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The Adolescent Kit for Expression and Innovation is a package of guidance, tools, activities, and supplies to support adolescents ages 10-18, especially those who are affected by humanitarian crises.
The Kit aims to bring about positive change in adolescents’ lives through arts and innovation. The activities offer adolescents the chance to express themselves, experiment, solve real problems, and explore new ideas. In the process, adolescent girls and boys develop key competencies and new skills that help them to cope with stressful circumstances, build healthy relationships, and engage positively with their communities.
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Ceeds of Peace offers a 360º approach to raising peacebuilding leaders.
We support and build bridges between youth, families, community leaders and educators to share resources and develop action plans to strengthen our communities and improve our children’s lives.
We teach youth and adults to be critical thinkers, courageous, compassionate, participants in conflict resolution, committed, collaborative, community builders, and focused on developing connection with their communities. Hence our name – Ceeds of Peace.
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‘Designing Learning for Peace’ is an educational publication, more precisely a new competence framework, which aims to support educators in formal and non-formal education in developing Peace Education activities. It was developed as a response to current developments and shortcomings in education aiming to develop the capacities of individuals to contribute to peace on a local and global level.
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The Global Campaign for Peace Education (GCPE) is as a non-formal, international organized network that promotes peace education among schools, families and communities to transform the culture of violence into a culture of peace.
The GCPE provides coverage of peace education from around the world, including original articles, research and stories cultivated from journals and independent and mass media sources.
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Information Age Publishing has a number of books related to Peace Education and peacebuilding in general. They write on their website:
This series on peace education hopes to illuminate the problems, challenges, and rewards associated with using educational means to diminish/eliminate and avoid conflicts.
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Not specifically about peace education, inclusive teaching is more of a methodolgy that can be used by those involved in peace education. These pages on the University of Michigan website includes many resources for inclusive teaching. As they indicate:
There are a range of ways to define inclusive teaching, but some significant aspects of it include:
- Purposeful design, teaching, and assessment that is engaging, meaningful, and accessible to all
- Teaching that incorporates dynamic practices with an awareness of different learning styles
- Using varied means of assessment to promote student academic success and well-being
- Teaching that attends to students’ different social identities and backgrounds
- Design, teaching and assessment that deliberately cultivates an environment in which all students are treated fairly, have equal access to learning, feel welcome, valued, challenged, and supported in succeeding academically
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The International Institute on Peace Education is a weeklong residential experience for educators hosted in a different country every other summer. The Institute facilitates exchanges of theory and practical experiences in teaching peace education and serves to grow the field. In serving the field, the IIPE operates as an applied peace education laboratory that provides a space for pedagogical experimentation; cooperative, deep inquiry into shared issues; and advancing theoretical, practical and pedagogical applications.
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The educationists gathered from India, Pakistan, Bhutan, Maldives and Sri Lanka at the Conference on Curriculum Development in Peace Education organized by UNESCO in January 2001 in Colombo, accepted that peace education should be an integral part of general education in their own countries and South Asia at large. They decided to produce a Teachers’ Guide to introduce Peace Education to schools in South Asia. So this is it! Taking the teachers’ needs to learn what peace education is all about this guide.
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A downloadable resource, The present Guide focuses on the theme of ‘learning to live together’, which is one of four competencies identified as important by the International Commission on Education for the Twenty-first Century chaired by Jacques Delors.
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Learning to live together in peace and harmony: values education for peace, human rights, democracy and sustainable development for the Asia-Pacific Region; a UNESCO/APNIEVE sourcebook for teachers...
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From GPPAC:
This How to Manual for Colleges and Universities Developing and/or Enhancing their Programs in Peace and Conflict Studies is a product of a collaboration that began in 2009 in which lessons learned about the process of developing programs, certificates, and degrees in peace and conflict studies were shared, with details on capacity building, not only in the classroom, but in the college and university as a whole. The 2018 manual builds upon the prior work which was a collaboration between Global Issues Resource Center, Cuyahoga Community College and the United States Institute of Peace, and is intended as a resource for faculty, staff and administrators, authored by faculty, staff and administrators. As it was developed as “how to” handbook to assist colleges and universities as they build their programs, the content was to be written with practical, non-theoretical strategies for development.
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by Tony Jenkins
As Tony describes, the most basic tenet of Peace Education, and often the most difficult and complex to practice, is to foster the ability to consider any given situation from multiple viewpoints (from the introduction).
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In Peace Education: Making the case, QCEA's Peace Programme argues for a multi-layered approach to peace education on the part of the EU, with a cohesive, coordinated strategy for peace education as a peacebuilding and conflict prevention tool across relevant EU policies and programmes - both within its borders and around the world. With an exploration of the history of peace education, as well as case studies and institutional analysis, our new report encourages the EU to recognise what Quakers have understood for centuries - that peace is built in the classroom, as well as around a negotiating table.
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Published by Inter-agency Network for Education in Emergencies (INEE) United Nations Education, Scientific and Cultural Office (UNESCO) United Nations High Commissioner for Refugees (UNHCR)
Published 1 January 2005
The Peace Education Programme (PEP) teaches the skills and values associated with peaceful behaviours. The programme enables and encourages learners to think constructively about issues, both physical and social, and to develop constructive attitudes towards living together and solving problems that arise in their communities through peaceful means. The programme requires learners to practice these skills and to discover the benefits for themselves so that they psychologically ‘own’ the skills and behaviours.
The Peace Education Programme (PEP), which was produced as an inter-agency resource in 2005, is designed for learners in both formal and non-formal education, and can be used by ministries, aid agencies, and others. The PEP implementation structure is based on the experience acquired over the ten years the programme had been in use in refugee contexts. After external evaluation in 2005, INEE and partners revised the materials, incorporating suggestions and feedback from specialists who implemented it in the field.
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From GPPAC:
“To reach peace, teach peace.” Peace Education is an important pathway toward attaining a culture of peace and an important strategy toward preventing violent conflict. Hence, there is a need to educate the educators, both those in the formal school system and those serving in community-based education programs, about the fundamentals of peace education, to enable them to serve as change agents who can help transform mindsets, hearts and wills. Educators are at the heart of the learning process and have a crucial role in building a critical mass of people who will reject violence as a means of resolving conflicts and who will uphold values of respect for human dignity, justice, tolerance, interfaith and intercultural understanding and cooperation.
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Join hosts Ashley Bohrer, assistant professor of gender and peace studies, and Justin de Leon, visiting assistant professor, for Pedagogies for Peace: Intersectional and Decolonial Teaching, an audio series that foregrounds critical pedagogies with a focus on intersectionality and decoloniality. Each week, Ashley and Justin are joined by professors and teachers for wide-ranging conversations about new ways of teaching peace.
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TPBPM is a non-profit organzation that aims to make every Filipino child and youth a peace hero. They spearhead a strategic initiative running peace education programs for children in conflict and non-conflict zones using a holistic approach.
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Teachers Without Borders promotes the free and open use of collective wisdom generated by teacher leaders from every culture to help all teachers work more effectively. For us, bridging the education divide is about removing barriers to education and each other.
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This article appeared in the Huffington Post.
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