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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.

Resource Title Description Links
World of possibilities: conflict resolution education around the globe Powerpoint presentation introducing conflict resolution education to a world wide audience.
Using WebQuests to promote integrative thinking in conflict studies Pdf article from Conflict Management in Higher Education Report, Volume 1, Number 4 , (Nov/Dec 2000), introducing WebQuests which, "are online curriculum modules which engage students in learning about an authentic topic or problem, generally, WebQuests are cooperative activities where students assume different roles relative to an authentic problem."
Educating for Peace and from the University: Memorial Anthology of a Decade 488-page pdf in Spanish. The UNESCO Chair in Education for Peace was created in November 1996 from a cooperation agreement between the University of Puerto Rico and the Organization of United Nations Educational, Scientific and Cultural Organization (UNESCO). This Anthology provides an overview of the essays and documents developed in the first decade of activity seeking to promote reflection and attention to the problems of violence and hope and to encourage and provide direction for non-violent action towards peaceful coexistence. The Anthology was released on a commemorative CD and as this downloadable pdf.
Best practices of non-violent conflict resolution in and out-of-school some examples 78-page pdf document which "aims to inform teachers, trainers, educators, parents, youth and students who, one way or another, are confronted with violence in the school or in non-formal community education, and are looking for practical solutions. The intention of UNESCO in this project is not only to inform them what is best internationally in terms of education for peace and non-violence, but above all to supply concrete pedagogical tools to prevent and transform the violence with which they are confronted on a daily basis at work."
I Painted Peace: Handbook on Peace Building with and for Children and Young People This 72-page illustrated handbook has been designed and developed together with children and young people for children and young people. It is, however, also meant to be of use and interest to adults. The children and young people involved in the production of this handbook would like to promote, build and sustain peace in their local communities, schools, districts, and nations. The handbook may be most suitable for children and young people aged 12 years and upwards. The idea behind this handbook is to encourage more adults to listen to girls' and boys' voices carefully and seriously and to work with them as partners in creating and sustaining peace. In this way, the handbook helps to promote children's participation leading to the better fulfilment of children's rights. Children's contributions are presented in the following sections: - Children's visions on peace - Children's understanding of peace building - Children's understanding of the history and the impact of conflict - Opportunities for children's participation in peace building at different levels (individual, family, children's organisation, school, community, district, national, international) - including examples of activities and the impact of children's participation at these different levels; - Assessment of what helps and gets in the way of children's peace building efforts - Recommendations and proposals to strengthen children's role as agents of peace
Review of WANEP'S peace education programme Pdf document which reviews a three-year pilot program, "to promote a culture of nonviolence among young people as a preventive measure against violent conflicts," created by the West Africa Network for Peacebuilding (WANEP).
Will you listen?: Young voices from conflict zones 28-page pdf report which accompanies "the official 10 year Graca Machel Strategic Review report ... submitted to the UN General Assembly on October 17, 2007. It compiles the views and recommendations from more than 1,700 young people from 92 countries through focus group discussions ... [which] included children and young people who have experienced conflict themselves, with many of the participants speaking about how their own lives have been affected. Facilitators tried to ensure a safe environment, to use the local language where appropriate and to create a certain 'comfort level' for the participants despite the unique challenges in each country."
Standards for Peace Education 11-page pdf provides a list of recommended standards for students, teachers and teacher educators with respect to peace education. They were developed under the leadership of Dr. Candice C. Carter from the University of North Florida during her global and domestic work with peace educators and peace education researchers. These dynamic standards have been used for students in all levels of education as well as for program design. Suggestions for, and outcomes of, their use in particular cultures and contexts are welcomed.
Iman and the pastor, The: Coexist, Lessons from Nigeria and beyond 27-page Powerpoint presentation given at the Second International Summit on Conflict Resolution Education which presents, "The work of religious peacemakers and the experiences of the Imam and the Pastor will be shared as well as ways that COEXIST helps youth gain needed skills to prevent and resolve conflicts that arise due to misunderstandings about diverse beliefs and cultural assumptions."
Recommended standards for school-based peer mediation programs Twenty-eight page document presenting standards for school-based peer mediation programs that are designed to enhance quality and stimulate thought among youth and adult participants in peer mediation programs. Aids in the creation and implementation of programs, designing curricula and evaluation procedures, funding and promoting programs, providing professional development and setting guidelines for research.
Place to work things out, A Pdf article from Conflict Management in Higher Education Report, Volume 2, Number 4, (July 2002), which presents the idea of personal narrative model of mediation and the work at Oberlin College using this model.
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
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."
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.
Model in the Caucus’ for Inter-Ethnic Relations (Georgia), A 64-page Powerpoint presentation given at the Second International Summit on Conflict Resolution Education which "review[s] the project, "Management of Interethnic Relations in Georgia," consisting of three main modules: (1) training (2) problem solving workshops, and (3) a creation of a code of ethics for interethnic relations."
How to run a student mediation conference 22-slide Powerpoint presentation given at the Sustaining Conflict Resolution Education: Building Bridges to the Future conference in Fairfax, VA, which provided "an overview of the conference planning and offer the nuts and bolts information on how to organize and run a successful conference in your community."
Training of Teachers in Areas of Armed Conflict This 64-page practice manual was written by Dr. Anica Mikus Kos, a pediatrician and child psychiatrist from Slovenia. It was published as a supplement in the online journal Intervention: International Journal of Mental Health, Psychosocial Work and Counselling in Areas of Armed Conflict, Vol 3 No. 2 ; July 2005
Intercultural education as a method of early conflict prevention in multicultural societies Presentation of report on the state of conflict resolution efforts in Ukraine.
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."
Peace & Disarmament Education: Changing Mindsets to Reduce Violence & Sustain Removal of Small Arms This book summarizes the learnings from a partnership between the Hague Appeal for Peace and the United Nations Department for Disarmament Affairs exploring disarmament as an essential issue for peace education. It seeks to provide educators with ways to bring attention to weapons both as tools and symbols of the culture of violence that perpetuates war and armed conflict. The project invites critical reflection on the acceptance of the inevitability of war, the logic of force in politics and the conflation of conflict with violence. The participating peace educators in Albania, Cambodia, Niger and Peru have challenged these assumptions in community - and schools-based learning experiences that have taught both substantive and symbolic lessons in disarmament.