assessmentoftraditional groups facilitates thedisseminationofmessages/methodologies/tools andtheircapacity-building to be withtheinvolvement participation The multi-actor ofmediaorganizations, andcommunity citizen reporters also to strengthen groups theseissuesmeaningfully. journalistsandcommunity inreporting reconciliation leadersandcitizens andhumanrights;to andto connect enhance debates amongcitizens, but Ugandato discusspeace, tolerance,of thecommunitiesSudanandNorthern inSouth intercultural dialogue, principles ofaculture ofpeace andnon-violence, themultipliereff Emphasizing ontheuseofinteractive multimediaplatforms for buildingandpromoting thevaluesand Intersectoral Platform, andthePost-ConflIntersectoral the Communication Sector Project coordinated by UNESCO Bureaus ofJubaandNairobi, incooperation withthePriority Africa of peace andnon-violence, withafocus inpost-confl Interactive Community Media for Community Media Interactive aCulture ofPeace andNon-Violence inSouth priorities on Africa and Gender Equality andcontributespriorities onAfrica andGenderEquality to eff Sudan and Northern Uganda Sudan andNorthern and Information and Education Sectors, this project isinlinewiththeOrganization’s thisproject and Information and EducationSectors, strategic Drawing onthebreadth ofUNESCO’s mandate by integrating theCulture, Communication tion and peace-building through radioprogrammes,tion andpeace-building ict countriesSudanandUganda. such asSouth ict ect ofICTsect isusedto empower thecapacity ict –Post-Disasterict Platform. Intersectoral such realities. specially inregions potentially exposedto violence andthespread ofconflicts, developped to counter theappealsof arerelevant stakeholders community forcapacity-building professionals and andon mediaandinformation literacy promoted. To thisend, newprogrammes their differences needsto befurther help communitieslive inharmony with culture ofpeaceasatangible realityto media canbothhave inconcretizing the The positive role thattraditionalandnew ective action to promote action ective aculture Renmin University of China, Beijing, 2010 © Mountain High Maps © USHS BEJ Empowering women andgendermainstreaming The UNESCO ApiaOffi a culturally sensitive manner. violence, aims to thisproject empower women andpromote aCulture ofPeace andNon-Violence inthePacifi atalllevels.in decisionmaking Byaddressing sometimes usedasajustifi cultural factors others, culturalprac cultural normsandvalues, certain for theempowerment ofwomen andviolence againstwomen inthePacifi “Gender” and “Culture” inthePacifi tools to promotenetwork andpolicy aculturallyappropriate, balanced andhumanrightsbasedviewon Human Sciences Sector andtheDivisionforHuman Sciences Sector GenderEquality. Project coordinated by theUNESCO Bureaus ofBeijing, for and Apiaincooperation Social withtheSector general, andspecifi Strengthening thecapacities ofyouth andyoung women for non-violence group soasto enhance theirknowledge, awareness, andattitudestowards practices violence in on laws, messages, andsoon, to regulations, thetarget andimportant population services, This willdevelop whichwillbeusedto project disseminate aninteractive information toolkit ce focuses onviolence againstwomen inthePacifi c forms ofgenderbasedviolence thattheyare likelyto encounter. c to create aCulture ofPeace. needto Several beaddressed culturalfactors tices, traditionaljustice ofwomen systems, participation Goals notably on gender equality (MDG3). Goals notablyongenderequality Development its commitmentto theMillennium priority “Gender Equality” andare responsive to plannedare couchedintheUNESCO’sactivities been initiated bytheBeijingandApiaOffi and Non-Violence inAsia andthePacific has and gendermainstreaming for aCulture ofPeace A regional for project women’s empowerment c inorder to create advocacy anactive c. These include, factors among cation ofgender-based ces. The c in

UNESCO – A vision in action 23 Selected Grassroots Projects Culture of Peace and Non-Violence 24 Selected Grassroots Projects

@ Kypriotou, Maria New citizenship for young women andmen 3. In LatinAmericaandtheCaribbean, thefocus In isontheways off 3. Africa, thefocus In isonthemobilizationofyouth communities around thetheme ofcitizenship 2. theArabStates young In women intheArabSpringandare andmenhave now takenpart 1. implemented simultaneouslyinthree regions through UNESCO Field Offi in democratic processes, inordertopr The entitled project Cairo, Doha,Beirut,SanJosé, Accra andBujumburaas well astheDivisionfor GenderEquality. Project coordinated for in cooperation andHumanSciences by with theUNESCO Bureaus Social theSector inRabat, organized to off the pathsleadingto violence. The prevention settings ofviolence shouldtakeplace inschools butalsoinparticular theelections. during andafter the disseminationofpeace to messagesthrough prevent themediawillserve violence before, namelyinBurundi,GhanaandSierraLeone.elections, stakeholderdialoguesand thiscontext, In and non-violence andtheirsensitizationthrough ICTs campaigns for andadvocacy violence-free of violence andconfl Lebanon,In intercultural andinter-confessional dialogueinorder to reconcile youth inacontext methods become central whiledemocraticvalues taken schoolasawhole(internal rules, etc.). As such,theschools’ framework learning andactive planning ofcitizenship education,includingtheadoptionofahumanrights-basedapproach by and Egypt ononesideandin Tunisia ontheother, ontheevaluationand willfocus particularly to beguaran waiting theirrightto fullparticipation er a wide range of opportunities to youth, includingnon-formaler awide rangeofopportunities education. “Strengtheningtheempowerment ofyoung women andmentheirengagement, ict is at the heart of the interventions planned. oftheinterventions isattheheart ict omote intercultural dialogueandsocialinclusion” will bedisseminated through innovative tools. teed andprotected. in Interventions Yemen ered to youth to prevent themfrom engaging on ces: other transformations. cultural, political, environmental and to copewithsocial, ethical,necessary andinformation skills the knowledge, of peace. They shouldbeequippedwith vectors ofaculturewho are key often but andglobalcrises hit byconflicts and youth, whoare disproportionately emphasis onthesituationsofwomen of Peace andNon-Violence places The Programme for ofAction aCulture hasbeendeveloped andis in particular inparticular

© Mountain High Maps Highlights from the High-Level Debate on building a Culture of Peace and Non-Violence organized by UNESCO

on the occasion of 2012 International Peace Day At the United Nations Headquarters, New York, 21 September 2012

On 21 September 2012, on the occasion of the International values and a progressive media world. Those requirements Day of Peace, UNESCO organized, at the UN Headquarters are indispensible landmarks on the path to the sustainable in New York, a High-Level Debate on future for all that the United Nations have INTERNATIONAL DAY OF PEACE SEPTEMBER 21 25 contemporary challenges and approaches engaged into. to building a culture of peace, which is the Tapping on the soft power of education, the raison d’être behind the very creation of the sciences, culture and communication and United Nations and UNESCO itself. information, it is the mandate of UNESCO to This High-Level Debate off ered a remarkable help chart the way forward to make peace Designed by the Graphic Design Unit (OD/DPI), United Nations, New York, June 2012 June 2012 York, Nations, New United Design Unit (OD/DPI), the Graphic Designed by opportunity to foster international refl ection an everyday reality for all. By catalyzing an SUSTAINABLE on contemporary challenges and possible PEACE FOR A international cooperation and refl ection on approaches to promoting sustainable peace. SUSTAINABLE issues that are key for the present and the FUTURE Leading international personalities addressed www.un.org/events/peaceday future, the High Level Debate has furthered the fact that peace should never be taken for granted, the refl exion on peace and contributed, if modestly, to the particularly in light of the present times when a confl ict long-term development of a global consciousness. The anywhere can ignite confl ict everywhere. More than ever following quotes excerpted from the interventions at the before, everyone, from governments to civil society, must High Level Debate could be read as some of the minute recognize that authentic peace, in other words lasting rivulets through which peace shall eventually be the peace, is more than the absence of war. It stems from the mainstream component in the lives of all individuals and values, attitudes and behaviours inspired by a culture communities. of democracy, freedom, equality, mutual trust, shared Entire texts of statements can be found at: http://www. responsibilities, intercultural solidarity and human dignity, unesco.org/new/en/bureau-of-strategic-planning/themes/ that is a culture of peace and non-violence. It requires active culture-of-peace-and-non-violence/events/high-level- investments, enlightened leadership, powerful educational debate-on-culture-of-peace/ “UNESCO’s message is clear. Peace cannot be decreed through treaties – it must be nurtured through the dignity, rights and capacities of every man and woman. It is a way of being, a way of interacting with others, a way of living on this planet… We must adapt to a new environment. The roots of violence today lie less between States and more within them. In ever more diverse societies, passive coexistence is not enough. We need stronger public policies and

Irina Bokova dialogue to make diversity a positive force for respect and creativity. We need new skills, new © UNESCO/Michel Ravassard forms of what I call ‘cultural literacy.’ Irina Bokova Director-General of UNESCO “We cannot let the voices of extremists dominate the debate and infl ame tensions. We need voices of moderation and solidarity, reason and respect – especially from religious and political leaders. More than ever peace requires dialogue across societies, greater sharing among cultures 26 and better communication with others. I urge this Assembly to combat misunderstandings by promoting common understanding based on the values of the United Nations.” Ban Ki-moon

Secretary-General of the United Nations Ban Ki Moon © Wolfgang Kumm/DPA/Maxpp “Peace should be understood and practiced by people as a part of the fabric of daily life. It is more than just a set of policies or worthy initiatives. Although it is a basic human aspiration, we still need to develop a truly global consciousness that rejects violence and favors the peaceful resolution of disputes… That is why getting an education about the cultures of others is a precondition for dialogue about peace. Without such dialogue, societies which are being undermined by multiple global crises aff ecting the economy, the environment, food and Vuk Jeremić © Ž. Jovanović energy, may fall victim to indiff erence and intolerance.” Vuk Jeremić

President of the 67th Session of the United Nations General Assembly “The main idea of today, International Peace Day, is a call to move beyond declarations and lip-service and engage in activities to ensure mutual understanding and trust, with the help of governments and NGOs. People can and must use all available means to move in that direction: temporary cease-fi re agreements in areas of confl icts, meetings, conferences, round-tables, educational and youth exchanges, sports and cultural events, community service projects and art. These all are just a fraction of our true potential.” Darkhan Myngbay © Photo courtesy of pm.kz Darkhan Myngbay

Minister of Culture and Information of the Republic of Kazakhstan

“The media, instead of being perceived as an instrument at the service of hatred and insult to human dignity and cherished religious beliefs, can become the ideal catalyst for peace, knowledge, understanding, solidarity and pluralism in a new world order characterized for being borderless, wireless and interconnected. It will depend on our ability and commitment 27 to make it either “Brightnet.com” or “Darknet.com”.”

Leonel Fernández Leonel Fernandez Former President of the Dominican Republic, President of Global Foundation of Democracy and Development, FUNGLODE

“ … there must be dialogue of frank, mature minds. Instant, comprehensive solutions do not exist, only the arduous, painstaking path of dialogue, whose multi-textured demands are not beyond the innovative, as opposed to the emotive capacity, of cultured societies. So let that moving feast of regional dialogues – which was inaugurated by former President Khatami of Iran in these very chambers – be reinforced, emboldened, and even-handed. The destination should be a moratorium, but for this to be strong and enduring, it must be voluntary, based on a will to understanding and mental re-orientation, not on menace, self-righteous indictments Wole Soyinka © Glen Cratty and destructive emotionalism.” Wole Soyinka

Nobel Laureate for Literature in 1986, member of the UNESCO High Panel on Peace and Dialogue among Cultures, is among contemporary Africa’s greatest writers. A Nigerian playwright, poet, novelist, and essayist. He has held several university positions and still lectures extensively “How can UNESCO and its allies in states and in civil society, redress the balance between the viral and massive fl ow of information and disinformation in today’s world and the relatively poor development of the institutions of communication, in the sense of community and common humanity? This is no small challenge and it has always been a central part of the mission of UNESCO. A real eff ort to strengthen this radical basis for true communication will entail a new way of looking at education, information and mass media, in which genuine Arjun Appadurai communication has a real chance of providing the basis for allowing ordinary people to © TheSilentPhotographer distinguish between information and misinformation. ...Thinking about how to render this point of view into a detailed policy strategy could be one way of assuring that the new informational order is not allowed to degenerate into a random space of viral provocation and zero dialogue. This would be a fi rst step towards addressing the asymmetry with which I began my comments, between the slow movement of messages of peace and the rapid circulation of violent and intolerant messages.” Arjun Appadurai

28 Arjun Appadurai, contemporary social-cultural anthropologist focusing on modernity and globalization. He has held various professorial chairs and visiting appointments at some of top institutions in the United States and Europe. He is appointed Goddard Professor of Media, Culture and Communication, New York University I would say that if we do a diff erential diagnosis of those confl icts, we would fi nd a single few causes. Poverty is the number one; it is a predictor of social confl ict. Hungry people biologically, cognitively, organizationally, ideologically fi ght. And it is perfectly understandable why. A second cause to take note of is long-lasting dictatorships. Dictatorships are a problem of themselves, but when individuals decide that they own the State, not for years, but for decades, the end is almost always a violent end. One third reason is actually the resource curse, the

Jeff rey Sachs paradoxical reason that if you have easily seizable resources, like oil or diamonds, that can be © Ted Aljibe/AFP/GettyImages a cause of confl ict. It is almost seemingly contradictory to poverty, but I can caution you that complex issues do not have simple answers. They can be contradictory, because they are many diff erent ways that violence can occur. And a fourth area, which fortunately is not the main cause right now, but is the main risk perhaps, is the rivalry of great powers, because that could lead to ultimate destruction of the world. Jeff rey Sachs

Jeff rey Sachs, American Economist, Director of the Earth Institute at Columbia University. Quetelet Professor of Sustainable Development at Columbia’s School of International and Public Aff airs and Professor of Health Policy and Management at Columbia’s School of Public Health. He is Special Adviser of the United Nations Secretary-General on the Millenium Development Goals “The role, contribution and leadership of half of humanity in sustainable peace – 3.5 billion women and girls – is not only a matter of numerical logic, it also has an intrinsic value. Women play an important role and have particular skills in peace-making and peace-building. These are roles and skills they have developed over many years, as mothers, wives and caretakers for family members and the community.” Lakshmi Puri

Lakshmi Puri Deputy Executive Director of UN-Women, © Ryan Brown the United Nations Entity for Gender Equality and the Empowerment of Women

“Confl ict itself is a transformative device, as long as we fi nd solutions to the roots that gave rise to those confl icts. We have to reconcile and deal with the transformation confl ict brings us, which can hopefully lead toward healing and stronger relationships with one another. Through our empathy toward others, we must never accept the notion that it is right to infl ict 29 harm on others, even if we disagree. As Dr. Martin Luther King Jr. said, “I have decided to stick

Forest Whitaker with love. Hate is too great a burden to bear.” © SIPA Forest Whitaker

Forest Whitaker, award winning artist, has dedicated most of his time to extensive humanitarian work. In 2011, he was named UNESCO Goodwill Ambassador for Peace and Reconciliation for his personal dedication and work in the fi eld of confl ict resolution. He founded the Los Angeles based Peace Earth Foundation in 2012, and in partnership with Rutgers University, he co- founded of the International Institute for Peace under the auspices of UNESCO.

“I have come to realize that the only way we can tackle misinformation and misunderstandings between and about the three Abrahamic faiths is by approaching it at grass roots level. When it rains, water does not gather on the top of the mountain; you fi nd it at the foot of the mountain. It has always been my belief that the real weapon of mass destruction is ignorance, and if ignorance is the problem, then surely education must be the solution.”

Nasser David Khalili Nasser Khalili © Terry O’Neill Nasser David Khalili, scholar, philanthropist and art collector. UNESCO Goodwill Ambassador for the promotion of peace among nations through culture and education, he is co-founder and chairman of the Maimonides Foundation, a charity which promotes peace and understanding between Judaism, Christianity, and Islam. Culture of Peace and Non-Violence 30 Flagship activities South-South PhilosophicalDialogue South-South a Culture ofPeace andNon-Violence. oftheProgramme andimplemented aspart for ofAction Spain,Kazakhstan) funds(SaudiArabia,Denmark, extrabudgetary The following ensure globalengagement,ownershipandvisibility. activities They are exclusively fi nancedthrough Flagship activities interregional philosophicaldialoguenetworks (Networks establishedby UNESCO, in2004-2011). composed ofeminent philosophers, alsomembersoftheAsia-Arab region andAfrica-Americas scientifi The (2012-2013)’ philosophicalDialogueproject South ‘South buildsonaninternational To transmitaculture plur ofintellectual 3. To challengesby philosophersfrom highlightthephilosophicalanalysis ofcontemporary the 2. To promote abetter understandingofphilosophiesthathave beenmarginalized by the 1. The are oftheproject objectives asfollows: universal categories aswell astheirown? address world themajorissuesofhumancondition through andquestionthecontemporary oftheworld. How inotherparts dophilosophersfromare unknown theseregions stilloften hemisphere (Africa, theArabregion, Asia and thePacifi ofapproachesgenerations aplurality andphilosophicalviews, thesefrom thesouthern philosophicalcooperation,By promoting UNESCO South-South aspires to transmitto future Sciences andEducation. Sciences Project coordinated by theUNESCO Offi Rabat education, aswell asintheframework ofnon-formal education. and thedisseminationofappropriate educationaltools andhigher addressed to secondary countries;South ofphilosophy,history andfoster amongphilosophers; solidarity intellectual c committee (SOPHITHINKGroup, Philosophical South-South Group) Thinking alism to younger generationsthrough thedesign ce in cooperation with the Sectors force andHuman incooperation Social withtheSectors c, LatinAmericaandtheCaribbean) that

© UNESCO © Mountain High Maps © Mountain High Maps intercultural competences Advancing intercultural dialogueby promoting humanrights-based relationship-building andculturalhumility,relationship-building are regarded asthebasicminimumrequirements for holding plan for operationalizing intercultural competences, self-awareness, oneofwhich,suchasrespect, adaptation, used, likeintercultural literacy, refl accepted, likeculturaldiversity, culturalidentity, explores themeaningofkeyconcepts for thedefi are to beimplemented throughout 2013. Within two studieshave thiscontext, already beenrealized. The fi tested in6pilotcountries (three from theMENA region andanotherthree from Europe). Alltheseactivities from ministerial offi implementation. The guidelinesandthetrainingmanual, intended andstakeholders, for ofactors avariety in variousfi the useofhumanrights-basedintercultural competences development ofasetguidelinesaimedto mainstream rights. This exercise to result isexpected inthe competences withtheprinciples andvaluesofhuman to enrichthe contentis working ofintercultural Drawing upontheirconceptual convergence, UNESCO coexistence. confl others withaviewto bridging diff withcultural individuals andenablethemto interact competences groups empower and theparticipating exchangeopen andrespectful of views. Intercultural diverse othersisanindispensablerequirement for an with andattitudeswheninteracting both knowledge encouraging exchange, andspecifi about one’s cultural environment, receptive attitudes would beitsmainthread. Having adequate knowledge the weaving ofatapestry, thenintercultural competencies onecomparesIf theprocess ofintercultural dialogueto icts and settingthefoundations ofpeacefulicts elds of policymaking. elds ofpolicymaking. The guidelinesare to beaccompanied their by atrainingmanualto support cials andplanners, to localauthoritiesandyouth leaders, are plannedto betentatively erences, diff exivity, proposes afi semanticavailability further andresilience). It c skills soasto mobilize c skills using intercultural dialogue, universality, otherslessfrequently nition ofintercultural competences (somealready widely sharpening intercultural competences. opinion andexpression, andtheirinputto construing and inculturallife,right to takepart therightto freedom of specifi intercultural dialogue. The second studyshedslighton Culture ofPeace andNon-Violence. Project coordinated Platform by theIntersectoral for a c rights, for instance therightto education,the Conceptual andOperationalKeys Competences Intercultural l p d O ve-step ve-step l K rst

© UNESCO

UNESCO – A vision in action 31 Flagship activities Culture of Peace and Non-Violence 32 Flagship activities

© Mountain High Maps for the21 A roadmap onglobalconsciousness: consciousness invarioussettings, notablythrough highlevel workshops campaigns, events, and advocacy expert of globalintercultural citizenship UNESCO hassetitselfto promote. The are oftheproject objectives (i)to raise awareness ofthedualneedfor aculture ofpeace andsustainabledevelopment shallbethehallmarkofkind of nature andculture isdestroyed, ofheritage. beitthoughbiodiversity lossesorintentional destructions The with theenvironment. Allpeopleandnationsare wronged whentheuniqueness and instrumentalways ofperceiving theworld, andto redefi is indeedindispensableto overcome nationalfi world views, ofsocialidentitiesandthediversity of cultural belongings thevariety place init.Recognizing of atoncethemultiplicity theuniversality ofhumankind, view thatenablesthemto “think abouttheworld” andto fi broader world view, butalsoinaidingyoung women andmeninadoptingsuch 21st Century. isimperative to thinkaboutandsucceed It notonlyinadoptinga citizens whosereadiness to dialoguewillconstitute thecement ofpeace inthe perspectives, helpingpeopleto asglobalintercultural thinkthemselves andact deep transformations, traditionalapproaches mustbeenrichedwithnew anerawhenrelationships betweenIn nationsaswell asindividualsare undergoing st Century” xations, ethnicnarrow narratives global consciousness andglobalintercultural citizenship. implement curriculaandothermaterials conducive to a for governments to debate, andcivilsociety design and and (ii)to helpdevelop tools and guidelinesintended nd andshapetheir Culture ofPeace andNon-Violence Project coordinated Platform by theIntersectoral for a ne ourrelationship “Thinking andLearning “Thinking

© UN Photo/Eskinder Debebe © Mountain High Maps The Intercultural Vademecum cultural landmarks onmajorscientifi Create adigital library “A philosophicallookatMuslim/Arabcivilization: accounts ofroutes, encounters, bridgesanddialogues”; – – “A iscomposed offi It scientifi afi cultures farther all peoplesintheMediterranean Basinandthetiesbetween themand emphasis islaidontheneedto recognize among theintense interaction and bringing theArab-Muslim Western worlds together. Particular andstimulatingway,straightforward anintercultural visionofhistory the Alliance ofCivilizations. This presents, pedagogical toolkit ina 2008between UNESCOof Understandingsigned and inJanuary Power“The ofPeace for peace” reporting Network: (PPN). – “Young for intercultural artists dialoguebetween theAraband Western worlds”. – interrelations“Illuminating andengaging dialogues:museumsas – revival of Western philosophy andculture”, inFrench, English,ArabicandSpanish; Project coordinated Platform by theIntersectoral for aCulture ofPeace andNon-Violence c, philosophical, literary and artistic anthologyofM c, andartistic philosophical, literary created withintheframework oftheMemorandum The isto ofthisproject highlighthumankind’s objective The intercultural solidarity, into account allavailable taking Regional Histories UNESCO’s documentationsuchasthe eld in India, Persia,eld inIndia, theArabianPeninsula andAfrica. ve projects: Intercultural Vademecum . is aprogramme General and uslim/Arab civilizationanditscontribution to the a civicspace for developing intercultural skills”; c and the Wise) © ofal-Andalus The Legacy playing lute (MusicBookofAlfonso X Two musicians, aMuslimandJew

UNESCO – A vision in action 33 Flagship activities Culture of Peace and Non-Violence 34 Flagship activities

© Mountain High Maps for Mutual Understanding Pathways to aCulture ofPeace andNon-Violence: Global Contest Develop “E-notebooks onpeace andintercultural dialogue” eight winners and the short-listed contributions willbeannounced andposted intheformat ontheInternet, eight winnersandtheshort-listed On 21May 2013,ontheoccasion ofthe World Day for Cultural Diversity for DialogueandDevelopment, to andvaluesamongyoung people. knowledge,reinforce skills peace-making – to share concrete experiences ofeveryday peace atindividual, local, national, regional orinternational – to develop thesenseofbelonging to andtheresponsibility towards humanity, thevalue whilerespecting – to promote aculture ofpeace andnon- – The overall are: objectives invariousenvironments.and practiced everyday peace isorshouldbeproduced old) to express theirexperience ofhow countries. invites It youth (14to 25years from 55more than1,300participants UNESCO’s gathered networks andpartners, 2012, InternationalDay ofPeace, through This Contest launchedon21September peace andtaketheformat ofessays, photos, videos, graphic arts; violence through theworks submitted, whichare to bedeveloped uponarefl levels; of itspluralidentities; personal digital tablet. eachofthe8winnerswillreceiveand itspartners, a peace. off additionto visibility In inputs onthediff A specialweb-platform willbemaintainedfeaturing of E-notebooks on peace andintercultural dialogue. for a Culture ofPeace and Non-Violence Project coordinated Platform by theIntersectoral erent pathways to refl ection onkey-notionsof ection ered by UNESCO ect andto liveect

© UNESCO © Mountain High Maps gender biased stereotypes and other learningmaterials to remove cultural, religious and Toolkit onrevision/adaptation ofcurricula,school textbooks Promote educationfor aculture ofpeace misconceptions andmisinterpretations on Culture ofArab-Islamic inEuropean Image “The Textbooks andof Mediterranean” coordinated by theCairo UNESCO Offi New Approaches to Writing History Textbooks inEurope andtheArabIslamic Worlds: The caseofthe This initiative isaligned withtheGuidebookfor History Textbook Authors –entitled “On aCommon Path – designing theoutlinesandformat tool for ofapractical andlearningmaterials. writingtextbooks – revising two setsofUNESCO materials: acomprehensive strategy for andlearningmaterials’ textbooks – particular,In the meetingaimedat: building andmaintainingpeace by removing cultural, religious and genderbiasedstereotypes. andlearningmaterialsand theuseoftextbooks astools fromHeadquarters, 2012. 24-25September The overall isto oftheproject promote objective education quality the DivisionofEducationfor Peace andSustainableDevelopment oftheUNESCO atUNESCO EducationSector wasorganized by It meeting gathering22experts. several components, amongwhichapolicy stereotypes” includes waslaunchedin2012.It to remove cultural, religious andgender-biased andotherlearningmaterialsschool textbooks project “Toolkit onrevision/adaptation ofcurricula, and to encourage better understanding, the to correct erroneous collective representations world andEurope.the Arab-Muslim itseff In highlight exchanges andmutualinfl promoted diff ofculturesRapprochement in2010,UNESCO oftheInternational theaftermath In Year for the publication and the Draft Action Plan; Action publication andtheDraft erent to initiatives andactivities uences among orts orts ce stated in2010. designed toThis address booklet, existing studiesonthetopic. by examplesofgoodpractices, including allrelevant issues, references andsources ofinformation, illustrated the bestmethodologies concerning culturalandreligious European Culture inArabtextbooks”, provides advice on for transmitting values and skills thatarefor essentialto transmittingvaluesandskills Headquarters Project coordinated by theEducationSector, UNESCO

© UN Photo/Shareef Sarhan

UNESCO – A vision in action 35 Flagship activities Culture of Peace and Non-Violence 36 Flagship activities

© Mountain High Maps learning Develop aprogramme onintercultural dialogue-based elaboration ofteaching materials, useofICTs in included, inter alia,curriculum development, etChangement.Areasand Initiatives offocus Associationthe International ofUniversities, on “Philosophy intheDialogue ofCultures”, Technologies inEducation,theUNESCO Chair theUNESCOSectors, for Institute Information fruitful exchanges between, UNESCO Programme The sessionincludedpresentations from, and RZD “Russian railways” educationalsystem. in non-state educationalinstitutionsofthe levels andsecondary from primary pre-school, modules. The group consisted ofeducators process ofdeveloping acurriculumandteaching andinforming the aimedatsharingofexperiences andexpertise UNESCO (2-4April2012).It Headquarters schoolsystems thatheldof andsecondary intercultural dialogueandculturaldiversity intheprimary brainstorming sessiontoorganize discusseducationalmethodsandcontents on atwo-and-a-half-day The World Public Forum “Dialogue ofCivilizations” hassolicited thetechnical assistance ofUNESCO to cultures. towardsrespect thosewhobelongto other educate children inthespiritoftolerance and dialogue ofcultures” whoseaimisto project building. the RZDisconducting ofthe“Schools pedagogy, useofbestpractices, andcapacity Non-Violence Platform for aCulture ofPeace and Project coordinated by theIntersectoral

© World Public Forum © Mountain High Maps information literacy Enhancing intercultural dialoguethrough mediaand Working withtheUniversity ofCairo to setupaninternational network ofyoung mediaandinformation – Developing amultimediaintercultural teaching resources tool basedontheexistingUNESCO and Media – Working withtheMILIDNetwork to develop two onlinecourses onMILandintercultural dialoguefor teachers – events underway,Important orbeingplanned, include: pedagogy globally. willinfl ofhow thisactivity part education inAfrica –allofwhichare becoming animportant hasbroughtthe project onboard theUNESCO-designated potential centres ofexcellence injournalism actors. sucheventThe isplannedfor next April2013incollaboration withtheUniversity ofCairo. Furthermore, ofthisactivity, enrichedbypart theNetwork’s diversity includinguniversities, NGOs, andothercivilsociety whichorganizedNetwork, thefi withaspecial emphasisontheUNESCO-UNAoCof Civilisations(UNAoC), MILandIntercultural Dialogue(MILID) Key to thesuccess oftheinitiative thatincludetheUnited asawholeare NationsAlliance strategic partnerships as away ofenhancingappreciation for culturaldiversity, using Focusing oncountries intheArabregion Africa, triesto theproject straddlemultiplecultures andinsub-Saharan greaterthat willhelpthemexert discernment inconsuming aswell asproducing mediacontent. researchers andinformation inculcates specialistsaswell, mediaandinformation (MIL)skills literacy theactivity promote intercultural journalism.At dialogueintheway thesametime, theypractise withitsfocus onyoung This initiative aimsto equipyoung journalistswith intercultural competences thatwillenablethemto actively globally; professionals andresearchers to advocate for media and citizens; Information Literacy FrameworkInformation Literacy for Teachers; rst MILID Week inMay 2012inBarcelona. The MILID Week hasbecome anintegral and information andintercultural literacy dialogue The ofeditorial production guidelineson – The hostingofaGlobalForum for Partnerships – across theglobe. intercultural journalismfor useby newsrooms Intercultural DialogueConference; and on MIL,incorporating thePan-African MILand MIL andintercultural points. competence asentry Information Sector, UNESCO Headquarters Project coordinated by theCommunication and uence journalistic

UNESCO – A vision in action 37 Flagship activities Culture of Peace and Non-Violence 38 Forums ofRefl especially theonesinacrisis, confl ofAfrican countries,the needsandexpectations This Forum, thefi Abidjan, Côte d’Ivoire, on4and5June2012. “ for economic development andsocialcohesion” in entitled “A Culture ofPeace in West Africa: essential collaboration withtheGovernment ofCôte d’Ivoire, status inUNESCO, organized aRefl non-governmental organization withanadvisory for Prospective andStrategic Studies(CEPS), a of Peace andNon-violence, UNESCO andtheCenter ProgrammeInterdisciplinary for aCulture ofaction Within theframework and oftheIntersectoral innovative mechanismsfor fi oceans), thenewgreen economy andculturalindustries, therole oftheAfrican Diasporainthereconciliation, na traditional authorities;sustainablemanagementoftransboundary the emergence ofnewforms ofgovernance thatintegrate state structure, and non-governmental actors (internet, mobilecommunications), therole ofmothertongues andcross-border dialogue, inter-community The focus upcoming forums ontherole ofmedia,includingnewmediaandICTs willparticularly tools dates Day suchastheInternational forimportant Peace, 21September. the Peace“Make HappenCampaign” launchedin2010by African Union,andmobilizationontheoccasion of sharingnetworks,knowledge promotion ofregional sensitizationandawareness raisingcampaigns suchas promote African researchers inpeace andsecurity, enhance youth entrepreneurship, create exchange and programme onendogen methodsofprevention andresolution ofconfl indicators for crisisprevention andmeasurement ofvulnerability, promoting aresearch andaction ofmediasfor acultureand regional ofpeace, crisis, elaboratingpeace includinganobservatory monitoring reconciliation amongstates andcommunities, creating ear leadersonpeacecommunity andgoodgovernance, establishingpermanentmechanismfor dialogueand peace inspired onprevention by traditionalknowledge andresolution ofconfl culture ofpeace andfi non-violence includingthefollowing mainaxes, amongwhichtherevision ofschoolcurriculato integrate The overall aimoftheseconsultations willbeto design anintegrated strategy for aculture ofpeace and Heads ofStates andGovernments Summitin 2013. submitted for endorsementby theAfrican Union which willestablishasetofrecommendations to be a regional Forum for theCulture ofPeace inAfrica situation. ForumsThese preparatory shouldleadto Offi Project coordinated by Africa Department, ces in Africa rst ofaseries, wasdestinedto answer ght against stereotypes; the sharing of good practices oneducationforght againststereotypes; thesharingofgoodpractices aculture of ection onaCultureection ofPeace inAfrica nancing peace, etc. ection Forumection in ict orpost-confl ict incooperation withrelevant UNESCO Field ict ict ly warningsystems to anticipate onnational tural resources (soil, subsoiland icts inAfrica, withscholarshipstoicts ict; trainingofpoliticaland ict;

© Mountain High Maps © Posterfortomorrow in theArabRegion Promoting dialogueandmutualunderstandingfor peace 1. “ Four are mainprojects includingthefollowing underimplementationinthisframework, specifi Iraq, Lebanon, Libya, Sudan,Syria, Tunisia, Yemen andPalestine. values, theytarget countries andterritories 10selected asfollows: Bahrain, Egypt, openness, tolerance, mutualunderstandingandthepromotion ofcommon human at developing aculture ofdialogueandstrengthening attitudesgeared towards transformations recently experienced in level.country including ministries, universities, mediahouses, ensuringitsrelevance for ownership atregional and The are projects carriedinconsultation and closecollaboration withnationalandregional stakeholders, 2. “ fi sectorial isengagedinsomeArabStatesA setofprojects andcovering UNESCO cross- 4. Reporting to Others – to Others Reporting Youth, journalismandDialogue 4. 3. “ Headquarters and the Intersectoral Platform andtheIntersectoral forHeadquarters aCulture ofPeace and Non-Violence. at andCommunication andHumanSciences as Education,Social andInformation Sectors AbdulazizCenter inclosecooperation withtheKing forRabat), NationalDialogue, aswell with relevant UNESCO Field Offi Projects coordinated by theUNESCO Regional Offi offl intercultural dialoguematerials thatare age, national andregional databasesthatcanoff those inconfl ArabStates,in selected particularly to improve ofintercultural for thequality andintercommunity children andyouth educationopportunities between intercultural andcommon dialogueprofessionals; spacefacilitate opportunities networking sustain acertifi intercommunity dialogueintheregion, withanoverall to objective buildregional to establishand capacity programme intheArab States” guidelines for training ofyouth journalistsonintercultural dialogue. implementation of Youth-led around mediaprojects in intercultural dialogue, (ii)raiseawareness raising and empowerment to (i)understand, intraditionalandnewmediarelated produce to andparticipate ofyouthcapacity inrelation to intercultural dialogue intheArabStates through youth mobilization the Learning to Live Together Technique; media professionals inrelation to principlesandpractice to common humanvaluesystems inthepublicsphere ofregional intheArabRegion and(iii)buildcapacity and regional (ii)promote context, andprovoke criticalthoughtandinteractive discussiononissuesrelated ofsharedpublic aboutcommonality humanvaluesystems andrangeofcommon ground withinnational stakeholders atnationallevel ArabStates inorder inselected to (i)raiseawareness amongyouth andgeneral Building certifi Developing anddisseminating material onintercultural dialogueintheArab States Learning to live together mediaCampaign ine; eld of activities, to specifi eld ofactivities, address inavery ed trainingsystem for intercultural andin ed resources for regional intercultural learninguniversity dialogueandpilotingofservice ces intheRegion (Amman, Cairo, and Doha,Iraq, Khartoum , aimingatimproving humanresource inthearea capacity intercultural and the region through theArabSpring. Aiming er trainers, teachers andfacilitators access to high-quality culture, situationandlanguageappropriate bothonlineand ” to foster andpromote aculture ofpeace anddialogueamong c way thechallenging social ict orpost-confl ict ce for EducationinBeirutconsultation on the importance ofintercultural dialoguethroughon theimportance the tercultural dialogue and(iii)develop anddisseminate . The isto mainaimofthisproject buildthe tercommunity countries andto dialogueinselected of intercultural dialogueintheArabStates through ict settings. ict This seeksto project establish ”, withanobjective c components:

© Mountain High Maps © Massoudy

UNESCO – A vision in action 39 Flagship activities Culture of Peace and Non-Violence 40 Flagship activities

© Mountain High Maps understanding together theconditions ofauniqueplace ofdialogueandmutual where designersPeace anduserscancreate anddialoguee-portal, upaninteractive portal Setting UNESCO Goodwill Ambassadors (from left to right: Rigoberta Menchú, UNESCO GoodwillAmbassadors(fromVigdís Rigoberta to right: Finnbogadóttir left Nouri) andAliMahdi exchange platform dedicated withotherusers, to viaavirtual the “culture life”. ofpeace ineveryday ordinary andc)toenhancing intercultural provide skills; aspace f literature ontolerance, reconciliation andaculture of isthreefold: a)provide youngThe women ofthee-portal objective andmenwithaccess to information and peace; b) to share e-courses andlearningmaterials on peace; b)to share e-courses non-violence. platforms,intersectoral related to aculture ofpeace and accomplished by UNESCO anditssectors, fi isto progressively includetheentireThis e-portal work or sharingexperience in,andinformation onintercultural for aCulture ofPeace andNon-Violence Platform andtheIntersectoral HumanSciences Social of and Information incooperation withtheSector Project coordinated Communication by theSector eld offi ces and High LevelHigh Debate onbuildingaCulture ofPeace AlFarabi, Khaldun, Ibn Edouard Glissant,JosephKi-Zerbo, Archibald McLeish, Tagore, Césaire andNeruda,etc.). ofUNESCOtexts (suchas Felix Houphouët-Boigny Peace Prize) to andUNESCO rethink thefounding anniversaries suchevents are alsoanopportunity Inclusion”), (“Coalition ofCitiesagainstRacism”, networks (suchastheinitiative etc.), sports Peace”“Imagine ),Prizes (s around exhibitions( These includeactivities Promote highprofi Dominican Republic andothersdistinguishedguests(see more onpage25). Myngbay, Darkhan Leonel Mr ofCulture andMr Fernandez,Minister ofKazakhstan, former President ofthe thepresident oftheUNGeneralAssembly BanKi-moon, Mr Mr Vukof theUNSecretary-General, Jeremic, the Level Debate onbuildingaCulture ofPeace andNon Violence, organized by UNESCO –withtheparticipation On 21September, Day International ofPeace, chaired aHigh attheUNHeadquarters, theDirector-General societies andthroughout theworld. tolerance, reconciliation anddialogueamongcultures, aswell asthebalance thatneedsto bestruckinourown personalities are invited to refl joinUNESCO infurthering and inorder to enhance thecoherence, eff for peace through openandlively exchanges. They contribute to respond more eff Peace andDialogueamongCultures newavenues aimto chart from allregions oftheworld, Panel thesessionsofHigh on businesspeopleandreligiousintellectuals, artists, dignitaries in the Twenty-fi PanelHigh to foster refl ofUNESCO,Director-General Bokova, hasestablisheda MsIrina and thepromotion ofculturaldiversity ina globalized world, the to dialogueamongcultures,pertaining thepursuitofpeace, become anabsolute necessity. To strengthen UNESCO’s activities at thenationalandinternational levels inalastingway has evolved, andtheneedto rethink peace andpromote dialogue Today, theconcepts andstrategies onaCulture ofPeace have UNESCO New York Offi Event coordinated Platform by theIntersectoral rst Century. eminentdecision-makers, Gathering ection onthenewdimensionsofpeace ection Race, Histoire et ce (NYO) le events

Culture “Writing Peace/ Ecrire laPaix”“Writing ectiveness and visibility oftheOrganization’s andvisibility ectiveness programmes. These , ClaudeLevy-Strauss) andoutstandingfi AbdulGhaff gures (Khan for aCulture ofPeace andNon-Violence incooperation with ection onthenewdimensionsofpeace inthe world,ection , etc.), campaigns One (“Do Thing for and Diversity ectively toectively thenewchallenges ar Khan, uch asthe

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UNESCO – A vision in action 41 Flagship activities Culture of Peace and Non-Violence 42 Flagship activities The UNESCO Prizes Literacy International and adiploma. sponsored by thePeople’s RepublicofChina. The organizations Prize-winning receive award, amonetary a medal by the RepublicofKorea, andtheUNESCOand supported Confucius Prize for Literacy, establishedin2005and The UNESCO Prizes Literacy International Prize, consist oftheUNESCO Literacy Sejong King created in1989 the promotion ofpeace andhumanrightsconfl The award-winning organizations andprogrammes were recognized for theirsignifi National Languagesof Niger. andAdultDirectorate Educationunder ofLiteracy ofEducationMorocco, Directorate, andthe Ministry Illiteracy were Honorable Mentions of Indonesia. alsoconferred to the ofEducation of Community EducationDevelopment, Ministry Education oftheRoyal Government inBhutanandtheDirectorate of ofAdult EducationoftheMinistry andHigher the Department Transformemos Foundation for Development Social inColombia, organizations includethePentecostal the Church ofRwanda, on6September2012. at itsHeadquarters The prize-winning the UNESCO Prizes Literacy International ataceremony held andPeace,dedicated to thethemeLiteracy UNESCO awarded Day,On theoccasion Literacy ofthe2012International Prizes coordinated by theEducationSector the Ministry of National Education, Literacy andPromotion ofNationalEducation,Literacy of the Ministry ict preventionict andresolution. cant contributions towards

© UNESCO © UNESCO sharing peace across timeandspace Writing Peace, and anexhibitionfor thinking heritage down theages, andthe convergence ofvaluesconducive to peace. inNew Headquarters York, itaimsto raiseawareness onthevariousforms oftransmissionculture and 2012,ontheoccasion on21September Inaugurated Day oftheInternational ofPeace, attheUnited Nations Project coordinated Platform by theIntersectoral for aCulture ofPeace andNon-Violence present, withoutmentioningtheoraltraditions. vast wealth ofwritingsystems ofthepastor Naturally, theyrepresent ofthe onlyasmallfraction mosaic ofwritingsystems existingintoday’s world. ofthehave becausetheyare beenselected part The andpresented scriptsportrayed chronologically order to share itsvaluesinthebestmannerpossible. thoughts andwords oflanguagesin inavariety appeal to creativity inspreading itsmessagethrough The Writing Peace exhibitionisaninvitation to an coexist. hopes; itisanodeto freedom andto people’s willto sometimes ashout,amidtheocean ofhumankind’s is notrivialmatter, isasong, norshoulditbe. It voicing ofitsspokenform? Writing theword “peace” form oftheword andthedeclarationinvolved inthe felt? How have we, inturn,disseminated thewritten What have we thought,discovered, experienced and it? What have we beentold andtaughtaboutit? given system andwhatsignifi communication. So, how is “peace” written inany which written vectors forms of are important representation whichincludessymbolsamongst When we thinkofpeace, we acertain project cance isattachedto

UNESCO – A vision in action 43 Flagship activities Culture of Peace and Non-Violence 44 in Nigeria through Educationand Dialogue in Nigeria Confl the United Nations Family Examples ofjoint initiatives within number of key outputs are expected at the end of this project, including: number ofkeyoutputsare attheendofthisproject, expected Initiative. A I-ACT oftheCTITF country asthepilotpartnering inthiscountry mapping whichhasbeenconducted of youth onthebasisofacomprehensive andadultsinNigeria promote peace educationandcontribute to de-radicalization The confl overall isto aimoftheproject support Youth Development andEducationoftheRepublicNigeria. the Federal of Ministries Tourism, Culture andNationalOrientation, a Culture ofPeace andNon-Violence andinclosecooperation with UNESCO-offi Offi andisledby theCTITF I-ACT) initiative (CTITF United Nations Countering Terrorism Implementation Task Force This isimplemented pilot-project withintheframework ofthe  of Peace andNon-Violence Project coordinated by theUNESCO AbujaOffi  

ict Preventionict andCountering theAppealof Terrorism economic andsocialempowerment conducive to personalconfi mechanisms/de-radicalization, awareness-raising trainingand design mechanisms/de-radicalization, workshopsSensitization onthepromotion ofaculture ofpeace andnon-violence/confl promoting sustainabledevelopment inasafe environment; and andidentifi Mapping/documentation understanding (particularly geared towardsunderstanding (particularly youth); Town Hall meetings, inrelevant regions focused onpromoting inter-religious dialogueandcross-cultural ce in Abuja, Nigeria, and the Intersectoral Platform andtheIntersectoral force inAbuja,Nigeria, cation ofcomponents for aculture ofpeace andnon-violence, ict ict prevention, ce – through Examples ofjointinitiatives ce, Platform incooperation withtheIntersectoral for aCulture aswelldence asto andself-esteem of campaigns inrelevant regions. ict ict prevention

Nigerian youth © Vsaxmusic withintheUnited Nations Family who care for diversity andcohesion inoursocieties. More precisely: The aimisto create ofpeoplearound aworld theworld constituency world to share theirexperiences through posts, videos, pictures. dedicated Facebook Page, asaplatform for serving peoplearound the The campaign, DoOne Thing for works Diversity andInclusion, viaa dedicating timeto volunteer for thatcause. fi diversity andinclusion-from experiencing anotherculture through relevantindividuals to to takeONEaction theirlives thatpromotes Day,Based onthesuccessful modelofEarth thiscampaign callson Cultural Diversity onMay 21st. Thing for Diversity andInclusion”, attheoccasion oftheUN World Day for Silicon Valley –Cisco, Yahoo, Intel, McAfee, amongothers-to “ DoOne Civilizations andUNESCO, together withagroup ofcompanies from A world campaign waslaunchedby theUnited NationsAlliance of lm, food ormuseum,to learningaboutothercultures orcountries, or  United NationsAlliance ofCivilizations, together withagroup ofcompanies from Silicon Valley Project coordinated by theUNESCO Platform Intersectoral for aCulture ofPeace andNon-Violence andthe  

diff Combat polarization andstereotypes to improve understandingandcooperation amongpeoplefrom gestures. day-lifeBuild aworld diversity withreal ofindividualscommitted community andevery to support Raise awarenessRaise ofintercultural worldwide dialogue, abouttheimportance diversity andinclusion; erent cultures. Do one Thing for Diversity andInclusion

© Posterfortomorrow

UNESCO – A vision in action 45 Culture of Peace and Non-Violence 46 6.             

Organization, …) having offi Peace Education,USA,Foundation Culture ofPeace, Spain,andany relevant NGO Peace NGOs(International on Bureau, Institute International Geneva;International (OEI),MERCOSUR,américiains CELAC, CARICOM, Council ofEurope (CoE)… ASEAN, ASEM,ALECSO, AU, European Union(EU),OSCE,Organisation desEtats ibéro- Union(AU),African Organisation delaFrancophonie internationale (OIF),ISESCO, Aff UNDP, United NationsPeace BuildingFund, ofPolitical United NationsDepartment UN specialized agencies, Programmes, Funds and Tasks Forces (suchasUNICEF, UNHCR, ...) at Rutgers University-Newark, for for Peace Institute Peace andtheInternational andSustainableDevelopment (IIP) ofEducation Institute Gandhi (suchastheMahatma IandIIInstitutes UNESCO Category Clubs, United Nations University Chairs, AssociatedNational Commissions, SchoolsandUNESCO UNITWIN/UNESCO University forUniversity Peace, Costa Rica. AbdulazizCentreKing for NationalDialogue United NationsAllianceofCivilizations(AoC) forUNESCO Peace GoodwillAmbassadorsandArtists Anna Lindh Euro-Mediterranean FoundationAnna LindhEuro-Mediterranean for Cultures theDialoguebetween UNESCO Youth Peace Ambassadors(YPA) The World Public Forum “Dialogue ofCivilizations” The Nishan ForumThe Nishan on World Civilizations Strategic partnerships forStrategic peace-building partnerships airs-UN/CTITF, …) cial relationships withUNESCO andtheirLiaisonCommittee withthe “Dove, give my best wishes of peace”, Al-Rouqui, 8th Century, calligraphed by Master Hassan Massoudy United Nations Educational, Scientic and Cultural Organization UNESCO’s Programme of Action © UNESCO Culture of Peace and Non-Violence A vision in action

You are invited to contact us at the address below for any activities or project proposals

Intersectoral Platform for a Culture of Peace and Non-Violence

Hans d’Orville, Assistant Director-General for Strategic Planning

Katérina Stenou, Director, Coordinator of the Platform [email protected]

Website http://www.unesco.org/new/en/bureau-of-strategic-planning/themes/culture-of-peace-and-non-violence/