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CRE Conference Presentations

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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
Reports of the activities of the Council of Europe in history teaching in Cyprus in 2004 64-page PDF report of seminars conducted by the Council of Europe in Cyprus about the teaching of history on the basis of multiperspectivity, reviewing new ways to teach history and train history teachers, review textbooks, and discuss new ways to teach history in the 21st century among other topics.
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.
Peer mediation training for schools: Best practice guidelines (UK) 8-page Word document which presents best practice guidelines developed by the Peer Mediation Network in the UK. Paper begins with a definition of peer mediation and then outlines best practices for many aspects of training.
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."
Evaluation report on progress made through the OSCE's efforts to unify the Gymnasium Mostar: Summer 51-page PDF evaluation "of the unification of the Gymnasium Mostar in Mostar, Bosnia and Herzegovina (BiH), as commissioned by the Organization of Security and Cooperation in Europe (OSCE) Mission to BiH ... the Gymnasium Mostar was an historic and premier secondary school prior to the war of 1992-1995. It was completely destroyed during the war and had become the centre of an effort to revitalize the historic Mostar downtown. An initiative to restore the multinational and high-quality nature of the school was viewed as an opportunity to use this divided school in this divided city as a model or beacon for potential reform efforts throughout the country."
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.
Peace education and conflict resolution: Handbook for school-based projects 44-page pdf "handbook about project-work on peace education and conflict resolution in schools is based on the experiences of the International School Network: Peace Education and Conflict Resolution from 1994 - 1998. The aims of the Network were to create an international community of researchers, to learn skills of conflict analysis and conflict resolution, to learn research skills, to co-operate across cultures to resolve conflicts, to gain insight into different possibilities for conflict resolution in different settings and cultures and to make a contribution to the theory and practice of conflict resolution." Includes resource list.
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
El manejo y la resolución de conflictos. Una competencia para la vida en la educación básica. Spanish langage presentation of the value of teaching conflict resolution education in schools.
Public policy and conflict resolution in education project: Final report, July 2002 17 page pdf report of the The Western Justice Center Foundation, Pasadena, California, in partnership with the Association for Conflict Resolution (ACR), which "undertook a project funded by the Compton Foundation to develop recommendations for integrating conflict resolution education (CRE) throughout California public schools. We interviewed and met with relevant practitioners, educators, policymakers and others to assess needs and gather their views with respect to CRE and public policy."
Conflict resolution education in teacher education: Expanding CRE programs and resources 22-page Powerpoint panel discussion presented at the Sustaining Conflict Resolution Education: Building Bridges to the Future conference in Fairfax, VA, which "provided an overview of the CRETE (Conflict Resolution Education in Teacher Education) project ... [a] program to provide pre-service teachers and school-based teaching mentors with critical skills and knowledge of conflict resolution education and class room management necessary for cultivating constructive learning environments for children, enhancing student learning and bolstering teacher retention."
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.
Induction pack for tutors of citizenship education: Global conflict 29-page pdf packet to help trainees "understand the nature of global conflict, understand how issues of global conflict relate to citizenship and use issues of global conflict in their teaching in secondary schools." Includes bibliography.
Peace education: A pathway to a culture of peace 178-page pdf document which "helps the educator, whether in formal or non formal settings, to understand that peace is a holistic concept and state of being and that it can not be learned in the traditional lecture-note taking-testing framework. Indeed, peace education can be integrated into many disciplines. The culture of peace must replace the culture of violence if we and our home, planet Earth, are to survive ... teaching the value of tolerance, understanding and respect for diversity among the school children could be introduced through exposing them to various countries of the world, their geography, history, and culture. At the appropriate levels, curricula must include human rights, the rules governing international law, the United Nations Charter, the goals of our global organization, disarmament, sustainable development and other peace issues. The participation of young people in this process is very essential. Their inputs in terms of their own ideas on how to cooperate with each other in order to eliminate violence in our societies must be fully taken into account. In addition to expanding the capacity of the students to understand the issues, peace education aims particularly at empowering the students, suited to their individual levels, to become agents of peace and nonviolence in their own lives as well as in their interaction with others in every sphere of their existence ... We have organized the book into three sections. Part I presents chapters that are meant to help us develop a holistic understanding of peace and peace education. Part II discusses the key themes in peace education. Each chapter starts with a conceptual essay on a theme and is followed by some practical teaching-learning ideas that can either be used in a class or adapted to a community setting. Part III focuses on the peaceable learning climate and the educator, the agent who facilitates the planting and nurturing of the seeds of peace in the learning environment. Finally, the whole school approach is introduced to suggest the need for institutional transformation and the need to move beyond the school towards engagement with other stakeholders in the larger society."
Eight ways to connect with global CR education via creducation.org 46-page Powerpoint presentation given at the Youth and Conflict: Global Challenges - Local Strategies held in Cleveland, Ohio, which "introduces various ways that organizations and individuals working around the world on conflict resolution education and peace education can share their ideas and materials with a larger audience, the focus is on ways to contribute to the Conflict Resolution Education Connection located online at www.creducation.org."
Restorative conferences resource kit 60-page pdf resource kit for presenting restorative conferences which "(involves the gathering of those who have a stake in a particular troublesome situation, to talk together to find ways of making amends) ... the purpose of these conferences is to discuss what the problem might be and to pool ideas about what might be most helpful from here, for all concerned, from this pool of ideas should emerge a plan for restoration of the situation... These Conferences offer a helpful step forward by involving a range of participants who both contribute to and are affected by the situation at hand, they promote a spirit of open and direct conversation and add a human touch to the process of addressing transgressions... this Resource Kit represents the culmination of 18 months of work by a group whose links are with restorative justice, Maori protocols, and counsellor training with narrative therapy at the University of Waikato." Includes bibliography
Extending campus conflict resolution efforts beyond the mediation table Pdf article from Conflict Management in Higher Education Report, Volume 2, Number 3, (May 2002), which "describes creative responses to campus conflict that don't rely on mediation as their central strategy or approach, providing links to online examples when available."
Peace lessons from around the world 144-page pdf educational resource for primary and secondary students providing 16 lessons based on the four strands of the "Hague Agenda for Peace and Justice for the 21st Century [which] comprises fifty proposals for actions and policies, which taken together, could move the world toward the end of war and the beginning of a culture of peace." The strands are: Roots of War/Culture of Peace; International Humanitarian and Human Rights Law; Prevention, Resolution and Transformation of Violent Conflict and Disarmament and Security. The lessons come from Albania, Cambodia, Philippines, Kenya, India, Nepal, US, Catalunya (Spain) and South Africa. There is also a forword by South Africa's former Minister for Education, Kader Asmal, a lesson on how to create your own peace lesson by Prof. Betty Reardon, and pages of helpful resources. Hard copies can be ordered via www.haguepeace.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."
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.