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ENGAGING SCHOOLS IN THE PEACE PROCESS

ENGAGING SCHOOLS IN THE PEACE PROCESS. DISCUSSION FLOW . Assumptions / Premises The “peace process”: expanding our frontiers of meaning (the Tracks) Why be involved in the peace process? Why teach peace?… “in loco parentis”

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ENGAGING SCHOOLS IN THE PEACE PROCESS

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  1. ENGAGING SCHOOLS IN THE PEACE PROCESS

  2. DISCUSSION FLOW • Assumptions / Premises • The “peace process”: expanding our frontiers of meaning (the Tracks) • Why be involved in the peace process? Why teach peace?… “in loco parentis” • Education for transformation: (the ABC of violence; notions of peace) • Toward the enabling and ennobling classroom: Educating for democratic competence • Drawing from inherent capacities for peacefulness • Positioning ourselves toward the peace process

  3. Assumptions 1: 1. We are children of our time 2. Our thinking tendencies … • Homogenizing our cultures • Poverty in a vacuum • People as statistics • Distrust and blame • Forget faith and spirit 3. Our peace educ. efforts not new

  4. Assumptions 2 (On Education): Lederach, 1995 • Frameworks: all-encompassing, sufficiently common and “sharable”, • Skills- and process-based education • Studies of ourselves and our cultures reduced to the level of technique

  5. THE “PEACE PROCESS” GPH - MILF GPH - CNN GRP-MNLF GRP-MILF GPH - NDF

  6. TRACK I DIPLOMACY • Official governmental diplomacy • “A technique of state action whereby communications from one government go directly to the decision-making apparatus of another". • Conducted by official representatives of a state or state-like authority and involves interaction with other state or state-like authorities: heads of state, state depart-ment or ministry of foreign affairs officials, and other governmental departments and ministries Track I I Diplomacy Track 1½ Diplomacy Track III Diplomacy

  7. Track I I Diplomacy • citizen diplomacy • multi-track diplomacy • supplemental diplomacy • pre-negotiation • consultation • interactive conflict resolution • back-channel diplomacy • facilitated joint brainstorming • coexistence work • INFORMAL INTERMEDIARIES / NON-GOVERNMENTAL ACTORS: • Religious institutions • Academics • Former government officials • Non-governmental organizations, • Humanitarian organizations • Think tanks, among others.

  8. TRACK 1½ DIPLOMACY • Involves unofficial actors (former government officials, or religious or social organizations such as the Church or the Quakers) who intervene in unofficial interactions between official government representatives to promote a peaceful resolution of conflict. • Direct mediation or conciliation by unofficial third parties • "Consultation" and facilitation of interactive problem-solving by unofficial facilitators. • Facilitation of problem solving or confidence-building by official third-party actors among private citizens in influential sectors.

  9. TRACK III DIPLOMACY • Unofficial third parties work with people from all walks of life and sectors of their society to find ways to promote peace in settings of violent conflict. • Aimed at building or rebuilding broken relationships across the lines of division among ordinary citizens in communities, in a range of sectors. • The premise of track three diplomacy: “Peace can and must be built from the bottom up as well as from the top down.”

  10. Why be involved in the peace process?

  11. Culture as a contact point, a field of contest in which all ideas, behaviors, values and power structures are legitimized / discarded, “foregrounded” / “backgrounded”/ pushed to the margins, within the culture that successfully draws the people’s allegiance or confuses them. - Atty. Michael Mastura

  12. The Enculturation of Violence

  13. B A C The ABC Triangle of Violence

  14. BEHAVIOR: Hatred for the enemy, direct physical violence, killing, torture, intimidation, insults, etc. B ATTITUDES: Feelings/ Values Sources: Hatred, fear, mistrust, racism, bigotry, sexism, intolerance A CONTEXT + System + Struc Structural/ institutional violence, discrimination (e.g. in education, employ- ment, health care, etc.), globalization of economy, denial of rights and liberties, segregation (e.g., apartheid) C The ABC Triangle of Violence

  15. ACTION • Control the behavior • Violence reduction to promote negative peace B A • ACTION • Work to change attitude and context • Violence reduction to promote positive peace C

  16. PEACE NEGATIVE PEACE Absence of direct/ physical violence (both macro and micro) POSITIVE PEACE Presence of conditions of well-being and just relationships: social, economic, political, ecological STRUCTURAL VIOLENCE e.g., poverty, hunger Direct Violence e.g., war, torture, abuse of children and women SOCIO-CULTURAL VIOLENCE e.g., racism, sexism, religious intolerance ECOLOGICAL VIOLENCE e.g., pollution, overconsumption VIOLENCE

  17. not just about the imposition of "solutions," but about the creation of OPPORTUNITIES

  18. the creation of SPACES (political, economic, social spaces) in which indigenous actors can identify, develop, and use all that are necessary to build a peaceful, prosperous and just society

  19. ATTITUDES / VALUES • Self –respect • Respect for Others • Respect for Life / Nonviolence • Compassion • Ecological Concern • Cooperation • Openness & Tolerance • Social Responsibility • Positive Vision Schema of Knowledge, Skills and Attitudes/ Values • Global Concern • KNOWLEDGE • Holistic Concept of Peace • Conflict & Violence -causes • Some Peaceful Alternatives • Disarmament • Nonviolent Conflict Resolution • Human Rights • Gender Fairness • Human Solidarity • Democratization • Dev’t Based on Justice • Sustainable Development • SKILLS • Reflection • Critical Thinking & Analysis • Decision Making • Imagination • Communication • Conflict Resolution • Group Building

  20. Harmony / Solidarity Democracy DIALOGUE Inter-religious / Inter-cultural Communication Toward the enabling and ennobling classroom

  21. Democratic competence: Living peace in the classroom • Diversity as a learning resource; • Diversity as a place for compassion and appreciation; • Diversity as a point of enrichment and celebration Dealing with diversity • Dissent as an opportunity for the exercise of reason • Dissent as a venue for the search for truth. • Dissent as a self-corrective mirror Dealing with dissent

  22. Capabilities for Peacefulness

  23. Social Institutions • Educational Institutions:The possibility of basing an entire university upon the multifaith spirit of non-violence in service to human needs. (Barefoot College in India, Deemed University combining disci-plinary studies with community applications (polsci& village decision-making, physics & radio repair, biology & well-cleaning, ShantiSena (peace corps), • Training Institutions: Institutions that provide non-violence training for social change, conflict zone intervention, social defense, etc., including Aikido (Peace Brigades, Intl., Transcend , Nonviolence Intl.)

  24. Research Institutions:Institutions that carry out research on nonviolent struggles for democracy, security, and justice; researches to support nonviolent social change; promotion of worldwide sharing of discoveries in research, education, and action • Problem-solving Institutions: Institutions dedicated to solving problems on nonviolence principles (ex., Amnesty International (vs. human rights violations & abolition of death penalty, Greenpeace International (defense of the environment & abolition of nuclear weapons), Medicins sans Frontieres (humanitarian medical care for victims of violence),.

  25. Communications Media:Books and media that educate for nonviolent social change, or that evoke non-violent thinking on various social issues • Cultural Resources:Creations of art and intellect that uplift the human spirit and inspire advances toward realization of a nonviolent society; synergizing creativity for peaceful social transformation in the audio-visual, performing, and literary arts

  26. ALTERNATIVES FOR PEACE • Academic departments • University peace corps • Universities • Political parties • Public service depts • Common security institutions • Civil society institutions • Spiritual councils • Problem-solving consortia • Training institutions • Leadership study and revitalization centers • Centers for creativity • in the arts • Research and policy analysis institutes • Media of communication • Memorials • Zones of peace • Economic enterprise • Centers for non-violence

  27. Educator, Researcher, Advocate Conciliator, Convenor, Decoupler Unifier, Enskiller, Trainer, Envisioner Mediator, Guarantor, Facilitator, Moderator Peacekeeper, Observer, Monitor, Enforcer Reconciler, Enhancer, Rehabilitator, Developer WHERE DO WE STAND? Our Roles in the Progression of Conflict

  28. Some Suggested Entry Points • Changing Attitudes about the "Other" • Opening Channels of Communication • Improving Quality of Communication • Relationship and Trust Building • Changing Perceptions of the Conflict • Exploring New Options for Negotiation • Changing Conflict Dynamic: Strengthening Voices of Moderation • Developing Social Networks: An Infrastructure for Peace

  29. PAZ con Todo y Muchisimas Gracias !

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