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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
Management and resolution of conflicts: An essential competence for life in basic education Presentation of the value of teaching conflict resolution education in schools.
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
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."
International Conflict Resolution Education Summary Slideshow Powerpoint presentation examining conflict resolution education activities around the globe.
Meeting summary: International policy meetings on conflict resolution education Global Issues Resource Center, Office of Community Continuing Education at Cuyahoga Community College and The Organization of American States hosted the four-day Inter-American Summit on Conflict Resolution Education in Cleveland, Ohio. This event brought together government representatives from among the 50 states and 34 countries of the Americas, Europe, Australia, and Israel and their non-governmental organization partners who have legislation or policies in place to deliver conflict resolution education at the K-12 level and in colleges of teacher education. This first-ever summit offered a dynamic opportunity to develop a hemispheric infrastructure throughout the Americas to advance the work in the fields of conflict resolution education and peace education.
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."
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."
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."
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."
Culture of Peace End of Decade Review In resolution 64/80, the General Assembly requested UNESCO to prepare a summary report on the activities carried out over the past ten years of the International Decade for a Culture of Peace and Non-Violence for the Children of the World (2001-2010) by UNESCO, other United Nations entities, Member States and civil society, including non-governmental organizations, to promote and implement the Programme of Action on a Culture of Peace. This end of decade report was presented to the United Nations General Assembly at its 65th session in 2010.
Tolerance in multiethnic Georgia: Training methodology manual for educators 156-page pdf training manual, "on the management of interethnic relations intended for teachers and youth leaders (educators). It also includes the description of the ethnic groups residing in Georgia and covers the themes like the nature of ethnic stereotypes and attitudes, peculiarities of intercultural dialogue, the essence of ethnic identity and conflicts. The suggested training system is based on the findings of the empirical research carried out with the teachers in the public schools of Georgia, youth leaders in patriot camps and future teachers. The system underwent an additional testing with 195 training participants. The given book can be useful to psychologists, students, ethnologists and those who are involved in the fields of education and interethnic relations."
Conflict resolution education: The field, the findings and the future Article on conflict resolution education, the programs (peer mediation, anti-bullying), research findings on CRE and the future of conflict resolution education, with bibliography, originally published in Conflict Resolution Quarterly, vol. 22, no. 1-2, Fall-Winter 2004.
Two faces of education in ethnic conflict, The: Towards a peacebuilding education for children 54-page PDF study which, "should be considered as a first attempt to explore a set of highly complex and controversial issues. Its potential contribution is twofold: a focused and critical examination of the peacebuilding and peace-destroying role of education; and the placement of children on the mainstream peacebuilding and reconstruction agenda in a way that goes beyond their necessary but narrow inclusion as child soldiers ... The project began with the observation that formal education is often viewed as a neutral or technical process of information dissemination set within a given societal context. It found that this starting point inhibited consideration of the role of education in the creation of a “constructed” – rather than “given” – societal context. The broadening of the analytical focus reveals that implicitly and explicitly, intentionally and unintentionally, education inevitably has a societal impact – for good or for ill."
Grace to heal Volume 1, number 1, of newsletter published by Grace to Heal a conflict resolution organization in Zimbabwe.
Building bridges in conflict areas: Educational report 23-page PDF report in which, "the reader is invited for an overview of the methods, theories and tools that were offered to the participants. It shows how the process of theoretical presentation becomes "alive" when participants interact with trainers and share their opinions through brainstorming or reflecting on the concepts that were discussed for a better understanding of conflict resolution ... Theoretical inputs, practical exercises, thematic energizers and interactive activities created suitable atmosphere to raise awareness among participants, deepen their knowledge and raise their skills and abilities in pro-active interventions in youth field of conflict zones. Mainly during the two last days of the training course, participants were involved in partnership building activities."
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."
Community-Based Institutes on Peace Education (CIPE) organizer's manual: A peace education planning 78-page pdf manual "designed to assist formal, non-formal and grass-roots educators and educational planners by providing ideas and tools for the development of community-based peace education learning projects that might contribute to the reduction of violence at all levels of the global social order. More specifically, it has been developed to aid in the planning of "Community-Based Institutes on Peace Education (CIPE)," a special community-centered initiative of the International Institute on Peace Education (IIPE) ... As you explore the contents you will see that this manual is arranged like a workbook. It is organized around inquiries into practical considerations for designing peace education initiatives in multiple and varying contexts. These inquiries are designed to engage you - the educator/planner - in reflections upon your own unique situation and possibilities for affecting change through education."
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.
Proposed Guiding Principles for Israeli/Palestinian Academic Cooperation Short version (29 page pdf) of a UNESCO study conducted by the Palestinian Center for the Dissemination of Democracy and Community Development (PANORAMA), with Walid Salem heading the Palestinian team, and by the Center for Research and Cooperation Jerusalem (CRC), with Edy Kaufman heading the Israeli team, within UNESCO’s Civil Societies in Dialogue Programme. The goal of the project is to explore avenues for significantly increasing the percentage of Israeli and Palestinian academics and intellectuals engaged in constructive dialogue who can contribute towards a just peace. This document was launched in 2004 by UNESCO, which commissioned a study on the obstacles and promises of establishing a sound basis for academic and intellectual cooperation across the Israeli/Palestinian divide.
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.