CS23 - Dr. Grace Rebollos` Presentation
Short Description
Download CS23 - Dr. Grace Rebollos` Presentation...
Description
ENGAGING SCHOOLS IN THE PEACE PROCESS
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
1. We are children of our time 2. Our thinking tendencies … • Homogenizing our cultures • Poverty in a vacuum • People as statistics • Distrust and blame • Forget faith and spirit 3. Our peace educ. efforts not new
Lederach, 1995
• Frameworks: all-encompassing, sufficiently common and “sharable”, • Skills- and process-based education
• Studies of ourselves and our cultures reduced to the level of technique
GPH MILF
GPH CNN GRP-MILF
GRPMNLF
GPH NDF
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-like authorities: heads of state, state department or ministry of foreign affairs officials, and other governmental departments and ministries
Track I I Diplomacy
Track 1½ Diplomacy
Track III Diplomacy
Track I I Diplomacy • citizen diplomacy • multi-track diplomacy • supplemental diplomacy • pre-negotiation • consultation • interactive conflict resolution • back-channel diplomacy • facilitated joint brainstorming • coexistence work
INFORMAL INTERMEDIARIES / NON-GOVERNMENTAL ACTORS:
•Religious institutions •Academics •Former government officials •Non-governmental organizations, •Humanitarian organizations •Think tanks, among others.
TRACK 1½ DIPLOMACY • Involves unofficial actors (former government officials, or religious or social organizations such as the Church or the 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 problemsolving by unofficial facilitators. •Facilitation of problem solving or confidence-building by official third-party actors among private citizens in influential sectors.
TRACK III DIPLOMACY •Unofficial third parties work with people from all walks of 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.”
Why be involved in the peace process?
Culture as a contact point, a field of contest in which all ideas, behaviors, values and power structures are legitimized / discarded, “foregrounded” / “backgrounded”/ pushed to the margins, within the culture that successfully draws the people’s allegiance or confuses them. - Atty. Michael Mastura
The ABC Triangle of Violence
BEHAVIOR: Hatred for the enemy, direct physical violence, killing, torture, intimidation, insults, etc.
ATTITUDES: Feelings/ Values Sources: Hatred, fear, mistrust, racism, bigotry, sexism, intolerance
The ABC Triangle of Violence
CONTEXT + System + Struc Structural/ institutional violence, discrimination (e.g. in education, employment, health care, etc.), globalization of economy, denial of rights and liberties, segregation (e.g., apartheid)
ACTION •Control the behavior •Violence reduction to promote negative peace
ACTION •Work to change attitude and context •Violence reduction to promote positive peace
PEACE NEGATIVE PEACE Absence of direct/ physical violence (both macro and micro)
POSITIVE PEACE Presence of conditions of wellbeing and just relationships: social, economic, political, ecological
STRUCTURAL VIOLENCE Direct Violence e.g., war, torture, abuse of children and women
VIOLENCE
e.g., poverty, hunger
SOCIO-CULTURAL VIOLENCE e.g., racism, sexism, religious intolerance
ECOLOGICAL VIOLENCE e.g., pollution, overconsumption
• not just about the imposition of "solutions," but about the creation of
OPPORTUNITIES
the creation of SPACES
(political, economic, social spaces) in which indigenous actors can identify, develop, and use all that are necessary to build a peaceful, prosperous and just society
Schema of Knowledge, Skills and Attitudes/ Values KNOWLEDGE • Holistic Concept of Peace • Conflict & Violence -causes • Some Peaceful Alternatives • Disarmament • Nonviolent Conflict Resolution • Human Rights • Gender Fairness • Human Solidarity • Democratization • Dev’t Based on Justice • Sustainable Development
ATTITUDES / VALUES • Self –respect • Respect for Others • Respect for Life / Nonviolence • Compassion •Global Concern • Ecological Concern • Cooperation • Openness & Tolerance • Social Responsibility • Positive Vision SKILLS • Reflection • Critical Thinking & Analysis • Decision Making • Imagination • Communication • Conflict Resolution • Group Building
•Diversity as a learning resource;
•Diversity as a place for compassion and appreciation; •Diversity as a point of enrichment and celebration
•Dissent as an opportunity for the exercise of reason •Dissent as a venue for the search for truth. •Dissent as a self-corrective mirror
Capabilities for Peacefulness Spiritual Roots
Scientific Roots
Public policies
Social Institutions
Spiritual Institutions
Political Institutions
Economic Institutions
Educational Institutions
Security Institutions
Research Institutions
Communications media
Cultural Resources
Training Institutions
Social Institutions •E d u c a t i o n a l I n s t i t u t i o n s : T h e p o s s i b i l i t y o f basing an entire university upon the multifaith spirit of non-violence in service to human needs. (Barefoot College in India, Deemed University combining disci-plinary studies with community applications ( pol sci & village d e c i s i o n - m a k i n g , p h y s i c s & r a d i o r e p a i r, biology & well-cleaning, Shanti Sena (peace corps), •Tr a i n i n g I n s t i t u t i o n s : I n s t i t u t i o n s t h a t p r o v i d e non-violence training for social change, conflict zone intervention, social defense, etc., including Aikido (Peace Brigades, Intl., Tr a n s c e n d , N o n v i o l e n c e I n t l . )
• Research Institutions:
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 •P r o b l e m - s o l v i n g I n s t i t u t i o n s : Institutions
dedicated to solving problems on nonviolence principles (ex., Amnesty International (vs. human rights violations & abolition of death penalty, Greenpeace International (defense of the environment & abolition of nuclear weapons), Medicins sans Frontieres (humanitarian medical care for victims of violence),.
Books and media that educate for nonviolent social change, or that evoke non-violent thinking on various social issues • Communications Media:
•C u l t u r a l R e s o u r c e s : Creations of art and
intellect that uplift the human spirit and inspire advances toward realization of a nonviolent society; synergizing creativity for peaceful social transformation in the audio-visual, performing, and literary arts
ALTERNATIVES FOR PEACE •Academic departments •University peace corps •Universities •Political parties •Public service depts •Common security institutions •Civil society institutions •Spiritual councils •Problem-solving consortia •Training institutions •Leadership study and revitalization centers
•Centers for creativity in the arts •Research and policy analysis institutes •Media of communication •Memorials •Zones of peace •Economic enterprise •Centers for non-violence
WHERE DO WE STAND?
Our Roles in the Progression of Conflict
STATIC
UNSTABLE
DYNAMIC
3. Negotiation 1. Education
4. Advocacy and
Education for Sustainable Peace
2. Confrontation
Latent
War
Educator, Researcher, Advocate
Conciliator, Convenor, Decoupler Unifier, Enskiller, Trainer, Envisioner Mediator, Guarantor, Facilitator, Moderator Peacekeeper, Observer, Monitor, Enforcer Reconciler, Enhancer, Rehabilitator, Developer
Some Suggested Entry Points • • • • • • •
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
View more...
Comments