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Teach Peace Secondary Pack

19 March 2024

The U.K.-based Peace Education Network is pleased to release this second edition of their Secondary Level curriculum. The Teach Peace Secondary pack is aimed at 11–18-year- olds and follows on from the success of the Teach Peace Pack for primary school pupils aged 5–11. It considers themes around children and human rights education, decolonising the curriculum, local, national and international examples of peace in action. It brings together practice from throughout the UK and asks young people to consider the very big questions of peaceful practice.

Copies of the lesson materials described in this brochure are available online at:  http://bit.ly/teach-peace-TES or www.tes.com/teaching-resources/shop/peace_edu_network_uk

Youth4Peace Training Toolkit

18 January 2023

The Youth4Peace Training Toolkit that will guide you through the concepts and practice of delivering educational activities on conflict transformation, peacebuilding, and the creation of peaceful narratives.
This toolkit has been developed for beginners and intermediate youth trainers and educators in the field of peacebuilding and we hope that this is going to be a useful tool for you to start or further implement educational programmes on peace and transforming conflicts and narratives targeting youth through non-formal education.

The Young Peacebuilders Guide To Tackling Harmful Narratives

18 January 2023

The Young Peacebuilders’ Guide to Tackling Harmful Narratives entails a concrete step-by-step methodology and tools to support young peacebuilders in their fight against harmful narratives, as well as four concrete alternative narrative campaigns that were developed by United Network of Young Peacebuilders (UNOY) members.

Rather than creating the umpteenth resource that sheds light on the issue of harmful narratives, this by-youth-for-youth guide is a collaborative document that encapsulates the work and input of 11 UNOY members who took part in UNOY Peacebuilders’ capacity development programme—Youth Promoting Peaceful and Cohesive Societies in Europe—held between April and June 2022, as well as the insights of experts in disinformation and media development at large.

Empowering students for just societies: a handbook for primary school teachers

9 September 2022

The activities in this UNESCO Teachers handbook (77 pages, PDF) are rooted in Global Citizenship Education, an approach which can help foster young people’s trust in public institutions, transforming them into agents of change instead of allowing feelings of disenfranchisement and victimhood to fester. UNESCO works with UNODC to promote the rule of law, democracy and human rights through education.

The lessons in the handbook are interactive: democracy is demonstrated, as students participate in mock elections or take on the roles of judges – jurors – local mayors and refugees. Games and story-telling help bring social issues to life, prompting students to take a moral stand.

Diminishing Islands is one included game the young children loved to play. It teaches them about common causes for conflict, and about the need to work together without resorting to violence. Children occupy ‘islands’ of newspaper on the classroom floor, but as the game develops their ‘islands’ disappear, and they find themselves crowded onto just a few islands, until at the end, most are ‘out’. Afterwards, the teacher leads the class in reflection on how the game made them feel, and on how it relates to real life challenges – war, migration, poverty, inequality. One primary aged child who played this game learnt a valuable lesson about working together: ‘We have to do our best to help one another to survive because I don’t want to be alone on an island’.

Real-World Scenarios for Campus Leaders from Divided Community Project

29 October 2020

Created as part of the Divided Community Project’s Virtual Toolkit, these short hypothetical fact patterns propose several divisive incidents on college and university campuses to be used in training and discussion. The examples discuss a range of important issues. For example, how should university administrators respond to student protests against racial injustice? What role, if any, should campus police play when there is student unrest? What policies should schools consider to ensure student safety/well-being and to protect free speech on campus? These are only some of the questions that are worth discussing. The Divided Community Project encourages campus leaders to carefully think through each example, talk through the steps that one would take, consider relevant questions, and develop actionable plans.

Social Justice Standards – Teaching Tolerance

2 January 2018

The Social Justice Standards are a set of anchor standards and age-appropriate learning outcomes divided into four domains—identity, diversity, justice and action (IDJA). The standards provide a common language and organizational structure: Teachers can use them to guide curriculum development, and administrators can use them to make schools more just, equitable and safe. The standards are leveled for every stage of K–12 education and include school-based scenarios to show what anti-bias attitudes and behavior may look like in the classroom.

Creating Spaces for Dialogue – A Role for Civil Society

5 June 2016

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.

Human Rights, Conflict Resolution, and Tolerance Education Teacher Toolkit

9 January 2016

This 233-page guide, provided as a pdf, was developed by the United Nations Relief and Works Agency for Palestine Refugees in the Near East (UNRWA). As the main provider of basic education to Palestine refugees, serving approximately half a million students, UNRWA has also been delivering human rights, conflict resolution and tolerance (HRCRT) education in its schools for over a decade. The HRCRT Toolkit was developed to serve as a practical tool to further strengthen the teaching and learning of human rights in UNRWA schools. It is designed to be a user friendly tool which will support the effective implementation of the HRCRT Policy, launched in May 2012. The Policy articulates UNRWA’s approach to human rights education in order to harmonize, update and strengthen it.

The HRCRT Toolkit is a comprehensive and accessible resource for UNRWA’s 19,000 teachers and school management staff. It will equip them to teach human rights in a way that engages and inspires their students and to integrate human rights education into their classroom routines and curriculum subjects. Through the practical activities in the Toolkit (40 in all), teachers will be able to create a rights-based, and empowering environment for their students.

The Policy and the Toolkit both seek to empower Palestine refugees, encouraging them to know and exercise their rights, uphold the rights of others, be proud of their Palestinian identity, and contribute to their society in a positive way.

Be Civil! The Search for Civility

24 October 2014

This classroom resource was developed as part of the Catholic Schools Opposing Racism (COR) initiative, which ran for eight years (2000-2008) in the Chicago Illinois area. It is part of a much larger collection of materials available at http://racebridgesforschools.com

Learning to Live Together: An intercultural and interfaith programme for ethics education

24 October 2014

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

Shared Solutions – A Guide to Preventing and Resolving Conflicts (in Special Ed)

30 January 2014

The Ontario Ministry of Education encourages the use of approaches and strategies that lead to higher achievement for all students in Ontario’s publicly funded education system. This Shared Solutions resource guide is intended to help parents, educators, and students with special education needs work together to prevent conflicts, resolve them quickly, and allow students to develop their full potential and succeed in school. The approaches outlined build on techniques and strategies for conflict prevention and resolution that are already in place in many school boards.

Peaceful Conflict Resolution Guide for Primary and Secondary Schools (Croatia)

26 December 2013

This training guide for schools consists of three primary modules:
1. damiri/ice – Conflict and Communication
2. spajalice – Peer Mediation
3. kazimiri/ice – Peer Education

The guide is the result of the work on the project Peaceful Problem Solving in Schools and Trauma Alleviation, Youth for Youth – Peer Mediation, initiated and supported by UNICEF Office for Croatia in co-operation with Croatian Ministry of Education and Sports. The Project was carried out by NGO “Mali korak” – Centre for Culture of Peace and Non-violence Zagreb.

In the school year of 1999/2000 it was implemented in 52 primary schools, most of which were schools of special social care in previous war affected areas. The purpose of this program model was to change attitudes, behaviors and experiences related to conflict and violence: improve coping with problem and conflict situations, develop awareness of prejudice, of one’s own rights as well as the rights of others both in those who participate in the program (students) and those who deliver it (teachers).

Human Total: A Violence Prevention Learning Resource

12 November 2013

Human Total is a 303-page pdf manual created by Human Rights Education Association (HREA), the International Center for Alcohol Policies (ICAP) and the Instituto Mexicano de Investigación Familia y de Población (IMIFAP).

Targeted towards young people between the ages of 10 and 14, the manual helps learners understand attitudes that promote violent behavior (often brought about by the misuse of alcohol) by males and cultivates methods to minimise these behaviors’ harms and prevent their perpetuation.

Human Total contains 32 adaptable lesson plans, including ways to recognise and understand violence in social contexts and techniques for minimising violence through education about human rights and active participation in the community. The manual also features a note for facilitators on how to use it, tools for outreach to parents and guardians, recommendations for additional resources, and eight annexes with supplemental information. The resource was piloted in El Salvador and Kenya.

Human Total: A Violence Prevention Learning Resource is currently (July 2013) available in English and will soon be available in Spanish.

Navigating the Unchartered Waters of Cross-Cultural Conflict Resolution Education

25 September 2013

It is the author’s view that conflict resolution educators should in part draw from participants’ real-life experiences in order develop more culturally appropriate conflict resolution processes (an elicitive approach). Additionally, trainers should hold their knowledge lightly, and elicit conflict-resolution strategies from the group. This dialogical approach allows local and introduced knowledge of conflict resolution to permeate each other in dialogue, thus developing dynamic ways to deal with conflict. In this model, the students become the teachers and vice versa, as problems are explored and concepts are developed as a group. The author also advocates the use of local co-facilitators to establish trust in the local capacities for peace. Participants and trainers alike gain the opportunity to further develop conflict resolution practices that are rooted in their own experience but enhanced by the knowledge of others.

Fostering Dialogue Across Divides

18 November 2012

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