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
- Children in Armed Conflict
- The Day After Peace – Classroom-Ready Version
- Power of Peace Network Introduction
- Peace One Day Global Truce 2012
- The S.T.A.R. Conflict Resolution strategy – Webinar Archive
- Teaching Humanitarian Law with Raid Cross
- Peace Ed Skill-Building at Home Video Series
- Seeing Both Sides of a Story
- Peace Studies at Greenfield Community College (promotional video example)
- Peace Learning
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 |
|---|---|---|
| Creating Spaces for Dialogue - A Role for Civil Society | This manuscript is published by Global Partnership for the Prevention of Armed Conflict (GPPAC) as part of a new GPPAC Dialogue and Mediation series. The stories presented in the book are authored by GPPAC network members who initiated a conversation between communities and societies polarised and divided as a result of conflict. Each story shows how civil society plays a vital role in rebuilding trust and enabling collaborations. The authors describe how the dialogue processes unfolded, and share resulting lessons and observations. They also present their views on the questions that need to be addressed in designing a meaningful process. Is there such a thing as the most opportune moment to initiate a dialogue? Who should introduce the process? How is the process of participant selection approached, and what are the patterns of relationship transformation? Lastly, what follows once confidence and trust have been established? The stories include civil society contributions to normalising inter-state relations between the US and Cuba, and Russia and Georgia and chronicles of community dialogues between Serbians and Albanians in Serbia and Kosovo, and Christians and Muslims in Indonesia. | |
| Peacebuilding Toolkit for Educators - Middle 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 Middle School Edition of the toolkit is designed for a general audience of students in grades 6–8. The content can be modified for older students and some of the content can be modified for younger students. Engaging young audiences in conversations about peace and conflict is important. It is the authors' hope that young students will engage in these topics and continue to reflect on them as they progress through high school and move into the world. 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 lessons are intended for traditional and alternative education settings. 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. The middle school lessons include teacher direction, guided practice, and independent practice. | |
| Teaching global and local conflict in the classroom | 24-page pdf document that accompanied a professional development program hosted by the World Affairs Council. Document consists of a list (with web addresses) of resources that relate to confict and conflict resolution. Recommend sites and sites that include lesson plans are noted. | |
| Learning About Human Rights | In 2008, the United Nations initiated a year of human rights learning to mark the 60th anniversary of the Universal Declaration of Human Rights. In the UK, UNA-UK teamed up with UNESCO Associated Schools to produce materials to help secondary school teachers and students explore human rights together. The resource, now posted to the web as a series of pdfs, contains a teacher's handbook with slide presentations and corresponding factsheets for students. The five topics covered are: - the UN Universal Declaration of Human Rights - the UN Convention on the Rights of the Child - child rights and armed conflict - child rights and climate change - human rights and international development | |
| 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. | |
| 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." | |
| 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. | |
| Tolerance: the threshold of peace: A teaching/learning guide for education for peace, human rights | 42-page PDF document which was "prepared to serve as an introductory resource material, to provide some understanding of what is involved in and required of education for tolerance. It provides a statement of the problems of intolerance, a rationale for teaching toward the goal of tolerance, and concepts and descriptions for identifying both the problems and the goals ... Each chapter of the guide comprises material that can be used for study and discussion on issues of tolerance and peace. Organizations, groups and formal classes of secondary level and above can explore together the issues raised and problems identified..." | |
| 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. | |
| What is good youth peace work?: A tool for evaluation | 58-page PDF tool for young peacebuilders, to evaluate their work. It proposes questions for reflection on three levels: Personal, team and project in its social context. | |
| 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. | |
| 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 togetherâ€. 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 | |
| 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." | |
| Peace education: A pathway to a culture of peace (2nd Edition) | 209-page pdf book designed to provide educators with the basic knowledge base as well as the skill- and value-orientations that we associate with educating for a culture of peace. Although this work is primarily directed towards the pre-service and in-service preparation of teachers in the formal school system, it may be used in nonformal education. 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. | |
| Short course offerings on peace education: 2007-2008 academic year in Costa Rica | Two page pdf document with course offerings and descriptions for the 2007-2008 school year at the University for Peace in Costa Rica. | |
| 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." | |
| Thailand: Successful strategies for policy creation & implementation of CRE in schools | 25-page Powerpoint presentation which addresses "the Ministry of education's efforts to develop a national policy to build the culture of peace in schools at the national level and explore positive ways to involve student participation in solving conflict and violence." | |
| New directions and issues in the teaching of conflict resolution | Pdf article from Conflict Management in Higher Education Report, Volume 2, Number 2, (Feb 2002), which "explores the issues related to understanding the effectiveness of the process and content of conflict resolution (specifically negotiation) teaching and training, it asks whether or not the right approach to training is being used and if the training "sticks," it also questions how the content of the field is evolving and if teaching methods are tracking the evolution." Includes bibliography. | |
| Education for global citizenship: A guide for schools | 12-page PDF guide which "gives children and young people the opportunity to develop critical thinking about complex global issues in the safe space of the classroom. This is something that children of all ages need, for even very young children come face to face with the controversial issues of our time through the media and modern communications technology. Far from promoting one set of answers, Education for Global Citizenship encourages children and young people to explore, develop and express their own values and opinions, whilst listening to and respecting other people’s points of view. This is an important step towards children and young people making informed choices as to how they exercise their own rights and their responsibilities to others. Education for Global Citizenship uses a multitude of participatory teaching and learning methodologies, including discussion and debate, role-play, ranking exercises, and communities of enquiry. These methods are now established as best practice in education, and are not unique to Education for Global Citizenship. However, used in conjunction with a global perspective, they will help young people to learn how decisions made by people in other parts of the world affect our lives, just as our decisions affect the lives of others." | |
| Peace and conflict resolution education at schools of Shirak Region (Armenia): Final report | Report presents the experience stored up in Armenia in the field of peace education, gained successes, educational course developed by the authors, opinions of the beneficiaries and policy makers in the area of education to integrate the training course into school curriculum, future strategy, etc. Report was developed for the First UNESCO/EURED In-Service Teacher Training Course "Human Rights and Peace Education in Europe" 2004-2006. Authors are members of Women for Development NGO. Includes bibliography. |