Category Archives: EDUCATION FOR PEACE

“Education Nobel”, Global Teachers’ Prize includes three Brazilian teachers.

… EDUCATION FOR PEACE …

An article by Débora Garofalo on the website of Universo Online

Despite the alarming news of the last few days, due to the Covid-19 pandemic, we received excellent news last week: three Brazilian teachers, are on the list of the TOP 50 of the biggest award for teachers in the world and considered the “Nobel of Education”, it is the Global Teacher Prize, announced by the Varkey Foundation, organizer/sponsor of the UNESCO partnership award.


Photos from the site of Global Teacher Prize

In particular, it is a gift for me, since I was the first Brazilian woman and the first South American to arrive as a finalist in 2019, in the TOP 10. It recognized my work of robotics with scrap that consists of collecting garbage from the streets, materials and equipment recyclables in robotics prototypes, a job that ranked me among the best teachers in the world. The award was an incredible experience for me! In this same edition of the prize, we had Professor Jayse Ferreira, from Itambé, Pernambuco, among the TOP 50, with the winner being Professor Peter Tabishi, from Kenya.

This demonstrates the importance of recognizing and valuing teachers. The three finalist Brazilians of the 2020 edition, Doani, Francisco and Lília are public school teachers and their works were selected by an international jury. The work of these teachers has in common the engagement of students, mainly from poor areas with low income, in significant and transformative activities.

Discover the work of the Brazilian finalists

Doani Emanuela Bertan works as a bilingual teacher of Portuguese and Brazilian Sign Language. The school where she teaches is located in Campinas, São Paulo, in a poor area with high dropout rates. Doani and her colleagues started looking for new strategies to optimize learning. She teaches LIBRAS the Brazilian sign language system for her hearing impaired students and started promoting video calls to answer her questions and concerns in daily classes.

These online tutorials have become bilingual video classes, allowing knowledge to spread outside the school environment. In addition to using technology as a tool, they allow flexible learning times and spaces, they support parents and families, and they enable new educational experiences.

All of her classes have been uploaded to a YouTube channel and everyone now has free access. Her school stands out for its high enrollment of students with hearing impairments and teachers who promote LIBRAS as an effective inclusion tool. Doani’s commitment has led her to go beyond formal working hours and take advantage of the opportunities that technology allows.

Francisco Celso de Freitas is a history teacher, specialist in inclusive education and instructor of social mediators. He works at the Educational Center of the Santa María Penitentiary Unit, in the city of Brasília, where young people can attend classes from prison.

Francisco is the founder and coordinator of the RAP Project (Resocialization, Autonomy and Protagonism), that uses the musicality of rap and poetry as an emancipatory pedagogical tool capable of promoting the values ​​of a culture of peace and human rights with historical ties.

The project serves about 150 adolescents (boys and girls), kept in the Unit of the Federal District of Santa Maria, who have had problems with the law, sometimes due to acts of violence, and who may be prone to self-harm and suicide attempts. The project’s young people benefited from socioeconomic education and rehabilitation, recording videos, participating in music and culture festivals and the resources produced by the project, such as music, video clips and e-books, that are put online for free so that others could enjoy benefits.

(Click here for the original article in Portuguese)

Questions for this article:

What is the relation between peace and education?

Francisco has received wide recognition and awards for the RAP project. He has participated in conferences and visited schools to give lectures on the value of this form of social mediation and resocialization, to combat the use and abuse of drugs, and to face various forms of prejudice and the decriminalization of urban culture.

In addition, he accompanies the youth after they complete their period in the Penitentiary Unit, to ensure that they will not return to the same cycle of violence that led them there. Most of the graduates have managed to reintegrate into society and some have dedicated themselves to rap, making presentations, recording albums and video clips with messages about freedom and meeting the demands of young people. Despite the harsh reality, Francisco has been able to inspire and motivate his students so that they understand that education is the path to new opportunities in life.

Lília Melo grew up in a disadvantaged area and since childhood she wanted to contribute to reducing social differences. She found her way in teaching. Lília Melo teaches poor children and young people in a needy and often violent area of ​​Belém, in northern Brazil, where murders, drug trafficking and rape are common.

To help her students deal with the situation, Lília wrote a project entitled “Black youth from the periphery of extermination to protagonism” on improving art at school and in the community. She started offering weekend workshops on drum, capoeira, dance, theater, poetry, some at school, others on the streets and squares, which formed ties with the local community. After Lília wrote in the local media about her students being too poor to have access to Marvel’s “Black Panther” movie, local companies got together and funded 400 tickets so that young people could watch the film.

From the collection of photos and videos that narrated the film’s event, the idea arose to produce a documentary, which received several awards. Lília decided to reinvest the funds received in the purchase of equipment. They bought cameras, lenses and a new production was made by young students at the school.

The debates helped to reinforce the film’s message and reflect on the importance of representation in fiction. Eventually, the students themselves became protagonists as universities, museums and companies became interested and got in touch to listen to students and learn their stories, inviting them to give lectures. Instead of being quiet in an auditorium, students went there to be heard.

All of Lília’s projects were carried out with little infrastructure and little equipment. The school significantly increased enrollment rates, the dropout rate decreased and learning outcomes improved. Many of their students have become leaders in the arts, protagonists of their own history, being an inspiration to their community.

The above information about teachers’ work has been taken from the Global Teacher Prize website.

I think that being in the top 50 is a gift. These teachers were selected from more than 12,000 submissions from 140 countries, and they deserve our full recognition. We will be cheering, because they are deserving of everything they have been doing for Education.

Now, they become part of a group of 300 world ambassador professors, together with the finalists of previous editions of the award, with intense participation and annual meeting in different countries for the expansion and exchange of knowledge.

Being recognized among the best teachers in the world totally changes our conception of the role of teacher and increases our responsibility to continue to strive for quality education and equity for all.

All the teachers who go through this experience continue to serve as an example, among them, we can highlight the teachers Marcio Batista, Rubens Ferronato, Jayse Ferreira, Diego Mahfouz and Valter Pereira and many others who promote difference and are agents of transformation. We need to recognize, value and support our teachers. Congratulations, teachers, for transforming lives!

Venezuela pays tribute to the genius who made music an instrument for liberation, José Antonio Abreu

EDUCATION FOR PEACE .

An article from Venezuela television

The Venezuelan people are paying tribute to the genius who made music an instrument for liberation, José Antonio Abreu, on the second anniversary of his death, according to the President of the Bolivarian Republic of Venezuela, Nicolás Maduro, in his Twitter social network user @NicolasMaduro.

Abreu was an outstanding Venezuelan musician, who conceived the National System of Youth and Children’s Orchestras and Choirs of Venezuela. He was born in the city of Valera, Trujillo state, on May 7, 1939.

(Click here for the original article in Spanish.)

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Question for this article:

What place does music have in the peace movement?

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He served as Ambassador for Peace and Goodwill at the United Nations Educational, Scientific and Cultural Organization (UNESCO) due to the social impact and cultural of his work, especially in those countries determined to lower the levels of poverty, illiteracy, marginality and exclusion in their children and youth population.

Jose Antonio Abreu was also the architect of a model for music education and social inclusion, a model that has been replicated in more than 70 countries on the five continents: Europe, America, Asia, Africa and Oceania, according to a press release from the Simón Bolívar Musical Foundation published on its website.

This new model, created 44 years ago and known as the National System of Youth and Children’s Orchestras and Choirs of Venezuela, involved 1,012,077 boys, girls and young people from low-income social strata.

Through the individual and collective practice of music and the creation of nuclei and academic centers of the country, this cultural organization has become a comprehensive platform to prepare citizens in the concept of a culture of peace and justice.

The Peace Brigades International, Guernica Peace Prize

EDUCATION FOR PEACE .

An article by Iratxe Astui in El Correo

The Peace Brigades International (PBI) will receive this year the Guernica Prize for Peace and Reconciliation, which is awarded as part of the commemorative program of the acts of the bombing of the town by the German Condor Legion. The decision to recognize the work done by this non-governmental organization was made with the majority of the votes of the members of the jury table..


Members of the PBI during one of their observations. / E. C.

The jury is composed of representatives of the parties that make up the City Council -Eusko Abertzaleak, PNV and EH Bildu-, as well as the mayor of Pforzheim, a German city twinned with the town hall, the Gernika Gogoratuz Foundation, the House of Culture and the Museum of La Paz of the locality. They announced that the distinction responds “to the outstanding work carried out by the volunteers of the organization and their commitment to the defense of Human Rights.”

(Click here for the original article in Spanish.)

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Question for this article:

Can peace be guaranteed through nonviolent means?

Where in the world can we find good leadership today?

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The Peace Brigades International is a non-denominational and independent group, that sends international observers to be eyewitnesses in regions that are experiencing crisis and conflict situations. “These groups protect with their presence people threatened with death or kidnapping through political violence,” they explained. The peacekeeping forces of PBI have acted in Guatemala (1983-1999), El Salvador (1987-1992) and Sri Lanka (1989-1998), as well as in North America (1991-1999), East Tomor (1999-2002) and Haiti (1995-2000).

Likewise, they also developed their work in Northern Nicaragua, Central Africa (2004-2005) and at the World Uranium Hearing in 1992 in Salzburg. The organization is composed of volunteers who “work as a team.” “They live, conceive strategies, write reports and travel together.”

The jury of the Prizes for Peace and Reconciliation that will be awarded on April 26, also highlighted this year, within the section that distinguishes the anonymous work of the workers for basic peace, the work of the international project ‘Kids Guernica “This artistic initiative was created by three Japanese -Toshifumi Abe, Tdashi Yasuda and Kaoru Mizuguchi- and the American, Tom Anderson, in 1995 on the occasion of making a canvas commemorating the 50th anniversary of the bombing of Hiroshima.

The mural project, in reference to the Guernica of Picasso, “has toured different countries on five continents with the aim of promoting a culture of peace among children around the world,” they explained. The regional town has a good number of works done in different parts of the planet.

The Manifesto 2000

EDUCATION FOR PEACE .

An article from El Manana

From the insidious and often perverse campaigns, blaming people for the daily manifestations of violence in its different forms, to the proposal to change the economic model to foster shared development in a social justice regime, there is no progress towards an environment of understanding, concord and fraternity. With their machismo, each group with the capacity to be heard resorts to violence.


(click on image for more information)

It is clear that in a culture of violence, conflicts are settled through violence, which is nothing other than the lack of capacity to address differences by a culture of peace, dialogue and mutual understanding. Unlike the expression of Benito Juárez during the period of resistance to the French occupation, it is now seen that among individuals and among nations the violation of the rights of others is at the base of the violence that manifests itself in society, in governments and institutions.

It is not so much that aggressiveness has been unleashed in human beings, no. Through the means of socialization: family, school, religion, associations, etc., aggressiveness can be channeled in three ways: the destructive path of violence; the indifference of passivity; and the constructive, equal to nonviolence, that is, to act but not violently. In that sense, if violence is learned, it is clear that it can also be unlearned and replaced by other mechanisms, not destructive, in conflict resolution.

With this idea in mind, a group of Nobel Peace Prizes, meeting in Paris on March 4, 1999, on the occasion of the fiftieth anniversary of the Universal Declaration of Human Rights, drew up the”Manifesto 2000 for a culture of peace and nonviolence. ” The signatories included: Norman Borlaug; Adolfo Pérez Esquivel; Dalai Lama; Mikhall Sergeyevich Gorbachev; Mairead Maguire; Nelson Mandela; Rigoberta Menchu ​​Tum; Shimon Peres; José Ramos Horta; Joseph Roblat; Desmond Mpilo Tutu; David Trimble; Elie Wiesel; Carlos Felipo Ximenes Belo and others who later joined.

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( Click here for the original version in Spanish.)

Question for this article:

The Manifesto 2000, Is it still relevant today?

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The text of the Manifesto is as follows:

“Aware of my share of responsibility for the future of humanity, in particular to the children of today and tomorrow, I pledge in my daily life, in my family, my work, my community, my country and my region, to:

Respect the life and dignity of each human being without discrimination or prejudice;

Practice active non-violence, rejecting violence in all its forms: physical, sexual, psychological, economical and social, in particular towards the most deprived and vulnerable such as children and adolescents;

Share my time and material resources in a spirit of generosity to put an end to exclusion, injustice and political and economic oppression;

Defend freedom of expression and cultural diversity, giving preference always to dialogue and listening without engaging in fanaticism, defamation and the rejection of others;

Promote consumer behavior that is responsible and development practices that respect all forms of life and preserve the balance of nature on the planet;

Contribute to the development of my community, with the full participation of women and respect for democratic principles, in order to create together new forms of solidarity.”

As you can see, it is a commitment of personal and individual fulfillment, in such a way that there is no way to excuse yourself once it has been voluntarily adopted.

Certainly, at that time it was still believed that the year 2000 would constitute a new beginning to transform the culture of war and violence into a culture of peace and nonviolence, since the culture of peace makes lasting development possible, the protection of the environment and the personal satisfaction of each human being.

20 years later, that dream may be possible if instead of so much garbage, the media would promote dialogue, understanding and peace through justice.

Ecuador: The culture of peace is presented in an international digital magazine

EDUCATION FOR PEACE .

An article from Cronica

“Culture and education for peace” is the theme of the third edition of the Culture of Peace Magazine presented, on March 2, by the Unesco Chair of Peace Education and Culture of the Private Technical University of Loja (UTPL). The work presented in digital format has 18 scientific articles and 3 book reviews by authors from Ecuador, Mexico and Spain.


This issue addresses topics such as: anthropology of violence; inclusion of sexual diversity for a culture of peace; violence and conflict in Ecuador in 2019; construction of a culture of peace at the university level; memories of ex-combatant indigenous women of the FARC in Colombia; the symbolic dimension of the Zapatista mask, models of citizen participation and coexistence, among others.

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( Click here for the original version in Spanish.)

Question for this article:

What are the most important books about the culture of peace?

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Santiago Pérez Samaniego, director of the magazine, said that this annual publication has the function of promoting research at local, national and international level, on issues related to peace, education, conflicts and human rights. He stressed that the articles that are part of this edition reflect a rigorous analysis of the different realities, perspectives, good practices or visions of the researchers.

He stressed that since the first edition in 2016 there has been an increased participation of researchers from different countries in the Culture of Peace Magazine, which “fills us with pride.” “It has become a benchmark of research for the promotion of peace in Latin America, attaining an important international position ”

Institutional contribution

Rosario de Rivas Manzano, academic vice chancellor of the UTPL, during the presentation ceremony extended a congratulation to the team that generated the third edition of the magazine, which he said promotes peace through research that seeks to modify attitudes in people to transform the conflicts that can generate violence. He highlighted the contribution of this publication to the UTPL, as a university that builds a fairer world with respect for human beings and society.

-The Culture of Peace magazine is available on the website: revistadeculturadepaz.com

Mexico: Culture of peace in higher education

. DEMOCRATIC PARTICIPATION .

An article by Jaime Valls Esponda in El Universal

On February 17, the proposal of the Comprehensive Culture of Peace Plan in the Higher Education Institutions was presented at the headquarters of the ANUIES [National Association of Universities and Institutions of Higher Education]. In addition to the subject of peace, it contains measures for the prevention of addictions and seeks to contribute to the development of young people in school and social settings.

Statistics indicate a deterioration of values ​​that has increased insecurity, which especially affects the most vulnerable sectors of the population: women, the elderly , children and low-income households in general. Without values, society loses cohesion and the social fabric is eroded. What is needed is a culture of peace that returns stability throughout the nation and ensures harmonious coexistence. An active contribution of higher education institutions is needed; they are spaces for the socialization of essential principles of well-being and peace. They are the ideal environment for the flourishing of the rule of law, inclusive justice and citizenship.

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(Click here for the original Spanish version of this article.)

Question for this article:

Is there progress towards a culture of peace in Mexico?

Where is peace education taking place?

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The proposal, which is the result of the work of the academics and specialists of the associated institutions, will be submitted to the ANUIES National Council for consideration next March. One of the main actions foreseen is the figure of Peace Agents formed by university students and citizens, in order to strengthen the social fabric in their environment. Similarly, it is proposed to establish Specialized Care Centers to delineate peace programs with a social sense. The “Together for Peace” campaign will be supported with the participation of academics and students; the opening of Clubs for peace, the implementation of health and wellness projects with drug use prevention measures and the offer of courses, workshops and materials related to addictions.

Likewise, it was agreed to integrate an inter-institutional group of specialists and experts from the Center for Documentation, Research and Prospect for Security, Justice and Peace of ANUIES. They are to develop programs and indicators on the subject. It was proposed to create, in the medium term, a School of thought for peace, with an educational offer focused on social transformation. Finally, it was recognized that since society is central to the construction of peace, there is need for an active change that involves the joint management of citizenship, family and school.

ANUIES calls for the creation of a National Network of Specialists and Experts in the Criminal Justice System. One of its tasks should be the promotion of a culture of peace in the justice system in all regions of the country.

Higher education institutions, in the full exercise of their social responsibility, expressed in teaching, research, innovation and culture, should recognize the demands of society and contribute to solving the problems of the nation. Higher education institutions are sensitive and in solidarity with the causes of a culture of peace, social justice and full respect for human rights.

Jaime Valls Esponda is the Executive Secretary General of ANUIES.

For Bob Marley’s 75th Birthday, Ziggy Marley Reflects On His Father’s Legacy

EDUCATION FOR PEACE .

An article from National Public Radio for Central California

It can be hard to reconcile Bob Marley’s massive and ongoing influence with the fact that the genre-defining reggae artist was just 36 when he died of cancer in 1981. Marley would have turned 75 this Thursday; to this day, his music accounts for nearly a quarter of the reggae listened to in the United States.


Redemption Song

Question for this article:

What place does music have in the peace movement?

To celebrate Marley’s 75th birthday, his estate is launching a year of events and releases, including concerts featuring Marley’s sons, Ziggy and Stephen, new music videos and reissues. NPR’s Scott Simon talked to Ziggy Marley about his own memories of his father and his music

Ziggy was 12 years old when his father died, and he says he most of all remembers his father as a generous person. “He’s a loving man; I think that is the most important thing,” he says.

True to the Marley tradition, Ziggy says that the classic Bob Marley message of peace, love and happiness still has a place in an often bleak world.

“The majority of people are good people, are peaceful people,” Marley says.

“But we’re just not loud, we’re just not on the TV, we’re not in the news — it’s just the people making war in the news.”

Listen to their full conversation in the player.

Spain: Professor Marta Gonzalo Quiroga recognized for her impetus to the culture of peace

… EDUCATION FOR PEACE …

An article from the Universidad Rey Juan Carlos

A teacher from FCJS [Faculty of Law and Social Sciences Campus de Madrid] has recently received the ‘Medal of Professional Merit for promoting the Culture of Peace, Dialogue and Mediation’, awarded by the Spanish School of Mediation and the Journal of Mediation.

The award rewards more than 20 years of work in this field from the URJC professor who explains that she felt very grateful for this recognition.

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(click here for a version in Spanish).

Question for this article:

Mediation as a tool for nonviolence and culture of peace

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This medal falls to Marta Gonzalo for promoting mediation with its own scientific autonomy at the Spanish University. In this sense, the teacher recalled that “for a long time now the URJC has opted to introduce mediation and the Culture of Peace.” This fact is demonstrated by the existence of the Own Title of ‘Mediation Expert’ and the University’s membership in various interuniversity research networks in the field.

“We need mediation to be transversal”

Marta Gonzalo considers “very necessary” the impulse of a culture of greater dialogue and understanding, “now we are in a moment in which everything is radicalized and judicialized, we must promote dialogue and negotiation”.

For this teacher “mediation must be transversal and especially exercised by politicians to do their job better and find solutions to the problems of citizenship.”

The delivery of medals was held last Friday 17 and took place within the framework of the Chair of Social Welfare, Communication, Education and Employment UDIMA-EDAE. In the previous edition, personalities such as the former mayor of Madrid, Manuela Carmena and the journalist Irene Villa were awarded.

Lebanon: Interview with Ogarit Younan (prize for conflict prevention and peace)

EDUCATION FOR PEACE .

An article from Agenda Culturel

The CHAML association has been awarded the “Prize for Conflict Prevention and Peace in Lebanon 2019” from the Ghazal Foundation, which annually awards an NGO. This award adds to the long career of its founders, Ogarit Younan and Walid Slaiby. Pioneers of non-violence in Lebanon and in the region. Initiators of interactive training in Lebanon, they have been recognized as figures of civil society for over 30 years. They have to their credit the creation of several associations and especially the foundation of the University Academy for Nonviolence and Human Rights – AUNOHR.

On the occasion of the award ceremony, Ogarit Younan answers questions from the Cultural Agenda.

How long has the Chaml association existed and what are its goals?

First of all, I would like to salute the GHAZAL Foundation and its founding president Michel Ghazal, for this link, active rather than passive, that he ties with his country, by supporting concrete actions of peace and citizenship each year.

CHAML (“شمل” ، “شباب مواطنون لاعنفيون لاطائفيون”), was created in the heart of the upheavals of 2005 which deeply divided the country. It brought together 260 young people, through activities in all the mohafazats of the country. The members of the founding group come from different backgrounds but without being “denominational” because this is absolutely not the philosophy of CHAML.

In 2008, CHAML obtained the official status of a civil association in accordance with Lebanese law (Opinion No 1040 / Date September 10, 2008).

The CHAML coordination and administration committee is made up of professionals in civil action, trainers who are among the most senior trainers in Lebanon. They have a special qualification and are the first in Lebanon to hold a Masters in Human Rights and Non-violence.

Through its objectives, CHAML works mainly to contribute in the following areas:

* Raise awareness among young students, especially adolescents in secondary classes through an annual program in public and private schools in all regions of the country.

* Undertake peace and citizenship initiatives aimed at resolving conflicts and deep “wounds” in Lebanese society.

* Fight for change in the denominational system and unjust laws.

* Support, through its expertise, other civil organizations, at national and regional level, in projects for young people, women, education and refugees.

Read here for examples of CHAML activities.

The revolution that began October 17 last year aimed be a peaceful uprising. Did you expect such a rising of a population that some previously believed was “in a coma”?

Obviously, we expected something that said “enough is enough”, but it was beyond measure with this massive NO. Moreover, this uprising is the result of an accumulation of small gradual ‘no’ s. Rather than a ‘coma’, I prefer to say longtemps a long silent latent anger, repeatedly expressed through actions, sometimes successful and mostly unsuccessful. The most important thing now is that “the spirit of the revolution” builds a professional and well-organized strategy that is still lacking but developing.

(Click here for the original article in French.)

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Question for this article:

Can peace be guaranteed through nonviolent means?

Where in the world can we find good leadership today?

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During this uprising and in your opinion, what effects have the trainings you have given in recent years had?

We have seen everywhere and in all regions the people we have trained over the past 30 years. They participated in the organization of groups, training in non-violent means of action, the animation of tents in public places, the development of alternatives, coordination between groups, courageous demonstrations in the face of the recall to the civil war and the “denominational style of the militias” and there I could in particular quote the demonstration of the “nonviolent mothers” in Chiyah-Ayn Remmaneh organized by activists of CHAML and students of AUNOHR.

Can nonviolence have the last word?

Non-violence is the only way. Through my meetings and discussions in public places in Beirut and Tripoli, even the people claiming that there is a revolution “only by blood” changed their minds, when they discovered that non-violence is courage, strength and effective solutions, contrary to what they have learned. This leads us to end the glorification of violence, to cultivate the spirit of non-violence and to spread its concrete examples.

Regarding your university, to whom are the doors of AUNOHR open?

The University Academy for Nonviolence and Human Rights – AUNOHR, the only one of its kind in Lebanon and a pioneer worldwide, was officially founded in 2014 and the courses started in 2015-2016.

AUNOHR was conceived according to a philosophy which deals with education rather than teaching, where training within the university is a life in itself, and in the words of Comenius “professional Humanist workshops”.

We offer 9 areas of specialization at the Master and University Diploma (DU) level, drawing on all academic and professional fields, and creating new job opportunities that are internationally qualified as “the jobs of this present in transition and of the future”.

Students come from Lebanon and all Arab countries; the first three promotions are from six countries: Syria, Palestine, Iraq including Kurdistan, Egypt, Jordan and Lebanon.

The participants are from 21 to 67 years old, women and men.

As these are new specializations in higher education, students are from various academic and professional backgrounds: teachers, school directors, journalists, lawyers, university teachers, activists, founders of associations, doctors , elected officials, executives in the public sector, bank employees, religious, coordinators of civil campaigns and political actors, artists, etc.

At the same time, dozens of participants have joined ‘individual’ courses with flexible hours, and received official certificates (each course: 3 credits).

How can everyone participate in spreading messages of non-violence around them?

The best message could only be that of the people trained with us, and I invite you to listen to the testimonies of the students who expressed themselves unanimously that it was a “turning point” in their personal and professional life.

See “AUNOHR in the eyes of its students”, a video with short testimonial videos by the students of the University of Non-violence and Human Rights.

Thanks to Phyllis Kotite, the reporter for this article.

Querétaro, Mexico: Mediation has benefited almost 8 thousand people in the capital

… EDUCATION FOR PEACE …

A article by Gonzalo Flores in am de Queretaro

Since its creation in March of this year to date, the Mediation Directorate of the Municipality of Querétaro has treated 4,870 citizen conflicts, benefitting 7,850 people who have resorted to this unit for conflict resolution , informed Joaquín Gerardo González de León, head of the Directorate of the Interior and coordinator of the mediation area.


Interview with Joaquín Gerardo González de León

According to the official, only 20 cases out of the total have been sent to the civil courts, when mediation did not work and some of those involved reoccurrent actions of the dispute, although he said that these cases are minimal and correspond to administrative failures.

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(click here for a version in Spanish).

Question for this article:

Is there progress towards a culture of peace in Mexico?

Mediation as a tool for nonviolence and culture of peace

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González de León added that in March of this year the operation began with 8 offices in the municipality and 18 mediators who were trained by the State Superior Court of Justice.

Of the total files created for mediation, he said that in 60 percent of the issues conflicts have to do with neighborhood issues, including noise, parking issues, trash on public roads and pets, which he listed as the main reasons for complaints

Mediation Directorate has resolved more than half of the conflicts between individuals.

He also revealed that in 60 percent of the cases they have reached agreements between neighbors, “and although the problems are not resolved in depth, opening the dialogue is already an advance and on that agreements are made that both parties must respect.”

In the remaining cases, he stressed that no agreements are reached due to the denial of any of the two parties involved, or because they do not attend mediations.

“The high percentage of conflict resolution indicates that the population is interested in solving their conflicts through dialogue,” he said.