SDEMC Dec 4 Teachers Without Borders peace education


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PPT from SDEMC Workshop on Unit 1 of the Peace Education Program

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  • Welcome to the Teachers Without Borders Introduction to Peace Education Workshop! My name is Stephanie, and I’m the Peace Education Coordinator at TWB. Thank you so much for taking the time to come here today, on your day off, to work together on peace education.
  • This is a rough guide to what we’ll be discussing today. It’s somewhat ambitious, and some of it may have to be moved to another day, but we’ll see how it goes! We’ll start with Introductions so that we can get to know one another, then we’ll establish some group guidelines through a brainstorm activity. I’ll give then give you a brief introduction to the TWB Peace Education Program, after which we’ll discuss the definitions of peace education. We’ll then look at some key considerations of peace educaton, including the curriculum in which you are teaching and the pedagogy you are using. Finally, time permitting, we will review some of the core concepts to the peace education and peace studies fields. At the end we’ll have some time for wrap-up and evaluation. As this is the first official offline workshop for this program, I welcome your feedback for how we can make it better. Does anyone have any questions before we begin?
  • Would anyone like to add or subtract anything from this list?
  • Establish home groups
  • I found this very helpful! 
  • This is the outline of the TWB PEP, which is all available for download from the TWB website.
  • Explain guiding questions and questions for comprehension and reflection
  • Peace Education is a broad field and can be hard to define. There is no one correct definition of peace education, but rather many definitions that take different approaches and may reflect different contexts.
  • Refer users to p.10
  • What forms of physical &/or structural violence do your students deal with? How does this impact their learning and the learning environment?
  • The goal of peace education, as mentioned before, is nothing short of transforming the world from a culture of war to a culture of peace. Thus it is important to consider PE as a transformative practice, one that seeks to transform the individuals and the outer world. The transformative model of peace education shows the elements which should be included in a classroom practice in order to make it a transformative one. These include participatory learning….
  • p. 39 Section 4.3
  • There are several different approaches to bringing peace education to the curriculum. It can be taught as a separate subject, integrated into some subject areas, or infused into all areas of school life so that it is a part of everything. While studying it as a separate subject or integrating it into some areas is better than nothing, ideally peace education will be a part of all facets of school life, and all areas of the curriculum/
  • Which ever approach you are taking, it is helpful to think about entry points in the learning competencies of the educational system in which you are working.
  • SDEMC Dec 4 Teachers Without Borders peace education

    1. 1. Teachers Without BordersPeace Education Program<br />SDEMC/City College Workshop<br />December 4, 2010<br />
    2. 2. Workshop Outline<br />Introductions<br />Intro to the TWB Peace Education Program<br />Definitions of Peace Education<br />Core Concepts – negative and positive peace, nonviolent resistance, transformative practice, culture of peace<br />Peace Education in the curriculum – Standards<br />Evaluation/Wrap-up*I will email this presentation to you!<br />
    3. 3. Goals/Objectives for Today<br />Be familiar with the TWB Peace Education Program<br />Develop a definition of peace education and relate this to classroom practice<br />Understand core concepts of PE/peace studies field<br />Reflect on what it means to be a peace educator and begin the process of infusing peace education into the curriculum<br />
    4. 4. Icebreaker - Introductions<br />Introduce yourself (ideally to someone you don’t know), telling them your name, where you work, what you teach, and what makes you feel peaceful. <br />Introduce your partner to the group.<br />“My name is Stephanie, and I work for Teachers Without Borders. I teach….I feel peaceful when…”<br />
    5. 5. This Classroom is a Zone of Peace<br />1. Listen when someone is talking <br />2. Do not exclude anyone. <br />3. Say only kind words. <br />4. Speak gently. <br />5. Show respect for each other. <br />Declare your classroom a zone of peace and establish rules to achieve it.<br />(Navarro-Castro & Navario-Galace, 2008)<br />
    6. 6. TWB Dr. Joseph Hungwa Peace Education Program for Teacher Professional Development<br />Unit 1 – Today’s focus<br />History of Peace Education<br />Definitions<br />Key Thinkers: Dewey, Montessori, Freire<br />Core Concepts<br />Negative and Positive Peace<br />Peace Education as Transformative Practice<br />Nonviolent Resistance<br />Culture of Peace<br />Unit 2: Scope of Peace Education<br />Unit 3: Beyond Classroom Walls<br />
    7. 7. Guiding Principles of the TWB PEP<br />“…since wars begin in the minds of men, it is in the minds of men that the defenses of peace must be constructed”<br />--UNESCO Constitution<br /><ul><li>Peace can be learned, taught
    8. 8. Teachers as agents of peaceful change</li></li></ul><li>Guiding Principles (Cont’d)<br />Comprehension of key peace education theories<br />Critical self-reflection and applying these theories to yourselfHow does this apply to my life?<br />Applying the theories to your classroom practiceHow does this apply to my classroom practice? How can I put these theories into action?(What Freire called praxis)<br />
    9. 9. Definitions of Peace Education<br />Walk around the room and read different definitions. Stop at the definition that resonates the most to you.<br />Sit down and write your own “definition” of peace education based on what resonates with you or what is most relevant or pressing in your community.(or answer the question “What does PE mean to me?”). <br />
    10. 10. Write your own definition<br />4. Move to your “focus groups” to share your definitions and reflect on classroom practice.<br />How will your own definition (or any one of the definitions included in this section) guide your classroom practice? <br />What will have to change in your classroom? What will stay the same? <br />How will this definition impact your students and their learning? How will your students benefit from it?<br />
    11. 11. My definition <br />“Peace Education is the practice of teaching the knowledge, values, and skills necessary to transform the culture of war and violence into a culture of peace and nonviolence.”<br />
    12. 12. Goals of Peace Education<br />“The ultimate goal of peace education is the formation of responsible, committed, and caring citizens who have integrated the values into everyday life and acquired the skills to advocate for them.”<br />--Betty Reardon<br />
    13. 13. UNICEF Peace Education Guidelines<br />Function as 'zones of peace', where children are safe from conflict in the community;<br />Uphold children’s basic rights as enumerated in the CRC <br />Develop a culture of peace/climate of peace in the school<br />Demonstrate the principles of equality and non-discrimination in administrative policies and practices;<br />Draw on the knowledge of peace-building that already exists in the community, <br />Handle conflicts - whether between children or between children and adults - in a non-violent manner that respects the rights and dignity of all involved;<br />Integrate an understanding of peace, human rights, social justice and global issues throughout the curriculum whenever possible;<br />Provide a forum for the explicit discussion of values of peace and social justice;<br />Use teaching and learning methods that promote participation, cooperation, problem-solving and respect for differences;<br />Allow opportunities for children to put peace-making into practice, both in the educational setting and in the wider community;<br />Provide opportunities for continuous reflection and professional development of all educators in relation to issues of peace, justice and rights<br />
    14. 14. Core Concepts<br />Negative and Positive PeaceTransformative practice<br />Nonviolent resistance<br />Culture of peace<br />
    15. 15. Negative and Positive Peace – Galtung (meet him next week! )<br />
    16. 16. Home group discussion<br />What forms of physical &/or structural violence do your students deal with? <br />How does this impact their learning and the learning environment?<br />
    17. 17. Peace Education as Transformative Practice<br />Turay M. and English, L.M. 2008. Toward a Global Culture of Peace: A Transformative Model of Peace Education. Jounrals of Transformative Education, 2(286). <br />
    18. 18. 4 Phases of TMPE<br />Begin with the participants<br />Movement to emphasis on family and peace<br />Movement to focus on the community or organizational perspective<br />Movement to the global sphere<br />
    19. 19. From the past to the future, micro to the macro<br />
    20. 20. Nonviolence<br />Gandhi – ahimsa and satyagraha<br />Martin Luther King, Jr.<br />Gene Sharp – 198 Methods of Nonviolent Action<br />Recommended Reading:<br />Search for A Nonviolent Future – Michael Nagler, Metta Center (available on Google books or from<br />
    21. 21. Culture of Peace- UNESCO<br />
    22. 22. This Classroom is a Zone of Peace<br />What elements are necessary to create an atmosphere of peace in the classroom and school community?<br />How can we work towards creating it?<br />
    23. 23. Approaches to Peace Education in the Curriculum<br />
    24. 24. Identifying Entry Points<br />Find entry points in the learning competencies of the basic education system<br />Link subject objectives to peace education objectives<br />Link subjects/topics to peace education themes/topics<br />If we leave peace education to “accidental teaching” or “teachable moments,” we may never get to it….<br />Recommended Reading:<br />
    25. 25. Standards – Candice Carter vs. the State of California<br />Break into “home groups” and look at Carter’s standards for students (p. 1-5), comparing them with your standards (state, school, self).<br />How are you already using these standards? Which of these standards is already a part of your teaching practice?<br />How can you find entry points for these standards in your curriculum?<br />What are the challenges? What areas might be harder to teach?<br />
    26. 26. As the teacher, let this peace begin with you.<br />“Each morning, tell yourself that you will be a peaceful teacher that day. Every time something rubs you the wrong way, remind yourself that you have resolved to be peaceful and would not allow yourself to explode. Each time you enter the classroom, breathe out or ground off any negative energy that you caught along the way. Radiate positive energy. Smile as you greet others.”<br />--Navarro-Castro & Nario-Galace, 2008<br />
    27. 27. Wrap-Up<br />Debrief<br />Evaluation<br />Next sessions – Unit 2 & Unit 3 (February)<br />Unit 2 – January 29th<br />Topics – 5 votes<br />
    28. 28. “Only when ministries of education realize that their responsibility includes preparing future generations to not only know how to read and write, but also to be thoughtful, responsible members of their communities, who will graduate not to make money but to make a difference, will we rest knowing that we have contributed to creating a Culture of Peace.”<br />--Cora Weiss, Hauge Appeal for Peace<br />
    29. 29. Thank you!<br />Don’t forget – sign up at<br />Email me with any questions!<br /><br />