CEAP Engaging Schools in the Peace Process

7/29/2019 CEAP Engaging Schools in the Peace Process

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ENGAGING SCHOOLS

IN THEPEACE PROCESS


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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


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Homogenizing our cultures

1. We are children of our time2. Our thinking tendencies

Distrust and blame

Forget faith and spirit

3. Our peace educ. efforts not new

Poverty in a vacuum

People as statistics


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Frameworks: all-encompassing,

sufficiently common and sharable, Skills- and process-based education

Studies of ourselves and ourcultures reduced to the level oftechnique

Lederach, 1995


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GRP-MILFGPH -

NDF

GRP-

MNLF

GPH -

CNN

GPH -

MILF


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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-likeauthorities: heads of state, state depart-

ment or ministry of foreign affairs officials,

and other governmental departments and

ministries

Track I I

Diplomacy

Track 1Diplomacy

Track III

Diplomacy


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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.
http://www.beyondintractability.org/essay/multi-track_diplomacy/http://www.beyondintractability.org/essay/facilitation/http://www.beyondintractability.org/essay/coexistence/http://www.beyondintractability.org/essay/role_ngo/http://www.beyondintractability.org/essay/role_ngo/http://www.beyondintractability.org/essay/role_ngo/http://www.beyondintractability.org/essay/role_ngo/http://www.beyondintractability.org/essay/role_ngo/http://www.beyondintractability.org/essay/role_ngo/http://www.beyondintractability.org/essay/coexistence/http://www.beyondintractability.org/essay/facilitation/http://www.beyondintractability.org/essay/multi-track_diplomacy/http://www.beyondintractability.org/essay/multi-track_diplomacy/http://www.beyondintractability.org/essay/multi-track_diplomacy/


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Involves unofficial actors (former government officials,

or religious or social organizations such as the Church orthe 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 1 DIPLOMACY


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TRACK III DIPLOMACY

Unofficial third parties work with people from all walksof 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.


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Why beinvolved in thepeace process?


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Culture as a contact point,

a field of contest in which all ideas, behaviors,

values and power structures arelegitimized / discarded,

foregrounded / backgrounded/

pushed to the margins,within the culture

that successfully

draws the peoples allegianceor confuses them.

- Atty. Michael Mastura


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The ABC Triangle

of Violence


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BEHAVIOR: Hatred for the

enemy, direct physical

violence, killing, torture,

intimidation, insults, etc.

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)


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ACTION

Control the behavior

Violence reduction

to promotenegative peace

ACTION

Work to changeattitude and context

Violence reduction

to promote

positive peace


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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

Direct Violence

e.g., war, torture,

abuse of childrenand women

STRUCTURAL VIOLENCEe.g., poverty, hunger

SOCIO-CULTURAL VIOLENCE

e.g., racism, sexism,religious intolerance

ECOLOGICAL VIOLENCE

e.g., pollution,

overconsumptionVIOLENCE


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not just aboutthe imposition

of "solutions,"

but about

the creation

of

OPPORTUNITIES


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the creation of SPACES

(political, economic, social

spaces) in which indigenousactors can identify, develop,

and use all that

are necessaryto build a

peaceful,

prosperous

andjust

society

ATTITUDES / VALUES


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ATTITUDES / VALUES

Selfrespect

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

Devt Based on Justice

Sustainable Development

SKILLS

Reflection

Critical Thinking & Analysis Decision Making

Imagination

Communication

Conflict Resolution

Group Building

Schema of

Knowledge, Skills

and Attitudes/

ValuesGlobal Concern


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Diversity as a learning resource;Diversity as a place for compassionand appreciation;

Diversity as a point of enrichment

and celebration

Dissent as an opportunity

for the exercise of reason

Dissent as a venue forthe search for truth.

Dissent as a self-corrective mirror


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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


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Social InstitutionsEducat ional Ins t i tu t ions: The poss ib i l i ty o fbasing an ent i re univers i ty upon the mul t i fa i thsp i r i t o f non-v io lence in serv ice to humanneeds. (Barefoot Col leg e in India , DeemedUnivers i ty combining d isc i -p l inary s tudieswi th communi ty appl icat ions (po l sc i & v i l lage

decis ion- making, physics & radio repai r,b io logy & wel l -c leaning, Shant i Sena (peacecorps) ,

Tra in ing Inst i t ut ions : Ins t i tu t ions tha t prov idenon-v io lenc e t ra in ing for socia l change,conf l ic t zone intervent ion , socia l defense,etc . , inc luding Aik ido (Peace Br igades, In t l . ,Transcend , Nonvio lence I nt l . )


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Research Inst i tut ions:

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 Inst i tut ions : Institutions

dedicated to solving problems on nonviolence

principles (ex., Amnesty International (vs. human rights

violations & abolition of death penalty, GreenpeaceInternational (defense of the environment & abolition

of nuclear weapons), Medicins sans Frontieres

(humanitarian medical care for victims of violence),.


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Cultural Resources: Creations of art and

intellect that uplift the human spirit and inspireadvances toward realization of a nonviolent society;

synergizing creativity for peaceful social

transformation in the audio-visual, performing,and literary arts

Communicat ions Media : Books and media

that educate for nonviolent social change, or thatevoke non-violent thinking on various social issues


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ALTERNATIVES FOR PEACE

Academic departments

University peace corpsUniversities

Political parties

Public service depts

Common securityinstitutions

Civil society institutions

Spiritual councils

Problem-solving consortiaTraining institutions

Leadership study and

revitalization centers

Centers for creativity

in the artsResearch and policy analysis

institutes

Media of communication

MemorialsZones of peace

Economic enterprise

Centers for non-violence


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STATIC UNSTABLE DYNAMIC

3. Negotiation 4. Advocacy andEducation 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


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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


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CEAP Engaging Schools in the Peace Process

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