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Effective Activism: Mapping Tactics and Strategies, Allies and Opponents

  • Presented by: Michael Loadenthal, Visiting Professor of Sociology and Social Justice, Miami University of Oxford; Executive Director, Peace and Justice Studies Association
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Fellowships in Conflict Resolution and International Peace

  • Presented by: Yehuda Silverman, Nova Southeastern University
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Faculty Resources for Adding Civil Resistance Content to Peace Studies and Conflict Resolution Programs

  • Presented by: Steve Chase, Manager of Academic Initiatives, International Center on Nonviolent Conflict; Colins Imoh, University of Toledo
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Supporting ex-offenders: creating community with college social systems

  • Presented by: Heidi Arnold, Professor of Communication, Sinclair Community College
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Preparing Tomorrow’s Peacemakers: Robots vs. Resumes

  • Presented by: Nina L. Talley, Director of Career Services, Wilmington College
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Below you'll find a randomized listing of up to 20 related items (we may have more...) drawn from our Resource Catalog.

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Practicing peace: A peace education module for standards 4 through 6 in Solomon Islands 87-page word document which presents peace education for the Solomon Islands context. "The primary method used in peace education is generally referred to as a "facilitated" or "interactive" model of teaching. In this method, the teacher becomes a facilitator of learning and a co-learner with the students. Students and teachers use experiential strategies to practice skills for peace. There is a shift in the value placed on being a teacher. Using the facilitated processes of conflict resolution and peace education, teachers and students learn together and teach each other." Covered areas include: Interpersonal skills; Understanding and accepting differences; Children's rights; Building community and Mediation.
Companion curriculum to: Innocents lost by Jimmie Briggs Pdf teacher's guide companion to the book, "Innocents Lost" by Jimmie Briggs with five lessons to accompany readings from the book.
Peacebuilding Toolkit for Educators - High School Edition The Peacebuilding Toolkit for Educators is designed to support the work of educators as peacebuilders. It is a resource developed by and for educators, to help introduce peacebuilding themes and skills into the classroom. The Toolkit can help develop students’ understanding of, and interest in, global peacebuilding, and develop their skills and capacities to act as peacebuilders. It can help teachers develop their own understanding of key concepts and skills, and enhance their capacity to teach about global peacebuilding themes and issues. There are two volumes of the toolkit––one for middle school and one for high school. The High School Edition of the toolkit is designed for a general audience of students in grades 9–12 (ages 14–18). The content can be modified for older students and some of the content can be modified for younger students. High school students are at an ideal stage to talk about peace and conflict, to view the world as an evolving system of relationships, and to prepare themselves to make a positive impact through their choices and actions today and in the future. The lessons have been developed with great detail to be useful for educators who are new to the methods employed that engage students in experiential learning and critical thinking. The toolkit is organized around basic themes within the field of international conflict management. Theme 1: Conflict is an inherent part of the human condition. Theme 2: Violent conflict can be prevented. Theme 3: There are many ways to be a peacebuilder. The 15 lessons in the toolkit are interactive and encourage students to work collaboratively to understand concepts and solve problems. The lessons are designed to be detailed enough for a new teacher or a teacher unfamiliar with interactive or experiential methods to pick them up and use them as intended.
Classrooms in peace: Preliminary results of a multi-component program 24-page PDF article from the "Ineramerican Journal of Education for Democracy," vol. 1, no. 1, September, 2007. Abstract: "Classrooms in Peace is aimed at preventing aggressive behaviors and promoting peaceful coexistence through 1) a curriculum for the development of citizenship competencies in the classroom; 2) extracurricular reinforcement in groups of two initially aggressive and four prosocial children; 3) workshops for, visits and phone calls to family mothers/fathers. A first implementation of the complete program showed a drastic decrease in aggressive behaviors and indiscipline and a considerable increase in prosocial behaviors, adherence to rules, and friendship networks among classmates. The combination of universal components and targeted components for those most in need seems to be highly valuable, especially in violent contexts."
Teaching and learning in circle Pdf article from Conflict Management in Higher Education Report, Volume 3, Number 2, (February 2003), which "explores the impact of teaching using a circle format, both at the high school and college level."
Learning to Live Together: An intercultural and interfaith programme for ethics education Learning to Live Together is an interfaith and intercultural programme for Ethics Education that contributes to nurturing ethical values in children and young people. The programme was developed by the Interfaith Council on Ethics Education for Children in close collaboration with UNESCO and UNICEF and tested through the Global Network of Religions for Children to contribute to the realization of the Right of the Child to full and healthy physical, mental, spiritual, moral and social development, and to education as set out in the United Nations Convention on the Rights of the Child (CRC), in article 26.1 of the Universal Declaration of Human Rights (UDHR), in the World Declaration on Education for all and in the Millennium Development Goals. Learning to Live Together is a programme for educators (teachers, youth leaders, social workers) to nurture ethical values and spirituality in children and youth that will help them strengthen their identity and critical thinking, ability to make well grounded decisions, respect and work with people of other cultures and religions, and foster their individual and collective responsibilities in a global community. Learning to Live Together is built in two modules, “Understanding Self and Others” and “Transforming the World together”. It is based on four ethical values: respect, empathy, responsibility and reconciliation. The learning process focuses on methodologies based on experience, cooperation, problem solving, discussions and introspection. Additional materials and versions in other languages are available at http://www.ethicseducationforchildren.org
Inter-agency P.E.P.: Skills for constructive living: Facilitators and trainers training guide 13-page pdf manual which is "one of the components of the "Inter-agency Peace Education Programme." "The programme is designed for education managers of ministries dealing with both formal and non-formal education and for agencies which implement education activies on behalf of the government ... This training guide in peace education is divided into four areas: content, method, environment (both physical and psychological) and output (or product). Often method and psychological are dealt with together as there is overlap."
Creating Spaces for Dialogue - A Role for Civil Society This manuscript is published by Global Partnership for the Prevention of Armed Conflict (GPPAC) as part of a new GPPAC Dialogue and Mediation series. The stories presented in the book are authored by GPPAC network members who initiated a conversation between communities and societies polarised and divided as a result of conflict. Each story shows how civil society plays a vital role in rebuilding trust and enabling collaborations. The authors describe how the dialogue processes unfolded, and share resulting lessons and observations. They also present their views on the questions that need to be addressed in designing a meaningful process. Is there such a thing as the most opportune moment to initiate a dialogue? Who should introduce the process? How is the process of participant selection approached, and what are the patterns of relationship transformation? Lastly, what follows once confidence and trust have been established? The stories include civil society contributions to normalising inter-state relations between the US and Cuba, and Russia and Georgia and chronicles of community dialogues between Serbians and Albanians in Serbia and Kosovo, and Christians and Muslims in Indonesia.
Education for peace: A curriculum framework K-12 14-page pdf document which presents a "conceptual framework from which schools may devise a program comprising the transmission of universal values and enduring attitudes, and the development of skills which will enable our students to become active global citizens ... the implementation of this conceptual framework recognizes the practice of peaceful relations at all levels: personal, familial, communal, inter-cultural and global, it entails a process of knowledge acquisition and skill-building which affects the behavior of individuals and groups and provides a model for the formal and informal curriculum of the school, education for Peace is a process and condition which permeates all aspects of school life, with implications for learners, teachers, and administrators and it extends beyond the school to society as a whole."
Practicing peace: A peace education module for youth and young adults in Solomon Islands: 4th draft 99-page pdf document developed "to help people resolve interpersonal and inter-group conflict through productive and peaceful strategies, and to teach young people how they can participate in public life. The module is intended for use with youth and young adults in community and school settings in Solomon Islands." Skill areas include: Understanding rights and responsibilities; Understanding cultural diversity; Restorative justice and reconciliation; Gender relationship skills; Ability to live with change; Leadership qualities Conflict prevention; Traditional definitions of peace; Understand[ing] interdependence between individuals and society and Respect[ing] different cultures."
International summit preconference reader, March 16th and 17th, 2007 Global Issues Resource Center, Office of Community Continuing Education at Cuyahoga Community College, the Organizational of American States, and the United Nations Development Program hosted State and International Conflict Resolution Education Policy Team Meetings. The purpose of the policy team meetings was to allow conflict resolution education and peace education practitioners and supporters to share insights and information about policy, infrastructure and research needs to promote conflict resolution education and peace education. Document contains meeting agendas, list of participants and conference attendees responses to questions for inclusion in the reader.
Education for a culture of peace in a gender perspective Betty Reardon’s 2001 publication, Education for a Culture of Peace in a Gender Perspective, can be downloaded for free via UNESCO’s digital library. Betty Reardon expresses the basic rationale for including a gender perspective: "War also reinforces and exploits gender stereotypes and exacerbates, even encourages, violence against women. Changing these circumstances, devising a peace system, and bringing forth a culture of peace requires an authentic partnership between men and women. Such a system would take fully into account the potential and actual roles of women in public policy and peace-making as advocated in UNESCO’s Statement on Women’s Contribution to a Culture of Peace. Such participation would indicate an authentic partnership, based on the equality of the partners. Equality between men and women is an essential condition of a culture of peace. Thus education for gender equality is an essential component of education for a culture of peace."
Short course offerings on peace education: 2007-2008 academic year in Costa Rica Two page pdf document with course offerings and descriptions for the 2007-2008 school year at the University for Peace in Costa Rica.
New national conflict resolution information initiative launched Pdf article from Conflict Management in Higher Education Report, Volume 1, Number 1, (Jan/Feb 2000), introducing the Conflict Resolution Information Project (CRInfo), a cooperative effort to strengthen the conflict field's information infrastructure.
Education for global citizenship: A guide for schools 12-page PDF guide which "gives children and young people the opportunity to develop critical thinking about complex global issues in the safe space of the classroom. This is something that children of all ages need, for even very young children come face to face with the controversial issues of our time through the media and modern communications technology. Far from promoting one set of answers, Education for Global Citizenship encourages children and young people to explore, develop and express their own values and opinions, whilst listening to and respecting other people’s points of view. This is an important step towards children and young people making informed choices as to how they exercise their own rights and their responsibilities to others. Education for Global Citizenship uses a multitude of participatory teaching and learning methodologies, including discussion and debate, role-play, ranking exercises, and communities of enquiry. These methods are now established as best practice in education, and are not unique to Education for Global Citizenship. However, used in conjunction with a global perspective, they will help young people to learn how decisions made by people in other parts of the world affect our lives, just as our decisions affect the lives of others."
Mediation on campus: A history and planning guide Pdf article reprinted from the June/July 1991 Issue (Vol 33) of The Fourth R, The Newsletter of the National Association for Mediation in Education exploring the role of mediation at colleges and universities, with a list of questions that those thinking of starting mediation programs should ask themselves.
International Day of Peace Educational Resource Packet This 16-page pdf provides a framework for educating about the culture of peace and offers suggested activities and resources for use on the International Day of Peace. Includes ideas for Elementary, Middle and High School level classrooms.
Managing interethnic relations manual 104-page manual whose purpose is to fill the informational and methodological gap in addressing interethnic relations, it also intends to combat the passive attitudes held by many regarding the improvement of interethnic relations in Georgia, the book is meant for all specialists working on the issue of interethnic relations or those intending to focus on it, includes bibliography.
Insider's edge, The Pdf article from Conflict Management in Higher Education Report, Volume 1, Number 2, (March/April 2000), presenting the use of a "designated insider, an individual skilled in conflict intervention who is part of the organization, but not part of the particular department or issue in dispute," in solving workplace conflicts.
Teacher insights from an intercultural peace curricula development project 25-page PDF article from the Interamerican Journal of Education for Democracy, vol. 2, no. 2. September 2009. Abstract: "Data garnered from an eight month critical ethnographic action research project tells a story of prejudice and discrimination in a white, Euro-American dominant context at Junction High School in the U.S. Midwest. However, counter-normative efforts aimed at transforming the situation for newcomer students were conducted by both the researcher and a group of teachers who developed and implemented intercultural peace curricula. White, Euro-American constructions of “others” and teacher reflections on their engagement in the process are presented in this article. The article aims to provide a case study and to encourage deeper dialogue on intercultural peace education in schools for achieving an authentic democracy."