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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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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."
Programa Fortalecimiento de la convivencia democratica, derechos humanos y resolucion pacifica de Powerpoint presentation that outlines peace and conflict resolution education initiatives developed in Columbia.
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."
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.
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.
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
Peace Education Teacher Training Manual The INEE Peace Education training program was cooperatively developed, based on generic Peace Education materials developed by UNHCR. A pilot project was developed in the multi-ethnic refugee camps in Kenya. The materials were tested, revised and tested again in an iterative process. In 2001 these materials were introduced for refugee and national populations in six countries. This 94-page Teacher Training Manual was written as an adjunct to the school component of the Peace Education Program. The school program includes a Teacher Activity Book, a Story Book, Role-Play cards and a booklet of resource notes for teachers. These were supported by a public awareness component that included 10 posters and in some locations street theatre.
Tolerance Stories Booklet 55-page collection of stories, "to teach tolerance because stories are the first and most enduring literary form and they have the power to shape people’s understanding of the world and to change their lives ... it is our hope that this resource booklet will facilitate educators in elementary and secondary schools to introduce discussions of tolerance by supplying a wide array of narratives that illustrate principles of tolerance, and by so doing, enable their students to be leaders of tolerance in their homes, neighborhoods, and communities."
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.
World of possibilities: CRE and peace education around the globe, A 34-page Powerpoint presentation given at the Sustaining Conflict Resolution Education: Building Bridges to the Future conference in Fairfax, VA, which "presents summaries of several important activities related to global expansion of conflict resolution education and peace education."
Encyclopedia of peace education Online resource which, "provides a comprehensive overview of the scholarly developments in the field to date as well as new insights from across the globe from the various actors involved in advancing peace education internationally. Thus, this online resource serves as a living reference guide that traces the history and emergence of the field, highlights foundational concepts, contextualizes peace education practice across international and disciplinary borders, and suggests new directions for peace educators."
Classrooms in peace: Teaching strategies 22-page PDF article from the "Interamerican Journal of Education for Democracy, vol. 1, no. 2, June, 2008. Abstract: "In recent times citizenship competencies have arisen as a very valuable alternative for education for democracy and peace. The formative evaluation of the Aulas en Paz program has provided for analyzing various teaching strategies for the development of eight citizenship competencies which are essential for constructive conflict handling and the prevention of aggression – i.e. handling anger, empathy, distance-taking, creative generation of alternatives, considering consequences, active listening, assertiveness, and questioning beliefs. Preliminary results of the Aulas en Paz program were published in the previous issue of this Journal. This paper supplements the previous one by highlighting the teaching strategies that have been most successful in getting these citizenship competencies put into practice in an environment which is motivating and significant for the students."
Improving outcomes for Indigenous students - the Workbook and guide for school educators (3rd ed.) This 55-page pdf workbook is a practical set of support materials for taking action and working systematically in schools. Developed in Australia, it provides a set of tools and ideas to help achieve improved outcomes for Indigenous students, and can be used in conjunction with the materials on the What Works http://www.whatworks.edu.au/ website and other companion What Works publications. This is the third edition, published in 2010. It was substantially revised and updated and provides a complete support for taking systematic action.
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."
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.
Youth and Conflict: Best Practices and Lessons Learned Mercy Corps, as an international NGO focused on "saving and improving lives in the world's toughest places" believes youth are a force for positive change -- the generation that can help transition their countries into productive and secure nations. However, youth are the primary participants in conflict today. The reasons they participate in conflict are multi-dimensional - they lack economic opportunities, political voice and a sense of belonging or connection to their communities. Often the only way young people can imagine changing their predicament is through violence. In Mercy Corps programs the focus is on catalyzing youth's desire for change into positive outlets. This 11-page pdf publication is a sample of Youth and Conflict Best Practices and Lessons Learned drawn from Mercy Corps' programs, other agencies, donors, think tanks and researchers. It is divided into six sections: * General Program Design and Implementation. This section includes advice on training, as it is a central part of many of our youth programs. * Economic Engagement * Political Participation * Youth-to-Community Connections * Youth-to-Youth Connections * Addendum: Lessons from Our Colleagues
Democratic Dialogue - A Handbook for Practitioners This 262-page pdf provides a collection of information and advice from experienced dialogue practitioners and includes numerous international examples to illustrate key ideas. "The Handbook on Democratic Dialogue has been a joint effort of The Canadian International Development Association (CIDA), International IDEA, the Organization of American States (OAS) and the United Nations Development Programme (UNDP), receiving valuable input from a wider network of organizations. This Handbook has been designed to reflect current practice in the field of dialogue and to draw on concrete experiences of practitioners in various regions and of various actors involved in these processes. It seeks to consolidate emerging learning – both in terms of the conceptual framework supporting dialogue, and practical experiences in the design, facilitation and assessment of such processes on the ground. It also offers a comprehensive mapping of the process tools that can be used to support dialogue initiatives, thereby expanding the toolbox currently available to practitioners."
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."
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.