Students for International Security

International peace efforts are often made in the context of the state system, where ruling governments and the confines of borders define the limits of such efforts. Some of the largest and most powerful inter-governmental organizations exist in the name of international security. Students for International Security (SIS) serves to advocate international security which could lead to peace. I received and analyzed the following information from an interview with an SIS member at George Mason University.

SIS is is a student group, operating on university campuses nationwide. The group’s function is to serve as a forum for intelligent discussion of major theories and issues related to international security. Participants passionately discuss issues via presentations and briefings. Members in the group are tested for their public speaking skills, ability to hold a dialogue with other members, and the academic rigor of their research. SIS is primarily intended for those interested in international relations, which may make it seem like a niche group across the university. Members generally have their eyes set on careers in international organizations, government work and non-governmental organizations related to international security.

The context of Students of International Security has students discussing issues that are life or death for populations worldwide. By focusing on the issue of international security, students are looking for stability in foreign policy and international affairs. The members of the group attempt to raise awareness of certain issues through their presentations and by posting debates on the club’s Facebook page. The club members in general analyze international issues through the lens of the international security field, which is decidedly realist.

Although international security and peace education are not mutual fields of work, there can be much to gain from integrating the literature and theories of both fields. International security theory holds that security dilemmas arise from conflicts of national interests. Further, it has been shown that either through diplomacy or alignment with similar-valued countries, nations can come to agreements that lead to stability and set the groundwork for a greater peace. The main thing to note is that in the theory of international security, peace is not the same as security. Security is safety from potential conflict and peace is the absence of conflict. With international security being the basic framework for modern state relations, it is important for international endeavors in peace education to recognize and adapt to this reality.

SIS Facebook page: http://www.facebook.com/pages/Students-For-International-Security-SIS/109154669104887

 

 

United States Institute of Peace Field Trip

Adolescent peacebuilders utilizing multimedia resource at USIP

While driving in Washington DC one day I passed this really nifty looking, stark white building. Although white buildings are not uncommon in DC this building was particularly interesting because the interior was completely exposed and visible due to a immense glass front. I was so intrigued at the design of the building I decided to research the organization that would build something so innovative and different. It turned out the building, located on Constitution Ave NW, was the United States Institute of Peace (USIP).

 

Through my research I found USIP to be intriguing and exciting. For this reason, I propose USIP would be a fantastic destination for a field trip. Due to its proximity to major highways such as I-95 and I-495 as well as various modes of public transit (i.e. Metro) USIP is highly accessible to schools/communities in the northern Virginia area. Additionally, the only logistics besides transportation involve contacting them by email at buildingpeace@usip.org to iron out any details. All trips are facilitated through the USIP Global Peacebuilding Center.

This field trip could be implemented by classrooms or community programs with pretty much any age group because the lesson plans can be flexible and implemented in different ways dependent upon the teacher’s chosen approach. For example, a field trip such as this can be applied to a range of subject matter from the basics of conflict resolution or peace education to something as simple as studying a community conflict or the Holocaust. The point is to both expand current knowledge for all age groups as well as begin peace education early so it can be internalized and put into practice.

Young future generation of peacebuilders (Kids for Peace)

Along with various possibilities of its implementation there is great variety in the follow-up afterward such as a writing assignment or class discussion about the concepts presented and how they can be applied to a local, national, or global issue, or some other kind of expressive outlet. The field trip itself does not need to be excessively long, a DC day trip for a few hours would suffice, but the duration of the utilization of the knowledge and resources (including online videos/lesson plans) provided by the USIP Global Peacebuilding Center would depend on the instructor. The following is an example of one the video resources on their website. The Rule of Law

**Although time is not an issue, goal-setting and limited explorational guidelines are recommended.

The recognition of real world application and out-of-classroom learning are two components that are often absent from mainstream education and this field trip, paired with multimedia technology, offers an opportunity to remedy that. Visiting USIP and participating with the Global Peacebuilding Center offers the chance to foster a number of vital skills including critical thinking, real world application, conceptualization, and global awareness/understanding to name a few. Also, USIP engages and empowers the students through their myriad of resources. It allows students to see how what they are learning is being addressed or utilized by adults and professionals.

Project Hope

 

 

Project Hope: 

http://projecthope.ps/about/

 

As I was researching for a resource to post on the blog regarding peace education, I came across an organization called Project Hope. Project Hope is a non-profit organization and was started by an international volunteer during the time of invasions and refugee camps in Palestine. During this time, the internationals believed they could commit and engage with women and children. 

 

Project Hope helps to establish safe areas for children to be able to learn, grow, and thrive. One of the most important values this particular organization conveys is Children Rights.  Children have the utmost right to education, health and security. Through the programs that are established from Project Hope, children will be able to work together in a safe environment. 

 

One of the values from the organization that I mostly admired was gender equality. 

 

“We strive to ensure that girls and young women have equal access to the activities we provide. The majority of our students are female, participating in a wide range of activities, from English and computer classes to gymnastics and photography. And with women leading our English and French Departments, female members of staff have a prominent voice in the needs assessment, design, and implementation of our programs as well.” 

 

 

 

Men have the upper hand in various countries within the Middle East. Children may be prone to assumption that women are unable to work outside of home and establish their career lives. Thus, having the opportunity for girls and boys learning and working together is development toward a better future. Also, having primary female staff members as teachers and instructors is another way of conveying the message of EQUALITY.

 

 

 

The education setting for this particular non-profit organization is youth-community based civilians within the country of Palestine. The organization predominantly works with children between the ages 5-17, enhancing their knowledge of technology, learning the English language, sports, graphic design, film + group-based activities. The organization is also extremely passionate about their international staff members. Working with people from different backgrounds can give an open mind to the Palestinian children. Also, the international staff members  that are derived from various parts of the globe can learn from the children and their way of life. 

 

Ways to use this resource: 

 

– Way to strengthen this NGO is to not only work on children in Palestine, but also branch out to neighboring countries and/or countries in the Middle East. An educator might want to incorporate this organization, globally. This way, the organization will be more popular and well-known. 

 

-Another way to enhance or strengthen this particular resource is to establish a  camp that brings kids from various countries within the middle east to work and learn together. Project Hope should maintain the same concept for the kids to enhance their education by various subjects and engagement, but also to have children come together to unite from different countries, cultures, and origins. Discrimination is a main issue: denominations from Islam & Christianity, culture and etc. Kids should be able to look beyond the conflict that was brought up generations before, but promote peace! 

 

Children will be able to engage with others with a better knowledge and an open mind. It is important for people to understand each other. While this is focusing on literal education, the organization also incorporates peace and equality. 

 

The audience that I would be focusing on would be the educational systems in Palestine and the various countries that are linked together and the staff members of Project Hope. I’d like to reach out to the educational system in Palestine to allow students to engage in activities with children from different ethnic backgrounds. I want to make it apparent that the purpose for this  organization is  peace. This may take some time to proceed because several school systems in the Middle East refuse and restrict the idea of students being informed about different countries and their customs/cultures. I would also like to reach out to the staff members of this NGO because I’d want this organization to be globally inclined with other countries, not only Palestine. This will benefit the organization as a whole by giving aid to even more people around the world and making a proper name out of this organization. 

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Using Social Media to Empower Individuals

In the US, youth ages 8-18 spend 7.5 hours everyday using entertainment media. So, what better way is there to outreach to our generation than using social media? The most popular sites that people are members of today include: Facebook, Twitter, Tumblr, Pintrest, and Google+. We have access to these sites through our computers, ipads, tablets, and smartphones, all devices that we use continuously throughout the day.

 

In the past month, the United States and the World has been empowered by a new video called Kony 2012, created by Invisible Children. Invisible Children created this 30minute video about Joseph Kony and the LNR. Never has 30 minutes passed so quickly.

 

Invisible Children managed to create a video that has become the most viral video in history, and create a lot of awareness and response. Wither you agree or disagree with what Invisible Children is asking, or wither you disagree with the simplicity, there is one thing everyone must agree on, Invisible Children created an inspiring video that caught a lot of peoples attention. Invisible Children’s initial goal was to have the Kony 2012 video recieved 500,000 views before 2013. Two weeks later, the video has received around 140 million views.

 

Invisible Children attempted to create a video that was simple, and to the point. They wanted to create a film that would resonate with people, and something that people could take away from the video. In the video, Invisible Children simply presented the problem and then ended the film with three steps to help people make a change.

 

Quite simply, using social media is proven to be an easy and quick tool to spread the word. But it also allows a lot of creativity among students to create new ways to grasp reader’s attention, to share their story, and to gain other peoples involvement. Even if other people’s involvement is just a re-tweet, the word is still going to be spread.

 

I challenge you to once a day, to create a Facebook status or tweet about a cause that you are passionate about. If someone “likes” the status or “re-tweets” the tweet, then you too are spreading awareness to empower other individuals.

 

Resources:

http://mashable.com/2012/03/12/kony-most-viral/ – ‘KONY 2012′ Tops 100 Million Views, Becomes the Most Viral Video in History [STUDY]

 

www.good.is/post/a-kony-2012-creator-defends-the-film/ –  ‘There’s a Rabid Hunger to Criticize’: A ‘Kony 2012’ Creator Defends the Film

 

 

PEACE

Peace Education

1. Content. The resource is a program called PEACE. It is based out of communties in Mexico. I found out about the PEACE program through a friend in Ithaca, NY, whos friend worked on the program her self in Mexico.

2. Context. I believe this would be best implemented in a troubled area, perhaps at a youth center that kids attended. The age level would be between 5-10 years old, the younger we can teach these kids, the better off they will be. I will say for example in downtown Ithaca, this would be a great program, there are some under privvlaged kids and ones who get started on the wrong track, where this could make a big difference. When I was in high school I use to volunteer down at one of the youth centers and it was interesting to see the kids who came through those doors. A program like this would do wonders.

3. Implementation: As far as implementing this program, they should look at the website and see the programs on there. Something they emphasize is the community and being aware of their surroundings. If they were able to get local organizations involved that would be very helpful. Team building activties and real life scenarios would also be great to use in this instance, there is no better way to learn then hands on.

I wouldn’t put a timetable on it. I think it would be best to try out and see where it goes from there. Obviously lesson planning would be helpful so it can be structured and organized.

4. Goal-            I think that one on one peace education is vital here, as well as peace towards the community. They do specify on individuals, but also to respect the community and your surroundings.

The young kids would be able to obtain numerous skills from this program. They would learn how to have a better outlook on life and problems that come towards them every day. I feel they would have a better understanding of them selves as well as others. I think they would be able to look at conflicts from a different angle then before and make a solid solution to the problem at hand.

Audience. I have shared this post with one of the leaders at the community center I volunteered at. I also shared it with one of the peer mediatiors at my middle school that I attended.

http://www.peacemexico.org/map.php

Bridges To Understanding

I recently learned about Bridges To Understanding through another popular organization, Teachers Without Borders (TWB).  This year TWB has decided to adopt Bridges To Understanding’s youth programs and educational curriculums since the non-profit organization, founded in 2001, will be dissolving (http://www.teacherswithoutborders.org/programs/teacher-programs/peace-education/bridges-understanding).  The Bridges To Understanding’s vision was to “empower and unite youth worldwide, enhance cross-cultural understanding and build global citizenship using digital technology and the art of storytelling” (http://www.facebook.com/bridgesworld?sk=info).

I thought it was interesting to see how Bridges’ two core curriculum-based programs, the Bridges Ambassador Program and the Bridges Global Citizens Program, connected students across the globe in a way most educators (especially those in a public education system) would never accomplish in the traditional classroom setting.  The Bridges group laid the groundwork for a “network of established partner schools and community organizations in Seattle, Peru, Guatemala, South Africa, India and Cambodia where [their curriculums] have been adapted to insure cultural relevancy” (http://www.facebook.com/bridgesworld?sk=info).  The first curriculum, the Ambassador Program, teaches children how to create digital stories about their daily lives, local culture/traditions and community.  With the help of Bridges staff, teachers lead discussion forums on conflict and resolution as well as environmental sustainability issues through both a local and a global lens.  The second curriculum, the Global Citizens Program, works on a more international approach by bringing together partner schools around the world into a classroom-to-classroom discussion forum to talk about important global issues.  This allows students to view others’ videos while sharing their own stories, photography and ideas (http://www.bridges2understanding.org/programs/programs.html).

Contextually, this peer-to-peer learning can be implemented at any age level.  In our global environment, the use of digital technology is something many young children are learning far more quickly than in the past generation.  I think both science and humanities teachers should be encouraging technology-based curriculums such as this one into their classrooms since it not only broadens the children’s skill set for the future workplace (arguable one goal of education), but also gives them the opportunity to explore a vast amount of new information available online.  Technology is typically applied in science classes, but by introducing online discussion forums into humanities classes, students are able to personally clarify the local context of the broad cultural content they learn.  By giving youth a protected informal setting, educators can eliminate some of the psychological barriers preventing students from asking questions in the formal classroom setting while increasing the perceived self-importance of other individual youth who take pride in speaking about their culture; perhaps, for many, this is the first time a foreigner has taken an interest in their lives.

The Bridges organization has added a resource called the Bridges Passport Program for educators to help implement their curriculums with ease.  This program provides educators with access to “ten youth-produced digital stories, with accompanying story guides, for classes to explore rich multicultural content” in the context of any existing curriculum (http://www.bridges2understanding.org/programs/programs.html).  After the merger with Teachers Without Borders, educators can also access both of the Bridges’ curriculums through the TWB website.  The only logistical setback would be that individual classrooms would need access to either a computer, camera or a TV to view and create the digital stories.  I would suggest taking the last class of each week to focus on a global issue presented within the content youth learned in class that week.  Educators can alternate between using a story guide to watch and discuss an international student’s video one week and having their students create videos to post online the next week.  If there are time restraints on watching videos or creating videos which is probably more likely, educators should encourage students to meet outside of school to discuss possible global issues in their local community and think of ways they can incorporate these themes into both a video and the lessons they are learning in class.  The application to already existing class material is key.

This resource is geared heavily towards conflict resolution and human rights education; hence, it would fit well into humanities classes.  Pedagogically-speaking, educators would use this to build trust across cultures and community building.  This resource allows students to explore alternative perspectives on global history and learn how they can reframe it to incorporate means of peace.  Bridges To Understanding specifically works to “develop students’ cross-cultural understanding, as they discover differences and similarities in the challenges faced by their peers in other countries” (http://www.facebook.com/bridgesworld?sk=info).  This requires students to not only become leaders to actively discuss issues in their community, but also active listeners to other students’ problems.  On a practical level, they must also become familiar with technology.  I believe the Northern Virginia public school system would make an excellent candidate as well as George Mason University for implementation of these programs since we have public access to many forms of technology.

Resources:

http://www.bridges2understanding.org/ – The Bridges To Understanding website

http://www.facebook.com/bridgesworld?sk=info – The Bridges To Understanding Facebook page

http://www.teacherswithoutborders.org/programs/teacher-programs/peace-education/bridges-understanding – The Teachers Without Borders website

Brandywine Peace Community

The Brandywine Peace Community (BPC) is a peace activist group located in Swarthmore, Pennsylvania.   They were founded in 1977 as a response to the Vietnam War. BPC is committed to war resistance, disarmament and public education. They are known for holding several nonviolent, direct action campaigns against Lockheed Martin, the world’s #1 weapons corporation. Throughout the year they conduct several nonviolent protests, civil disobedience workshops and meetings to promote peace and encourage disarmament.  I learned about the BPC while attending one of their meetings over Spring Break in Philadelphia, PA.

The BPC is a community resource for all ages because everyone should be aware and involved in the peace movement. Majority of their meetings consist of older people who are well-known in their community however their organization is open to the public. In addition, they have several committees such as the educational committee who reach out to students in the community and try to educate them on peace education and war resistance.

As a community member you could join a peace organization in your own neighborhood or establish your own peace organization group. If you don’t live in Pennsylvania you can use the Brandywine Peace Community as a resource/network for peace activism.  They have a website where they post all their events and how to get involved in the peace movement. Whether you join a peace organization or start your own organization group it does require some time, research and commitment on your part. Obviously if you start your own peace organization it may take more time and research then just joining an existing peace organization.

Participatory and direct action are types of peace education supported by the Brandywine Peace Organization. This resource does require some time, commitment and physical action. By attending one of the Brandywine Peace Community meetings you will gain knowledge on civil disobedience, weapons disarmament, and how to become a peace activist. If you are interested check out their website or attend on of their meetings!

 

 

Inspiring a Culture of Peace One Mural at a Time!

http://www.wherepeacelives.org
“How do I get the students interested and excited about learning?” is a question that every teacher in their career asks. The question posed by “Where Peace Lives” is how can we foster peace and cultural understanding through art and media? Well the organization answered both questions with remarkable and inspiring results. For students to learn and be inspired their creative spark must be ignited, voices heard, and self-confidence drawn on.

Where Peace Lives mission statement is to inspire a generation of peace by “instilling a context for a future that creates a new possibility-a culture of peace that is alive and real for everyone”. This is accomplished by teaching young students negotiation techniques, leadership skills, and communication skills focused around reducing aggressive behavior and increasing cultural awareness. The organization has created a program that is being enjoyed in grades first through twelfth all around the world called the Peace Mural Exchange Program. Schools participate by bringing the Where Peace Lives facilitators to the school and having their students get inspired. It is preferred that the school supplies paint; paper, workspace, and other materials specific to their students needs or desires. Something that is great about the program is that it can be participated in after school hours. The workshop is flexible to the schools needs. I think it would be most beneficial if it was an in school activity, but if not all students want to participate then after school would work better.

The peace mural exchange program allows students to express their own values and ideas for peace and in doing so communicating through mutual respect with their fellow classmates all while putting together a beautifully artistic mural that displays their thoughts, feelings, and ideas about peace. In the process students focus on peace in their own lives which continues outward concerning others, community, and society. If you think that is great just wait. The schools exchange their peace murals with other schools. Once they have received their mural they get to ask questions and reflect on how the mural has affected them and their original ideas on peace. The website says that dialogue between the two schools is possible, but I am sure that it is not always considering the projects come from many communities where the technology may not be there. How fantastic is this? You have to check out the murals on the website they are absolutely amazing. You can tell just by looking at them there is hope for the future and that kids get peace and they want peace. Through this project “students learn to create a powerful and lasting context for peace in their lives” (Where Peace Lives). I think teachers and students would benefit from this experience. Teachers would be able to examine the process and later incorporate the knowledge and skills in the schools pedagogy.

The personal benefits that students gain from this experience are immeasurable. Creating something that gives them a voice to share with the world while becoming globally minded people is a giant step in creating a peaceful future.

Checkout the website the murals are Awesome! This blog post cannot even begin to explain this wonderful experience for students all over the world.

Social Media for the 21st Century Non-profit

America loves social media, and it’s not just us! The entire world has been connected and arguably addicted to social media networks. Through sites like Facebook and Myspace we’ve created another world in which we are able to identify with one another. No surprise there. What is surprising is the only recent emergence of non-profits on the social media scene. Sure, every non-profit has a webpage. It’s highly likely that most non-profits are now connected to their members through Facebook and even Twitter. Some non-profits have even expanded into developing their Tumblr and/or their StumbleUpon pages; potentially even posting things on Pinterest.

This week, the entire world was taken captive by a now, very well known video called Kony 2012 (which, I will post below) put together by a nonprofit called Invisible Children.

As a non-profit, you might be thinking- so what?

Actually, this is an outstanding example of what you can accomplish with something as simple as connecting all of your social media sites simultaneously. This video, DESPITE the fact that it is an incredible thirty minutes long; grabbed the attention span of an entire nation, and then world. 76 MILLION people have now viewed this video. Half of these viewers probably had no idea who Joesph Kony and/or the LRA was. Now, the 76 million viewers are both educated and passionate about a cause they knew nothing about. Within 24 hours the video went viral on Youtube and facebook while simultaneously becoming a popular world twitter trend… Even more importantly, how many people have donated or become involved in a cause they knew nothing about until they saw it on their facebook page?

You may not agree with this video and you may not care about the message that Invisible Children is trying to spread; but ask yourself- how can my non-profit utilize social media and videos to educate millions of people around the world? It’s a fantastic opportunity to challenge and excite those who work with you in your non-profit while also revitalizing your members’ interests in your cause. The best part about these videos is that they have the potential to unify millions of people for one cause; and so do you.

I found a great resource for non-profit education on social media and video feeds called See3 which introduces ‘Media with a Message’ videos. This website also includes free webinars and resources to help you get started on your journey in attracting members and (potentially) donors. I really love this website, they use videos to teach their audience about ways to use video in order to connect with their donors and members (talk about in your literal education…).

Never fear if you are not a non-profit; this resource can also be incorporated into a lesson plan for high school and college students. Challenge your classes to create educational videos about a subject that they are passionate about and find a way to spread them through social networks to educate people, instead of writing a typical paper about the same subject in which only you (their teacher) sees it. It could be a great way to see creativity come alive, and also find out about your student’s interests in a way that doesn’t bore you (hopefully…) 😉

I hope you find this as challenging, motivating, and as exciting as I do! Good Luck!

Visual Peacemakers

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Connecting with people across lines of difference is a fundamental goal in conflict resolution and this process has, in some ways, become more accessible due to the presence of the internet and social media tools.  Through a course I am taking focusing on Art as a means of social change, I came across the online resource visualpeacemaker.org.  This site is essentially a host for the collaborative project coordinated by the International Guild of Visual Peacemakers.  Working with such partners as Peace Catalyst International, the Guild of visual artist and photographers challenge stereotypes and prejudices by capturing the beauty of diversity.

The International Guild of Visual Peacemakers resource consists of collections of photographs, documentaries, and photo blogs that work to promote the message of the Guild as described in their manifesto.  By capturing the human elements of cultures, the project seeks to build peace.

Throughout history people have fallen into the trap of making enemies with, demonizing, stereotyping, and fighting the “other.” There has been a flood of conflict based on ethnic, cultural, and religious identity in the post-cold war era that has ended the lives of millions, destroyed economies, and torn apart families.

Much of this has been fueled by the growing availability of technology, especially photography and videography. While the written word carries an expectation for honesty, there is a void regarding the ethics of images due to their subjective nature. This void has opened the door for photographers to exploit people’s desire to confirm their thoughts about the “other”—mobilizing innumerable people towards slander, violence, and other fear-based responses.

Since 9/11, conflicts between Muslim cultures and western cultures have been growing in intensity. There are deep misunderstandings and stereotypes that are producing widespread fear and anger.

The International Guild of Visual Peacemakers (IGVP) was created to build bridges of peace across ethnic, cultural, and religious lines through visual communication that is both accountable to an ethical standard and created by those who authentically care about people.

This resource can be used in both the formal and informal learning space due to its accessibility and the intelligible nature of the content.  Visually the images are powerful and the stories that the pictures tell are worth sharing with students and learners of all ages.  This resource can incite discussions about toleration, diversity, and the beauty and dignity of human life which is aptly illustrated in this project.  This approach to facilitating understanding and appreciation of diverse cultures while also educating the international audience about global issues is creative response to the political, social, and religious conflicts that are prolific in our contemporary landscape.

Using this resources students will not only be exposed to global conflict as humanized by the International Guild of Visual Peacemakers, but will also gain insight into the varied approaches experts in the field of Conflict Analysis and Resolution are tackling and implementing.