Category Archives: EDUCATION FOR PEACE

CEPEJ Takes Peace, Environmental Advocacy To Schools Across Nigeria

EDUCATION FOR PEACE .

An article from Tribune Online

Niger Delta-based Center for Peace and Environmental Justice (CEPEJ) has inaugurated Peace and Environment Clubs (PECs) in over 15 secondary schools across the country with a mandate to promote peace and environmental best practices among young ones for a better society.

The most recent PECs were established at the Federal Capital Territory to serve as “safe spaces” with the idea of catching them young and bringing the next generation together from different social and cultural backgrounds to discuss critical issues relating to peace, conflict prevention/management and environmental sustainability, as well as share values of tolerance and civic responsibility.

The National Coordinator of CEPEJ, Comrade Sheriff Mulade appreciated the FCT board for the partnership to enable the NGO to establish the Peace and Environment Clubs and to inaugurate PEC coordinators for Government Senior Secondary School, Bwari, and Mabushi Secondary School, both in Abuja.

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(Click here for the original version of this article in French)

Question for this article:

Where is peace education taking place?

Can a culture of peace be achieved in Africa through local indigenous training and participation?

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FCT Secondary School Board Chairman, Hon. Yahaya Musa Muhammed, who was represented by Assistant Directors, Mr Itam Nneoyi and Mrs Mary Ajibola, appreciated CEPEJ for the laudable initiative.

They pledged to work with the CSO to educate and guide the youths in the ways of life.

Speaking in the same vein, the Principals of Government Secondary School, Bwari, Dr Mrs Nse Martina Ikwo, and Government Secondary School, Mabushi, Mr Muhammed Shaba thanked CEPEJ for establishing the peace clubs to educate pupils on the need to imbibe the culture of peace and environmental protection, highly needed in Nigeria today.

They promised to ensure the sustainability of the clubs.

The Programme Director of CEPEJ, Mrs Nafisat Amadu Abdulmalik, however, listed improved life skills (leadership, negotiation, decision making, values, self-esteem, conflict management etc.), enhanced advocacy skills-speaking up for self and for others, among others.

She said CEPEJ would facilitate training the trainers’ workshops in the coming weeks before the activities would kick off fully.

Others in attendance included Vice Principals, administrative staff, as well as senior teachers and students.

These advocacies are expected to help the young lads to imbibe values of mutual respect, fairness, teamwork, discipline and tolerance, in order to birth a society with a mindset that values peace and environmental best practices.

Africa, EDUCATION FOR PEACE

Colombia: ‘5th with 5th Crew’, rhymes and colors for peace in Norte de Santander

. EDUCATION FOR PEACE . .

An article by Anderson Salinas for Radio Nacional Colombia

The cultural and social foundation ‘5ta con 5ta Crew’ was born in 2007, with the idea of ​​strengthening the social fabric among the youth in the department of Norte de Santander. It is a group that deals with violence through the arts from the Itinerant School of the North Bravos Hijos in 12 municipalities of the department.

With rap, graffiti, urban dance and audiovisual productions, this foundation has become a pedagogical path for young people in the department.


Rap video from the foundation

They are a team of 20 young professionals who travel through different rural and urban areas, bearing messages that transcend the memory of violence in the territories affected by the armed conflict.

“I started rapping long before, with passionate rap partners we began to share that music that we liked. To the point, that my mother’s house on 5th Street and 5th Avenue in the Motilones de Atalaya neighborhood, became the main headquarters for a time, ”explains Jorge Botello, leader of the foundation.

The initiative focused on working with young people between 16 and 25 years old, promoting artistic expressions in favor of life and the defense of the rights of youth, activities that provide the region with spaces for coexistence and reconciliation.

“In this space we begin to enjoy every moment from rap, graffiti, muralism, urban dance, audiovisuals, weaving, theater, community cinema, which began a new stage in the foundation, and where we try to manage always the historical look at our reality,” adds Jorge.

‘Ahiman,’ the artistic name by which Jorge is known, found that music provided a way to teach in the search of historical memory and truth. “It was something we did without knowing it, the lyrics, the processes, became the opportunity to express what we felt,” he explains.

(click here for the article in Spanish.).)

Question related to this article:

Do the arts create a basis for a culture of peace?

What is happening in Colombia, Is peace possible?

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The border area and the Catatumbo are those spaces of resistance, where their cultural processes allow children and adolescents to compose the history that is hidden in each of its 11 municipalities.

“Young people have found the possibility of amplifying the voice, that their voice not only represents themselves, but a whole group, a community, and that through these spaces they allow to transform relationships, and thus have a better coexistence” says Botello.

Currently, the foundation is carrying out the ‘Crafts for peace, memory and truth’ project in the departments of Arauca, Santander, Norte de Santander, Bolívar and César. According to Laura Rangel, a member of the team, this initiative is developed with the purpose of training 510 youth in the Comprehensive System of Truth, Justice, Reparation and Non-Repetition.

“We reflect around the truth. We find incredible, heartbreaking, hopeful, resilient stories that are very motivating for our work in the territory and today we are closing this project and opening the door for our next stop: the art of truth,” Botello indicates.

This work will be present in Norte de Santander for a year, where it will work for the legacy of the Truth Commission and the fundamental role of youth in the non-continuity of the armed conflict with children and young people.

For Darwin Delgado, one of the young people who participates in these foundation processes, it is necessary to continue keeping history alive in these territories marked by violence in Colombia.

“It is better that the trumpets sound and we do not have the rifles, it is better that the paint is spilled and not the blood of the Colombians; that is the value of art for our region, it allows us to visualize ourselves and represent ourselves under a different perspective before society,” he affirms with a tone of hope.

‘Ahiman’ points out that it is the new generations who must make use of the lyrics, beats, dances and colored lines to rebuild the social fabric that has been fractured by decades.

“For every violent act there are many more rhymes, more murals, more colors, many more break dance steps, art became what holds the new generations to say that there is an opportunity to have a better country,” he says. .

Today they are a medium that runs from art, a path to coexistence and the promotion of a culture of peace in Catatumbo and all of North Santander, with each expression highlighting its message of peace in different languages.

EDUCATION FOR PEACE, Latin America

Chad: AJPNV training for democracy and human rights

… EDUCATION FOR PEACE …

An article from Alwihda Info (translation by CPNN)

As part of its project to promote democracy and human rights in Chad, the youth association for peace and non-violence (AJPNV) is organizing a training workshop from October 1 to 2, 2021 for leaders of civil society organizations and the media.


The workshop opened on Friday, October 1, 2021 at the national headquarters of the association in the Amtoukougne district. The AJPNV, created in 2000, is a secular, apolitical and humanitarian non-profit Chadian civil society organization. It is an accredited member of IRC (International Rehabilitation for Council of Victims of Torture) based in Copenhagen) and a member of IFHRO (International Federation of Health and Human Right Organization) based in Geneva.

AJPNV aims to promote and protect human rights and provide free medical, psychosocial and legal assistance to victims of human rights violence, refugees, and internally displaced persons, prisoners, women victims of sexual violence. It promotes socio-economic reintegration through information, communication and education of refugees; the promotion of the culture of peace and democracy in Chad; promotion of reproductive health; health promotion linked to human rights; strengthen women’s capacities to fight poverty, unhealthy traditional practices and HIV.

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(Click here for the original article in French)

Questions for this article:

How can we promote a human rights, peace based education?

Can a culture of peace be achieved in Africa through local indigenous training and participation?

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Officially launching the workshop, AJPNV President Nodjigoto Charbonnel asserts that civil society organizations and the media are a pillar in the national system for the promotion and protection of human rights. Their main responsibilities are, on the one hand, to promote human rights through the dissemination of a national culture of human rights in which the values ​​of tolerance, equality and mutual respect flourish, in particular. through human rights education and on the other hand to protect human rights, by identifying or investigating cases of human rights violations.

To carry out their mission of promoting and protecting human rights in their country, Nodjigoto Charbonnel maintains that civil society organizations and the media need to be strengthened and supported. And to add that, this strengthening project working in the field of human rights responds to the need for strengthening and broadening the field of action of associations.

Nodjigoto Charbonnel says human rights movements, democracy organizations and development donors have a common goal but have not always seen each other as allies. It is quite possible that the three groups have found common ground around the notion of a rights-based approach to development. He goes on to insist that good democratic governance must inevitably focus on the promotion and protection of human rights and fundamental freedoms. Without this protection, he says, there can be no real democracy.

Africa, EDUCATION FOR PEACE

Mexico: UdeC holds international discussion on the culture of peace and human rights

… EDUCATION FOR PEACE …

An article from El Comentario (translation by CPNN)

This weekend an international discussion was held on “Freedoms, culture of peace and human rights in education”, organized by the High School 32 of the University of Colima, located in Suchitlán. The aim was to have an interactive meeting space where activists and social leaders from Mexico, Colombia and Guatemala could share their experiences and proposals with students from the school.


Opening the event, Rector Christian Jorge Torres Ortiz Zermeño highlighted that this type of initiative as “an example of the importance of educational institutions in the implementation and promotion of the culture of peace”; In this sense, he added, the UdeC itself has promoted different actions, such as the inclusion of the subject in study plans, a humanistic educational model aimed at comprehensive training, as well as efforts to offer quality education.

However, he pointed out, the high interaction that occurs in university spaces, as well as the diversity and dynamics of the student population, “require permanent and coordinated activities to achieve the long-awaited culture of peace.”

This, he stressed, “is not an simple task; Therefore, together with participation in national programs such as ANUIES and the design of institutional strategies for the promotion of values ​​that privilege respect, freedom and justice, it is essential to learn about other experiences and to reflect and discuss aspects that allow us generate new projects aimed at guaranteeing peace, human rights, inclusion and substantive equality.

Finally, he highlighted that universities are called to be generators of these spaces. In this sense, he thanked the speakers for their willingness to contribute to enriching the participants’ knowledge; “I wish the organizers and speakers success and a profitable learning for the university students, which we will surely see materialized in actions in favor of tolerance and the eradication of violence.”

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(Click here for the original article in Spanish)

Questions for this article:

How do we promote a human rights, peace based education?

Is there progress towards a culture of peace in Mexico?

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The president of University Volunteering, Blanca Liliana Díaz Vázquez, said that talking about a culture of peace “means placing special emphasis on values, principles, attitudes and positive behaviors that reflect respect for the dignity of all and all” , since this concept, she emphasized, “puts human rights at the center, the rejection of violence in all its forms and modalities, promotes substantive equality and inclusion, and incorporates principles such as freedom, justice, solidarity and tolerance ”.

She added that “peace allows understanding between peoples and groups of people.” For this reason, she pointed out, it is of great importance to speak and reflect on the culture of peace in university spaces, “since we are convinced that educational institutions are the propitious place for the analysis and promotion of projects aimed at promoting changes in the way of relate ”.

In this sense, she reported that within Volunteering, and hand in hand with the University Family Development Center (CEDEFU), “we work to foster and promote the culture of peace as an instrument that contributes to the education of those who are trained in our highest house of studies, through intervention programs where this perspective is linked to volunteer work.

We also promote the participation of university youth in solving problems in their environment, we bet on awareness and training as transformative mechanisms and we promote leadership and human development from a transversal and holistic perspective ”.

Finally, Díaz Vázquez recognized and congratulated Baccalaureate 32 for the relevance of this discussion, because through specific actions, those who study at said campus can access this training; “I am convinced that this activity will allow a greater understanding of the meaning of peace for the community of this school, but also the possibility of replicating in the institution those actions and proposals that our renowned panelists will share with the university community.”

During his speech, the director of Bachillerato 32, Cirilo Topete Alcaraz defined the culture of peace “as an element that allows the construction of new routes for the sustainable development of peoples and is promoted through training actions that put human rights, prevention of violence, substantive equality between men and women and inclusion. For this, I thank our Rector Christian Torres Ortiz for his support to promote these actions. They strengthen the training of all our students, as well as the teaching, administrative, secretarial and general services staff ”.

In the framework of this Conversation, recognized activists and promoters of the culture of peace participated, such as Andrea Palomo from Switzerland, Carolina Letona from Guatemala, Johan Jaramillo from Colombia, Lucero Padilla from Oaxaca, Jesús Monjarás from San Luis Potosí, Esther Pérez de Hidalgo and Edder Reynaga from the University of Colim

EDUCATION FOR PEACE, Latin America

The Páramo de Sumapaz, will be the scene of Colombian cinema festival

. . SUSTAINABLE DEVELOPMENT . .

An article from El Cine Suma Paz

The protection of the environment, citizen participation and the culture of peace will be the main themes of the first edition of the International Festival El Cine Suma Paz.

The festival will take place from September 10 to 25 with 10 face-to-face stages and a worldwide access platform to the festival’s contents for training, creation, transmission, promotion and circulation of audiovisual and cinematographic content.

Bogotá, DC, August 2021. The last great páramo in the world, El Páramo de Sumapaz, will be the setting for the first edition of the International Film Festival “El Cine Suma Paz” which aims to generate spaces for reflection through cinema that allow the discussion on the protection of the environment and the culture of peace to be shared by an international audience.

(Editor’s note. The scene, the Páramo de Sumapaz, is a unique high-altitude ecosystem in Colombia, above the tree line.)

On this occasion, the programming has been carried out in a hybrid way from September 10 to 25, with face-to-face and virtual activities. This project was born as an initiative of the Social Cinema Foundation with stories about the protection of the environment and the culture of peace.

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(Click here for the Spanish original.)

Questions related to this article:
 
What is the relation between the environment and peace

Film festivals that promote a culture of peace, Do you know of others?

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The first edition of the Festival will feature international exhibitions, academic spaces and an official selection made up of 80 films from around the world that positions cinema as a tool that raises awareness about the protection of the environment and the culture of peace among humans and the ecosystems that surround it.

It should be noted that this festival takes place in a complex social context, in a country that has seen more than 100 assassinated social leaders. “The Suma Paz Cinema is a space with which we seek to reaffirm our commitment to environmental education, with the defense of the environment and with the people who fight for social and environmental transformations, from different parts of the world,” said Cristhian Ossa, Director of the Social Cinema Foundation.

“We believe that this is a great opportunity to make visible the stories of the community and the relationship between the protection of our environment and the culture of peace. In these times where Colombians go through such a deep division, we need to generate bridges of communication and dialogue between us, in addition to nourishing ourselves with experiences related to the themes of the festival where the world has already explored historical paths and solutions, which sometimes we do not know. and make it impossible to implement them in our daily lives. ” Ossa added.

One of the films within the framework of the festival is Pico de Plata, which tells the story of a group of peasants who fought a historical battle to protect the Pico de Plata hill from mining in Fusagasugá . This short film will premiere on September 10 at the Festival’s opening ceremony.

Within the framework of the festival there will be exhibitions of the films in the communities that make up the Province of Sumapaz, Municipalities of Cundinamarca and the city of Bogotá, in the same way, during the development of the festival, there will be a platform that will allow to reproduce the films and the contents of the festival without any cost in any country of the world.

For more information visit www.elcinesumapaz.com.

EDUCATION FOR PEACE, Latin America, SUSTAINABLE DEVELOPMENT

United Nations from the field: Desert artisans in Mali foster dialogue and tolerance

EDUCATION FOR PEACE .

Two articles from the United Nations

Traditional arts and crafts are being used to build peace and dialogue in Mali thanks to the work of the UN peacekeeping mission in the country, MINUSMA.


MINUSMA/Gema Cortes. Tuareg women artisans produce leather goods as part of a project supported by the UN peacekeeping mission in Mali, MINUSMA.

Some 360 artisans based around Menaka, in the far northeast of the West African nation, some of whom fled as refugees to neighbouring Niger, have been encouraged to return to the town’s newly restored House of Artisans to practice a range of traditional crafts, including leatherwork, silver-smithing, sewing and carpentry.

MINUSMA, which supported the restoration, is hoping bringing artisans together from a range of ethnic groups will help to reinforce social cohesion, tolerance and improve security as well as providing much-needed employment.

The Menaka region is experiencing increasing insecurity as a result of attacks by terrorist groups and armed bandits.

* * * *

Using art to promote social cohesion in Mali

A related article from the United Nations

Taking a piece of leather in her hand, Bachira, a Tuareg artisan, starts weaving an ornament that will be sewed onto a new colourful tribal saddle cushion that may end up decorating a home somewhere.

Bachira is an accomplished leather worker. She is among 360 artisans in Mali sponsored by the United Nations Multidimensional Integrated Stabilization Mission in Mali (MINUSMA) to promote social cohesion and dialogue through traditional art.

“When I returned home from exile, the only personal belongings I brought were my knowledge and my hands. This project is helping me to make the most of what I have. It ensures I can cover my family essential needs. I want them to have a better life than mine,” she said.

Bachira Walet Mohamed, a 50-year-old mother-of-eight is from a village close to Menaka, in the far north-east of Mali. She fled her home with her family during the humanitarian crisis following the 2012 conflict. The whole family lived one year in exile in Niger, before returning in 2014.

Only last year did Bachira fully retake her tribal leather work. Thanks to “The House of Artisans’, a regional crafters association, rebuilt and equipped using MINUSMA support. “During those difficult years of violence shaking our town, the workshop was vandalized and as a result it closed down. I didn’t have anything, not even to buy food,” she recalled.

Art to foster dialogue and tolerance

MINUSMA saw the potential to promote peace and dialogue through traditional arts and crafts, thus the idea to restore “The House of Artisans” to its glory, through a Quick Impact Project (QIP). The Menaka ‘House of Artisans” was completely rebuilt and equipped with furniture, machines and tools for artisans working in jewelry, welding, leatherwork, forging metal, carpentry, sewing and wood carving.

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Question for this article:

Do the arts create a basis for a culture of peace?, What is, or should be, their role in our movement?

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The project, under USD$45,000, gave back an economic activity to up to 360 artisans from different ethnics’ groups It even improved the operating environment and enhanced their production and distribution capacities through training.

MINUSMA’s QIP objective is to contribute to the socioeconomic development by improving the income of artisans across the Menaka region, which is experiencing increasing insecurity as a result of attacks by terrorist groups and armed bandits.

According to Adass Ag Abdoul Karim, President of the Union of Artisans and coordinator of the project, art can break barriers and promote tolerance because “the objective to create a space for dialogue, tolerance and peace through art,” he said. “Thereby, reducing unemployment and improving family income of the artisans.”

Metalsmith (left) pictured with Adas Ag Abdoul Karim (right), President of Union of Artisans in Menaka, Mali. Photo: MINUSMA/Gema Cortes

Adass is grateful for MINUSMA’s continuous support to his community and for helping rebuild the confidence in Mali’s well-known craftsmanship. Nevertheless, he underlines the need for young people to be trained, in order to safeguard the ancient traditions of Malian artistry. By doing so, one is both promoting the quality and marketing skills of artisans, particularly those of women and the creation of employment. All leading to peace and stability.

Since 2013, MINUSMA sponsored more than 740 QIPs projects in Mali totalling USD$24 million benefitting over 10 million people. These projects contributed to strengthening social cohesion and security, improving access to basic health care and water, fostering training and education, promoting the use of agro-pastoral resources, creating temporary and long-term employment and supporting cultural heritage.

Providing a crucial lifeline for struggling artisans

While the temperature is reaching its peak in the sandy streets of Menaka, under e blazing sun, several Tuareg jewelers toil away inside the House of Artisans. Most of them are hand-engraving silver pieces homemade tools. This shows how little has changed in the traditional Tuareg jewelry making process.

Alhader Ag Tital is fifty-one-year-old. He is Tuareg, very quiet and a silversmith. He learnt the trade from his grand-parents and parents, becoming a master himself. His quietness ends up when he talks about his participation in this project. “I am very, very, very happy. It’s the first time we have a proper space for working. We now have a safe and operational place, and we are so grateful.”

Despite being the most dangerous active peacekeeping deployment in the world, with so far 158 blue helmets killed by hostiles forces, and dozens more killed by accidents and illness since its creation in 2013, MINUSMA remains committed to help rebuild sustainable peace in this landlocked north-west African nation. This project proves peace and dialogue can be achieve through numerous actions, involving all groups and different communities, and, at the same time promoting livelihoods and empowerment.

Africa, DISARMAMENT & SECURITY, EDUCATION FOR PEACE

Congo and UNESCO to Cultivate Peace in Youth

. TOLERANCE & SOLIDARITY .

An article by Don Verdon Bayeni in Vox

The Minister of Youth and Sports, Civic Education, Employment and Qualifying Training, Hugues Ngouélondélé indicated on August 12 in Brazzaville a capacity building workshop for leaders of juvenile associations will be held to cultivate the culture of peace and non-violence among young people.


(Click on image to enlarge)

“Those who choose to be beneficiaries of this training as agents of awareness of the culture of peace and social cohesion, thus realize their responsibility as citizens to help young people to turn away from negative values, violence and identity withdrawal, ”explained Hugues Ngouélondélé.

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Question related to this article:
 
Youth initiatives for a culture of peace, How can we ensure they get the attention and funding they deserve?

Can a culture of peace be achieved in Africa through local indigenous training and participation?

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The capacity building workshop on the culture of peace organized by UNESCO and the Pan-African Youth Network for the Culture of Peace, in collaboration with the ministry in charge of youth, intends to equip and empower the leaders of youth associations.

“This training should be a moment of strengthening the patriotic spirit at all levels of Congolese society. For the trainees, it will be a question of ensuring the transmission of the lessons received to propote the culture of peace, social cohesion and living together as the theme of all young people”, said Fatoumata Barry Marega, the UNESCO representative in Congo.

After this workshop, the beneficiaries are called upon to pass on the information received to their respective associations as well as to other youth circles and through outreach and media campaigns.

(Click here for the original French version of this article)

Africa, EDUCATION FOR PEACE, TOLERANCE & SOLIDARITY

Childrens Message for Peace

EDUCATION FOR PEACE .

A message from the Japan Art Mile Foundation, received by email from Joanne Tawfilis

This mural was created by the 66 members of the Yuge Elementary School graduating classes of 2004.


(Click on image to enlarge)

This mural was born in the process of a Peace Study.

Their town is located near City Nagasaki, where the second Atomic Bomb was dropped in 1945.

The image of the painting was developed from “The Statue of Peace”; the symbol of Nagasaki Peace Park.

His right hand stretching up means “the threat of the Atomic Bomb” and his left hand stretching horizontally shows “Peace”.

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Question for this article:

Do the arts create a basis for a culture of peace?, What is, or should be, their role in our movement?

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The children tried to express their wishes for peace in the beautiful rainbow derived from the tip of the statue.

The rainbow is a bridge for peace, extending to the bright future.

The children poured their love into this mural, not only toward their home area but also toward our planet.

They enclosed their wishes, hopes and dreams within this painting.

(Thank you to Joanne Tawfilis for sending this to CPNN.)

See the following CPNN articles about or by Joanne Tawfilis:

US: The First Mural Museum in the World is a Culture of Peace Museum

Oceanside woman promotes peace through murals (US)

UNA-USA San Diego 2006 Eleonor Roosevelt Human Rights Award

BAM in a Box

Peace through Art

The Art Miles Mural Project

East Asia, EDUCATION FOR PEACE

Declaration for the Transition to a Culture of Peace in the XXI Century

. . DEMOCRATIC PARTICIPATION . .

An article by Roberto Emmanuele Mercadillo Caballero from the Global Campaign for Peace Education

It is time for a new step forward in the transition from the culture of war to the culture of peace.

The first step was taken in 1986 with the Seville Statement on Violence which showed that war is a cultural invention, not a biological process, and therefore a culture of peace can also be invented.

The second step forward was taken in 1999 with the Declaration and Programme of Action for a Culture of Peace, developed at UNESCO and adopted by the United Nations General Assembly, which provided a precise definition of the culture of peace.

In 2011, the 25th anniversary of the Statement was celebrated at the XXXIII International Colloquia on Brain and Aggression held in Rome, Italy. Participants included Roberto Mercadillo as a researcher from the National Council of Science and Technology, Mexico, and David Adams, as the director of the Culture of Peace News Network. Adams had been a signatory of the Seville Statement along with Federico Mayor Zaragoza. Mayor later became the Director-General of UNESCO, where he was responsible for the UN Declaration, along with Adams who was working with him at that time.

At the meeting in 2011, Adams and Mercadillo concluded it was time to take the next step to propose a specific program for the transition from the culture of war to the culture of peace through educational innovation and the participation of local governments.

The program includes proposals for radical reforms of the United Nations, that were developed in 2016 by Federico Mayor Zaragoza and David Adams including the formation of an alternative to the UN Security Council involving mayors of major cities, directed by a small volunteer secretariat.

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Question related to this article:

How can we develop the institutional framework for a culture of peace?

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It was thus that, in 2019, Mayor-Zaragoza, Adams, and Mercadillo undertook the task of elaborating a new Declaration following a cognitive approach of consciousness in four steps:

First, to recognize the current status;

Second, to remember what we have done so far;

Third, to understand what we have done and must do based on our present situation;

Fourth, to propose and define actions to move towards a Culture of Peace in the 21st century.

For the first step, called “we recognize”, the Declaration displays actions on the culture of peace carried out around the world during the last 20 years, as well as the violent actions and war that continue to prevail.

For the second step, called “we remember”, the Declaration reviews previous declarations and manifestos such as the Seville Statement and the Declaration and Programme of Action for a Culture of Peace, along with other declarations that emerged from the United Nations, with emphasis on those promoted by UNESCO referring to the Culture of Peace and science that can be linked to educational initiatives.

For the third step, called “we understand”, the Declaration analyses the revised previous declarations and manifestos in light of the problems, needs, and possibilities of the 21st and recovered the mention “we the peoples” that opens the Charter of the United Nations signed in 1945 to initiate future actions and consciences.

For the fourth step, called “we propose”, the Declaration describes strategies in two simultaneous routes: local and global. The local route is fundamentally pedagogical and is carried out mainly by organized civil society supported by local governments. The global route involves the expansion of the UN General Assembly and creation of councils for economic, environmental, and social affairs, along with the formation of an international security council of mayors, mentioned above, that would issue regular press releases demonstrating that the culture of peace could be achieved if the United Nations were governed by “we the peoples.”

The Declaration is available in two versions, the full version as described here, and a brief version consisting of the fourth step, “we propose.”

Download the full version of the Declaration

Download the summary version of the Declaration

DEMOCRATIC PARTICIPATION, EDUCATION FOR PEACE

Argentina: Teachers lead national strategy for Comprehensive Environmental Education

EDUCATION FOR PEACE .

An article by Graciela Mandolini from Education International

We live in a historical time in which all kinds of emergencies are constantly being played out: environmental, climate, energy, health, economic … All of these converge in what many authors define as the crisis of civilization. The environmental agenda has been setting the pace and environmental conflicts have burst into school settings, appearing with unprecedented speed and persistence.

If we understand education as a process that is permanently under construction, we could say that teachers in Argentina are carrying out some important actions in terms of comprehensive environmental education. These include interventions in curricular designs, as well as in projects and programs aimed at incorporating the environmental dimension for sustainable development as part of teaching-learning proposals.

Teacher and Union Training School

For 25 years, the Confederación de Trabajadores de la Educación de la República Argentina (CTERA) [Educational Workers Confederation of the Argentine Republic] has generated teacher training processes in Environmental Education: postgraduate courses and specializations in environmental education for sustainable development, in cooperation with public universities, face-to-face meetings with in-service teachers, projects, programs and actions on environmental education for secondary school students and teachers… practical, recreational and learning activities have also been organized, such as planting trees, composting activities, etc.

The union has worked with dedication on a project aimed at creating spaces for building knowledge in order to promote a dialogue of knowledge and skills development, consolidating teacher training at all levels and modalities of the formal educational system, so as to promote environmental education for sustainable development.

This issue has been one of the fundamental pillars of the training activities promoted by our organization’s “Marina Vilte” Teacher and Union Training School.

Initially, in the late 1990s, CTERA produced a training proposal for an Advanced Specialization Course in Environmental Education for sustainable development, in cooperation with a public university that offered lectures nationally through its grassroots entities. In the training space, more than 4,000 teachers specialized in Environmental Education.

Pandemic and environmental education

During 2020, as we moved through the stages of isolation and later of social distancing, whilst tackling the pandemic, a pedagogical proposal was drawn up based on training itineraries and paths, to consider different theories and concepts on the issue affecting us.

Firstly, through mechanisms designed for this purpose, the CTERA Education Secretariat and various grassroots entities offered training opportunities using the co-self-assisted methodology, so that teachers felt this was an invitation to study and an occasion for lifelong learning, without feeling pressured to meet requirements that could create an overload of teaching work. These training formats made it possible to reflect on educational practice, based on personal interests and motivations and in a self-regulated manner.

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(Click here for the article in French or here for the article in Spanish

Question for this article:

What are good examples of environmental education?

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Secondly, and in coordination with the INFoD (National Teacher Training Institute), CTERA further developed the proposal, moving towards creating a tutored course.

In both situations, it was felt necessary to consider the particular conditions that lead to problematizing the Teacher Training curriculum, based on the situations it addresses and analyzes, the complexity of associated trends and the practices of meaning, intervention, research, outreach and transcendence, which allow it to interact in and with the communities of origin.

Pino Solanas Law

The National Congress of Argentina recently approved the National Law of Comprehensive Environmental Education. This law, named after the Argentine filmmaker, Pino Solanas, proposes a “permanent, crosscutting and comprehensive” national public policy for all educational establishments in the country. It covers the interdependence of all the elements that make up and interact in the environment; respecting and valuing biodiversity; equity; recognizing cultural diversity; caring for our natural and cultural heritage and exercising the right to a healthy environment.

The law proposes the establishment of a National Strategy for Comprehensive Environmental Education. It promotes the creation and development of Jurisdictional Strategies and raises the issue of an Intergenerational Environmental Commitment. It also provides for the implementation, on the educational agenda, of actions to improve institutions. It affirms that any educational proposal must be based on educating young people and children. This project clearly establishes a public policy that reinforces the paradigm of citizen participation for sustainability.

Environmental education, education for life

We believe that any environmental education proposal, project or program for sustainable development that we carry out must, without question, interact with history, trajectories, institutional projects, stakeholders, local and regional projections, that will give it meaning and make it unique.

Environmental Education, based on the paradigm of Latin American Environmental Thought, makes it possible for the community’s knowledge to be discussed, thus recovering its voices, trajectories, expectations, experiences, demands, concerns and proposals, in order to highlight environmental conflicts in the territory, dismantling naturalized practices on a daily basis, generating dialogue and linking different disciplinary knowledge so as to reimagine and alter our practices.

CTERA sees Environmental Education for sustainable development as the establishment of environmental criteria, as raising awareness about environmental conflicts, understanding environmental complexity, as creativity, wonder, empathy; it means thinking in an inter-connected manner; learning as you live and learning from life.

It is a conceptual proposal that is interwoven and integrated with methodological work. That is why how we make the content available, the way we present work dynamics and proposals, and encourage participation is very important. This includes:

* Recreational activities that allow us to express our sensations, emotions, and feelings, our mind-body thoughts

* Actions that make it possible to develop proposals where identity is expressed in an artistic and creative way.

* Ancestral ceremonies that occur, highlighting the need to re-connect with nature, recognizing ourselves as children of Mother Earth.
Taking part in tree planting, composting, recycling, materials recovery, camping activities, etc.

The didactic strategies that we can use as environmental education workers to address the issues, problems and conflicts that affect and challenge us, are under continuous construction. In this process, much searching is done to ensure culture and nature, teachers, students, schools and the community support each other, generating creative processes committed to reality, promoting the construction of teaching – learning processes aimed at creating a society based on environmental, social and, of course, curricular justice.

(Thank you to Phyllis Kotite, the CPNN reporter for this article.)

EDUCATION FOR PEACE, Latin America, SUSTAINABLE DEVELOPMENT