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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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