One World Youth Project

I stumbled on the One World Youth Project website while looking online for information for another assignment. However, I was very happy I did after reading more about the project.

One World Youth Project (OWYP) was founded in 2004 by then 18 year-old Jess Rimington as a link between her high school in Massachusetts, USA and a school in Addis Ababa, Ethiopia. The project seeks to effectively respond to global change. Due to global change there is unprecedented migration and the world is experiencing a digital revolution. However, schools around the globe are not preparing youth for the interconnected world. OWYP feels that those prepared to operate within this reality will see this interconnection as an opportunity and those not prepared will see this changing landscape as a threat.

To prevent this threat, One World Youth Project links schools around the world to build mutual respect and understanding among students and provide them with global life skills needed for success in the interconnected 21st century. This is done by the organization establishing a link between education systems. With each partner university, OWYP establishes a service-learning program-a One World Hub-on their campus for the benefit of their students as well as the surrounding secondary school system. OWYP provides a series of trainings that prepare university students as facilitators of cultural exchange between local secondary school classrooms and other OWYP classrooms abroad. After this training, the university students lead a Global Citizenship curriculum in local secondary schools, preparing the younger generation for the interconnected 21st century.

The fact that the OWYP is tailored for college students to help 6th through 12th grade secondary school students is perfect. These secondary students will feel more at ease with the college students, and the college students also get a chance to learn. For a year in a formal education setting the secondary school students learn through deep reflection on intercultural communication, as well as local and global leadership.

Ways to use this resource:
The teacher is ultimately allowing a college student to come in once a week and facilitate this communication for a year (2 semesters). The secondary school students connect with other classrooms abroad through video, voice, letters and the Internet. While students move through the facilitated program once a week in their classroom, their partner peers in the abroad classroom do the same. This connection allows for deep reflection on and constant collaborative investigation of intercultural communication.

The first semesters curriculum focuses on giving students the tools to understand their own cultures and begin the process of exchanging and communicating across cultures. From there the lessons move to issues of global connections and development by introducing the ways in which goods and systems flow around the world and to the concept of the UN and the Millennium Development Goals. Using these tools, students will identify issues in their communities and create plans to address these issues.

As the students move into the second semester with OWYP, students will continue to learn about ways to communicate with people in other cultures by analyzing different forms and systems of communication. Then they will be prepared to participate in collaborative dialogues to create change by identifying key community players and exploring ways to engage them in conversations around community issues. As students move through the program, these plans will turn into actionable service learning projects.

I think it would also be beneficial if the college students that come to facilitate also have one on one time with the students too. They could interact in dialogue or the college student could facilitate experiential learning activities so that the secondary students are also learning from the older college student too.

If a teacher wanted to set up a One World hub at a University near their school, or to find out if one is already established, they could email info@oneworldyouthproject.org.

The end goal of OWYP is to create a just world built through the actions of empowered, discerning and empathetic generations of global citizens. OWYP hopes to accomplish this by facilitating intercultural communication between students of different backgrounds. This type of peace project supports one of the seven pillars of peace education, community building. This pillar focuses on finding things that unite and bind us together as a group, while at the same time respecting and celebrating our differences. Allowing students from different backgrounds to communicate across borders will create a new understanding of what makes them both different and similar. Students that engage in the program will become well-rounded citizens that are able to operate in a diverse world.

How about a day for peace?

Actor turned filmmaker Jeremy Gilley founded Peace One Day after realizing that there was no starting point for peace, no day of global unity, no day for intercultural cooperation, and no day for when humanity came together. Gilley felt that if we united as one then that might be the key to humanity’s survival. He started his advocacy for his Peace Day by writing letters to every state leader, their ambassadors, Nobel peace laureates, NGOs, faith based organizations, and other various organizations. Then in 1999 his dream of Peace One Day came true. In 1999 all the member states of the United Nations adopted the 21st of September as Peace Day. This day is recognized as an annual global ceasefire and non-violence day.

Jeremy Gilley’s Peace One Day is recognized every year, but unfortunately the day hasn’t gotten the full attention it deserves. Gilley was to make a statement with Kofi Annan on September 11, 2001 to advocate for his event, but because of the attack on the World Trade Center the statement never happened. However, the events on September 11, 2001 made Gilley work even harder. He was even more empowered and inspired to move forward with Peace One Day. This led to Gilley, along with actor Jude Law, to start work for peace in Afghanistan. Because of the pair advocating for Peace Day the Taliban sent him letter and said they would observe the day, and not engage in violence. The Taliban doing this led to 1.6 million people vaccinated for polio and violence on that day was down by 70%.

Due to this success Gilley has initiated a new plan for 2012, a Global Truce Day. This day will show younger generations that we can make a stop to violence with small acts of non-violence in our everyday lives. Gilley wants to utilize all kinds of resources from dance to social media and globally network with government, intergovernmental, and education leaders.

Gilley’s idea of utilizing education into his plan for 2012’s Global Truce Day helped persuade me to write this blog post about his event. Gilley wants to get young people to be the driving force to inspire individual action, so he has complied an educational resource for teachers to implement non-violence and other peace concepts into the classroom.

I can see this educational resource implemented in almost every formal grade level classroom. The students would need a little background on what conflict is, so because of this, starting at the fourth or fifth grade level would probably be best. However, this could fluctuate determined on how the students are influenced by conflict in their everyday lives. By implementing these resources in a classroom setting these children can practice non-violence in their schools, and also bring what they learn outside of the school setting and teach others.

Ways to use this resource:
Gilley includes many different types of lessons in his educational resource. This comprehensive resource includes 21 one-hour lesson plans for exploring issues of peace, nonviolence, and the protection of the environment, with extended projects for Peace Day on September 21st. I think this resource would be best integrated by first starting with showing Gilley’s documentary for one day of class, doing the lesson that corresponds to that, then moving on to the individual lessons maybe once a month until the actual Peace Day on the 21st. The students could help plan how they want their school to recognize and celebrate the event. In addition to using Gilley’s lesson plans I think it would be important for each teacher to incorporate their own discussion in their classrooms on non-violence, and other peace education areas. This would help each individual classroom relate to what types of conflict are going on in their societies.

The goal of each lesson, whether it be with Gilley’s lesson plans or the teacher’s, would be to spread knowledge about ways to bring about peace in small ways. These can be from their knowledge on non-violence to their knowledge of eco-resolution. Each lesson will more than likely encourage a student to go out and spread what they learned to another, and therefore spread the movement of peace.

“We should oppose violence in all situations and of course there’s no better way of bringing that about than through the power of education.”-Jeremy Gilley

Resources:
Peace One Day website: http://peaceoneday.org/
Peace One Day’s educational resources: http://peaceoneday.org/teachers/