Differences in Kenya, with close to 40 million people across 42 ethnic groups with different socio-cultural practices, have played a significant part in the conflicts in the country. This led to a greater need to establish systems and policies that can enhance cohesion in the country. Education in itself has not been a unifying factor of the different communities. The period between the 2007 general elections whose disputed presidential results led to violent conflict and later unrests in schools and the envisaged 2013 elections has seen several efforts to entrench Peace Education in both formal and non-formal education systems. Participants will discuss and compare initiatives/actions taken, challenges and success, as well as draw from participants possible best practices for the future from which many countries can benefit.
This session focused on the development and content of the book Peacebuilding in Community Colleges. The presentation focused on the justification for the book, the growth and direction of teaching peacebuilding in community colleges, and lessons from the book’s authors.
The Northeast Asia Regional Peacebuilding Institute (NARPI) aims to provide peace training for Northeast Asian people, including China, Japan, South and North Koreas, Taiwan, Mongolia, and Far East Russia. This presentation will share how NARPI contributes to a new identity for the region as a Northeast Asia Peace Community through its annual summer peacebuilding trainings since 2011. It will also share how NARPI supports local efforts to build peacebuilding infrastructure in Northeast Asia, with specific focus on the Korean context. Examples of the use of restorative justice in schools, communities, and the court system in Korea will be presented along with ideas on how a restorative justice framework can address historical conflict in the region.
Looking at targeted diverse migrant groups (such as internally displaced persons, returned migrants – Georgian nationals, foreign migrant students, asylum-seekers, trafficked migrants and foreign migrant detainees), this session shares findings from a survey implemented by the International Organization for Migration (IOM) in collaboration with the National Center for Disease Control and Public Health (NCDC), which emphasizes the needs to support the overall well-being of conflict- and migration-affected populations. The presentation includes analysis of the Survey findings, outlines respective recommendations, and emphasizes the need for comprehensive interventions.
This interactive workshop introduces participants to a collaborative form of negotiating called Interest Based Negotiations (IBN). At its most fundamental level, IBN can be defined as an alternative to the traditional style of negotiating. Instead of negotiating from hard and fast positions, IBN focuses on identifying and discussing the interests that underlie issues. Participants attending this session come away with an understanding of the differences between traditional and collaborative bargaining, and of the Interest Based Problem Solving (IBPS) process. Participants gain experience in problem identification, identifying interests, brainstorming, evaluating options and consensus decision making.
The research-based Actively Caring for People (AC4P) approach promotes compassion and prevents bullying in educational settings K-12. Participants gained an understanding of the evidence-based principles guiding AC4P approaches to help create a more compassionate peaceful world. Participants also brainstormed practical strategies after learning the principles to develop action plans to cultivate an actively-caring culture in their schools and communities. Ideally, each participant leaves with the knowledge, skills, and ability to actively care more effectively and frequently to improve individuals, classrooms, schools, and communities worldwide.
This workshop is designed for persons interested in developing and/or enhancing service-learning experiences in a campus setting. Service-Learning is a teaching and learning strategy that integrates meaningful community service with instruction and reflection to enrich the learning experience, teach civic responsibility, and strengthen communities. This interactive workshop will draw upon theory but provide participants with real tools and resources to enhance service-learning practice. Topics include: (1) Defining service-learning and exploring common misconceptions; (2) Highlighting the impact of service-learning experiences on campus and in the community; (3) Linking theory to practice through a deeper understanding of service-learning models including the P.A.R.E. model and different models of reflection; (4) Understanding campus examples and “best practices”; (5) Working with community partners for and finding projects to meet both learning objectives and needs of the community; (6) Leveraging existing campus resources to build service-learning experiences; (7) Utilizing technology and social media to enhance practice; and (8) Finding real dollars for creating, enhancing, and sustaining service-learning initiatives.
This two-day workshop served as an introductory training in a dialogue-to-action process that students, faculty, and administrators are using around the world to solve problems in their community. Sustained Dialogue (SD) gives those most invested in improving campus climate the skills and space to generate community solutions to questions such as educational access, the political divide, incivility, and retention. This workshop provided a unique space where participants gained facilitation skills, learned to lead classroom and co-curricular activities, and brainstormed with other committed change agents to solve real problems in diversity and inclusion in fun and unique ways. Participants left with plans for improving their campus communities and knowledge of how to bring SD to their campus.