Peace Education Newsletter_spring 2009_final-1

Peace Education

Spring 2009

A Special Interest Group of the American Educational Research Association

What’s Inside:

Notes written by people visiting the Peace Education booth during Maryland Day (see story on p. 20)

Grants, Projects & Development & from Summer Institute 2 Message 7 15 19 Awards News in the field the SIG Chair Series page

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New Books Peace Education Peace Education Education 5 Peace 14 18 28 Announcement Online Resources in Spain Conferences page

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Reporting on the Peace Education SIG Program at AERA 2009 Message from SIG Chair, Dr. Claire McGlynn Queen’s University Belfast

Dear Peace Education SIG members,

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s I step in to the shoes of Bill Timpson, our retiring SIG Chair I would like to take this opportunity to thank him for his leadership and for the time and energy he has dedicated to the SIG over this last year as SIG Chair and the previous year as Program Chair. We are all very grateful to him. I am very happy to report on another successful Peace Education SIG program at AERA 2009. It was wonderful to see many of you in San Diego and those of you we did not see we hope to catch up with at AERA 2010 in Denver. Those of us coming from wetter climes particularly enjoyed the sunshine and blue skies of San Diego! The quality of research presented at the Peace Education SIG sessions was high with our program including a total of seven sessions, including two paper sessions, two interactive symposia, two roundtable sessions and our business meeting. In the interactive symposium Peace, Gender, and Peace Education: New Paradigms for Peace Building, Jing Lin and Brecken Chinn Swartz challenged us to transcend the division of masculinity and femininity and search for ways to build inclusive, respectful, and compassionate human relationship for long lasting peace on Earth. The paper The team from the University of Cincinnati session Identifying Innovative led by Dr. Marvin Berlowitz Spaces for the Development of Peace Education Research and Practice considered, either explicitly or implicitly, the adoption of transdisciplinarity as a tool to define and shape the field of peace education, with a theme of crossing both conceptual and practical boundaries. The paper session A Critical Reflection on Peace Education in Conflicted Societies: New Directions in Theory and Practice highlighted the dangers of adopting a “one size fits all” approach to peace education, when the historical and socio-political nuances of Dr. Zvi Bekerman from the diverse and conflicted contexts always mediate the success or otherwise University of Jerusalem of peace education efforts. We were particularly pleased to welcome a presenting during the conference team from the University of Cincinnati who challenged us with their

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symposium The Eurocentric Bias of Peace Education as an Explanation for its Marginalized Status in Public Education and their proposition that a major factor contributing to the marginalization of peace education is the fact that the perspectives and interests of African Americans tend to be excluded or distorted in the literature and programs associated with Peace Education. A range of Diverse Perspectives on Peace Education was also presented in two roundtable sessions. As the last roundtable session was the very last session scheduled on the Friday afternoon the presenters kindly agreed to join together for a very productive discussion and exchange of research insights. The final part of our AERA programme was the Peace Education SIG business meeting at which B. Jeannie Lum from the University of Hawai’i and the Editor of the Journal of Peace Education, gave a challenging paper entitled Legitimation Issues about the Field of Peace Education:  Myth or Reality.

Peace Education SIG Business Meeting A quick summary of the business discussed:

SIG officers elected Chair

Claire McGlynn Queen’s University Belfast [email protected]

Program Chair

Elavie Ndura-Ouédraogo George Mason University [email protected]

Secretary

Jing Lin, University of Maryland [email protected]

Newsletter Editor

Rosemary Blanchard California State University, Sacramento [email protected]

Assistant Program Chair

Martin Berlowitz, University of Cincinnati [email protected]

Past Chair

Bill Timpson, Colorado State University [email protected]

Blog Director

Joy Wiggins, University of Texas at Arlington [email protected]

New Board Members

Meredith Smith, University of Cincinnati [email protected]



Kelli Jette, University of Cincinnati [email protected]



Edward Brantmeier, Colorado State University [email protected]

The Leadership Team: Past Chair Bill Timpson (second row right), Current Chair Claire McGlynn (second row left), Program Chair Elavie NduraOuédraogo (front row right), Board Member Edward Brantmeier (front row left)

Jacquie Daugherty, University of Cincinnati [email protected]

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Continuing Board Members

Linda Pickett, University of Michigan-Flint [email protected]



Candice Carter, University of North Florida [email protected]

AERA Changes • From June 30 will need 45 rather than 30 members of a SIG • SIG byelaws to be completed by end of 2009 using AERA template • Nomination and election process for SIG officers to be all electronic for next year • Final date for proposals for AERA 2010 will be July15 and NOT August1 2009 • Each SIG to set up a Peer Review Panel to which people will be invited by the SIG • Each proposal must have 3 reviewers • Reviewing will occur in August • Number of paper session to be reduced from 1400 to 1000 for AERA 2010 to reduce overlap of sessions. There will be more emphasis on roundtables and poster sessions

SIG initiatives • Outreach to membership will be a priority for 2009-2010, hence updating of mailing list, investigation of setting up blog, listserv etc. • New award for best paper at Peace Education SIG session of AERA meeting to be initiated, with AERA recognition sought • Completion of byelaws • Setting up of SIG Peer Review Panel • Setting up of new election process I hope you have found this update useful and I look forward to working with you all over the next year. With all best wishes, Claire McGlynn Peace Education SIG Chair School of Education Queen’s University Belfast

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Peace Education Conferences Theme:

Infusing Character Education and Peace Education into Teacher Preparation Programs

Sponsor: Character Development Center and the Department of Learning and Teaching in the School of Leadership & Education Sciences at the University of San Diego Location: Hill Hall, University of San Diego Time:

Monday, June 29 and Tuesday, June 30, 2009 from 9:00 a.m. to 3:00 p.m.

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he faculty of the Character Development Center and the Department of Learning and Teaching in the School of Leadership & Education Sciences at the University of San Diego invite you to join us for a two-day conference about infusing character education and peace education into teacher preparation programs.   DATES: The conference will be held on Monday, June 29 and Tuesday, June 30, 2009 from 9:00 a.m. to 3:00 p.m. at the University of San Diego in Hill Hall.   PROPOSALS: Only proposals relating to character education and/or peace education in teacher preparation programs are being solicited for this conference. Proposals must be submitted as a file attachment via email by Friday, May 15, 2009 and should include: • Names, affiliations, street addresses, work and home telephone numbers, and email addresses for each person listed as a potential presenter.  • The proposal should be a Word document in Times New Roman, 12 point font, no more than 3 single-spaced pages, and should include: * *

Title of the presentation 75-100 word abstract

* * *

Connections to the conference theme Implications for teacher educators and preservice students Outline of the 30-minute presentation

We plan to publish a conference proceedings booklet.   MAJOR SPEAKERS: Kathleen Mikitka-Gomez, Ph.D., Professor, Education Foundations, School of Teacher Education, San Diego State University presenting Cultivating Foundations for Character and Peace Education in Teacher Education. This presentation connects character and peace education with standards and expectations of the teaching profession, teacher education curriculum and field experiences. It features teaching episodes and portfolio themes developed by teacher credential students. What is the Relationship between Peace Education and Character Education? A panel discussion! Ami Carpenter, Ph.D., Assistant Professor, School of Peace Studies, University of San Diego; Steve Gelb, Ph.D., Associate Dean, School of Leadership and Education Studies, University of San Diego; and Sarina Chugani Molina, Ph.D., Visiting Professor, Department of Learning and Teaching, University of San Diego.

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Hal Urban, character educator, award-winning high school teacher, international speaker, and author of best-selling books including “Life’s Greatest Lessons” and “Positive Words, Powerful Results,” presenting Lessons from the Classroom: 20 Things Good Teachers Do. Jack Benninga, Director of the Bonner Center for Character Education and Citizenship at California State University-Fresno, presenting Resolving Problems at School: The Role of Professional Ethics.   FEES: The conference fee for attendees is $200; student

Theme:

attendance fee is $60. The presenter fee is $100; the graduate student-presenter fee is $30. SPECIAL CONFERENCE FEATURE: Teacher educators who register and attend the two-day conference, and are able to meet the conditions described on the first day of the conference, may be eligible to participate in a drawing which will award ten (10) teacher educators a $300 grant to integrate character-peace education in one or more of their courses during the next academic year. (Presenters are ineligible for this special feature.)   NEED MORE INFORMATION: Contact us at http://charactermatters.sandiego. edu or call 619-260-2250.

Developing Peace: Education for Mutual Understanding, Fourth Annual Conference of the International Education Program

Sponsor: Steinhardt School of Culture, Education & Human Development, New York University Location: Pless Hall, 82 Washington Square East, New York City Time:

Friday, March 6, 2009

Program Highlights Include: Keynote speaker: Jean-Marie Guehenno, Senior Fellow, Brookings Institution and Center on International Cooperation (NYU),  United Nations Under-Secretary General in charge of Peace Keeping 2000-2008 • Scholars At Risk Panel Discussion with Scholars from Belarus and Ethiopia • Nine Student and Scholar Panels • Closing Remarks from NYU Steinhardt Dean Mary Brabeck • Networking Lunch and Closing Reception Conference Theme

Developing Peace: Education for Mutual Understanding Education in the twenty-first century brings with it unique challenges and opportunities. Chief among

these are the development of peace and mutual understanding. Essential to the achievement of peace is the cultivation of engaged, informed citizens. Schools—as gatekeepers for the transmission of knowledge—must play a role in teaching for active and responsible citizenship at local, national, and global levels. Joining schools in the effort to build a culture of peace are governments, foundations, international non-governmental organizations, and aid agencies. Seeking to counteract the consequences of poverty, prejudice, discrimination, violence, and war, they promote social justice, tolerance, and respect for human life and dignity within and among nations. This student conference seeks to foster an open exchange of ideas on promoting mutual understanding. By examining how educators, education systems, politicians, community leaders, philanthropists, and students alike are responding to an array of contemporary educational and societal demands, the goal of this conference is to highlight successful examples of innovation or  demonstrate those that present less favorable results.

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International Institute on Peace Education 2009  

Summer Institute Series

July 26 - August 2, 2009, Budapest, Hungary

“Human Rights Learning as Peace Education:  Pursuing Democracy in a Time of Crisis” The International Institute on Peace Education (IIPE) 2009 will take place from July 26 to August 2, 2009 in Budapest, Hungary.  The institute is being co-organized by the EJBO Foundation in partnership with Global Education Associates with the support and sponsorship of UNESCO. IIPE was founded in 1982 by Dr. Betty Reardon and faculty colleagues at Teachers College Columbia University and has been held annually in different parts of the world.  For 26 years the IIPE has been providing unique short-term, residential, cooperative learning experiences in peace education.  The IIPE is not a traditional conference but rather a “learning community” in which the organizers and participants work together to nurture an inclusive, highly interactive learning environment.  It is an intensive multicultural and cooperative learning opportunity in which participants learn from and with each other about substantive peace issues and interactive teaching approaches. The IIPE is also an opportunity for networking and community building among those who educate and work for a culture of peace in the host region and around the world.     “Human Rights Learning as Peace Education: Pursuing Democracy in a Time of Crisis” IIPE 2009 will explore the theme of “Human Rights Learning as Peace Education: Pursuing Democracy in a Time of Crisis.”  Human rights learning, as facilitated by peace educators is critical, participatory and learner centered.  It is intended to prepare learners to work toward the transformation of the existing order of violence and injustice into a world social system based upon the principle of universal human dignity. This principle of human dignity underlies all human rights concepts and norms and is at the core of human rights learning (HRL).  HRL emphasizes modes of critical thinking and self reflection that are necessary for internalizing the essential principles of human rights, enabling individuals and communities to become agents of change (PDHRE). HRL begins with “assuming the rights of learners to decide themselves what they will believe and develops means through which the learners can acquire information while forming their own opinions and determining their own course of action about the issues of concern to them…in the absence of authentic human rights learning people will not be able to achieve their full dignity.” (Reardon) Such critical thinking is essential to participatory democracy.  “Strong democracy” (Barber) is based upon a positive conception of liberty dependent upon self-determination, equality, deliberation and direct participation in the political decisions that affect our personal and social lives (Snauwaert).  The realization of human rights can be seen as the necessary conditions and core values of participatory democracy and positive peace.  Educating for critical thinking and democracy would include questioning policy that deprives or denies any individual or group of any of their fundamental human rights. Such inquiry is a key process of peace education pedagogy.

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Summer Institute Series

The world is now seized by multiple, complex economic and political crises.  Many of the policies and political decisions that have contributed to these crises have been justified as furthering “democracy.”  The global economic crisis can be attributed in large part to the decisions and behaviors of a minority of the human family who control the world’s resources and act in short-term self-interest at the expense of the majority and the biosphere.  The political crises stem from similar origins, the policies and strategies of those who wield state power without regard to universal human rights.  During the year of the 60th anniversary of the Universal Declaration of Human Rights (UDHR) and the “International Year of Human Rights Learning,” it is fitting that the IIPE consider the framework of Human Rights as an ethical vision for just and democratic global and local societies.  Human rights learning as peace education offers a pedagogy for an education toward the realization of essential rights, responsibilities, duties and obligations of an informed and engaged democracy. Through human rights learning as peace education, citizens may be capacitated to critically examine and challenge political ideas; inquire into economic and environmental policies; propose and consider alternatives; and work toward a more just global future. We invite applicants to join the IIPE 2009 inquiry that will identify and assess the social, political and educational structures that pose impediments to the realization of human rights and a culture of peace.  We will seek to examine the links between economic and political crises at the local, state, regional and global levels and look for ways to address them through education.  Through our common discourse and reflection we will learn together about possibilities for formal, non-formal and informal education to capacitate citizens to pursue democratic change.  We encourage all applicants to consider how they might contribute to this exploration from their own experiences locally, nationally and regionally, as formal or non-formal educators, or as advocates or activists.  Together, we hope to illuminate the possibilities for human rights learning as peace education to guide us through and transform this epoch of political and economic crisis. References: Barber, Benjamin (1985).  Participatory Politics for a New Age.  Berkeley, CA: University of California Press. PDHRE – Peoples Movement for Human Rights Learning.   www.pdhre.org Reardon, Betty. Statement prepared for PDHRE.  www.pdhre.org  Snauwaert, Dale (2005). “Reclaiming the Lost Treasure: Deliberation and Strong Democratic Education,” Educational Theory, 42:351-367.

Application Information: An online application will be available beginning in early January, 2009.   Applications must be submitted by March 15, 2009 for full consideration.   Notices of acceptances will be sent in early April.  If you require an earlier response for funding or institutional purposes please contact the IIPE secretariat at [email protected]. Acceptance for participation in the IIPE is based upon applicant’s potential contribution to the goal of developing and strengthening peace education and human rights

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Summer Institute Series

learning in the host region and toward a more global perspective on peace education among all participants. The IIPE attempts to practice the principles of peace education by engaging all participants in our short term learning community in an experience of participatory learning in which all of us can learn from each other. Therefore the IIPE is limited to 65 total participants. The IIPE requires full-time participation from all participants. You must be able to participate in the full period of the IIPE (July 26-August 2) for your application to be considered. If after acceptance a participant finds he or she must leave early or arrive late, their place will be given to another on the waiting list.  For full details on acceptance criteria and application procedures please visit the IIPE website. 

Participation Fees: Participation fees cover all onsite costs including food, housing (double occupancy), local transportation and excursions. Participation fees for 2009 are still being determined and should be announced when the application period opens.  Participation fees average between $450-650. 

Scholarship: The institute operates on a self-sustaining basis in which all participants, including the organizers and presenters pay their own travel and participation fees or find their own funding. The IIPE attempts each year to raise a small scholarship fund for participants coming from currency poor or post-conflict countries.  Unfortunately scholarships are not provided for participants applying from the U.S. or Western Europe.  Scholarships come only in the form of participation fee waivers (the IIPE does not provide financial support for travel or other expenses).  If you think you will be in need of scholarship please indicate so when applying.   We hope you might consider a contribution to the IIPE to fund scholarships. Your generosity will help ensure that those potential participants in greatest need of training and solidarity will be able to attend the institute. We would be grateful for any amount you may be able to donate. All donations are tax deductible.  You may download a donation form or donate online by credit card at www.i-i-p-e.org/ donate.html.  

Contact Us: The International Institute on Peace Education is globally coordinated by Global Education Associates.  The International Institute on Peace Education                                          care of: Global Education Associates                                                      475 Riverside Drive, Suite 1626B                                                 New York, New York 10115  web: www.i-i-p-e.org email: [email protected] tel: 212-870-3290

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A Summer Institute at the University of Maryland

Summer Institute Series

July 6- 10, 2009, College of Education

Education for Global Peace

An exciting week-long multidisciplinary institute for K-12 teachers and those enrolled at the University of Maryland will be offered in July 2009 to advance new ideas, skills, teaching methods and educational theories about peace education and peaceful cooperation and co-existence. Continuing education credits will be available through the University of Maryland. Professors Jing Lin and Barbara Wien will co-lead the summer institute. Concepts of compassion, empathy, kindness, cross-cultural understanding, ecological-balance, nonviolence and conflict resolution will be extensively explored. Participants will learn new theories, ideas, approaches, and resources. They will spend time in teams enhancing their existing curricula and developing new lesson plans, resources and activities. Or they will conduct research on critical issues in education and propose creative projects or approaches.

OBJECTIVES for THE PROGRAM

1. To advance new learning skills 2. To enhance our knowledge and 3. To develop or strengthen our capacity for peace building in education.

THE NEED

It is no longer possible to think of a nation’s survival and well-being in isolated terms. More than ever citizens are aware of the interconnectedness of our planet and the global consequences of our choices. Violence in our schools, war, terrorism, global warming, world overpopulation, human rights violations, pandemic diseases, international trade, poverty, and other critical concerns are systemic and interrelated. These new realities mean that we can no longer view ourselves as citizens of a single nation. Teaching for greater global equality and responsibility is the central question for our era. Education for global peace teaches students to share the earth’s resources fairly. It calls into question the inevitability of war and violence. It challenges destructive and unfair practices such as bullying, whether on the world stage or on the playground. Humiliation and domination have no place in our future. Education for global peace introduces a new mentality that all of us are brothers and sisters under the skin, no matter our nationality, creed, race, gender or ideology.

Program Schedule Day One: 9:30 AM 9:45 AM 10:15 AM 10:45 AM

12:30 PM 1:30 PM 2:30 3:30 PM

Welcome and Introductions: Dr. Jing Lin Community-Building Activities and Ice-breakers A Brief History of Peace Education in the United States: Barbara Wien Reading: Laura Finley’s Introduction Chapter Dr. Martin Luther King’s vision of the “Beloved Community” Deepening our understanding and definitions of peace Interactive small group discuss the meaning of peace LUNCH Theories on the Roots of Violence and Critical Challenges for Educators The Infusion Method of Peace Education—Barbara Wien Adjourn for the Day

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Day Two

Summer Institute Series

9:30 AM 9:30 AM 11:00 AM 12:30 PM 1:30 PM

3:30 PM

Debrief yesterday’s program. What went well? What to do differently? Insights or ideas for teaching from yesterday’s program? Universal Love: Fundamental to Moral and Spiritual Intelligence Dr. Jing Lin “The Promise,” a film about Israeli and Palestinian Youth LUNCH Small group discussions about the relevance for teaching Participants also bring materials and text books to share Primary working group Secondary working group Other working group Adjourn for the Day

Day Three 9:30 AM 11:00 AM 12:30 PM 1:30 PM 2:30 PM 3:30 PM

The Lexicon of Peace: Images and Language: Dr. Rebecca Oxford Revamping School Curriculum and Culture for Peace; Revamping School Reforms for Wisdom LUNCH Creative Artwork and Other Mediums for Peace Group Discussions of assigned readings & implications for teaching Primary working group Secondary working group Other Adjourn for the Day

Day Four 9:30 AM 12 NOON 1:00 3:30 PM

Presentations on Peace Organizations, Initiatives, Approaches and Paradigms LUNCH Working Group Discussions Primary working group Secondary working group Other Adjourn for the Day

Day Five 9:30 AM 12:30 PM 1:30 PM 3:30 PM

Participants Present New Peace Education Projects or Lesson Plans LUNCH Presentation continues Closing Ceremony, Good-byes and ADJOURN

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Call for Manuscripts & Proposals Books Series on Peace Education

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Editors Edward J. Brantmeier, Colorado State University Ian Harris, University of Wisconsin – Milwaukee Jing Lin, University of Maryland

he editors of this series welcome manuscripts that address how peace education provides information about the roots of conflicts and strategies for peace. Peace education is an important part of peacebuilding, which helps avoid major conflicts by building a culture of peace through generating peaceful attitudes, dispositions, values, behaviors, action-orientations, and social structures. Books in this series will address how education can contribute to building a culture of peace by teaching: tolerance; diversity affirmation; common understanding; intercultural empathy; reconciliation; renewal; compassion; conflict management skills; and a variety of nonviolent, peace-building skills. The editors welcome studies from a wide variety of disciplines—curriculum theory, educational psychology, history, philosophy, anthropology, and sociology of education, teacher education, comparative and international education, critical theory, cultural studies, language education, feminist studies, religious studies, and environmental education. In our times, peace education efforts can be positive, integrative, restorative, generative, and transformative. In other words, rather than defining peace education in the negative such as education for the elimination of violence, peace education efforts can be understood in the positive as creative, generative efforts that integrate knowledge and action, that integrate differences in ways that both honor diversity and establish common ground. Peace education works on bringing people together. This series on peace education hopes to illuminate the problems, challenges, and rewards associated with using educational means to diminish/ eliminate and avoid conflicts. How effective is peace education in bringing about peace? What are its strengths and weaknesses as a strategy to achieve peace? How is peace education carried out in different venues—colleges, schools, and community groups? How is peace taught in different cultures? The editors welcome manuscripts about war and peace and other peace studies themes that exhibit a clear connection to teaching and learning for solutions to promoting harmony and to building a peaceful world. Example of possible titles are: • Promoting Peace Language Education for a Peaceful World • Voices and Actions of Peace from Youth • Integrating Peace Education in Teacher Education • Transforming Higher Education for Peace-Building • Disarmament Education and Demilitarization Education: Past, Present and Future • The Teaching of Love, Peace and Wisdom: A New Understanding of World Religions • Leaders of Peace Education: Leadership for Transformation • Creative Peace Education in Elementary Schools • Creative Peace Education in Secondary Schools • Peace Education & Environmental Sustainability • Inner Peace: The New Role of Education for Peace-Building • Cyber Peace: Technology as a Means for Peace Education • Critical Pedagogy as Peace Education • Cultural Variations of Peace Education • Peace Education: Resilience and Reconciliation

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HOW TO SUBMIT A BOOK PROPOSAL FOR THE PEACE EDUCATION SERIES TO IAP Please help Information Age Publishing (IAP) envision the purpose and audience for your book project by writing a proposal that includes the following elements. IAP’s goal is to understand how your book could make an important, unique contribution to your field. Begin your proposal by explaining the overall objectives and significance of the book project in a detailed statement of purpose (1-3). In writing your statement of purpose, please respond to the following questions: • Who is/are the author(s)/editor(s)? • If this is an edited volume, include a list of contributors/affiliations. Please indicate if this is a tentative list. • Who is your audience for this book? (e.g., academic or professional, adoption potential or reference work)? • How could the book be marketed (e.g., are there professional societies or SIGs that would be interested in this book)? • How do you expect readers to make use of this book? • How does the book extend current knowledge in your field of study? • How does the project explore previously unrecognized or infrequently considered topics in the literature? Also tell us: • • • • • •

How this work fits in with the published literature If any of the information about the book or its author(s) is tentative The length of the project Your schedule for delivery of the final draft About any special production issues such as complicated graphics, art work, photos, etc. Whether you are submitting your proposal to other prospective publishers. In addition to your statement of purpose, please add:

An outline of the book that provides a short narrative description of each chapter. For edited volumes, provide a list of the chapter titles or topics that will be covered as well as the names and backgrounds of authors (a couple of sentences). A sample chapter and a resume or curriculum vitae for the authors(s) or editor(s). The proposal should be emailed to: [email protected]

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New Books Announcement Peace Education: Exploring Ethical and Philosophical Foundations by James Page, Southern Cross University, Australia

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eace education is now well recognized within international legal instruments and within critical educational literature as an important aspect of education. Despite this, little attention has been given in the critical literature to the philosophical foundations for peace education and the rationale for peace education thus remains substantially an assumed one. This investigation explores some possible ethico-philosophical foundations for peace education, through an examination of five specific ethical traditions: 1) virtue ethics, whereby peace may be interpreted as a virtue, and/or virtue is interpreted as peacefulness, and peace education as education in that virtue; 2) consequentialist ethics, whereby peace education may be interpreted as education regarding the consequences of our action and inaction, both as individuals and collectivities; 3) conservative political ethics, whereby peace education may be interpreted as emphasizing the importance of the evolution of social institutions and the importance of ordered and lawful social change; 4) aesthetic ethics, whereby peace may be interpreted as something beautiful and valuable in itself, and peace education as emphasizing the importance of that beauty and value; and 5) the ethics of care, whereby care may be interpreted as a core element in peace, and peace education as encouraging trust and engagement with the other. The study addresses major contributions to each of these ethical traditions, the strengths and weaknesses of the tradition, and the ways in which the tradition provides support for peace education. It is argued in the study that each tradition provides only a partial basis for peace education, and that ultimately a holistic and integrative understanding is required, one that encourages a culture of peace. “... an important addition to the emerging literature on peace education and the culture of peace” (From the Foreword by Koichiro Matsuura, DirectorGeneral of UNESCO).

Peace, Justice, and Security Studies: A Curriculum Guide by Timothy A. McElwee, B.

Welling Hall, Joseph Liechty, & Julie Garber

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ully revised to reflect the realities of the post–September 11 world, this acclaimed curricular reference provides a comprehensive review of the field of peace, justice, and security studies. Seven introductory essays systematically cover the state of the discipline today, surveying current intellectual and pedagogical themes. These are followed by seventy classroom-tested syllabuses organized by topics and including course descriptions, schedules, bibliographies, and notes on successful teaching practices. In keeping with the multifaceted nature of the subject, multiple perspectives, among them political science, philosophy, religious studies, sociology, and anthropology, are fully represented in this indispensable resource. Timothy A. McElwee is Plowshares Associate Professor of Peace Studies and director of the Peace Studies Institute at Manchester College. B. Welling Hall is professor of politics and international studies and Plowshares Professor of Peace Studies at Earlham College. Joseph Liechty is associate professor of peace, justice, and conflict studies at Goshen College. Julie Garber is editor of Plowshares publications for Earlham, Goshen, and Manchester colleges. (Content from the publisher Lynne Rienner’s website.) Praise for the previous edition: “Provides unsurpassed resources for teachers.... Anyone planning a new course or reviving an old one would be wise to start here.... Regardless of the approach one chooses in teaching peace studies, the syllabi provide starting points for virtually any topic a student may want to research. I imagine my copy getting worn, stained, and dog-eared in fairly short order and remaining in active use long after.” — Peace & Change

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A NEW SCIENCE OF VIRTUES In what ways might the humanities and the sciences cooperate to develop richer understandings of virtue for modern societies? The Arete Initiative at the University of Chicago is pleased to announce a new $3 million research program on a New Science of Virtues.  This is a multidisciplinary research initiative that seeks contributions from individuals and from teams of investigators working within the humanities and the sciences.  We support highly original, scholarly projects that demonstrate promise of a distinctive contribution to virtue research and have the potential to begin a new field of interdisciplinary study. 2010 RESEARCH GRANTS In 2010, about twenty (20), two-year research grants will be awarded ranging from $50,000 to $300,000.  Scholars and scientists from around the world are invited to submit Letters of Intent (LOI) as entry into a research grant competition.   For a description of the required Letter of Intent and more information about a New Science of Virtues, go to: www.scienceofvirtues.org  or contact us directly at virtues@ uchicago.edu.

SCIENCE OF GENEROSITY Research Grant from the University of Notre Dame The University of Notre Dame is very pleased to announce a $3 million Request for Proposals (RFP) on the Science of Generosity, supported with funding from the John Templeton Foundation. Through April 1, 2009 we will accept 3-page letters of inquiry proposing research on generosity in the human and social sciences for the first wave of funding. From these letters of inquiry, a judges panel will invite full proposal submissions. The aim of this initiative is to stimulate scientific research on the practice of generosity in human life and society. We are particularly interested in better understanding three key aspects of generosity: * The sources, origins, and causes of generosity * The variety of manifestations and expressions of generosity * The consequences of generosity for both the givers and receivers involved. We will consider inquiries from scholars worldwide that propose to focus research on any one of these aspects of generosity or inquiries that propose to investigate more than one aspect and the linkages between them.

Grants, Projects, & Awards

Research Grant from the Arete Initiative at the University of Chicago

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Peace Education • Spring 2009

The cumulative knowledge gained from the grant awardees will begin to answer such questions as: * How do people come to believe that generosity is important? * How are people generous with time, money, and attention? * How does giving anonymously versus publicly affect generosity? * What difference does generosity make to the giver, recipient, and to society as a whole? * What are the costs of a lack of generosity? Proposed projects: • are encouraged but not limited to scholars in the disciplines of economics, sociology, psychology, anthropology, political science, social psychology, family and developmental studies, geography, law, education, communication and cultural studies, religious studies, business, finance, behavioral economics, and sociobiology (note: this initiative does not intend exclusively to fund research in the natural sciences or humanities) • may be either discipline specific of inter–disciplinary • may come from scholars with expertise in generosity research or those recently investing into researching generosity • may plan to employ any legitimate research methodology in the human and social sciences that is demonstrably appropriate for the proposed study • are encouraged to focus on identifying causal mechanisms that generate and obstruct generosity, not merely on significant statistical associations between variables • are encouraged but not required to partner with other sources of secure research funding • must be able to be accomplished with a budget of no more than $500,000 and within a three year time span (2009–2011) must be able to provide tax-exempt status All proposals will be judged in two stages – letters of inquiry (LOIs) and invited full proposals. An inter-disciplinary panel of judges will review and evaluate the LOIs and will select a subset of the most promising and appropriate of them to invite to submit full proposals. LOI authors will be notified of the first stage decisions, and researchers of selected projects will then submit their full proposals of about 25 pages plus supplemental materials. An inter-disciplinary panel of judges will review and evaluate the full proposals and recommend the strongest for awards. Full proposal authors will then be selected as grant awardees. (http://generosityresearch.nd.edu/request-for-proposals/eligibility) Beginning September 1, 2009, we will again be accepting 3-page letters of inquiry for review and full proposal request for our second wave of funding.

Grants, Projects, & Awards

Scholars and teams of scholars are invited to participate from the fields of economics, sociology, psychology, anthropology, political science, social psychology, family and developmental studies, geography, law, education, communication and cultural studies, religious studies, business, finance, behavioral economics, and sociobiology.

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FULBRIGHT SCHOLAR AWARDS

   (Applicants for all awards must possess U.S. citizenship)

Please mark your calendar and visit http://www.cies.org/us_scholars/ after March 1, 2009 to view further details and complete an on-line application through the CIES website.  Applications for all 2010-11 awards are due on August 1, 2009.

Grants, Projects, & Awards

The Council for International Exchange of Scholars is pleased to announce that U.S. Fulbright Scholar Awards for Conflict Resolution will be offered in the 2010-11 academic year for the following countries:   ISRAEL   (Award #0411 Fulbright-Tel Aviv University Fellowship) Lecture and engage in collaborative research with a Tel Aviv University partner.  Grant duration may be for 4-10 months.   JORDAN   (Award #0416) Conduct research in any area of interest. Researchers are encouraged to present occasional lectures at institutions throughout Jordan. Arabic proficiency is required. Affiliation is determined by the Binational Fulbright Commission in Amman.  Grant durations may be for 4-10 months.     LEBANON    (Award # 9419) Lecture, conduct research, or pursue a combination of the two for one to two semesters in Lebanon. Most lecturing is in English, although the ability to communicate in Arabic and French may be an asset. Researchers must have language proficiency appropriate to the proposed project.  Institutions for affiliation are as follows: Lebanese University, Lebanese American University, U. of St. Joseph, U. of Balamand, Notre Dame University, Haigazian University, Holy Spirit University of Kaslik, American University of Beirut.   In addition to the conflict resolution awards, the following award in International Humanitarian & Human Rights Law will also be offered:   WEST BANK  There are three grants available through this award. One grantee will be selected to carry out each of the following: 1.) Conduct research and lecture at the undergraduate or graduate level; 2.) Teach graduate courses for M.A. program; or 3.) Teach skills to students who provide free legal services, help develop the clinical human rights program, and assist in drafting human rights reports.  Grantees will all be based in Jerusalem at AlQuds University. This is a 10 month grant. Lecturing is in English, although knowledge of Arabic is helpful.  Applicants should possess a Masters degree and 5 years of professional experience or a doctorate in law, plus teaching experience.

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Peace EDUCATION ONLINE RESOURCES Teaching Guide Online

Peace Media Website Georgetown University’s Conflict Resolution Program and the United States Institute of Peace have created an online database of multimedia resources related to conflict management, as well as best practices for designing and using them.  This project is called The Peace Media Clearinghouse and the website is http://peacemedia.usip.org. The resources include films, radio and TV programs, video games, music, and more.  Many of these materials are accompanied by teaching guides that help educators and conflict management practitioners facilitate discussion or community action. The goal of this clearinghouse is to provide a central site where individuals and organizations working in the conflict management field can access materials that support conflict analysis and prevention, conflict resolution, and post-conflict reconstruction and reconciliation.  At the same time, the site will encourage development of the field itself by distilling best practices for creating and using multimedia in support of conflict management activities.  The clearinghouse will also feature a discussion forum to support direct interaction among members of the field.

The Peacebuilder’s Forum website has launched! In order to better serve our members, Alliance for Peacebuilding (AfP) has launched the Peacebuilder’s Forum as a website (http://forum. allianceforpeacebuilding.org).  This website currently hosts all of the same information you have been receiving in the Peacebuilder Forum e-mails. In addition, the Peacebuilder’s Forum hosts discussion forums and resources for members.  You or one of your colleagues should be receiving an email with instructions on how to log on and use the Peacebuilder’s Forum website.  If you do not receive such an e-mail or are having trouble logging into the Forum, please do not hesitate to contact Rachel Okun (Membership and Operations Manager) at [email protected]. If you have anything you would like to post in the Forum, please e-mail peacebuildersforum@ allianceforpeacebuilding.org.

The Discover Human Rights Institute at The Advocates for Human Rights has recently published a teaching guide suitable for 9th graders through to adult learners entitled The Road to Peace: A Teaching Guide on Local and Global Transitional Justice. This teaching guide contains ten lesson plans on conflict resolution and restoration of justice in the aftermath of war. The Road to Peace teaches about justice on a local and international scale, asking students to make connections between instances of justice and injustice in their own lives, and in situations where justice has been or is being threatened in other countries. The guide includes: • • • • • • • • • •

Lessons on the root causes and costs of war and conflict Overview of human rights and different transitional justice mechanisms Mock war crimes tribunal and mock truth commission role plays In-depth country case studies Individual case studies on human rights abuses Investigative tools to study the need for transitional justice in the U.S. Skill-building resources on how to apply reconciliation on a local level Conflict resolution and peer mediation exercises Transitional justice glossary Resources for further study and action on peace and justice

To download this guide please go to http:// discoverhumanrights.org/3e4d356b-9922-4a97afa7-918957e53e86.

Peace Education Book Online According to the authors of the book Peace Education: A Pathway to a Culture of Peace (by Navarro-Castro & Nario-Galace), one of the necessary steps to build a culture of peace is to mobilize education which is at the heart of personal and social development of a people.  To download a copy of the book go to: http://www.gppac.net/page. php?id=1741.

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Development & News in the

PROGRESS REPORT OF The Initiative on Education for Peace, Cooperation and Development at the University of Maryland SEMESTER ON PEACE ◊

This will be organized in the Fall of 2009, as a response to the Semester on War at the University of Maryland, which features 25 courses without mentioning any peacemaking efforts. Our effort is to provide a balanced picture of peace and war, and possibilities for peace building and peace education.

◊

The following will be continuously updated, as we anticipate more courses to be listed and events to join in. COURSES

EDCI 488L Embracing Diversity in Classroom Communities (Dr. Connie North) EDCI 788

World Languages, Globalization and Peace (Dr. Rebecca Oxford)

EDHI 605

Comparative Education (Dr. Nelly Stromquist)

EDHI 681

Education for Global Peace (Dr. Jing Lin)

EDHI 606

Political Economy of Education in a Global Context

EDHI 788N Nonformal Education (Dr. Nelly Stromquist) EDCI 788

Spirituality Education and Peace (Dr. Rebecca Oxford & Dr. Jing Lin)

EDPS 624

Culture in Education Policy and Practice (Dr. Barbara Finkelstein)

EDPS 731

Transcultural Education Policy and Practice (Dr. Barbara Finkelstein)

HONR229R East Meets West: Cultural and Educational Dialogues (Dr. Rebecca Oxford & Dr. Jing Lin) HONR359B Alternatives to Violence (Dr. Colman McCarthy) WORKSHOPS

Career Workshop for Conflict Resolution, Peace Studies and Peace Education (Ms. Barbara Wien)

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The Art of Active Listening (Dr. Connie North)

SPEAKERS

CISSM Forum DANCE/PERFORMANCES

Asian Night, Global Family Performance/art contributions (Dr. Karen Bradley) Art exhibition (Dr. Margaret Walker) DIALOGUES

Peace Intervention or Negotiation Dialogues (Prof. John Grayzel) BOOK EXHIBITION

Book Collections on Peace, McKeldin Library (Yali Pan in charge)

PEACE EDUCATION BOOTH AT MARYLAND DAY A GREAT SUCCESS! The Initiative on Education for Peace, Cooperation and Development (IEPCD) rented a booth during the Maryland Day on April 25, 2009, to spread the words of peace and peace education. Maryland Day is an event that usually attracts 75,000 people to campus. This year, it attracted 77,000 people. Maryland Day features departments, programs, and events at the University of Maryland. It combines learning and fun together. Kids love it! The IEPCD is a group of faculty, staff and students (also some external members) who are committed to integrating peace education into the research, teaching and activities of the whole university. We take advantage of many occasions to promote peace education. The main activities of the IEPCD booth at Maryland Day were: give out a “Think Peace” sticker to people; give out flyers about the Semester on Peace to passersby; have people sign up for events and teaching for the Semester on Peace; and teach children to make origami cranes. The most important activity was to have people write a note on what they think

Development & News in the

World Religions and Peacebuilding (Drs. Jing Lin and Rebecca Oxford)

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Development & News in the

peace is about. Once this was written, it would be posted on the huge hanging Globe inside the tent. The event was a great success! At 8:35 in the morning, many people came to help set up the booth—Alex, Simon, Steve, Karen (and her husband), along with Janet and Jing. Then quickly came Rebecca and her husband Cliff, Yingji, John and Bengu. Nelly came not long after, and Ai and Yali came in the afternoon. In all, the day’s success is due to collective effort.  President Dan Mote came to our booth, as well as the Provost. Both wore our peace stickers and the provost remarked that “another world is possible.” We gave out a thousand “Think Peace” stickers and people walked with it in the campus. The beautiful poster designed by Rebecca to invite people to write down what they think about peace attracted hundreds of people who wrote down and posted their notes on the Globe in the tent. The globe with hundreds of colorful notes on it is a phenomenal and touching view. The notes convey messages which are overwhelmingly rich and interesting. All in all, peace is in people’s heart! Our booth is unique. Yingji folded many paper cranes which decorated the booth to look very beautiful and peaceful. She and Ai attracted crowds of kids who wanted to learn about how to fold a paper crane. The flyer on Semester on Peace, with a drop of water vibrating out, sends the message of peace and hope, and got many people interested and dozens of people signed up to want to be involved with the Semester on Peace. Jing took a lot of pictures which show the great variety of people visiting the IEPCD booth, IEPCD Booth at Maryland Day especially the beautiful kids. The success of the Maryland Day peace effort was due to many people’s efforts: Janet and Bengu who prepared most of the materials for the Maryland Day, esp. Janet, who demonstrates master level skills in conceptualizing the booth. Bengu, Simon, Nelly, Rebecca and Yali stood under the hot sun, especially Bengu for hours, to invite people to write down their notes and to hand them the stickers and the flyers. Rebecca’s creativity and great vitality throughout the day was essential; and Yingji who were quietly doing the work of posting the notes in the back and folding and decorating the paper cranes. Karen and Steve helped a lot; and Ai and Yali re-energized the activities with their cheerfulness and efforts in the late hot afternoon sun.  We want to express our deep appreciation for the Dean of College of Education, Donna Wiseman, who supported the IEPCD initiative with funds for the Speaker Series, and Stephanie Goodwin, who helps in ordering the equipment. Overall, the day was engaging and fun. One can literally feel the energy of peace vibrating in the campus and in the community...

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Final Report

F

ollowing on our interim report of September 2008, the Task Force on Peace and Justice in International Education is pleased to present its final recommendations to the NAFSA Board of Directors, pursuant to the charge issued by President Everett Egginton in March 2008. As was noted in September, the principal finding of the first phase of our work is that while there has been demonstrated interest among the NAFSA membership and leadership in advancing international education as a tool for promoting peace and justice, the Association has not yet been intentional about charting a path in that direction. This report then lays out recommendations to address that challenge. Process

The Task Force met in Washington, DC at the Annual Conference and again in Los Angeles at the September Board Meeting, in addition to holding a series of conference calls. Several contacts were made at the annual meeting of the Peace and Justice Studies Association, including with the U.S. Institute of Peace and the Peace Education Center at Teachers College, Columbia University. The Task Force also sought the input of NAFSA’s Peace and Justice Special Interest Group. The Task Force charge and list of members is included as an appendix to this report. Defining how international education can support peace and justice

Since their emergence shortly after the Second World War, the fields of peace and justice studies and conflict resolution have grappled with the same definitional dilemmas that this Task Force has encountered over the course of its work. For our purposes, we have used a definition of peace known to academics as “positive peace,” which can be seen as coexistence that embodies socioeconomic and political justice, acknowledgement of basic equality, and mutual respect for human rights and dignity. This is more than simply an absence of violence, or “negative peace,” and instead represents a social system wherein structural violence against particular groups is reduced or eliminated and where there are socially accepted, non-violent means to resolve intergroup and interpersonal conflicts. Yet given the enormous scope of that definition, the Task Force determined that in order for international education to support a peace and justice agenda, we must lay out a strategic direction for both the Association and the field of international education and exchange. We propose the following such language:

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Task Force on Peace and Justice in International Education

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Development & News in the

We believe that the field of international education was founded out of the belief that international educational exchange promotes peace, justice and well-being in the world.  Yet as the field has grown in complexity and scope, it has become increasingly difficult for individual international educators to keep that broad charge in mind.  We believe that NAFSA, as the leading association in international exchange, should play a leadership role in reconnecting international educators to our core value that international education is a force for promoting peace and justice in the world.

How NAFSA’s activities are already advancing a peace and justice agenda

As was mentioned in the Task Force’s Interim Report, there has been growing member interest in addressing issues of peace and justice in the field of international education. At the same time, we have seen these issues touched upon in conference sessions, publications, and professional development workshops, usually through member-driven initiatives. Further, the Task Force strongly believes that NAFSA’s robust public policy advocacy efforts further the cause of peace by actively seeking to increase access to exchange programs—both for U.S. citizens going abroad and international students and scholars coming to the United States. Concrete actions for the short-term

The Task Force was pleased to learn that the focus on peace and justice at the 2009 Annual Conference will continue to grow. At the 2008 conference, approximately 5 percent of the 200 sessions addressed these issues, as did exceptional plenary sessions, particularly by Ishmael Beah. For 2009, this ratio appears to have been maintained. Of particular note for the 2009 conference is a 3-hour training seminar conducted by staff from the U.S. Institute of Peace on making study abroad a peacebuilding experience, as well as a “miniplenary” featuring Barbara Wien, one of the founders of a group known as Peace Brigades International. These developments represent a continuing growth trend that we hope will continue in the following ways:  The Annual Conference Committee should seek to grow the number of sessions addressing

issues of peace, social and economic justice, and human rights, up to 15 percent of conference offerings each year.  Successful peace and justice sessions at the Annual Conference should be replicated, where feasible, at the regional level, so that these themes are emphasized in a different setting and with a different audience.  As the above example of working with the U.S. Institute of Peace demonstrates, NAFSA can and should provide a venue for organizations with deep background in providing training and education on peace and justice issues, especially in the near-term, as we do not expect to be able to integrate these themes into NAFSA’s regular offerings for a few years.  In addition, NAFSA should encourage the distribution of relevant information regarding connections between peace and justice and international education through the professional

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networks and International Educator including pointing out opportunities for our members to gain information through offerings by other organizations.

Longer-term issues to address

Over the course of our deliberations, the Task Force identified several areas that need to be addressed over the next one to three years, which the Task Force feels would be more appropriately addressed by other parts of the Association. These issues can be broken into conceptual level and operational level concerns. Conceptual issues

In its Interim Report in September, the Task Force noted that certain questions needed to be addressed in order to strengthen our theoretical depth in how peace and justice issues and international education are related. These questions remain, with some refinement:  What does global citizenship really mean, and how it can be defined for the field of international education?  How can international educators do more to promote global civic awareness? Are students coming out of an international experience feeling a sense of responsibility for what is going on in the world and an understanding of their role in a broader social, political and economic context? If not, what remedies can be implemented? What best practices exist that can be used to guide others?  How can/does NAFSA bring peace and justice issues to the forefront of international educators’ thinking and practice? How do these issues define our work as international educators?

The Task Force has concluded that these issues are better addressed through the longterm work of the Teaching, Learning, and Scholarship Knowledge Community. The first question has already been dealt with to some extent by scholars in several disciplines, including international education. Our own research has demonstrated that this question may well be too broad to be addressed conclusively. However, the Task Force believes that the latter two questions could guide some useful analysis that would benefit the Association and its members. Here we do not mean to usurp or derail the good work already being undertaken by this KC, rather, we are merely pointing out the most logical home within the Association for this particular work, and encourage them to include these issues in their work plans as they move forward. Operational issues

Our initial deliberations were based upon a set of recommendations issued by President

Development & News in the

The Task Force believes that these actions can be easily undertaken within the Association’s current scope of work, and would be largely budget neutral. These steps have the added value of both increasing the Association’s contacts with an increasingly diverse array of actors while simultaneously addressing a gap in our current offerings.

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Development & News in the

Everett Egginton at the January 2008 Washington Leadership Meeting. The Task Force agrees with many of the recommendations Egginton made at that time, and believes that these issues should be considered in greater detail by the appropriate bodies within the Association. There are three specific areas we believe merit further research and discussion:  Training services. To add depth to offerings provided through conference sessions and

seminars, the Knowledge Communities and the Training Coordination Subcommittee may wish to develop professional practice workshops on integrating peace and justice issues into international education programs. Whether or not to develop such workshops should remain at the discretion of the various Knowledge Communities and the Training Coordination Subcommittee.  Grants and scholarships. Grants could be developed for either students conducting research in peace studies and international education, or for NAFSA members seeking to develop international education programs that intentionally address peace and justice issues. At this point in time, NAFSA does not issue grants of any variety, and given current economic constraints, the Task Force does not believe that now is the time to address this question. However, the Board may wish to consider the possibility of this program in future years, provided a stable source of funding can be identified to support such a program.  Awards. An award could be created for either an international educator who has demonstrated a strong commitment to promoting peace and justice through their work, or for a campus or program that has demonstrated success in integrating peace and justice themes into international education programs. As a third option, an award could be given to a non-academic organization that promotes peace, justice and human rights through educational and other programming. Such an award, in any of these forms, could potentially be named for Ron Moffatt or for an international luminary with whom NAFSA has some connection. We recommend the Board consider these options at a future date. Proposed modification of the Strategic Plan

Finally, the Task Force was asked to propose modifications to the mission, vision, values, goals and objectives of the Strategic Plan for the Board to consider during the plan’s refreshing scheduled for March 2009. The Task Force considered modifications to Goal 1 (Advocate for U.S. policies, laws, and regulations that promote and enhance international education), Goal 2 (Establish internationalization as an essential component of higher education) and Goal 3 (Advance NAFSA’s leadership position in key knowledge areas). In each case, however, it was determined that these goals represent bold directions that can have dramatic impacts on the Association’s work. Thus it was determined that for the time being, we should focus on Goal 4 (Achieve excellence in professional development and educational products and services). We believe that this goal represents a logical starting point for becoming more proactive in advancing international education as a vehicle for promoting peace and justice. This goal encompasses a core part of NAFSA’s work, and we believe strongly that before we can be bolder in this area, we must first undertake expanding the knowledge base of international educators

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in the area of peace and justice. We therefore propose the addition of an eighth objective to Goal 4, underlined below: Lead Accountability

1. Identify emerging needs, prioritize potential product options, and test market viability to develop new products.

KCCC-TCS/ SIM All KCs

2. Raise the quality of core training programs and explore new modes of delivery.

KCCC-TCS

3. Continue to increase accessibility to information beyond traditional publishing—emphasizing Web-based tools and adopting innovative, interactive technologies. 4. Produce conferences that address a variety of learning styles, utilize state-of-the-art presentation methods, and promote networking. 5. Implement new models for timely product development and delivery. 6. Emphasize theory-to-practice integration throughout the knowledge community areas. 7. Serve as a resource to, and utilize the resources of, international educators based outside the U.S. 8. Articulate and promote the ways in which international education serves as a vehicle for promoting peace, social and economic justice, and global civic awareness.

KCCC-SIM ACC Regions VP, E&PD All KCs All KCs ACC All KCs ACC

Concluding thoughts

The Task Force believes that the above recommendations, including the proposed additional objective for the Strategic Plan, can guide NAFSA’s return to the roots upon which the field of international education was founded. NAFSA’s founders articulated their peace promoting mission most recently in the video shown at the Washington conference, but as the field has grown, these guiding issues have been overshadowed by the complexities faced in the day-to-day work of international education professionals. As both Ron Moffatt and Everett Egginton have stressed, the time is right for the field of international education to regain sight of these values, and we hope that we have been helpful in laying out the first steps of this process. We would like to thank the Board for the opportunity to work on this important project, and look forward to your feedback. Robert Gosende Chair

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Goal 4: Achieve excellence in professional development and educational products and services.

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Development & News in the

Appendix: Task Force Charge and Composition

Charge to the Task Force President Egginton asked the task force to present to the Board of Directors a recommendation covering the following elements: 1. Define what it will mean for international education to support a peace and justice agenda—what would characterize international education if this goal were met? What kinds of things would be occurring in international education? 2. Report on the extent to which NAFSA’s activities—specifically its training, practice information, conference content, and advocacy—are already advancing a peace and justice agenda. 3. Identify opportunities within the current activities to increase the focus on peace and justice. 4. Identify opportunities for NAFSA to indirectly support others already working to infuse international education with a peace and justice agenda. (By indirect, meaning raising NAFSA members’ awareness by referencing others’ work our materials and Web site, inviting them to give conference sessions, articles about their activities in International Educator, etc.) 5. Identify opportunities NAFSA itself may have to initiate activities to serve students or faculty in this area. 6. Prioritize the opportunities from 3-5 above in terms of their impact on the goal of integrating a peace and justice agenda into international higher education. 7. For the highest priority items, indicate which can and should be accommodated within the operational budget in future years. Which of the highest priority items will require additional funding to be accomplished? 8. Propose changes, as needed, in the mission, values, goals or objectives of the strategic plan to accommodate a peace and justice agenda in the future—these to be considered in the refreshing of the strategic plan for 2009-2011. Composition  Robert Gosende, Associate Vice Chancellor for International Programs, State University of New York, Task Force Chair  Masume Assaf, Associate Director, International Programs, Pennsylvania State University  James Cooney, Associate Provost for International Programs, Colorado State University  Donald Dellow, Associate Professor of Higher Education, University of South Florida  Ivor Emmanuel, Director, International Students and Scholars, University of California, Berkeley Staff support was provided by Jason Terry, Special Assistant to the Executive Director and CEO.

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Peace Education in Spain

By Antonio Paleo & Ian Harris Ian Harris and Antonio Paleo in the Alcazaba in Malaga *

“Defending historical memory is one way to resist totalitarianism.”

T

the authors

he roots of education for peace in Spain go back to the first International Peace Congress in the Hague, Netherlands in 1899 which addressed the problem that youth in every country were being educated for war. The result of these educational practices was the bloody first half of the twentieth century with its wars with consequences we still feel today.



PEACE EDUCATION IN THE FIRST HALF OF THE TWENTIETH CENTURY

In Spain the figure of Ferrer Guardia is key to understanding the processes of pedagogical renovation that began in the twentieth century. In August 1901 the “Modern School” was founded in Barcelona, a project that * This essay grew out of a meeting between these two authors in Malaga, Spain on December 12, 2008. The material presented by Antonio Paleo has been translated by Ian Harris.

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promoted a free teaching style and the transformation of enemy images. Conservative sections of the Catholic church were suspicious of this educational freedom and felt threatened by it. In 1909 Ferrar Guardia was executed on Montjuic prison. Peace education in Spain began in the 1920s and 1930s in movements to renew schooling. The first International Education Congress in 1921 in Argentina provided in its documents references to equality and cooperation between the sexes and other references to subjects covered under the heading “Education para la Paz.” In 1927 in Prague there was an important international conference entitled “Peace for Schools.” The conference was divided into four parts—psychology, teaching, hands on learning, curriculum—and encouraged those in attendance to share notes from their practice. These efforts called upon teachers and educational centers to contribute to the reconstruction of a new society by teaching about how peace could be achieved. Maria Montessori (1870-1952) was perhaps the greatest peace educator in the twentieth century. Like John Dewey and the Catalan, Pere Rosselo, she argued for a positive concept of peace education, not only to demonstrate the horrors of war but to stimulate a spirit of cooperation and understanding. Montessori is a key reference for peace education for her pedagogy and for her travels around Europe in the 1930s lecturing against a traditional education system that supported and even promoted fascism. She considered peace education not only a goal for educational endeavors but also a method for positive peace. She contributed an optimistic approach to teaching that could lead to social amelioration by promoting a concept of human brotherhood to help make war outmoded. It is easy to see how many teachers and professors would have believed in these emerging new models of freedom and pacifism. These early efforts for peace education in the beginning of the twentieth century were frustrated by Franco seizing power in 1936 and the following repression. Many unknown but important Republican educators went into the army at that time. PEACE EDUCATION IN THE SECOND HALF OF THE TWENTIETH CENTURY

At the end of the nineteen sixties and the beginning of the 1970s people were discovering Mohandas Gandhi and the nearby presence (in the south of France) of the Arc Community founded by Lanza del Vasto in 1948. The

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opening of Spanish society to the outside brought to many sectors an awareness of minorities, especially to the young and people related to base communities. At this time the second surge of education for peace occurred in Spain at a time that coincided with demonstrations against the war in Vietnam. In 1964 Lorenzo Vidal—poet, educator, and pacifist—founded the “Day School for Nonviolence and Peace” [el Dia Escolar de la No-violencia y la Paz (DENIP)] on the thirtieth of January, the anniversary of the assassination of Gandhi. A proposal developed for the school, which was at first modest, provided a base for the majority of peace initiatives and activities that developed in educational centers throughout Spain. EL DENIP, as said its founder, “was a seed for nonviolence and peace deposited in the minds and subconscious hearts of educators and through them into society.” At this time the Modern School incorporated in its 1965 charter, article two, “we pledge to make our students into conscientious and responsible adults who will build a world that will outlaw war, racism, all forms of discrimination, and human exploitation.” Peace education received a nudge from progressive elements within the Catholic Church. Justicia i Pau is a Christian organization that came into being in Cataluna in the year 1968 and its goal is the promotion and defense of human rights, social justice, disarmament, solidarity and respect for the environment. In the city of Granada in 1971 the Christian community founded by Pope Dodoy and Fermina Puesta (who received in 1994 the “Medal of Andalucia” or “Favorite Daughter” awards for her social and political accomplishments) developed a commitment with people in labor movements to start thinking of themselves as part of a nonviolent movement. This group lived together in a house and worked with the poor. Education for peace started with a group of people interested in nonviolence who were social workers interested in social problems and human rights. Among other activities brought nonviolence and peace to the schools and other institutions of education. Pax Christie from Barcelona used nonviolent methods against Fascism in their work for “Amnesty and Freedom,” encouraging education for peace. Pepe Buenza, an activist in the Democratic Union of Students for at the University of Valencia, was tried by a military tribunal on April 23, 1971 for refusing to do his military service. Within the Spanish military state his sentence and his testimony as the first conscientious objector popularized conscientious objection among the youth. Likewise, it helped promote nonviolence among the antifranco sectors of society. Gonzalo Arias, a writer and UNESCO translator, took some initiatives to oppose the sentence given to Pepe Buenza. He also was outspoken about the necessity of democracy in Spain. He put together a book, Aprendiz de la Noviolencia, in which he translated, edited, and made available texts of Gandhi and other nonviolent authors. In the 1970s in Barcelona—Cantabria, Euskadi, and Andalucia—the first nonviolent groups were being formed. The movements for conscientious objection and nonviolence became part of the struggle against the Spanish dictator. Young people in the Basque region started to meet in 1972 to plan nonviolent activities and support Pepe Buenza. This initial objective lead them to form Bakearen Etxea in 1977. Members from this group formed in 1980 the Community Lakabe in an abandoned town in Navarra. One of its activities was to spread peace education in educational circles. They treated peace as a necessary part of life. Twenty-eight years later Lakabe stood as an example of nonviolent community living. In 1976 the Friends of the Arc Community in Tarragona organized a professional training course in nonviolence blessed by Lanza del Vasto. In Cantabria young conscientious objectors, volunteers in Peace Brigades International in Latin America, and educators created a group for peace education. One of their most important contributions was the diffusion of games and the dynamics of cooperation. In the fall and winter of 1973 a group of workers from Malaga gathered regularly to reflect upon the life of Gandhi and nonviolent action. After three months of study and reflection they formed el Grupo de Accion Novolenta de Malaga (GANV) which lasted for 15 years until 1988. In Malaga in 1973 an affinity group started reading Gandhi and Vinoba. This initiative spread through Andalucia in other cities like Granada and Cordoba, etc. Stimulated by the threatened use of nuclear weapons, they were studying nonviolence. Until 1988 this group struggled to interest people in the province of Andalucia in nonviolence. In 1981 they started campaigning against

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war toys for children. In 1982 they protested against war taxes and lobbied in high schools, colleges and universities for disarmament education. The group in Malaga started to recognize thematic groups: workers movements, conscientious objection, opposition to paying war taxes, ecology, and gender equality for peace education. El GANV facilitated summer school courses in 1985 in peace education with the participation of 1800 teachers and developed a workshop that was described in the press with the following “To educate for peace is to educate for disobedience to injustices. Don’t suppose that it will make your children tranquil but rather children that become capable of looking how to resolve conflicts nonviolently. To educate for peace means in sum to train children to think before reacting and choosing the most suitable solution among many options.” In 1977 at the end of the year the first nonviolent camp was established in Vitoria. These gatherings became the basis to develop in Spain nonviolence and conscientious objection. One of the principal agreements was to strengthen the coordination between the different people and groups all over the country. During the meeting there was an exchange of knowledge and experiences about education for peace. In meetings at the national level people dedicated themselves to convene on a regular schedule to exchange experiences and develop curriculum for peace education. In the beginning of the 1980s John Paul Lederach visited Spain. For several months he interviewed groups and collectives related to the pacifist movement for the whole country. He was working on a research project to study nonviolence in Spain. This resulted in a publication “Els anomenats pacifistes: la no-violencia a l’Estat espanol” (edited by Edicions de la Magrana, 1983). Through these different contacts and exchanges of experience and information there developed in Andalucia an assembly for nonviolence in 1981. Groups and individuals from different villages and cities developed projects and protests throughout the whole Andalucian region (in the south of Spain). For seven years these groups focused on the struggle against unemployment, supported rural agricultural workers, demonstrated against mandatory military service, and for peace education, equality between the genders, and the environment. During this time the Assembly published a modest newsletter, “Adalucia Noviolenta,” to exchange ideas and debates that were taking place throughout the region. This newsletter included tips and tools to help people practice peace education. From the beginning a principle theme was not buying war toys. With the support of the group from Malaga they spread to the villages and developed courses and workshops for teachers about peace education, nonviolence, cooperative values, active communication, conflict resolution, and disarmament. In discussing the development of peace education in Spain we cannot leave out the collective for nonviolence (CAN) in Madrid in 1982. From when they first met they settled upon a definition of peace that was harmony itself in human communities and nature. This group dedicated itself exclusively to give trainings and develop peace education activities for teachers and their pupils. They covered themes like how to educate for peace, disarmament, and disobedience, thus developing an active participative methodology. In 1985 they published the first bibliographic guide in Spain for youth and children about peace. In 1983 in Galicia a collective of professionals, teachers at all levels of educational enterprise, made a commitment to peace education. For many years they published an information newsletter that linked them with the name “Novapaz.” April (2008) they celebrated the twenty-second meeting of Peace Educators from Gallicia and Portugal. A leader of this organization was Xesus Jares, a professor of education at the University of Coruna. He was also president of the Spanish Association to Investigate Peace (AIPAZ). He wrote many books on various peace education topics. In 1986 the Galego Seminar for Peace Education was created for teachers at all levels from young children to university students to address the absence of didactic materials and theoretical presentations on various aspects of peace education—human rights, tolerance, solidarity, ecopacifism, nonviolent resolution of conflicts, and interculturalism. Through this seminar many teaching materials have been produced to cover the complex peace education topics. In 1987 in Northern Spain the Basque parliament decided to commemorate the fiftieth anniversary of the bombing of Guernika during the Spanish civil war by creating a center for peace research, named Gernika

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Goguratuz. Juan Gutierrez, a leader of this center, dedicated it to building peace through research, training, community intervention, and strengthening networks to share findings about how to construct peace. In 1986 the International Year of Peace dedicated by the United Nations gave important recognition to peace education in Spain. Many public and private initiatives for peace including congresses and seminars were developed throughout the country. School systems through Spain established the thirtieth of January as a day of peace in Spanish schools. In 1987 the Association for Human Rights established the Seminar for Peace Education which brought together people from both the formal and informal education sectors in Spain. They had an understanding of peace as a kind of education for liberation to promote social action for peace and justice, an education aimed at forming people capable of transcending obstacles received through current socialization, like values that emphasize conformity, self centeredness, intolerance, ethnocentrism, and other aspects that contribute to structural violence on the planet. From their first meeting they have followed these three objectives: a) sensitize teachers to the necessity of teaching for human rights, peace, and development; b) train teachers and grow the number of groups for peace education; c) create, adopt, and diffuse teaching materials. These materials have received many awards for their ability to get youth to think about and object to a world that is unequal, unjust, and diverse. In 1989 the second Catalonian conference was organized under the themes, “Peace Education, Human Rights, and Development.” The School for a Culture of Peace was founded in 1999 in Barcelona. Its director, Victor Fisas, has been working on culture of peace related issues, such as human rights, analysis of conflicts and peace processes, education for peace, disarmament and the prevention of armed conflicts. The objectives of the School for a Culture of Peace are: a) to promote understanding and the implementation of the culture of peace; b) to investigate and intervene in areas related to conflicts, peace processes, post-war rehabilitation, the arms trade, human rights, track II diplomacy and education for peace; c) to give training to people who wish to disseminate the message and practice of a culture of peace. The phenomenon of violence in Spanish society has created a need to search for more peaceful ways of resolving conflict and lead people in master’s programs to teach about mediation. Professional colleges at Spanish universities have been organizing courses and workshops on alternative methods of dispute resolution. The UNESCO Chair of Philosophy for Peace was created in October of 1999, through an agreement between the UNESCO Chair, the Bancaja-Caja Castellón Foundation and Universitat Jaume I of Castellón (UJI) in Castillon. This postgraduate program offers an International Master in Peace and Development Studies and, in 2006, was officially recognized as a Master and Doctorate of International Studies for Peace, Conflict and Development. The Master offers courses in both English and Spanish. Between 50 and 60 students, representing over 20 different nationalities, attend the program each academic year. The General Assembly of the United Nations declared 2001 to 2010 as the “Decade for a Culture of Peace and Nonviolence.” Following this lead educational planners in Andalucia in 2001 initiated a plan for peace culture and nonviolence that included an internet site “School: A Place for Peace” that is linked to over 1700 centers. The Departments of Education in various Spanish provinces have developed courses and workshops on coexistence, conflict resolution, and mediation. In Barcelona Maria Carme Boque Torremorell has developed a series of workbooks and activities that are available to elementary teachers throughout that province. Educational departments working together with the mayors of many cities are offering training in mediation to help address challenges of urban unrest in contemporary Spain. These hopeful visions do not hide the enormous difficulties in facing a dominant culture of violence and individuals alienated from everyone else. On the 13, 14, and 15 of September 2002 there was a celebration in Granada for the first Hispanoamerican Congress for education and a culture of peace. This congress decided to support the United Nations Decade for a Culture of Peace and Nonviolence. This was a compromise betwen the world of education, the scientific community, and civil society—all of which pledged to improve the quality of teaching that would reflect the

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principles of a culture of peace. People were responding to an understanding that education was not sufficently recognized in the economic, cultural, social, and political realms. This congress coincided with efforts in Andalucia in favor of peace and co-existence. There was an emphasis upon practical understanding of political and social conflicts, not only in schools but also in society, culture, and identity. At the same time this plan had an initial motive to address growing concern about violence in schools not only to prevent instances of violence but also more profoundly to address the structural causes of violence. Organized by the faculty of education at the university of Malaga on the 27, 28, and 29th of November, 2008 the first international conference for coexistence responded to the task of strengthening in every day life the various elements under the heading “culture of peace,” concepts related to the necessity of creating a culture of difference, tolerance, negotiation, and dialogue. PEACE EDUCATION IN THE BEGINNING OF THE TWENTY FIRST CENTURY In postmodern times educational institutions are experiencing different conflicts related to bullying. Civic and cultural violence are having a huge impact on the whole Spanish culture. These new realities in families and society—the new technology and means of communication, the diversification of ways of learning—contribute to a widespread redefinition and renewal of education to respond to demands to support social diversity and foster coexistence. For educators, parents, and citizens themes are arising about how to live with diversity, how to teach and learn in multicultural societies, and to respond positively to the multi-faceted demands of coexistence. There are many other developments in Sevilla, Leon and in other parts of Spain that should be included in a history of peace education. This popular movement to use educational strategies to decrease violence in Spanish society began in the Franco era and has spread into modern concerns about inter-culturalism and peace-building. This narrative has shown how educational and social change innovations come from the grassroots. This is not a centralized movement. There was not room in this article to name them all the imaginative teachers, professors, community activists and citizens who have been pushing for peace education strategies to address high levels of violence in daily Spanish life. Hopefully, others will write a more complete history of what has happened to promote peace and nonviolence in Spain. Defending historical memory is one way to resist totalitarianism.

Thank you to our many contributors and readers. Your effort and support are key to the successful development of Peace Education.

Jing Lin, Ed.D., NEWSLETTER EDITOR (2006-2009) Dr. Jing Lin is professor of international education policy in the Department of Education Leadership, Higher Education & International Education at the University of Maryland, College Park. She specializes in International Comparative Education (with a focus on East Asia, especially China) and peace education and environmental education. She published Love, Peace, and Wisdom in Education: Vision for Education in the 21st Century in 2006. Dr. Jing Lin can be reached at [email protected]. Chunying Cai, Ph.D., NEWSLETTER ASSOCIATE EDITOR AND DESIGNER (2008-2009) Chunying Cai served as the managing editor (2004-2008) for The Faculty Voice, an independent quarterly for academic communities at the University of Maryland. Chunying earned her doctoral degree in Public Communication from the University of Maryland in 2008. She holds a Bachelor of Science in Biology Education and a Master’s degree in Journalism and Mass Communication.