CR Education

Author: creadmin

Cooperative Peace Project in Moldova-Pridnestrovie

6 May 2009
creadmin
Categories: Global CRE
Tags: New Developments

Moldova-Pridnestrovie Professional Groups Share on the Conflict
by Corina Simon (PATRIR)
http://www.patrir.ro

Republic of Moldova, a small country situated in Eastern Europe, neighboring Romania and Ukraine, is the site of one of the Black Sea region’s protracted conflicts. A violent conflict in 1992 and the creation of a separate, unrecognized state, called the Transnistrian Moldovan Republic, and the lack of settlement in the issue between the involved parties as well as other specific factors has led to present day status quo in the peace process.

The Cooperative Peace Project in Moldova-Pridnestrovie is a project which started in 2006 with the purpose of building foundational capacity, structures and resources to empower civil society in Moldova-Pridnestrovie to actively engage in peace building and conflict transformation work – to address concrete social issues affecting the people of the region.

Report from Workshop on Peace Education for Educators in Southeast Asia, January 19 to 23, 2009

12 April 2009
creadmin
Categories: Global CRE
Tags: Field Reports

The Center for Peace Education (CPE) in cooperation with GPPAC-SEA Peace Education Working Group organized the Workshop on Peace Education for Educators in Southeast Asia. Financial support came from CORDAID and GPPAC.

The training sought to: train a core of formal and community educators on the knowledge base, attitudes, and skills that comprise peace education; encourage them to generate doable action plans that they can implement in their schools, organizations and/or communities; encourage them to serve as a beginning core team for the promotion of peace education in their country. The workshop also sought to enable the group to build on the beginnings of a Southeast Asia Peace Education Network that was started in September 2007.

There were 27 participants from 8 Southeast Asian countries: the Philippines, Burma/Myanmar, Cambodia, Indonesia, Malaysia, Thailand, Timor Leste and Vietnam. Two Ministries of Education were represented (Cambodia and the Philippines) and the rest were either educators from the formal school system or from community-based organizations.

The results of a qualitative evaluation questionnaire given at the end of the workshop showed that they have found the workshop helpful. They also indicated many types of significant learnings. The main outputs were doable action plans prepared by the country teams to help build a culture of peace in their respective spheres. Two of the most frequently mentioned plans were: sharing their learnings with other teachers and exerting efforts to integrate the peace ideas, perspectives and values that they acquired into the content of their education programs as well as in their student or youth activities.

Peace education upholds the values of respect for human dignity, nonviolence, socio-economic justice, tolerance and other peace values that are deemed essential toward a sustainable and humane society. Key to the promotion of these values would be the training of those who, in turn, can promote the knowledge among other teachers and community educators. Hence it is deemed important to undertake this type of training regularly until a pool of trained participants can organize themselves as a peace education core group for each of the countries. It is also because of this goal that having a coordinator per country is essential. At the moment this work of coordination is being done by many of the GPPAC-SEA National Initiators or by their designated people, such as in Cambodia, Thailand, Indonesia and Timor Leste.

Prepared by: Loreta Castro Chair, Peace Education Working Group GPPAC-SEA

Mixitup 2008-2009 Planner and Activity Guide for Teachers

10 April 2009
creadmin
Categories: CRE Teachers & Trainers
Tags: Resource Reviews

The Mixitup 2008-2009 planner/calendar from Teaching Tolerance is a great tool for teachers, counselors and administrators to use to help children in schools improve interactions within groups in their classrooms. The activities in the planner provide concrete ideas and formats to help students reduce social boundaries in schools, help students to understand each others cultures and customs and help teachers to promote an inclusive learning environment for all students.

The planner presents activities that support content standards and character education. The planner can be used on a special designated day or all year round. The Table of Contents provides an overview of ideas and lesson plans that can be organized for a lunch time activity or an entire class period. The planner highlights important dates in history, quotes from inspirational figures and also includes extension activities and guidelines as a follow-up to original activities.

If you have a great idea on how to Mixitup at your school, a Grants section at the end of the planner lists information about types of Grants funded, along with application information, conditions and funding limitations for your use. For additional activity ideas, online polls and essay prompts, please visit http://www.tolerance.org/mix-it-up/get-started

School Program Evaluation Reports from Armenia and Bosnia and Herzegovina

8 April 2009
creadmin
Categories: CRE Researchers
Tags: Field Reports

These reports are cued up for entry into our resources catalog, but I wanted to mention them here for researchers interested in the implementation of school-based conflict resolution and peace education work in divided societies like Bosnia and Herzegovina or Armenia. Thanks go out to Carolyne Ashton for sharing these reports!

Armenian Life Skills Curriculum Integration Evaluation Report (doc format)
Armenian Life Skills Curriculum Integration Evaluation Report (pdf format)

Evaluation Report on OSCE’s Efforts to Unify the Gymnasium Mostar (doc format)
Evaluation Report on OSCE’s Efforts to Unify the Gymnasium Mostar (pdf format)

Solomon Islands Peace Education Curriculum

8 April 2009
creadmin
Categories: Global CRE
Tags: Field Reports, Resource Reviews

In the aftermath of five years of civil unrest in Solomon Islands during the late 1990s, educational institutions, the National Peace Council, and NGO leaders expressed a need to build capacity in educational and community settings to teach peace building concepts and skills. This curriculum, subtitled “Come Together, Talk Together, Work Together” is one example of the work being done. The content was prepared in response to interviews of nearly 50 community leaders, educators, young people, and NGO representatives in Solomon Islands in 2004. The content and skills of the highest priority identified by these stakeholders included:

• 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 interdependence between individuals and society
• Respect different cultures

These content and skill areas have been incorporated into the curriculum, which consists of four units. All of the conflict scenarios that serve as the basis for skill exercises have been drawn from examples that educators, community leaders and young people provided during interviews. “COME TOGETHER, TALK TOGETHER, WORK TOGETHER” Practicing Peace: A Peace Education Module for Youth and Young Adults in Solomon Islands (UNICEF May 2005) should prove interesting and inspiring to peace educators.

Practicing Peace: A Peace Education Module for Youth and Young Adults in Solomon Islands (UNICEF May 2005 – doc format)
Practicing Peace: A Peace Education Module for Youth and Young Adults in Solomon Islands (UNICEF May 2005 – pdf format)

Practicing Peace Curriculum Activites Organized by Educational Standard (doc format)
Practicing Peace Curriculum Activites Organized by Educational Standard (pdf format)

Aceh (Indonesian) Peace Education Curriculum – Translated to English

8 April 2009
creadmin
Categories: Global CRE
Tags: Field Reports, Resource Reviews

Readers of the the Global CRE blog should really appreciate these new contributions to the Conflict Resolution Education Connection website. Carolyne Ashton, a program evaluation specialist with an extensive background in conflict resolution and peace education, passed along these documents representing peace education from an Islamic and Acehnese perspective. The curriculum was developed for use in Aceh (Indonesia) schools, and Ms. Ashton served as an evaluator for the materials. The principal parties to the development of the curriculum were UNICEF, Nonviolence International (Washington, DC), AusAID (UNICEF Australia) and education experts in Aceh. The latter formed the curriculum development team and a team that revised the original curriculum. The director chosen for the project was a native Acehnese, Dr. Asna Husin.

Indonesian Peace Education Curriculum – Programa Pendidiken Damai (doc format)
Indonesian Peace Education Curriculum – Programa Pendidiken Damai (pdf format)

Evaluation Report – Program Pendidiken Damai (doc format)
Evaluation Report – Program Pendidiken Damai (pdf format)

New Learning Module on Research Strategies

27 March 2009
creadmin
Categories: CRE Researchers
Tags: Social Commentary

A learning module entitled CRE Program Research Strategies has been added to our collection. It is based on the research portion of a longer 5-day workshop we host on exploring CRE in schools. The new research-oriented module provides basic strategies and frameworks for understanding and conducting useful CRE Program research. We have versions available for viewing online or for download and use in learning management systems like Blackboard or Moodle. See CRE Program Research Strategies to choose the version that works for you.

Reporting on Peace Education Conference in Kenya

12 March 2009
creadmin
Categories: Global CRE
Tags: Field Reports

In December 2008, I travelled to the Kenyan capital of Nairobi to attend a four day Conference on Peace Education in Eastern and Central Africa: The state of the art, lessons and possibilities. The aim of the conference was to create a forum where participants could share, learn and discuss the current status of peace education and its application in East and Central Africa.

The conference was organized by the Nairobi Peace Initiative (NPI), a regional secretariat of the Global Partnership for the Prevention of Armed Conflict (GPPAC) in collaboration with the GPPAC International Secretariat, The Global Campaign for Peace Education and Kenya’s Ministry of Education. The conference addressed the important role of education in peace-building.

A major focus of the conference was on garnering regional and international linkages that could be used to improve national approaches through partnering and information sharing.

The conference was divided into two parts. The first two days provided an opportunity to examine the ‘art’ of peace education and the lessons and issues emerging from its implementation particularly in East and Central African countries; Burundi, Congo-Brazzaville, Democratic Republic of Congo, Eritrea, Ethiopia, Kenya, Gabon, Rwanda, Sudan, Tanzania and Uganda. The second two days were dedicated to peace education in Kenya.

I attended the conference as arepresentative of the GPPAC Working Party on Peace Education and presented a workshop on the second day of the conference.

GPPAC was established by the UN in 2003 as civil society led world-wide network to build international consensus on peace-building and contribute to the prevention of armed conflict. Other Working Party members from the Philippines, Ukraine, Palestine, Columbia, Serbia, Spain, Ghana, Japan, Sri Lanka and Montenegro also attended. The group included GPPAC General Secretary, Paul Van Tongeren. Peace education is a GPPAC priority and complements the work of a global network of educators committed to investing in future generations through the development of skills, understanding and values needed for participation in peaceful communities.

The Conference was a significant event grappling with profound and challenging regional and local issues. Despite the magnitude of the task, particularly in relation to building peace in countries such as the Democratic Republic of Congo and Sudan there was strong sense of optimism and commitment. Obviously the challenge is to translate the ideas and enthusiasm into practice.

Political, social and economic factors will, as they always have, influence implementation of peace education initiatives. In Kenya the next steps involve providing immediate relief to ease the stress and causes of violence as well as implementation of prevention strategies. Education is one part of a broader solution for creating peaceful communities and national unity.

Experience from around the globe indicated that peace building is not easy work. This challenge was magnified most recently in post-apartheid South Africa with the xenophobic murders of Zimbabwean refugees. Recent post-election violence and school strikes in Kenya reminded people how fragile peace is and galvanized a strong collaboration between the Ministry for Education and Civil Society Organisation partners. As one delegate reminded us, ‘Don’t take peace for granted! It is hard to get back once it’s gone’.

There are however many things that can be done in schools. The Kenyan Government’s commitment, endorsed by the Minister, the Permanent Secretary, senior officials and demonstrated in productive collaboration with CSO’s, goes a long way towards creating the conditions in which schools can contribute to the ideals of civil society. Investments in extra curricula activities such as sport and music festivals or creating opportunities for student voice will be important. An emphasis on student centered learning can make a difference.

I think that an optimal learning environment is engaging and challenging, where theory and practice promote relevance and authenticity and one in which educators and students feel safe and valued. Whilst this may be considered an ideal I believe it is in such environments that quality learning and productive relationships flourish. Schools that work this way are worth striving for and provide places where young people can rehearse active citizenship, conflict resolution and peaceful relationships.

I understand this was the first time that Kenya had hosted a conference on peace education. The global network expands opportunities and shares the load. My heartfelt congratulations go to the organizers. This was an exceptional event, rich with the challenges and possibilities of education. I wish everybody well in their efforts and that the productive collaboration continues.

Gary Shaw – shaw.gary.r@edumail.vic.gov.au

“Out on a Limb, a guide to getting along” supports CRE in elementary education

10 March 2009
creadmin
Categories: CRE Teachers & Trainers
Tags: Resource Reviews

This instructional website from the University of Illinois Extension is available for teachers in English, Spanish and Arabic. The site and the materials can be used for second through fourth grade students. Second grade students may need a little more hands on assistance. The site includes a teacher’s guide and activities that can be used in school and at home. It is possible that benchmark outcomes can be used in your curriculum to meet standards for learning in third through fifth grade in Social Sciences, Language Arts and in Expression Arts. The teacher’s guide provides excellent background information on Conflict Resolution Theory. Younger children, teachers and parents can use the interactive portion of the website together during daily activities.

The site is comprehensive and could be used for training staff members and youth new to your school’s Conflict Resolution Program. One of the best tools this site offers students is the interactive portion where students can receive feedback instantly about conflict resolution issues occurring in their daily lives. The students can reference the website and enhance their retention while transferring their new skills to everyday life. Here’s a link to the website: http://www.urbanext.illinois.edu/conflict/index.html

Women Peacemakers in the Philippines

6 March 2009
creadmin
Categories: Global CRE
Tags: Expert Advice

Posted by GIRC on March 10,2009
For Loreta N.Castro
Director of the Center for Peace Education, Professor in Child Development & Education and International Studies
Miriam College, Philippines

Like many other countries, the Philippines has all forms of violence present. This includes direct violence, both at micro and macro levels. There are, of course, other forms of violence present in the country such as structural violence (e.g., wide gap between the rich and poor, extreme poverty of a large segment of the population). There is also socio-cultural violence (e.g., deeply-rooted prejudice against Muslims and other minorities); and ecological violence (e.g., mining and their deleterious effects).

Violence against women is reported an average of 20 cases per day. Violence against women includes beating, rape, sexual harassment and other forms of physical abuse. Due to the fact that not all cases are reported, the number is actually higher. There are also ongoing armed conflicts in the country which are between the Government of the Republic of the Philippines (GRP) and the Moro Islamic Liberation Front (MILF) and the other is between the GRP and the Communist Party of the Philippines – New People’s Army (CPP-NPA). The GRP and MILF broke their ceasefire agreement last August 2008 and are currently fighting in Mindanao (in Southern Philippines) with internally displaced people numbering more than 500,000 at the height of the conflict. The economic and social dislocation of communities has been severe like in other countries with armed conflicts; those that are affected and are suffering are non-combatant women and children.

In response, the women of the Philippines have responded as peacemakers. It should be acknowledged that the peace movement in the Philippines is almost equally gender mixed. However, it is heartening to note that the majority of those who are taking leadership roles in the peace movement are women, including those who are young women and those women involved in grassroots. In the many conflict-affected areas, the women of the concerned communities have taken the lead in calling for the cessation of hostilities and have called for the establishment of “peace zones”. This is very understandable given the fact that the women are among the first to be negatively affected and violated when there is war. It is also heartening to mention here that many important peace initiatives and campaigns that have been launched in the Philippines are led or coordinated by women. These women are for example: Bantay Ceasefire (Ceasefire Watch), Global Partnership for the Prevention of Armed Conflict – Philippines, United Religions Initiative – Philippines, Philippine Action Network on Small Arms, Philippine Campaign against Cluster Munitions, and the Peace Education Network. Surely, there are many challenges for women peacemakers in the Philippines. But our women’s courage, nurturing spirit and persistence will, hopefully, lead us closer to our dream of peace.

Report: Teachers Talk School Culture, Safety and Human Rights

21 February 2009
creadmin
Categories: CRE Researchers
Tags: Social Commentary

Teachers Talk brings the voice of teachers to the debate around safety and discipline in schools. The report by NESRI and Teachers Unite is based on surveys of more than 300 New York City public school teachers from 136 middle and high schools. The report shows that teachers believe punitive approaches toward childern, such as aggressive policing, suspensions and other reactive strategies, undermine the human rights of each child by failing to address the causes of conflict and criminalizing the school environment. Teachers support a holistic, human rights-based approach discipline that uses preventive and constructive approaches to create a postive school cultures, teach behavior skills and use conflict resolution. From the Report:

Conflict resolution and mediation – Over 84% of teachers surveyed said that conflict resolution and mediation are effective or very effective methods for improving safety and discipline. Teachers reported that they need more training so that they can be “the first layer for conflict resolution in any issues that come up with students.” But teachers also said that schools need more intensive programs run by counselors, school aides, or other staff to use conflict resolution and mediation as an alternative to removal when conflicts arise.

High School Peer Mediation in the News

14 February 2009
creadmin
Categories: Administrators & Policy Makers
Tags: Field Reports

Schenectady High School in upstate New York was featured in a recent news story exploring how mediation is part of a broader “incident reduction plan” enacted by the district. As noted in the story, “Of the 260 cases mediated last year, 216 reached a successful resolution.” Read more about it here.

Teachings Revolving Door problem

27 January 2009
creadmin
Categories: Administrators & Policy Makers
Tags: Social Commentary

A recent article in Rethinking Schools focuses attention on the ongoing problem of teachers leaving the profession within 3-5 years of starting. The article entitled Teachings Revolving Door points to a number of different explanations for the problem, and as Conflict Resolution in Education advocates know, classroom conflict and management challenges is one of these drivers. Clearly, we need to work on many levels to improve the situation, including helping to prepare new teachers with realistic and practical skills for handling challenging situations. The costs to young people, especially in urban schools, is particularly high, as they most often end up with the most inexperienced teachers due to the revolving door. But, as school administrators know, lack of teacher retention has costs in other ways as well. As the article points out, “Nationwide, teacher turnover costs $7.3 billion a year, according to the National Commission on Teaching and America’s Future. In some districts, the costs are shockingly high. In Milwaukee, the average cost per teacher who left was $15,325, according to the commission. In Chicago, the average cost was $17,872, with the total cost to the district about $86 million per year.” Conflict Resolution in Education is part of the solution, but only if we continue to extend the work and make sure it remains relevant to the actual conditions teachers face as they begin their careers.