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News & Highlights Peace Education in the Formulating a Deep Educational Response to Tragedy: Field Reflections on the Eve of 9­11 Action Alerts Tony Jenkins Director of Education, National Peace Academy Events & Conferences Educational Programs The 10th anniversary of Publications & Research the September 11th terrorist Jobs & Funding attacks invites Opportunities solemn reflection on Quick Links the lives lost, GCPE Website the presumed Subscribe path of justice Archives pursued for Contribute to the most of a Newsletter decade, and the lessons that Make a tax­deductible remain to be contribution to the Global learned. These Campaign (coming soon) reflections are almost always with me as my life as a professional peace educator has coincidentally intersected with 9­ 11. Just a few weeks before the tragic event I had accepted a new position as the Coordinator of the Peace Education Center at Teachers College, Columbia University and I began working at the Center in the days that followed. My first experience on the job consisted of fielding calls from teachers, principals and activists, asking how peace education could “fix” or “respond” to the tragedy. My reflections, 10 years later, return to the role education can play in responding to 9­11 and other violent tragedies.

Following the shooting rampage at Virginia Tech I was asked similar questions when I was invited, amongst others, to author an educational response to that particular episode of violence for the Harvard Educational Review. I called for both a quick and deep response: a quick response to catalyze the social healing process and a deep response to get to the underlying social issues that made such a tragedy possible. Such violent tragedies I described as “the unimaginable,” largely because the possibility of such events are generally obscured by the protective shield of a worldview that informs us that “tragedies like these simply don’t happen to us.” I provided the following rationale for formulating the deep response:

“Our quickest responses are those that use the least of our imagination and are framed in unquestioned and familiar ways of looking at the world. Human tragedy and suffering will always be shocking, but the increasing frequency with which these violent events occur is evidence that our responses have not gone deep enough.”

Articulating further what I mean by a “deep” response is where I return today in my reflections about 9­11. “Going deep” is a provocative metaphor. In ecological terms we talk about digging deep below the surface to reveal the roots. While we may see and appreciate a tree from the trunk up, we know that it cannot survive without the root system that delivers water and nutrients to each leaf and branch. Belief, cultural, political and institutional systems operate similarly: there are often ideas, principles and values at the core of these systems that are poorly examined and invisible to the naked eye.

Facilitating learning that capacitates citizens to see and feel deep below and inside is one of the roles education can play in responding to tragedy. Providing opportunities that engage learners in processes of reflection, relating, re­conceptualizing, futures thinking, and rebuilding should be at the heart of that deep response. While not exhaustive, these processes are the building blocks of a transformative educational response to tragedy.

Reflection is an essential peace­building and moral capacity that is at the heart of all transformative learning processes. Reflective inquiry invites learners into processes of critical introspection, analysis and assessment, helping to reveal how tragedies can be connected to internal problems of societies, and inviting us to ask: what oppressive societal factors might have lead to such action? How could the health of a community or individual get so bad? What roles did individuals, institutions, or economics play? While reflection may indeed reveal nuances of the problematic, it is also a holistic process. It draws forth from our positive visions and values about the world we wish to see. It is both outward looking and introspective: internal reflection helps us to examine our own values and principles and aids us in living with integrity with our self.

Reflective introspection also opens a pathway for examining how we relate to others: How are others interpreting this same experience? How might I be contributing to the problem? How might I engage in worldview differences with others? How we relate to others is at the core of the understanding of peace articulated by the Earth Charter, which describes peace as the “wholeness created by right relationships with oneself, other persons, other cultures, other life, Earth, and the larger whole of which all are a part.” This definition invites learners to deeply inquire into the nature of “right relationships” by asking: what are the values, principles and ethics that inform and sustain right relationships, and how and by whom are they determined? The preamble of the Universal Declaration of Human Rights begins by recognizing “the inherent dignity and of the equal and inalienable rights of all members of the human family (as) the foundation of freedom, justice and peace in the world.” Being in right relationships requires identifying, inquiring into, living with, and transforming existing relationships so that they are in accordance with the values, principles, attitudes and behaviors that are found in the UDHR and other ethical frameworks.

Through reflection and inquiry into our relationships with others we might come to the conclusion that the world was on a certain path; but we now see it differently. What then are the possibilities for a more preferred world and how do we get there? Tragedy introduces a new narrative into the collective consciousness. What has the tragedy helped to reveal about that world that we want as opposed to the actions (related to the tragedy) that we revile? Developing the skills and capacities to re­conceptualize, imagine and plan for a more preferred the future is also essential to the deep response to tragedy. What we often forget to ask when we are thinking about changing things is once we’ve overcome the problem, what do we want to fill that void with? Conceptualizing a different world requires more than just daydreaming. It is both a creative and intellectual task. When we catch a glimpse of what we want – say for example “peace” – we also have to deeply inquire into and articulate what we mean by peace to make the concept useful and meaningful.

So how then do we begin the process of rebuilding? How can we co­author a new narrative? How do we do it together? Who needs to be involved? What institutions need to be changed or created? These questions are at the core of what must be a collaborative inquiry. Educational responses to tragedy should invite students into such creative, cooperative and collaborative challenges in order to capacitate and engage them in the co­ construction of their present and future realities.

Pursuing a deep educational response to tragedy requires risk, creativity, thoughtfulness and courage. The learning we must pursue asks of us and others to critically and open­mindedly question assumptions about our selves and the world around us. Given such risks, it comes as little surprise that in deeply politicized educational contexts the deep response is often met with resistance and fear. Peace educators, using some of the processes suggested above, can facilitate learning to help overcome this fear by bringing diverse views and concerns into conversation and engaging citizens in collaborative inquiry toward a commonly preferred future. While it might not be easy to “trust the process,” I’ve generally found that when people are given opportunities to genuinely reflect and relate, to listen and be respectfully heard, they will open their hearts and minds to new possibilities.

I’ve been encouraged by the many courageous educational responses to the tragedies of September 11, Virgina Tech and others. Educational organizations such as September 11th Families for Peaceful Tomorrows, Morningside Center for Teaching Social Responsibility, Peace First, and Teaching Tolerance have been championing deep and transformative educational responses in an era where creativity in the schools is threatened by policies such as No Child Left Behind. Virginia Tech resisted the temptation to respond to its own tragedy by creating a hyper­vigilant security state, and instead established the Virginia Tech Center for Peace Studies and Violence Prevention. These organizations have modeled the true transformative efficacy of peace education through their deep responses to tragedy.

On the eve of the 10th anniversary of 9­11 I invite you to engage yourself, and others, in deep reflection, inquiry and conversation about the tragedy. While we mourn and remember, let us also be sure to engage in the deep learning ­ reflecting, relating, re­conceptualizing and rebuilding – that will help move us toward a more peaceful and preferred future.

References: Jenkins, Tony (2007). Rethinking the Unimaginable: The Need for Teacher Education in Peace Education. Harvard Education Review, 77(3)

Tony Jenkins is the Director of Education of the National Peace Academy and serves as the Global Coordinator of the International Institute on Peace Education and the Global Campaign for Peace Education. As the Director of Education of the National Peace Academy, Tony oversees the development of formal and non­formal educational programs and a research agenda designed to promote and inquire into the conditions and learning and educational change strategies for nurturing positive peace. Prior to joining the National Peace Academy, Tony was the Co­Director of the Peace Education Center at Teachers College, Columbia University where he coordinated peace education research and program development nationally and internationally.

News

The Role of Education for Peace in Africa (Democratic Republic of the Congo) (Africa en ligne) Grim statistics from the last 10 years of conflicts in Africa have highlighted the role that education can play in ensuring peace across the continent. It is against this backdrop that the 26­28 July Kinshasa Round Table brought together African education experts, policy makers, and curriculum developers as well as development agencies, donors and civil society partners to debate the role of education for peace.

The Violent Pursuing Peace Education in Jail (India) (Deccan Herald) A former top cop of Gujarat Police who allegedly ordered a couple to a violent end now gets set to undertake a course in the peaceful pursuit of Gandhian studies.

Amnesty International Will Achieve Its Aim in Nigeria If… (Nigeria) (Nigerian Tribune) Delivering a lecture titled "Peace Education and Leadership Development in Nigeria," on the occasion marking the signing of a Memorandum of Understanding (MoU) between the University of Ilorin and his university, on Wednesday, Professor Uwazie advocated peace education among Nigerian students, especially those in the Niger Delta region, saying that the amnesty program had a short term solution to the problem.

Peace Education Alone Won’t Prevent Conflicts in Africa (Democratic Republic of the Congo) (Afrique en ligne) Peace education alone will not prevent or resolve conflicts and other forms of violence in Africa, unless combined with a firm determination at the political level to tackle the main causes which are essentially economic, according to conclusions reached at the just­ended Round Table on “Education, Peace and Development” in Kinshasa.

San Mateo Peace Camp Teaches Kids Nonviolence (USA) (MercuryNews.com) The aim of the five­day summer camp was to educate children about other faiths and how to solve problems peacefully instead of resorting to violence. It's based on a model that began in Oregon called Peace Village Inc., Peace Village develops curricula for teaching nonviolence to children and adults, emphasizing a multicultural, interfaith approach. This is the first year for the San Mateo Peace Village, which included sessions in faith practice, music, media literacy and nonviolent conflict resolution.

Save the Children Lauds Passage of Positive Discipline Bill (Philippines) (Inquirer News) International child rights group Save the Children has welcomed the passage of the Positive Discipline Bill in the House of Representatives, which seeks to ban the use of corporal punishment. “What the bill does is to encourage and support parents in effectively disciplining their children by teaching or training them to use positive and nonviolent forms of discipline,” said Stephen Ashby, country director of Save the Children.

Student Returns from Academy with Peace Projects (USA) (Windsor­Hights Herald) A resident of the township is working to create a culture of peace through an organization called the National Peace Academy. Vincent Finlay returned home after a week­long conference held by the Academy at Champlain College in Burlington, Vermont. Led by 15 faculty, the week­long program helped participants develop programs for safe, healthy, and sustainable communities free from violence. Each participant returned home with a proposal for a community­based project.

UNESCO Cites Tagum’s Literacy Program (Philippines) With this year’s theme on peace and literacy with emphasis on gender equality, Tagum was cited by UNESCO for the City’s peace management literacy and continuing education through its night market program. UNESCO awarded a bronze medal under the King Sejong Prize for literacy promotion. Tagum City’s program uses peace education activities, literacy and entrepreneurship to generate employment opportunities to marginalized populations and sustain a peaceful urban environment.

The Faces of Peace launched by the Peace Alliance (USA) The Faces of Peace is a story­based initiative shining a bright spotlight on what peace and peacebuilding looks like in the 21st century. The Faces of peace highlighting the inspiring work and daily choices of peace in all its forms happening across the USA, including teachers who bring conflict resolution education into classrooms. Imagine millions of people being exposed to the uplifting stories of ordinary people who make our world a more peaceful place.

Peace Education in the Field

International Network of Museums for Peace (INMP) – Newsletter No. 1, May 2011 (The Netherlands) The Hague – In 2010 the International Network of Museums for Peace (INMP) has officially opened its secretariat office, relaunched its membership and started developing new promotional material. At the start of 2011 the office is warmed up, the board excited and the agenda filled.

Teachers Without Borders Launches Peace Education Program (South Africa) On August 23, TWB started peace education workshops in Port Elizabeth, South Africa in partnership with the South Africa National Peace Project (SANPP) and the Port Elizabeth Department of Education as part of the Safe Schools Initiative.

Shalom Educating for Peace newsletter, August 2011 (Rwanda) The past few months have been really busy with various peace education projects, including a program in one of Shalom’s partner schools, a sports and games event and a workshop with the youth in Shalom’s 'community for peace' district in Rulindo. The peace education programs over the radio continue with a focus on healing broken communities. Shalom also held a successful fundraiser in South Africa.

Strengthening abilities and integration through “Peace Education” (Costa Rica) The Refugee Education Trust (RET) Costa Rica has carried out a series of workshops on life skills, mainly aimed at young people from Secondary Schools. During the workshops, one of the themes was “ Peace Education” which includes other equally important subjects such as: intercultural education, assertive communication, peace culture, and conflict management. Developing Teachers, Peace Educators Benefit From CTF­SLTU Project (Sierra Leone) (allAfrica.com) A month of in­service training for developing teachers and peace educators was conducted by a team of Canadian facilitators and lecturers of tertiary institutions in Sierra Leone.

Participants Worldwide Graduate from the TWB Peace Education Program By September 2011, over 100 teachers will have completed the Teachers Without Borders Peace Education Program. Participants will be graduating from two different versions of the course: the blended course ­ a combination of in­person and online learning ­ in Coahuila, Mexico, and the online course delivered via the Nixty platform.

Peacebuilding: NARPI Holds its First Summer Training Programme (South Korea) The first ever Northeast Asia Regional Peacebuilding Institute (NARPI) Summer Training programme was held in Korea between August 16­28, 2011. The two­week training aimed to not only equip participants with peacebuilding skills for their work, but also help to connect organizations and communities from across the region and beyond. The 50 participants hailed from Canada, China, Hong Kong, India, Japan, Korea, Mongolia, the Philippines, Russia, Taiwan, and the United States.

Association for Reconciliation and Development through English (ARDE) Flash, July 2011 (Burundi) From July 11 to 13, 2011 an ARDE team travelend around Makamba province, southern Burundi for the field study part of the project: A documentary on the role of youth in the fight against gender­based violence and democratic participation, funded by the U.S. Embassy in Burundi.

Action Alerts

PAUSE for Peace – Peaceful Acts Under Surveillance Event – Pasos: The Museum and Center for Peacebuilding (Commemorating the International Day of Peace, September 21, 2011) Today, there are an estimated 50 million surveillance cameras in the United States alone. To those who view us, we are anonymous, silent and disinterested. PAUSE for Peace is an event for individuals everywhere in the world who desire peace and who want to stand up, be heard and be seen. At noon on September 21 (International Day of Peace) in every time zone across the globe, individuals will take center stage by offering a peaceful display to one of these surveillance cameras. It is our symbolic moment of telling those who monitor us, that we too are aware of their presence—and that together we are accountable for making this a world steep in positive peace—a non­violent world where justice prevails on all levels.

Photo Contest: “Peace in Young People’s Eyes” – Centro Internazionale per la Promozione dell’Educazione e lo Sviluppo (CEIPES) CEIPES is launching a photo contest within the framework of the International Day of Peace on September 21st. The main aim of the photo contest is to create a space where young people aged 13 to 30 can freely and creatively express their ideas and opinions about peace. Posted photographs will be exhibited in a exhibition entitled ‘PEACE IN YOUNG PEOPLE’S EYES’ the 21st September 2011 (and for one week), in Palermo, Italy. Closing date for submissions: September 9, 2011. Events and Conferences

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

PeaceWeek 2011: a Free Global Telesummit for Building a Culture of Peace – The Shift Network and the Peace Alliance (September 15­21, 2011) The “technologies” for creating peace at all levels of society are well­ established ­ we simply need to share them on a grand scale and accelerate the evolution that will have us live, collaborate and create in the most harmonious ways. Doing so is necessary to address our global crises and birth a new, co­creative era of human evolution. Last year the first PeaceWeek wasthe largest virtual peace summit ever. This year, PeaceWeek’s free online event will feature a series of talks by 52 peacebuilders from around the world.

8th Culture of Peace Festival – Peace Network of San Carlos and Fundación CEPPA– San Carlos and San José, Costa Rica (September 18 – October 1, 2011) An invitation for peace educators, activists and workers to the 8th celebration of the Culture of Peace.

Brown Bag: Evaluating Peace Education in the Middle East: An Impact Study of Seeds of Peace – The School for Conflict Analysis and Resolution, George Mason University, Fairfax, VA, USA (September 20, 2011) For more information click on the link above.

Youth and Violence: The Role of Education: Inspiring Solutions – Dawson College, Montreal, QC, Canada (September 29 – October 1, 2011) For more information click on the link above.

World Youth Festival 2011: Discover Azerbaijan (“The Role of YOUth in Conflict resolution and Peace building”) – Ganja, Azerbaijan (October 15­20, 2011) On the 20th anniversary of Azeri independence, the World Youth Festival will bring together youth from all over the world for cultural activities and exchange. One of the four festival themes is “The Role of YOUth in Conflict resolution and Peace building.” Workshops on this topic aim to promote the role of young leaders in peaceful conflict resolution, while engaging in an international dialogue. Globalization and global conflicts are a part of everyday life. By bringing together youth leaders from different countries and cultures, this Festival will contribute to raising awareness of conflict resolution. There will be study sessions focusing on development of creative paths towards peace building. Deadline for registration: September 10, 2011.

“A Living Movement: Toward a World of Peace, Solidarity, and Justice” – Peace and Justice Studies Association + The Gandhi­King Conference – Christian Brothers University, Memphis, TN, USA (October 21­23, 2011) For more information click on the link above.

5th National Symposium on Dispute Resolution in Special Education – National Center on Dispute Resolution in Special Education, Eugene, OR, USA (October 26­28, 2011) For more information click on the link above. 2nd International Conference on Human Rights Education: “Celebrating diversity and achieving social justice through human rights education” – Durban, South Africa (November 14­16, 2011) For more information click on the link above.

World Futures Studies Federation Conference: “Global Higher Education: Reflecting on the Past, Designing Sustainable Futures” – Global Higher Education Forum, Penang, Malaysia (December 13­15, 2011) For more information click on the link above.

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

Call for Papers – 2nd Conference on Creative Education – Shanghai, China (April 13­15, 2012) For more information click on the link above. Paper submission due date: October 31, 2011.

Educational Programs (Workshops and Trainings)

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

International Human Rights Exchange (IHRE) – University of the Witwatersrand, Johannesburg, South Africa (July – November 2011) For more information click on the link above.

Call for applications – MA / PhD in Depth Psychology with Emphasis in Community Psychology, Liberation Psychology, & Ecopsychology Program – Pacifica Graduate Institute, Carpinteria, CA, USA (Classes begin in September and October 2011) To study community and ecopsychology in the light of liberation psychology is to commit to the exploration of the profound effects of injustice, violence, and the exploitation of others and nature on psychological, communal, and ecological well­being. It is a commitment to create paths to peace and reconciliation, justice, and sustainability.

TechChange Online Courses in "Technology for Social Change" for Fall 2011 (September 5­23 / September 26 – October 14 / October 16 – November 4, 2011) For more information click on the link above.

Online seminars to introduce the Earth Charter and the Initiative (September 7, 14, 21 and 26, 2011) The Earth Charter International Secretariat (ECI) will be offering four one­ and­a­half­hour online seminars to introduce the Earth Charter to new initiative participants, volunteers, and any other interested parties. The seminar will introduce the Earth Charter document, explain its origins, the process in which it was drafted, its significance in international sustainable development policy and practice, and will offer some examples of its relevance and use in ongoing sustainability and peace efforts. The seminar will expand on the importance of value systems and the ethical framework that the Earth Charter offers for promoting peace, sustainability, and justice and will engage attendees in an informal exercise. The seminars will end with a question, answer, and discussion forum.

ENGAGE: Exploring Nonviolent Living – Peace Education Institute, Jones, OK, USA (September 8 – November 16, 2011) This serious, 12­week study in nonviolence looks deeply at the power of nonviolence in social change and in our daily lives. During the journey of the 11 sessions, we will look at personal situations of violence that we face in our daily lives and the structural violence that exists in our community/world. During the last part of the program, we will look together at the possibility of planning and implementing a non­violent action that would promote a needed social change of our choosing.

Free Participatory Course on Democracy and Human Rights (PCDHR) – Centre for Human Rights Education (CHRE), Lahore, Pakistan (September 9­18, 2011 and January 2012) For more information click on the link above.

Social Reconstruction and Human Security – US Institute of Peace (USIP) – Washington, DC, USA (September 9 – December 16, 2011) This course explores the challenges and opportunities for successful humanitarian assistance and longer­term needs for social well­being and development in fragile States. Drawing upon case studies of humanitarian intervention and peacebuilding efforts, students analyze the links between social well­being and security, governance, rule of law and economic development as well as explore the relationship between reconciliation and social well­being.

Stabilization and Peacebuilding: Understanding Dynamic Processes and Making Them Work – US Institute of Peace (USIP), Washington, DC, USA (September 12­16, 2011) This hands­on course provides participants with guiding principles for organizing and implementing integrated responses to peace and stability operations.

Nonviolent Communication Online Course – sounds true (Begins September 19, 2011) A course in Marshall Rosenberg’s process of Nonviolent Communication, which has gained worldwide recognition as a tool for turning even the most volatile situations into a natural interchange of compassion, generosity, and mutual enrichment.

European Peace University (EPU) MA Programmes – Stadtschlaining, Austria (September 25, 2011 – …) For more information click on the link above.

Introduction to Peace Education: A Course for Educators – online course (October 3­December 2) In partnership with the National Peace Academy, the Teachers Without Borders Introduction to Peace Education supports educators in their professional development as peace educators and connects them with like­ minded colleagues around the world through a supportive virtual learning environment. The 8­week online course consists of three modules that provide a strong foundation in peace education theory and invite participants to explore ways in which they can put peace education into practice.

Collaborative Communication: An Applied Framework for Empathy­Based Peacebuilding – New York, NY (October 8­9) This course is offered by the National Peace Academy. In the heat of conflict, how can you deal with seemingly contradictory claims of truth? What about expressions of rage and the destructive impulses that might accompany it? Collaborative communication is model for clear communication, authentic human connection, and empathic understanding that has supported effective conflict resolution in a wide variety of international and domestic contexts. This course will offer these skills and perspectives to empower participants to understand and engage constructively with these bewildering dynamics.

Secrets of Spiritual Activism: A Toolkit for Educators and Activists – Petaluma, CA (November 4­6) (Offered by the National Peace Academy in partnership with the Metta Center for Nonviolence) At the groundbreaking 2005 Berkeley conference on spiritual activism Van Jones summarized much of the four­day meeting in one sentence: “When activists get spiritual and spiritual people get active — watch out!” This course will define spirituality itself, spiritual activism, and the need for a spiritual component in contemporary activism toward peace & justice. We will discuss the ‘contemplative vs. active’ topic in various, and take up special questions like The “Gita Theory of Action” and “engaged Buddhism.”

Human Rights Education in Schools – Council of Europe, Lucerne, Switzerland (November 9­11, 2011) For more information click on the link above.

In Spanish –Posgrado en Cultura de Paz y Convivencia Social: Aplicaciones Practicas (Postgraduate Degree in the Culture of Peace and Social Tolerance: Practical Applications) – Universitat de Barcelona, Spain (November 11, 2011 – November 30, 2012) For more information click on the link above.

Master Class in Peace Education – National Peace Academy, La Casa de Maria Retreat Center, Santa Barbara, CA, USA (December 2­4, 2011) Led by pioneering peace educator Dr. Betty Reardon, this class will begin and end with "Conversations with the Master Teachers" about the purposes, principles and practices of peace education and the particular concerns and issues of those seeking to further develop their peace education capacities. This class is an opportunity for experienced peace educators to take the next steps in making good learning experiences even better and closer to the core purposes, principles and practices of comprehensive/critical peace education.

International Human Rights Day Student Symposium: “Human Rights in the Asia­Pacific 1931­1945” – Vancouver Technical Secondary School, Vancouver, BC, Canada (December 8­9, 2011) For more information click on the link above. (Register by October 30, 2011.)

Certificate of Advanced Studies in Human Rights Education – University of Teacher Education Central Switzerland (PHZ), Lucerne, Switzerland (January­December 2012) For more information click on the link above. (Deadline: September 30, 2011.)

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

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

Publications and Resources

Teaching and Talking in Schools about 9/11: a Selection of Useful Websites The In­service Training and Educational Development (INSTED) has compiled a selection of useful websites for teaching and talking in schools about September 11th. Most but not all of the materials mentioned in this list were especially compiled or updated for the tenth anniversary of 9/11 in autumn 2011. Most but not all have a specific focus on teaching, in both formal and non­formal settings. The list is intended primarily for teachers and youth workers, and those who support and advise them. It is likely to be useful also for many parents, and for personal webquests and enquiries undertaken by students.

Call for Essays – “Human Rights Education Praxis” – Peace Review, A Journal for Social Justice For more information click on the link above. (Submissions due October 15, 2011.)

Contemporary Issues in Human Rights Education – UNESCO Current issues including the celebration of diversity, interfaith dialogue, gender­sensitive education, prevention of racism, discrimination and violence as well as civic engagement of youth are discussed in this new UNESCO publication. This collection of papers addresses contemporary issues in human rights education which has shifted over time, as new social contexts have evolved, in turn throwing up ever more complex challenges to educators. It discusses key questions that build on concepts of human rights education and includes examples of actions reported by UNESCO Member States.

Peace Education Manual for Secondary Schools – Justice and Peace Commission of the Archdiocese of Bamenda, Cameroon This Manual aims at enabling students acquire positive social skills and attitudes for the promotion of peace and peaceful resolution of conflicts in their environment and the nation at large. It is designed as a basic introduction with advice on methodology, exercises for teachers and students in establishing a peaceful atmosphere and ideas for action.

Video for Human Rights Education – /e­politic.de/, Germany The German non­profit organization /e­politik.de/ has released an animated video about human rights and the human rights system. Currently there is a German, English, Spanish and French version. An Arabic version and a version with Chinese subtitles are coming soon.

Human Rights Education in Ireland – Irish Human Rights Commission, Ireland This publication is a baseline mapping of the extent and range of human rights education taking place in Ireland. The IHRC study was guided and informed by the UN World Programme on Human Rights Education's (WPHRE) definition of Human Rights Education and the WPHRE Action Plans. In the report, the Commission attempts to chart the extent of human rights education and training across a range of sectors including formal primary and secondary education, higher education, the community and voluntary sector, the civil and public sector and the legal profession in Ireland.

Violence Prevention through Early Childhood Interventions – Organization of American States (OAS) This Policy Brief on Education and Democracy authored by Adriana Cepeda Espinos examines research on how early childhood education investments are among the most powerful, evidence­based approaches to preventing enduring aggressive patterns and possibly delinquency.

Peace Education: An Imperative not an Optional Extra – lecture (video) A video of a lecture by Professor Kevin Clements of the National Centre for Peace and Conflict Studies of the University of Otago, presented at SOCCON, the Social Sciences Conference, 18­20 July 2011, in Wellington, Australia.

International Network of Museums for Peace (INMP) Book and Media Center A collection of books and resources regarding Peace History, Peace Anthropology, Peace Philosophy & Ethics, Peace Art, Peace Studies, Peace Museums, Peace Veterans, and Peace Documentaries.

The Nation – Free Teaching Guide The Nation magazine offers a free teaching guide for educators.

Jobs and Funding Opportunities

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

Program Coordinator and Trainer, Peace Works program, Center for Peacemaking, Marquette University, Milwaukee, WI, USA The Center for Peacemaking is beginning the search process to hire for the Peace Works program in Chicago. We are looking to fill a full­time and a part­time position to teach nonviolence and peacemaking at schools in the Pilsen community. Interested applicants should check out the job descriptions and application process on the Marquette Careers website. Click on the link above and search for the two “Peace Works” postings on the page.

Peace, Security and Development Fellowship for African Scholars (Including M.A. Conflict, Security and Development; and M.A. International Peace and Security) – King’s College London, UK and University of Nairobi, Kenya (September 2011 – March 2012) For more information click on the link above.

Peace and Security Fellowships for African Women – King’s College London, UK and University of Nairobi, Kenya (September 2011 – March 2012) For more information click on the link above.

Say Your Peace: A Video Contest Commemorating the 10th Anniversary of 9/11 – September 11th Families for Peaceful Tomorrows For more information click on the link above. (Video entries must be received by August 15, 2011. Winners announced before September 11, 2011.)

Part­Time PeaceMover Facilitators – Dance 4 Peace, Washington, DC and New York, NY, USA (Fall 2011) For more information click on the link above. (Applicants should be available for a training on September 17­18, 2011.)

Weinstein International Fellowship Program – JAMS Resolution Centers, USA For more information click on the link above. (Deadline to apply is December 2, 2011.) Research Fellowship Programme UNESCO / Keizo Obuchi 2012 – Pacific settlement of disputes This program is designed for postgraduate researchers and holders of a master’s degree or an equivalent degree who wish to continue their research work abroad (preferably in their own region) with a view to expanding knowledge in fields related to the peaceful settlement of conflicts. Possible subjects include effective methods for the promotion of reconciliation in conflict or post­conflict situations, the process of democratization, mechanisms of reconciliation and reconstruction, elaboration of methods of training for peace to the needs of specific groups, such as women and young people, analysis of contemporary forms of violence, identification of new methods of prevention of violence, and international migration and social integration, especially in urban settings. An amount of 6,000 to 10,000 USD will be assigned to the selected candidates. Deadline: December 9, 2011.

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

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

Peace Studies Faculty Position – Conrad Grebel University College, a Mennonite College at the University of Waterloo, ON, Canada (beginning July 1, 2012) For more information click on the link above. (The College will begin reviewing applications on August 1, 2011.)

Teaching Tolerance Fellowship – Southern Poverty Law Center, Montgomery, AL, USA For more information click on the link above.

Primary and Pre­Primary Teachers – Peace Education Foundation, New Delhi, India For the Primary Teacher posting, click here.