engaging schools in the peace process. discussion flow assumptions / premises the “peace...
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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”• 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
• Homogenizing our cultures
1. We are children of our time
2. Our thinking tendencies …
• Distrust and blame
• Forget faith and spirit
3. Our peace educ. efforts not new
• Poverty in a vacuum
• People as statistics
• Frameworks: all-encompassing, sufficiently common and “sharable”, • Skills- and process-based education
• Studies of ourselves and our cultures reduced to the level of technique
Lederach, 1995Lederach, 1995
GRP-MILF GPH - NDF
GRP-MNLF
GPH - CNN
GPH - MILF
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
• citizen diplomacy•multi-track diplomacy• supplemental diplomacy•pre-negotiation•consultation•interactive conflict
resolution •back-channel diplomacy•facilitated joint
brainstorming •coexistence work
Track I I Diplomacy
INFORMAL INTERMEDIARIES / NON-GOVERNMENTAL ACTORS:
•Religious institutions•Academics•Former government officials•Non-governmental organizations, •Humanitarian organizations•Think tanks, among others.
• 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.
TRACK 1½ DIPLOMACY
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.”
Why be involved in the peace process?
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
The ABC Triangle of Violence
The ABC Triangle of Violence
The ABC Triangle of Violence
The ABC Triangle of Violence
BEHAVIOR: Hatred for the enemy, direct physical
violence, killing, torture, intimidation, insults, etc.
BEHAVIOR: Hatred for the enemy, direct physical
violence, killing, torture, intimidation, insults, etc.
ATTITUDES: Feelings/ Values Sources: Hatred, fear, mistrust, racism, bigotry,
sexism, intolerance
ATTITUDES: Feelings/ Values Sources: Hatred, fear, mistrust, racism, bigotry,
sexism, intolerance
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)
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)
ACTIONACTION•Control the behaviorControl the behavior•Violence reduction Violence reduction to promote to promote
negative peacenegative peace
ACTIONACTION•Control the behaviorControl the behavior•Violence reduction Violence reduction to promote to promote
negative peacenegative peace
ACTIONACTION•Work to change Work to change
attitude and contextattitude and context•Violence reduction Violence reduction to promote to promote
positive peacepositive peace
ACTIONACTION•Work to change Work to change
attitude and contextattitude and context•Violence reduction Violence reduction to promote to promote
positive peacepositive peace
PEACE
NEGATIVE PEACEAbsence of direct/
physical violence (both macro
and micro)
NEGATIVE PEACEAbsence of direct/
physical violence (both macro
and micro)
POSITIVE PEACEPresence of conditions of well-
being and just relationships: social, economic, political,
ecological
POSITIVE PEACEPresence of conditions of well-
being and just relationships: social, economic, political,
ecological
Direct Violencee.g., war, torture, abuse of children and women
Direct Violencee.g., war, torture, abuse of children and women
STRUCTURAL VIOLENCEe.g., poverty, hunger
STRUCTURAL VIOLENCEe.g., poverty, hunger
SOCIO-CULTURAL VIOLENCEe.g., racism, sexism, religious
intolerance
SOCIO-CULTURAL VIOLENCEe.g., racism, sexism, religious
intolerance
ECOLOGICAL VIOLENCEe.g., pollution,
overconsumption
ECOLOGICAL VIOLENCEe.g., pollution,
overconsumptionVIOLENCE
• not just about the imposition of "solutions," but about the creation of
OPPORTUNITIES
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
ATTITUDES / VALUES• Self –respect• Respect for Others• Respect for Life / Nonviolence• Compassion• Ecological Concern• Cooperation• Openness & Tolerance• Social Responsibility• Positive Vision
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
Schema of Knowledge, Skills and Attitudes/Values
•Global Concern
DIALOGUE
•Diversity as a learning resource;
•Diversity as a place for compassion and appreciation;
•Diversity as a point of enrichment and celebration
•Dissent as an opportunity for the exercise of reason
•Dissent as a venue for the search for truth.
•Dissent as a self-corrective mirror
Spiritual Roots
Scientific Roots
Public policies
Social
Institutions
Spiritual Institutions
Political Institutions
Economic Institutions
Educational Institutions
Training Institutions
Security Institutions
Research Institutions
Communications media
Cultural Resources
Capabilities for Peacefulness
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 (pol sci & village decision-making, physics & radio repair, biology & well-cleaning, Shanti Sena (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.)
• 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),.
•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
• Communications Media: Books and media that educate for nonviolent social change, or that evoke non-violent thinking on various social issues
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
STATIC UNSTABLE DYNAMIC
3. Negotiation 4. Advocacy and Education for
Sustainable Peace
1. Education
Latent
2. Confrontation
War
Educator, Researcher, Advocate
Conciliator, Convenor, Decoupler
Unifier, Enskiller, Trainer, Envisioner
Mediator, Guarantor, Facilitator, Moderator
Reconciler, Enhancer, Rehabilitator, Developer
Peacekeeper, Observer, Monitor, Enforcer
WHERE DO WE STAND?Our Roles in the Progression of Conflict
• 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
Some Suggested Entry Points