Democracy Public Reason and Peace Educat

Global Campaign for Peace Education Newsletter: November 2011 (Intro by Dale Snauwaert)
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Issue #88 November 2011

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DEMOCRACY, PUBLIC REASON AND PEACE EDUCATION

DALE T. SNAUWAERT
Associate Professor of Educational Theory and Social Foundations of
Education at The University of Toledo
Director and founder of the Center for Nonviolence and Democratic Education
at The University of Toledo
Editor, In Factis Pax: Online Journal of Peace Education and Social Justice
www.infactispax.org
Peace education, as
Betty Reardon
suggests, should be
fundamentally
concerned with the
development of the
political efficacy of
future citizens. Political
efficacy is dependent
upon sound political
thinking, for inquiry
into obstacles and
possibilities for
transformation should
form the core of peace
pedagogy, so as to
provide learning in how to think and to act for political efficacy in peace politics .
. . (1) Learning how to think concerns conceptual clarity, thinking within
conceptual frameworks, posing questions, rationality, and most importantly
reflective inquiry. Peace education is thus closely aligned with democratic
education grounded in the ideas of public reason and deliberation.
A current, emergent example of democratic public reason and deliberation is
the Occupy Wall Street Movement. Although in its infancy, it exhibits
characteristics of democratic public reason; in particular, the process dimension
of the content of public reason is exemplified in its commitment to and
enactment of the process of consensus, its egalitarian openness, and its
decentralized, non-hierarchical, leaderless orientation. In a significant way it
also exhibits the public values of economic and political equality and distributive
http://www.peace-ed-campaign.org/newsletter/archives/88.html
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fairness as central to a political conception of justice. These elements are

significant aspects of democratic public reason. The Occupy Movement
constitutes a nascent, spontaneous, and emergent instantiation of these
aspects of public reason. With the Occupy Movements spread around the
globe, it is also cosmopolitan in character. In a tumultuous time in the history of
our republic, and in the history of the world, the movement constitutes a
promising upsurge in democratic participation, deliberation, and public reason.
At the core of democracy is the principle of government by consent. As John
Dewey put it: Democracy!. means a way of living together in which mutual
and free consultation rule instead of force . . . (2) Political consent refers to
mutually recognized agreements that are reasonably justifiable (i.e., in the
sense of being in alignment with interpretations of the values and principles of
the political ethic) and therefore politically legitimate. Justification, rather than
coercive force, is the source of political legitimacy in a democracy. The political
dynamics of consent has numerous elements. A necessary core element, as
Deweys statement suggests, is public deliberation and in turn public reason.
As free and equal, democratic citizens have a civic duty to each other, what
John Rawls refers to as the duty of civility, to explain and justify their political
preferences and opinions to one another in the terms of the publicly recognized
and accepted values and principles of the political ethic (3). It is a duty to
appeal to the political ethic in the course of public deliberation; the duty of
civility in fact structures a particular form of public discourse, a form of
deliberation that is grounded in public reason. Government by consent,
thereby, requires an overlapping consensus on values and principles of political
justice whereby those values and principles are publically recognized,
understood, and accepted. This ethic constitutes a mutually recognized point
of view from which citizens can adjudicate their claims of political right on their
political institutions or against one another.(4) In other words, these
recognized values and principles constitute an ethical framework for public
deliberation.
So construed, public deliberation employs a form of reasoning that is public
public reason. Public policy requires justification in order to achieve
legitimacy. Justification is achieved through deliberation and the exercise of
public reason. What is the content of public reason? There are two
dimensions: (1) the basic values and principles of a political conception of
justice, a political ethic; and (2) the basic values and principles of public reason,
which include: guidelines for public inquiry, standards of judgment, inference,
and evidence, open impartial scrutiny, and virtues of reasonableness and fairmindedness. (5)
Without reference to the mutually recognized values and principles of a political
ethic and adherence to the standards and practices of public reason, public
speech becomes merely rhetorical and/or ideological. Authentic public
deliberation and thereby legitimate public policy require a mutually recognized
ethical framework, including the standards of public reason.
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Public reason faces, if

you will, in two
directions: inwardlooking toward the basic
structure of the polity
and its political
decisions regarding
questions of justice and
outward-looking toward
its relations with other
nations and peoples.
The two directions are
interdependent;
constitutional structure
and foreign policy
strategy are
dynamically
interconnected. Ideally,
it has been long
recognized that a democratic societys international relations should proceed
from a balance of the societys values and interests. The values and principles
that comprise the ethical frameworks inward and outward-looking directions
should be in alignment with each other. In other words, the values and
principles of a democracys politic ethic should guide a democracys foreign
policy. Not only are questions of war and peace at the core of a societys
foreign policy/strategy, they are urgent matters of basic justice. Therefore, the
ethical framework that guides a democratic societys decisions regarding the
use of military force should be grounded in its basic democratic values and
principles (6).
Democracy can be understood as a system of rights and duties premised upon
the logic of equality (7). At its core is a fundamental belief in moral equality, a
belief that all human beings possess an equal inherent dignity or worth. The
ideal of human dignity upon which democracy is based is reflected in the
principle of moral equality common to all modern political and ethical theories
(8). Moral equality maintains that every human being by virtue of their
humanity possesses equal intrinsic value and dignity (9). Moral equality is not
earned or bestowed; it is inherent in our humanity. The logic of moral equality
runs as follows: if we are morally equal, then our rights, our inviolable claims
to the actual enjoyment of particular social goods, should be guaranteed by the
society. The two basic rights that should follow from the egalitarian logic of
democracy are: liberty and self-determination. If all human beings are equal,
then they should have the right to define and pursue their own conception of
the good life (consistent with the equal rights of others). They should have a
right to decide their own interests, for their exists no higher moral authority. In
addition, security of person should also be considered a basic right, for dignity
and freedom cannot be fulfilled under the conditions of threat to the integrity of
ones person. A right to self-determination follows. It entails the basic notion of
government by consent, which involves political equality and concomitant rights
such as rights to freedom of expression, association, due process, etc. As
moral equals, all citizens of a democracy have an inviolable claim to determine
their own interests and to have those interests represented (directly or
indirectly) in the political process(10). Self-determination also entails a right to
developmental liberty, the right to the development and free exercise of ones
internal capabilities that instantiate a human life with dignity. A number of
principles follow, including the principles of toleration, nonrepression,
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nondiscrimination, neutrality, the harm principle, among others. These

principles flesh out and manifest the core values of a democratic ethic.
The democratic ethic in turn should be cosmopolitan (11). Human dignity in
principle transcends the special relationships defined by national citizenship.
This cosmopolitan imperative is implicit in the logic of equality inherent in
democracy, for both cosmopolitanism and democracy find their moral
grounding in a basic commitment to equal respect for persons, a respect that
transcends cultural and political boundaries (12). If the basic values and
principles of democracy are cosmopolitan in scope, then it follows that a
democracys foreign policy, including the framework it uses to deliberate or
consider questions of war and peace, should be guided by this ethic.
Public reason and deliberation, however, require a range of moral resources.
What accounts for citizens being able to publicly respond to each other in ways
that honor their dignity as free and equal citizens and human beings? While a
rational understanding of the values and principles of the ethical framework and
the skills, understandings and dispositions of public deliberation are necessary
conditions for democratic deliberation, the development of internal moral
resources are equally important . The internal moral resources -- capacities and
dispositions -- enable one to exercise response-ability, to morally respond to
others. These resources include: the capabilities of practical reason, empathy
and affiliation, thinking and self-reflection, presence (moral wide-awakeness),
moral judgment, and a sense of justice (a dispositional inclination to follow the
duty of civility) (13).
A peace education for global responsibility, consistent with the values and
principles of a democratic ethical framework of war and peace, seeks to
develop a deep, critically reflective understanding of a democratic ethical
framework, skills, understandings and dispositions of public deliberation
necessary for democratic deliberation, and the internal moral resources
necessary for civic responsibility within and across the borders of a democratic
society.
The political efficacy, including political knowledge and skill, required for civic
responsibility is based upon complex civic, peacelearning (14). This learning
entails a deep, critical understanding of the ethical framework and its
application in the adjudication of complex political and ethical decisions
regarding the questions of justice, war, and peace. This learning is in turn
facilitated by a pedagogy of reflective inquiry. The pedagogy of reflective
inquiry mirrors the nature of public reason and democratic deliberation. The
classroom, as do democratic public spaces of deliberation, is site of open,
impartial deliberation wherein the reflective responses, proposals, visions, and
ideals of citizens, present and future, are subjected to open (fully inclusive and
cosmopolitan), impartial scrutiny. Through this process students develop the
capacities of public reason and become adept at democratic deliberation. This
pedagogy enacts the processes and substantive issues of democratic public
deliberation in the classroom.
References:
1. Betty A. Reardon and Dale T. Snauwaert, "Reflective Pedagogy,
Cosmopolitanism, and Critical Peace Education for Political Efficacy: A
Discussion of Betty A. Reardons Assessment of the Field," In Factis Pax:
Journal of Peace Education and Social Justice 5, no. 1 (2011), p. 1.
2. Cited in Steven Tozer, et al.,, School and Society: Educational Practice as
Social Expression (New York: MacGraw Hill, 1993).
3. John Rawls, Political Liberalism, The John Dewey Essays in Philosophy ;
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No. 4 (New York: Columbia University Press, 1993).

4. Ibid., p. 9.
5. Ibid.
6. Alex J. Bellamy, Just Wars: From Cicero to Iraq (Cambridge, UK: Polity
Press, 2006). Duane L. Cady, From Warism to Pacifism: A Moral Continuum
(Philadelphia: Temple University Press, 1989).
7. Robert Dahl, On Democracy (New Haven: Yale University Press, 2000).
8. Will Kymlicka, Contemporary Political Philosophy (Oxford: Oxford University
Press, 1990).
9. John Rawls, The Law of Peoples (Cambridge: Harvard University Press,
1999).
10. Henry Shue, Basic Rights: Subsistence, Affluence, and U.S. Foreign Policy
(Princeton: Princeton University Press, 1980); Dahl, On Democracy.
11. Amy Gutmann, Democratic Education, revised edition ed. (Princeton:
Princeton University Press, 1999).
12. Jacques Maritain, Man and the State, Charles R. Walgreen Foundation
Lectures (Chicago: University of Chicago Press, 1951).
13. Dale T. Snauwaert, Human rights and cosmopolitan democratic
education, Philosophical Studies in Education, 40 (2009): 94-103
http://www.ovpes.org/2009.htm.
14. Betty A. Reardon and Dale T. Snauwaert, "Reflective Pedagogy,
Cosmopolitanism, and Critical Peace Education for Political Efficacy: A
Discussion of Betty A. Reardons Assessment of the Field," In Factis Pax:
Journal of Peace Education and Social Justice 5, no. 1 (2011).
News
Celebrating the Celebrator: Rejoicing in Life as Lived by Jean Ridoux (1925 2011) French Peace Activist and Peace Education Advocate
In August Jean Ridoux, a well-known activist in the French and European
peace movements died in Paris. He was the very heart of the efforts to focus
education on the issues of peace and disarmament. A peace education
movement among teachers and those who supported them emerged in Europe
in the 1980s, finding its expression in periodic international congresses of
International Educators for Peace. Held mainly in Europe and as part of the
effort encouraged by Jean to fully globalize the movement as congresses were
convened in the U.S. and Mexico. Known, mainly among European peace
educators who have linked into the Global Campaign for Peace Education,
Jean is among those whose names and contributions should hold an honored
place in the global history of peace education. Click the link above for a full
tribute.
The 1325 Nobel
When a few women peace activists, members of UN affiliated NGOs, began
the process that resulted in United Nations Security Council Resolution
(UNSCR) 1325 on Women, Peace and Security, we hoped that it would be an
instrument to empower women with their fundamental human right to
participate in all matters of peace and security. Even though the informing
vision provided us with the assurance that we were taking an historic step
toward gender equality and peace, we did not dream that within only a year
beyond its first decade, the essential and indispensible role of women in ending
war and building a just and lasting peace would be recognized as it was on
October 7, 2001 by the awarding of the Nobel Prize to three women from Africa
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and the Arab World. Nor did we expect that the significance and necessity of
the recognition of womens contribution to peace, the urgency of including them
in the politics of peace processes and bringing an end to the violence and
impunity for the gender crimes that serve to obstruct their strivings to end war,
injustice and environmental catastrophe would be publically recognized by the
President of the General Assembly. Congratulations to the three laureates and
all the millions of women who participate in this struggle. We salute the Nobel
Committee and the President of the General Assembly for their
acknowledgment of the historic necessity articulated in this award. We call on
peace educators to join in this transformative movement by directing peace
learning toward understanding and contributing to gender equality for peace.
We offer, through the link above, the Nobel Announcement and the Statement
of the President of the General Assembly as material for peace learning based
in 1325 and womens actions for peace.
Peace Education Averts Hostility (Liberia)
(AllAfrica.com) The Founder and Executive Director of the Center for Peace
Education (CPE) Mainlehwon Ebenezer Vonhm Benda, has underscored the
need for Liberians and the government to prioritize peace education if there
should be the prevention of conflict in Liberia. In a dispatch, he said the
outbreak of the 15-year war victimized Liberians, therefore to help prevent the
re-occurrence of what Liberians have experienced there is need for peace
education in every school and in the Liberian society.
Teaching Peace by Colman McCarthy (USA)
(The Nation) "Having begun my thirtieth year of teaching high school, college
and law school courses on the philosophy of pacifism and the methods of
nonviolent conflict resolution, I was challenged again to decide where to begin
this years course. Should I use the tenth anniversary of the 9/11 attacks to
discuss nonviolent alternatives to the Bush/Cheney bents for bombs and
bullets? Or pose this: would members of Congress, left or right, have voted to
increase military spending so dramatically during the Bush years if they had
studied peace and nonviolence in college?"
To Achieve Peace and National Cohesion, Start Teaching Children Values in
School (Kenya)
(AllAfrica.com) The world over, there is growing recognition of the potential for
the education sector to act as a catalyst for peace building and national
cohesion. In taking up this responsibility, the Ministry of Education has, since
independence, incorporated aspects of promotion of national unity and
appreciation of cultural diversity in all its policy documents. The national
education curriculum also incorporates the theme of peace at all levels.
Captives to the Logic of Violence (USA)
(Common Dreams) A decade after 9/11, Robert Koehler writes about the
culture of violence we still live in, and its self-defeating nature. Be a hero for
peace! This is the cry of empowerment the cry of those who insist on a
future that is not the endless playing out of the cycle of violence. And it is the
cry of those who believe, with passion and a lifes commitment, that we will end
not simply the current bloody, pointless wars in Central Asia and the Middle
East, but war itself, and the addictive logic that fools us into thinking that the
violence we perpetrate is the good kind, because it takes out evil.
Education as a Tool of Development and Peace (South Sudan)
(ReliefWeb) Education is an essential tool to eradicate poverty, reduce child
mortality, and curb population growth, said JRS South Sudan Project Director
in Lobone, Lam Leone Ferem. "Here in South Sudan, having gone through
more than two decades of civil war, we look at literacy and education as tools
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to promote peace. The task ahead is tremendous. Now that we have acquired
independence, education needs urgent attention", said Ferem.
Gene Sharp to Receive 2011 El-Hibri Peace Education Prize (USA)
(Nonviolent Action Network) The El-Hibri Charitable Foundation announced
that internationally acclaimed author and educator Gene Sharp has been
selected as the 2011 recipient of the El-Hibri Peace Education Prize.
Peace Education Transforming Lives in Post-conflict Liberia
(FrontPageAfrica) When the thought of introducing a strange but vital
educational curriculum in war-ravaged Liberia first flashed across Mainlehwon
Ebenezer Vonhm Bendas mind, he thought it was the best transformation
needed particularly for the nations dominated youthful population. So when he
set off with his initiative of the Center for Peace Education (CPE) Liberia later
did he know the huge impact it would have on Liberian school kids. With three
years deep into the initiative, the Center targets reaching over 2,000 students in
addition to hundreds more that are taking it as a subject in their respective
schools.
Nigeria's Presidents Wife Wants Peace Education in Schools (Nigeria)
(Punch on the web) The wife of the President of Nigeria, Mrs. Patience
Jonathan, on Thursday called on relevant authorities to ensure the introduction
of peace and civic education in schools. She said that the step would go a long
way in restoring peace to the country.
Kucinich, In Support of Dept. of Justices Defending Childhood Initiative (USA)
Congressman Dennis Kucinich (D-OH) issued the following statement in
support of Cuyahoga Countys Defending Childhood Initiative, which today
received a $2 million grant from the Department of Justice: This initiative is
designed to prevent youth violence through training, policy development and
community engagement and awareness. Modeled using evidence-based best
practices, it is also designed to treat youth who witness violence in their
schools, homes and communities."
Peace Cells Opening in 30 Schools (India)
(IBN Live India) The Kerala Gandhi Smarak Nidhi (KGSN) is all set to start
Peace Cells in as many as 30 schools in the city this month. The Peace Cells
are an effort on the part of KGSN to catch children to impart Gandhian
principles and to emphasize value education in curriculum. A statement from
KGSN said that the aim of the peace cell was to initiate students, parents,
teachers and the community into a meaningful dialogue on peace education
through participatory sharing of knowledge and skills.
Teaching as a Subversive Activity (USA)
(Laconia Daily Sun, op-ed by Leo R. Sandy) When children believe that
competition is all-important, and we teach them cooperative learning, that is
subversive. When the media teach that violence is acceptable, schools teach
nonviolence, conflict resolution and peace education all subversive. Schools
are under great external pressure by those people who see education limited to
pledging allegiance, taking standardized tests, memorizing disconnected facts
and indoctrinating for cultural correctness. Subversive teachers, on the other
hand, want to produce informed citizens who can care about others, think for
themselves, solve problems and follow ethical principles.
World Teachers Day: Anger, Reverence and Calls for Change (Pakistan)
(Tribune) Peace Education and Development (PEAD) Foundation Executive
Director Samina Imtiaz said the text books recommended for both public and
private schools lack content to assist students in critical thinking and
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appreciation of the events and happenings. The content in Urdu books, she
said, glorifies war and violence in one way or other.
Peace Education (USA)
(Reality Sandwich) Peace education - an instrument for social and cultural
change? A global culture of peace education is on the rise. What are the
challenges facing Peace Education? Is it possible to teach the way of peace in
a system build on fear? The article offers a perspective on the evolution of
consciousness and the consequential impact on our social and cultural
systems.
History Textbooks: Political Minefield or Path to Peace? (Japan)
(UNESCO) Creating identities for a joint history project in the Balkans;
developing Japan-South Korea joint history education materials; and reviewing
French-German and German-Polish history textbook projects were among the
activities at a multilateral dialogue on history education in Tokyo, Japan
(October 22-23, 2011).
Peace Workshops a Boon for Bay Teachers (South Africa)
(The Herald) Originally published on August 29, 2011, this article describes
Teachers Without Border's Peace Education workshops in Port Elizabeth.
Kicked-Out Then Dropped-Out (USA)
(National Education Policy Center) Discipline Policies, Successful Schools, and
Racial Justice, a new national report authored by Dan Losen of the Civil Rights
Project at UCLA shows that harsh discipline policies are being applied unfairly
to minority students, dragging down academic achievement. The report points
to effective alternatives to kicking students out. Does a policy of kicking bad
kids out of school so good kids can learn really work? According to the study,
the overuse and abuse of zero tolerance polices and other forms of student
discipline are having a detrimental effect on student achievement. Furthermore,
while so-called problem children are being removed and suffer academically,
no evidence suggests that other students benefit from the removal of their
classmates.
Human Rights Education Grants Awarded (Australia)
Attorney-General Robert McClelland today announced 15 grants for community
groups and non-government organizations to help improve human rights
education across the country. We must recognize that there is still more we
can do to treat each other with dignity and respect real and lasting change in
attitudes requires community involvement, he said. This year marks the
second round of Australias Human Rights Framework Education Grants.
Why Paulo Freires Pedagogy of the Oppressed is Just as Relevant Today as
Ever (UK)
(The Independent Blog: Dr Sima Barmania) Paulo Freires Pedagogy of the
oppressed is timeless, as pertinent to the revolution in the Middle East now as
to those in South America decades ago. Moreover, most importantly it makes
one reflect and in Freires words it is this reflection- true reflection which leads
to action.
Peace Education in the Field
Teachers Get Set on Peace Education Program (Philippines)

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(Zabida) PEACE Advocates Zamboanga (PAZ) through the Peace and

Governance in Mindanao Project spearheaded the conduct of the Teachers
Orientation to Peace Education in two national high schools in Zamboanga City
last June 1 and 3.
Students Movement Organize Program for Peace (India)
(Cath News India) Over 700 students took part in live-in educational program to
promote peace and harmony among various ethnic and religious groups in the
region. The program titled Together towards tomorrow for peace was
organized by North Eastern Students National Integration Movement
(NESNIM) in Agartala.
SWPC Holds Peace Education Workshop (Indonesia)
The Satya Wacana Peace Center (SWPC) in coordination with the United
Board for Christian Higher Education in Asia (UBCHEA) held the Peace
Education and Service Learning Workshop, on September 30. Dr. Willi Toisuta
introduced Peace Education: Theoretic Dimension and its Application for
Tertiary Educational Institutions.
Peace Pedagogy Presentation for City Year Leaders (USA)
(Blog: Daryn Cambridge) Today I facilitated a discussion on peace pedagogy
for a group of City Year Corps Leaders. My presentation focused on the work I
have been doing within the field of peace education, looking holistically at how
one can teach peace, no matter the subject or age level, in order to cultivate
peaceable classrooms and communities.
National Convention of Catholic Educators Adopts Building Peace as its Theme
(Philippines)
About 3,000 Catholic educators from all over the Philippines gathered in Davao
City for a three-day national convention of the Catholic Educational Association
of the Philippines (CEAP), to discuss what they could contribute toward
building a culture of peace in the country. The convention started on
September 21, 2011, the International Day of Peace.
Stanford Helps Bring Human Rights to Community College Classrooms (USA)
(Stanford University News) "To bring unpleasant and challenging [humanrights-related] ideas into the world [of the facebook generation]
is really difficult," said Tim Maxwell, who teaches at the College of San Mateo.
He described "young people's increasing use of social media and other
technologies that, rather [than] widening their worlds, effectively narrows them"
to what is pleasurably entertaining. The remedy? In an unusual move, Stanford
is linking arms with educators in California community colleges for a four-year
project called Stanford Human Rights Education Initiative. Following a
conference last June on "Teaching Human Rights in an International Context,"
which launched the project, Stanford has named eight new "Human Rights
Fellows" from California's community colleges. Maxwell is one of them.
Bulletin of the World Report on the Culture of Peace October 2011
Click on the link above for news and other articles on the culture of peace,
including efforts at the UN.
Action Alerts
Contribute to a Survey Coordinated by the Global Campaign for Peace
Education Identifying Recent Publications of Significance to Contemporary
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Peace Education
The founders and current leadership of the International Institute on Peace
Education, the Global Campaign for Peace Education and the National Peace
Academy are committed to the development and dissemination of the
rationales underlying the theoretical bases of peace education and its most
effective forms of pedagogy. Toward that end, we invite you to nominate for this
survey of significant publications, recent works in peace education that have
considerably influenced your practice, including books and journal articles (and
earlier works of continued relevance that should be on a list of essential
works). Through the assessments of the works nominated we hope to
illuminate how peace education practice has been influenced by recent
developments in the following spheres: 1. theories about the public policies,
citizens actions and institutional changes required for the achievement of just
and sustainable peace; 2. the curricular content and learning most essential to
capacitating citizens to work to achieve and to maintain that peace; 3. the most
appropriate and effective pedagogies for the facilitation of essential peace
learning. This survey is to be the foundation for the eventual construction of a
more comprehensive peace education bibliography. Selected nominations and
assessment comments of participants in the survey will be posted periodically
in the newsletter and the accumulated on-going list of works will be available on
our website. Participants may nominate more than one work.
Survey on Monitoring and Evaluation of Youth Peace Education Projects
(UNOY Peacebuilders)
UNOY Peacebuilders is conducting a survey to support an article they are
writing on "Peace Education Evaluation." Your answers will support these
efforts and help improve knowledge and practice about monitoring and
evaluation in youth organizations. As a token of our appreciation UNOY will
raffle an educational resource kit among survey participants. It will take you
approximately 15-20 minutes.
Write to your Congress Representative to Support Social and Emotional
Learning (USA) Collaborative for Academic, Social, and Emotional Learning
(CASEL).
This is a unique opportunity to encourage federal programs that support an
important aspect of peace education: social and emotional learning (SEL).
Leaders in the Administration, the Senate, and the House are pushing to
reauthorize the Elementary and Secondary Education Act (ESEA). Tell your
elected representatives that you support social and emotional learning as
critical in ESEA and that you support the Academic, Social, and Emotional
Learning Act of 2011, HR 2437, a bipartisan bill that defines social and
emotional learning and amends ESEA to allow funding for teacher and principal
training and professional development to be used for SEL programming. Click
on the link above for information about HR 2437.
Vote for Peacebuilders to win $150,000 Aviva Community Fund competition
Peacebuilders International offers various programs, all of which are based on
restorative justice principles, such as a circle process as a diversion program
for youth who are in conflict with the law. They have been very successful at
diverting youth from crime and the criminal justice system, preventing crime
and empowering the youth in our program to succeed through leadership and
entrepreneurial opportunities. You may vote every day until November 9, 2011.
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Events and Conferences
Please note that only newly submitted events will contain a full description. All
events & conferences that have been previously published in the newsletter will
be listed by date with a link to follow for more information. For a calendar view
of upcoming events please visit the Global Campaign Community Calendar.
18th Annual Creating Safe Learning Environments in Ohio Schools Ohio
Association of Chiefs of Police and Ohio School Resource Officers Association,
Mt. Sterling, OH, USA (November 13-15, 2011)
The conference is for law enforcement and educators who are involved in
maintaining safety in schools. Attendees include: DARE and SRO officers,
chiefs, teachers, guidance counselors, principals, superintendents, school
board members, and other law enforcement and educators. Topics include:
Why Teens Kill; Teen Relationship Violence; Sexting; Legal Updates; Teen
Courts; and Restoring Juvenile Justice.
2nd International Conference on Human Rights Education: Celebrating
diversity and achieving social justice through human rights education
Durban, South Africa (November 14-16, 2011)
For more information click on the link above.
Thematic discussion 2011 Human Rights in Education Council of Europe
Strasbourg, France (November 24-25, 2011)
The Symposium will address the broad topic of promoting freedom of
expression, not only in the classroom but also more generally in helping spread
awareness of and respect for the standards and values expressed in the case
law of the European Court of Human Rights and other standard-setting bodies
of the Council of Europe. The suggested topics (each to be covered in half a
day) are: (1) Freedom of Expression in the classroom; (2) Responsibilities and
Rights in the exercise of freedom of expression; (3) Parental Rights, Students
Rights and State Interests.
World Futures Studies Federation Conference: Global Higher Education:
Reflecting on the Past, Designing Sustainable Futures Global Higher
Education Forum, Penang, Malaysia (December 13-15, 2011)
Is War Inevitable? An Interdisciplinary Conference Fashion Institute of
Technology, New York, NY, USA (February 25, 2012)
Call for Proposals: 5th International Conference on Conflict Resolution
Education (CRE): Developing Global Citizens in Schools, Higher Education,
and the Community Global Issues Resource Center and Library at
Cuyahoga Community College, Cleveland, OH, USA (March 14-19, 2012)
The 5th International Conference on CRE is an opportunity to engage in
interdisciplinary collaboration and research on issues related to the
development of infrastructure in CRE. Presentations will focus on innovations in
the fields that are making broad impacts in local, state, national, and
international communities. Participants will exchange best practices,
evaluation methodology, creation of policy implementation structures,
consideration of obstacles to success, and new and innovative use of training,
resources and technology. Credits offered: Graduate, Social Work, Counselor,
and CEUs. Deadline: November 11, 2011. Early Registration due February 11,
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2012.
Call for Papers 2nd Conference on Creative Education Shanghai, China
(April 13-15, 2012)
For more information click on the link above. Paper submission due date:
October 31, 2011.
Peace Education SIG of the Comparative and International Education Society
(CIES) 2012: The Worldwide Education Revolution San Juan, Puerto Rico
(April 22-27, 2012)
This years theme is The worldwide education revolution, which has
thoroughly transformed human society over the past 150 years. The relentless
inclusion of ever more people into formal and non-formal schooling is a social
revolution with cultural, material, and political consequences for human life
around the globe. Understanding the past, present, and future of the education
revolution is a central challenge to the comparative study of education. What
has been the legacy of the education revolution? What are its current
challenges and promises for the future? These and related questions are the
focus of the 2012 CIES conference. Final proposal submission deadline:
October 31, 2011; Acceptance notification: December 19, 2011; Early bird
registration deadline: February 8, 2012; Final registration deadline for
presenters: March 19, 2012.
Call for Papers/Workshops/Participation: World Council for Curriculum and
Instruction (WCCI) 15th World Conference in Education: Educating for Peace
and Harmony with the Earth and Ourselves Kaohsiung, Taiwan (December
28, 2012 January 3, 2013)
This conference will explore human relationships to the natural world, the
relationships within human society, the harm we have done to both and the
possibilities for healing the harm through educating for the just and restorative
development of a culture of peace. Papers and workshops pertaining to the
sub-topics of the conference theme are welcome. An abstract of 100 words or
less should be submitted on or before April 1, 2012. Notification of Acceptance:
June 30, 2012. Early Bird Registration deadline: September 30, 2012. Hotel
Reservation deadline: October 30. 2012
Educational Programs (Workshops and Trainings)
Please note that only newly submitted workshops/trainings will contain a full
description. All workshops/trainings that have been previously published in the
newsletter will be listed by date with a link to follow for more information. For a
calendar view of upcoming workshops and trainings please visit the Global
Campaign Community Calendar.
Free Participatory Course on Democracy and Human Rights (PCDHR)
Centre for Human Rights Education (CHRE), Lahore, Pakistan (September 918, 2011 and January 2012)
Social Reconstruction and Human Security US Institute of Peace (USIP)
Washington, DC, USA (September 9 December 16, 2011)
Nonviolent Communication Online Course sounds true (September 19, 2011
(nine weeks))
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Transcend Peace University Online Courses (September 26 December 16,
2011)
Courses include: Advanced Peace Theory; Dialogue, Negotiation and
Mediation; Education for Peace; Nonviolence; Peace and Democracy;
Principles of Peace-based Leadership and Governance; Reconciliation. The
12-week all online courses are designed for fully-employed participants and
students who want to broaden their expertise additionally to their professional
work; combining autonomous work, exchange with participants from all over the
world and constant feedback from highly experienced course instructors.
Study Session: Youth Participation in Human Rights Education as a Means for
Enhancing Social Inclusion Human RightS Initiative (HRSI), Central European
University (CEU) and Council of Europes Directorate of Youth and Sports
European Youth Centre Budapest, Hungary (October 30 November 6,
2011)
The purpose of the study session is to equip young people with the knowledge
and skills necessary to promote human rights through peer education. The
study session will focus directly on methodologies of human rights education.
An emphasis will be placed on peer learning of/amongst young people, youth
participation will be addressed and encouraged. Additionally, there will be a
focus on human rights education amongst young people living in social
exclusion. The participants will have an opportunity to discuss their
organizations and experiences, as well as plans for future cooperation with one
another in the field of human rights education with young people.
Building Bridges Through Intergroup Dialogue United States Institute of
Peace, Washington, DC, USA (October 31 November 4, 2011)
Intergroup Dialogue (ID) is a tool practitioners can use to engage alienated
groups in safe conversation about their identities with the goal of improving
understanding, dismantling perceptions of the other, and creating alliances
which can help pave the way to greater intergroup cooperation and peaceful
coexistence.
Online Courses University for Peace (UPEACE) (November 7 December
16, 2011)
The UN-mandated University for Peace is accepting applications for the
Distance Education Programme. Apply for individual courses for training or
take the courses for credit towards the completion of the online Master of Arts
in Sustainable Peace in the Contemporary World. Upcoming courses include
Gender and Peace Studies.
Human Rights Education in Schools Council of Europe, Lucerne, Switzerland
(November 9-11, 2011)
In Spanish Posgrado en Cultura de Paz y Convivencia Social: Aplicaciones
Practicas (Postgraduate Degree in the Culture of Peace and Social Tolerance:
Practical Applications) Universitat de Barcelona, Spain (November 11, 2011
November 30, 2012)
Advanced Programmes in Peacebuilding, Stabilization and Peace Support
Operations International Peace and Development Training Centre (IDPTC),
Peace Action Training Research Institute of Romania (PATRIR), Cluj-Napoca,
Romania (November 14-18, 2011 and November 21-25, 2011)
The two upcoming courses are: Systemic Peacebuilding, Conflict
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Transformation and Post-War Recovery and Reconciliation and Designing

Peacebuilding Programmes: Improving Impact and Effectiveness in
Peacebuilding and Peace Support Operations. The programmes are thorough,
rigorous and dynamic, drawing upon key lessons in the field and training
people in practical skills, knowledge and capabilities to directly improve their
and their organizations capacities for peacebuilding, prevention and post-war
recovery.
Research Assistants, Community Mediation Maryland and The Center for
Conflict Resolution at Salisbury University, Salisbury, MD, USA (December 1,
2011 May 31, 2013)
Three Research Assistants are sought for a term of eighteen months to
conduct behavioral observation and survey research across Maryland. Both
organizations are non-profits committed to providing conflict resolution and
mediation services throughout the state of Maryland. The focus of this project is
to analyze the costs, benefits, and effectiveness of ADR in the Maryland
Judiciary, and will be the most comprehensive study of court-based mediation
to date. Applications will be accepted through November 4, 2011.
Master Class in Peace Education National Peace Academy, La Casa de
Maria Retreat Center, Santa Barbara, CA, USA (December 2-4, 2011)
For more information click on the link above. (Please contact
certificate@nationalpeaceacademy.us to be notified when registration for this
course is open.)
International Human Rights Day Student Symposium: Human Rights in the
Asia-Pacific 1931-1945 Vancouver Technical Secondary School, Vancouver,
BC, Canada (December 8-9, 2011)
For more information click on the link above. (Register by October 30, 2011.)
Residential Training in Nonviolent Communication for Palestinians, Israelis and
Internationals EcoME Centre, Almog/Jericho, Israel/Palestine (December 29,
2011 January 7, 2012)
This is an international retreat with an international team of trainers. We plan to
be 50-60 people, living communally for nine days. The EcoME Centre is
located at the Almog/Jericho junction in an area accessible to Israelis and
Palestinians alike. We wish to respect and accommodate all religions and
nationalities, so special food needs, prayer time and observance of Jews,
Moslems and Christians will be respected. This training will be accessible to
you if you speak English, Arabic or Hebrew. Application deadline: November
15, 2011.
Certificate of Advanced Studies in Human Rights Education University of
Teacher Education Central Switzerland (PHZ), Lucerne, Switzerland (JanuaryDecember 2012)
Call for Expression of Interest International Seminar on "Teacher Education
for Peace and Harmony" Department of Education, BTT College, IASE
University, Sardarshahr, Rajasthan, India (February 11-13, 2012)
If interested, please email Dr. Surendra Pathak by clicking on the link above.
American Educational Research Association (AERA) Annual Meeting: Non
Satis Scire: To Know Is not Enough Vancouver, BC, Canada (April 13-17,
2012)
2012 Canadian School of Peacebuilding (CSOP) Canadian Mennonite
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University (CMU), Winnipeg, MB, Canada (June 18-22 and 25-29, 2012)
Two 5-day sessions, each with three courses running concurrently, will be
offered for training or for academic credit. The CSOP is designed to be an
environment characterized by (a) education for peace and justice, (b) learning
through thinking and doing, (c) generous hospitality and radical dialogue, and
(d) the modeling of invitational community. The Canadian School of
Peacebuilding is for people from all faiths, countries and identity groups.
Call for Applications PhD in Conflict Analysis and Resolution, School for
Conflict Analysis and Resolution (S-CAR), George Mason University (GMU),
Fairfax, VA, USA (August 2012 - !) )
The doctoral program, the first of its kind in the United States and prepares
students for careers as researchers, theoreticians, and teachers in higher
education, and as policy administrators, analysts, and consultants in both the
public and private sectors. The program stresses a close link between
knowledge of theory and of process in the resolution of conflict. For this,
training in the methods of research and analysis is necessary and is
emphasized. In addition, students are expected to obtain a background in a
substantive area of conflict, usually related to the topic of the dissertation.
Applications are to be submitted by December 1, 2011. Decisions will be made
and sent out by March 1, 2012.
Call for Applications Ph.D. Program in Peace Studies Kroc Institute for
International Peace Studies, University of Notre Dame, IN, USA
Students apply for admission to one of these distinct yet related programs:
Ph.D. in History and Peace Studies; Ph.D. in Political Science and Peace
Studies; Ph.D. in Sociology and Peace Studies; Ph.D. in Psychology and
Peace Studies; Ph.D. in Theology and Peace Studies. The Kroc Institute offers
Ph.D. students full financial support in the form of fellowships, graduate
assistantships, and tuition scholarships, plus a stipend for living expenses
(usually for five years). Graduates are fully credentialed in one of the five
disciplines as well as in peace studies. The application deadline is December
15, 2011.
Call for Applications MA Programs at European Peace University (EPU),
Stadtschlaining, Austria (September 26, 2012 2013)
EPU offers an MA in Peace and Conflict Studies, an MA in European Peace
and Security Studies and an MA in Peacebuilding. The application deadline for
all programs is February 15, 2012.
Publications and Resources
Call for Essays Human Rights Education Praxis Peace Review, A Journal
for Social Justice
For more information click on the link above. (Submissions due October 15,
2011.)
New Book: "Think, Care, Act: Teaching for a Peaceful Future" by Susan Gelber
Cannon
Think, Care, Act depicts the daily successes and struggles a peace educator
undergoes in encouraging students to envision peace and gain tools to build a
culture of peace. The author uses three imperativesthink, care, actto infuse
required curricula with peace, character, and multicultural concepts in daily
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activities throughout the year. This is a volume in the InfoAge Publishing series:
Peace Education Series Editors: Ian Harris, University of Wisconsin Milwaukee; Edward J. Brantmeier, Colorado State University and Jing Lin,
University of Maryland.
Cultivating Peace in the 21st Century: Ready to Use Student Activities
A teaching resource to support education in global issues, peace and security,
human rights, cultural diversity and active citizenship designed for use in
grades 10, 11 and 12. This module was developed by Classroom Connections
in partnership with the International Institute for Global Education (IIGE).
Something Is Wrong: Exploring the Roots of Youth Violence (Mariame Kaba; J.
Cyriac Mathew; and Nathan Haines, Eds.)
The aim of this curriculum guide is to get participants to piece together their
individual experiences in a way that clarifies their understanding of oppression
and its connection to violence. We assume that young people acquire a basic
knowledge of how oppression and violence work through their own lives and
experiences. Popular education is about creating a community of learners:
each person in the group is a teacher, a learner and a member of the
community created by the workshop.
Remembrance Day Education Kit: Peace Education and Remembrance Day
Conscience Canada
This peace education kit is designed to help educators promote peace as a
goal and critical thinking as an approach, especially as concerns
Remembrance Day commemorations.
New Book: Building a Peaceful Society: Creative Integration of Peace
Education by Laura FInley, Barry University InfoAge Publishing
To truly move toward a more peaceful society, it is imperative that peace
education better address structural and institutional violence. This requires that
it be integrated into institutions outside of schools and universities. Doing so will
be challenging, as many of these institutions are structured on domination and
control, not on partnership and shared power. In particular, U.S. criminal
justice, social services and prevention programs, and sport have tended to be
dominator-modeled. This book offers analysis and suggestions for overcoming
these challenges and for integrating peace education into important social
institutions.
Database of Campaigns Using Nonviolent Direct Action from around the world
Peace and Conflict Studies, Peace Collection, Lang Center for Civic and
Social Responsibility, Swarthmore College, USA
This database contains 430 cases (and growing) of campaigns from around the
world that used nonviolent direct action. Case topics are arranged in six
clusters: Human Rights; Democracy; Economic Justice; Environment; Peace;
and National / Ethnic Identity. Each campaign is shown in two ways: a
searchable database using fields and coded assessments of degree of
success, and a 2-4 page narrative showing the play-by-play interaction of the
campaign with its opponent and with the allies of each. This Fall another
Research Seminar aims to add a hundred cases to the databases.
Collaborating on the database is also welcome.
New Book: "Peacemaking: Family Activities for Justice and Peace, Volume
One: Facing Challenges and Embracing Possibilities" by Jacqueline Haessly
Peace Talk Publications, LULU Publications
This book, first published in 1980, has been extensively revised and updated
with 21st century information about families and peacemaking. A companion
book, "Peacemaking: Family Activities for Justice and Peace, Volume Two:
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Examining Values, Developing Skills, and Acting for Peace in the Family, the
Community, and the World", will also be available later this Fall. Volume Two
includes more than 100 activities for families and others of all ages, some light
and lively, and others that encourage deeper reflection and action. Click on the
link above and then search for Jacqueline Haessly.
Handbook: Living in Diversity Lesson Plans for Secondary Schools
Council of Europe-European Commission joint programme "Fostering a culture
of human rights in South Caucasus and Ukraine" (2006-2009).
This handbook was produced in the framework of the pilot project "Intercultural
and interfaith dialogue through education." The content of this handbook is
based on the proposals for educational activities that were developed by the
teachers and trainers from Armenia, Azerbaijan, Georgia and Ukraine who took
part in the project. The activities presented here cover a range of topics
associated with intercultural education that correspond to some of the key
elements and competences that the Council of Europe considers to be
fundamental for intercultural education. The handbook should be seen as a tool
for teachers of different subjects who want to integrate an intercultural
dimension in their practice. It can also act as a useful resource for teacher
trainers in this field.
CD Recordings of the event: Peace in the 21st Century - An Imperative for
Survival We, The World
After 9/11, We, The World and co-sponsors convened one of America's first
major Teach-Ins to address the sources of the crisis, alternatives to retaliation
and what's needed in the future. We brought together many of the world's
foremost visionary thinkers and activists to share information and discuss ideas
that you are unlikely to hear anywhere else, including Daniel Ellsberg, Amy
Goodman, Jane Goodall, Robert Thurman, Reverend Billy and many others!
These CDs can be used during discussion groups, salons, forums, in
classrooms, to spark debate, raise consciousness, and stimulate action.
"Human Rights Education Today" Soka Gakkai International (SGI) Quarterly
(October 2011)
This issue speaks about the importance of Human Rights Education and the
UN Declaration on Human Rights Education and Training. This issue of the SGI
Quarterly celebrates the work of those who promote and teach human rights
around the world, as true heirs to the spirit of the Universal Declaration of
Human Rights.
Environmental education video: Taking Root: The Vision of Wangari Maathai
This 3-minute YouTube excerpt from a PBS Independent Lens production is
suitable for middle and upper school students.
Environmental education video: I Will Be a Hummingbird by Wangary Maathai
This 2-minute animated video excerpt from Dirt, the Movie Is suitable for
elementary school students. Live and with colorful animated images, Maathai
cheerfully compares herself to an energetic and ever-hopeful hummingbird,
bringing drops of water to put out a forest fire. You may also consider reading
one of several illustrated childrens books, such as Wangaris Trees of Peace.
Structures of Peace research report Institute for Economics and Peace
This report identifies key economic, political and cultural determinants that
foster peaceful societies. Through an empirical and statistical analysis of the
Global Peace Index, the report details eight key factors that were found to be
associated with peaceful environments. Findings of the study show that peace
can be seen as proxy for creating the optimal environment for human potential
to flourish.
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Online radio show about empathy Soundart Radio

Starting on October 3, 2011, this radio show is an experimentation within and
with communities to explore ways to do radio that support the spreading of
nonviolent communication and the development of restorative justice practices.
You may call in during the shows and participate in its co-creation. You may
listen at the link above every Monday until December 12, 2011 from 10:00 AM
to 12:00 noon UK time.
Bullying in Minnesota Schools: An Analysis of the Minnesota Student Survey
In spring, 2011, the Restorative Measures In Schools Survey was conducted of
Minnesota elementary, middle, secondary school and alternative learning
center principals about the use of restorative measures as part of the
disciplinary options of the school. This report summarizes the findings of the
survey. The Minnesota Department of Education has also produced briefs
regarding bullying.
UNESCO's Multidisciplinary Projects "Towards a Culture of Peace"
UNESCOs Culture of Peace Project aims to promote values, attitudes and
behaviors in people so that they will seek peaceful solutions to problems. As a
transdisciplinary project, all Sectors of the Organization are active in the
development of innovative projects and activities that foster this new culture. In
working with a wide range of partners, UNESCO aims to advance a global
movement for a Culture of Peace.
Jobs and Funding Opportunities

Please note that only new submitted job postings will contain a description. All
jobs that have been previously published in the newsletter will be listed with a
link for more information.
Senior rank, Peace Studies faculty Kroc Institute for International Peace
Studies, University of Notre Dame, IN, USA
For more information click on the link above. (Consideration of applications will
commence September 23, 2011, with the expectation that a candidate accept
an offer by January 2012.)
Program Officer, Human Rights Education World Federation of United
Nations Associations (WFUNA), Geneva, Switzerland
The Program Officer for Human Rights Education is responsible for human
rights training programs, implementation and reporting of the
program Advanced Training at the UN, fundraising for educational and human
rights programs, as well as with assisting in the development and
implementation of other educational and training programs. He/she will assist
with the overall work of WFUNA in the Geneva office and will actively
collaborate with his/her counterpart in the New York office. Deadline to apply is
Novembre 2, 2011.
Weinstein International Fellowship Program JAMS Resolution Centers, USA
For more information click on the link above. (Deadline to apply is December 2,
2011.)
Research Fellowship Programme UNESCO / Keizo Obuchi 2012 Pacific
settlement of disputes
For more information click on the link above. (Deadline: December 9, 2011.)
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PEO International Peace Scholarships (for studies in the USA and Canada)
PEO International offers scholarships and loans to women in other countries
who wish to study in the US or Canada. They also have a scholarship for US &
Canadian women who have had their studies interrupted and need to get back
on track. The Eligibility Form for the 2012-2013 academic year will be available
until December 15, 2011.
Call for Applications: 2012-13 Dorothy Marchus Senesh Fellowship
International Peace Research Association (IPRA) Foundation
The Dorothy Marchus Senesh Fellowship offers financial assistance and
professional opportunities to an accomplished female scholar from a
developing country to pursue graduate study in the peace field. Since 1991, the
IPRA Foundation has funded eleven fellows to study at premier universities
around the world. The Fellowship offers US$5,000 per year for two years of
graduate study to one woman from the developing world. Fellowships are
awarded once every other year. Applications are due by January 15, 2012.
Ursula Thrush Peace Seed Grants
For more information click on the link above. (Submission deadline is February
1, 2012.)
National Peace Essay Contest 2011-2012 United States Institute of Peace
(USIP)
For more information click on the link above. (Contest deadline is February 1,
2012.)
Assistant Professor, Peace and Conflict Studies Colgate University, USA
(beginning Fall 2012)
The Peace and Conflict Studies Program (P-CON) seeks candidates with fieldbased research focusing on the intersection of international human rights,
human security, and contemporary conflicts. P-CON seeks applications from
candidates in anthropology, geography or a relevant interdisciplinary field; and
will consider applications from scholars in history, sociology, area studies,
comparative politics and international political economy with appropriate fieldbased research. The successful candidate will teach courses at all levels in the
Program, including regular sections of the required course Practices of Peace
and Conflict, and will be expected to contribute to Colgates Liberal Arts Core
Curriculum. Review of applications will begin on 25 October and continue until
the position is filled. On-campus interviews are expected to take place in midDecember 2011.
Page 19 of 19

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Global Campaign for Peace Education Newsletter: November 2011 (Intro by Dale Snauwaert)

Issue #88 November 2011

News & Highlights

DEMOCRACY, PUBLIC REASON AND PEACE EDUCATION

fairness as central to a political conception of justice. These elements are

Public reason faces, if

nondiscrimination, neutrality, the harm principle, among others. These

No. 4 (New York: Columbia University Press, 1993).

Peace Education in the Field

Teachers Get Set on Peace Education Program (Philippines)

(Zabida) PEACE Advocates Zamboanga (PAZ) through the Peace and

Events and Conferences

Educational Programs (Workshops and Trainings)

For more information click on the link above.

Transformation and Post-War Recovery and Reconciliation and Designing

Publications and Resources

Online radio show about empathy Soundart Radio

Jobs and Funding Opportunities

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