CRE Around the Globe
Welcome to the International Section of the Conflict Resolution Education Connection. We are happy that you are visiting our site. Please use the sidebar menu to navigate this section’s rich collection of content. Some sample content is provided below.
CRE Conference Presentations
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
- View Presentation and Abstract: Click Here
Fellowships in Conflict Resolution and International Peace
- Presented by: Yehuda Silverman, Nova Southeastern University
- View Presentation and Abstract: Click Here
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
- View Presentation and Abstract: Click Here
Supporting ex-offenders: creating community with college social systems
- Presented by: Heidi Arnold, Professor of Communication, Sinclair Community College
- View Presentation and Abstract: Click Here
Preparing Tomorrow’s Peacemakers: Robots vs. Resumes
- Presented by: Nina L. Talley, Director of Career Services, Wilmington College
- View Presentation and Abstract: Click Here
Videos of Possible Interest
- Peace Studies at Greenfield Community College (promotional video example)
- Peace Ed Skill-Building at Home Video Series
- What is Peace Education (Overview Animation)
- Seeing Both Sides of a Story
- Conflict Prevention the GPPAC Way
- Peace One Day Global Truce 2012
- The S.T.A.R. Conflict Resolution strategy – Webinar Archive
- Power of Peace Network Introduction
- The Day After Peace – Classroom-Ready Version
- The power of peace education in action
See MORE VIDEOS...
Search Our Resources Catalog
Sample Catalog Resources
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 |
|---|---|---|
| Workshop on peace education for educators in Southeast Asia: January 19 to 23, 2009 | 2-page Word report on a workshop for peace educators which "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." | |
| 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." | |
| 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." | |
| 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. | |
| Practicing peace: A peace education module for standards 4 through 6 in Solomon Islands | 87-page pdf 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. | |
| Non-violence in education | 79-page pdf manuscript published in cooperation with Institut de Recherche sur la Resolution Non-Violente des Conflits (IRNC), of which the author says, "These pages do not claim that merely placing the principle of non-violence at the heart of the educational project could be enough to solve them with ease. It is not our intention to teach teachers how to do their job. Our only aim is to urge them to look at their daily practices in the light of the principles and methods of non-violence. Perhaps we can all agree that when non-violence is possible, it is preferable. If so, and if non-violence is preferable, then it is up to us to do everything we can to make it possible. This study does not claim to be offering anything other than an exploration of the possibilities of non-violence." English translation of original French work. | |
| Evaluation of respectful conflict resolution and peer mediation program | 35-page pdf report of project whose "primary purpose is to provide data for schools and their surrounding communities to become more peaceful by empowering teachers, students, parents, and community leaders to constructively address conflict and violence in their families, schools, and communities through integrated, sustainable, and comprehensive respectful conflict resolution skills programs ... a total of seven schools were visited for this study, seven administrators, six parents, and twenty-nine students participated, interviews were conducted with school administrators and focus groups were conducted with parents and students." | |
| Evaluation report: Life skills project implementation in the Armenian education system | 45-page Word report which "represents an evaluation of implementation of the Life Skills Project being conducted in the Armenian education system as [a] component of an overall effort in education reform ... the project was piloted in the first and fifth grades in 16 schools in 1999-2000. In 2000-2001 the project was expanded to 100 schools and to the second and sixth grades. UNICEF provided funding and some logistical support and the MOES provided administrative and logistical project support and workspace for the curriculum development team." | |
| 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. | |
| Fostering Dialogue Across Divides | This 183-page pdf from the Public Conversations Project (PCP) provides their definitive guide to conducting successful dialogues on the most heated topics. The guide is based on PCP's experiences working in many different settings and on a wide range of topics, including abortion, foresting practices, the Israeli-Palestinian conflict, sexual orientation and the teachings of Christian scripture, the war in Iraq, interfaith and interethnic relations, and social class differences. Chapters 1 and 2 provide an overview of PCP’s ways of thinking about dialogue and their core principles and practices. In Chapters 3 through 6, they offer specific advice on each phase in the dialogue process. And in Appendices A through C, they present detailed sample formats, questions, invitations, and handouts that exemplify the principles and practices described in the body of the document. Note: This guide is also available in spanish via www.publicconversations.org/resources/guides | |
| 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." | |
| Evaluation report: Life skills project implementation in the Armenian education system | 45-page PDF report which "represents an evaluation of implementation of the Life Skills Project being conducted in the Armenian education system as [a] component of an overall effort in education reform ... the project was piloted in the first and fifth grades in 16 schools in 1999-2000. In 2000-2001 the project was expanded to 100 schools and to the second and sixth grades. UNICEF provided funding and some logistical support and the MOES provided administrative and logistical project support and workspace for the curriculum development team." | |
| 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. | |
| Kit of Tools For Participatory Research and Evaluation with Children, Young People and Adults | Four countries in four regions where Save the Children Norway is working have participated in a Thematic Evaluation on Children’s Participation in armed conflict, post conflict and peace building - Bosnia-Herzegovina, Guatemala, Nepal and Uganda. The research tools developed and used in this project are contained in this 'kit' which has been developed collaboratively by the global researchers and the four country teams. It has been enriched, adapted and expanded by contributions from the children, young people and adults. For each tool the objectives are explained, the time and materials needed, key steps to be taken and facilitators notes. There is also a section where users have made their comments on the usefulness, or otherwise, of the tool. | |
| Conflict coaching | Pdf article from Conflict Management in Higher Education Report, Volume 2, Number 2, (Feb 2002), which introduces the idea of "Conflict coaching is a relatively innovative and distinctive form of coaching, it involves working one-on-one with those involved in interpersonal conflicts." Includes bibliography. | |
| Inter-American summit on conflict resolution education: International innovations and challenges | 24 page program for the Inter-American summit on conflict resolution education, held in Cleveland, Ohio on March 14-15, 2007. Included in document is information on the planning committee, keynote speakers and course descriptions. | |
| 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. | |
| 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. | |
| 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. | |
| 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." |