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Drawing specific examples from a deep pool of journalism resources, the Pulitzer Center on Crisis Reporting will show attendees how to integrate fresh and compelling international reporting into the curriculum to promote a global awareness that reaches far beyond basic geographic literacy. The Pulitzer Center, which seeks out under-told stories that put a human face on large-scale global crises, provides content that can also be used effectively in the classroom to further both conflict resolution studies and democratic and civic engagement. Examinations of women and children in crisis, government accountability, fragile states, and population pressures, with an emphasis on local connections to global issues, are all fundamental to the Pulitzer Center model. Migration and immigration themes are also interwoven with much of our reporting, particularly in a multi-year project, through a decorated journalist’s walk out of the horn of Africa, across Asia, and finishing at the tip of South America.

Findings from a national Australian research project currently in primary and secondary schools examining factors that impede or facilitate intercultural understanding in schools will be shared. A key focus of the research has been on efforts to redesign schools to improve classroom practice and teacher professional learning. The workshop will provide practical examples of what is happening in research schools and an examination of different approaches that are showing promise. Reference will also be made to recent Global and Multicultural Citizenship Education initiatives used in Victoria to promote safe and inclusive schools, particularly teaching materials and assessment tools.

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.

In February-April 2009 a survey was implemented with the goal of evaluating the “Peace and Conflict Resolution Education in Schools” project, implemented in Armenia by Women for Development from 2002-2007. Results of the survey showed that the vast majority of the respondents gave high importance to peace and conflict resolution education among teachers with regard to creation of peaceful and safe environments in schools. Almost all schoolchildren who participated in the survey responded similarly. They mentioned that the lack of such skills triggers conflict situations between pupils and teachers. Suggestions made by teachers, parents and schoolchildren were that everyone should have an opportunity to learn these important life skills.

This presentation draws on the findings of research conducted by graduate students of the Department of Behavioral Sciences, The University of the West Indies, St. Augustine Campus, and Trinidad as it relates to managing conflict within the home, the school, the church or within organizations.

This presentation provides an overview of peacebuilding activity of more than 800 Israeli and Palestinian graduates of the Seeds of Peace (SOP) program. The Middle East peacebuilding activity of all graduates during the program’s first decade of operation (1993-2003) is examined along with research on the activism, educational, military and professional paths of more than 200 adult graduates. This research tells the stories of a pivotal generation: Israelis and Palestinians who entered adolescence at the dawn of the Oslo process, to emerge as adults amidst the second intifada.