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ACADEMIC PROGRAMMES
Masters Programmes
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Short Courses in Peace Education
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Peace Education Description
The UPEACE Master's Degree Programme in Peace Education is designed to train such individuals. The programme will build the capacity of educators from around the world to contribute to educational, social, and cultural change through peace education. It is designed to enable participants to effectively engage in peace education at all levels, from the design of educational policy to the development of effective and culturally relevant peace education programmes, to the actual skills of teaching for peace both in and out of the classroom. The programme assumes that a peace educator must have a broad knowledge of the basic concepts and skills within the multidisciplinary areas that converge in contemporary peace studies. Graduates of the programme will also be specialists in the application of the insights of peace studies within the broader social and cultural environments within which formal and non-formal education take place. Objectives
Student entry profile Admission to the Master’s Degree Program in Peace Education will be open to a limited number of qualified students who have completed a bachelor’s degree or equivalent at an accredited higher education institution and who demonstrate an active interest in the field of Peace Education. Preferably students will have had prior studies in an education related discipline and previous education work experience. Programme Outline TERM 1
TERM 2
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Course Descriptions PCS-6000 The University for Peace Foundation Course in Peace and Conflict Studies is designed to engage students in an examination of the major contemporary challenges to peace, sources of conflict and violence, and several key nonviolent mechanisms for conflict transformation and prevention. The course is designed to provide a common foundation for UPEACE students from all of the different M.A. programs (as its name suggests). During the course, an understanding of the complex and interconnected challenges to peace will be developed, as will an understanding of the need for multi-faceted approaches to meeting these challenges. Students will also engage critically with theories of conflict, and will develop their understanding of the theoretical resources available in the area of conflict studies. During the course of their studies at UPEACE students will engage in increasingly specialized inquiry into various dimensions and issues in their specific MA areas. The foundation course provides an opportunity to explore connections, sympathies, and synergies between the challenges and approaches identified in all of these areas from a “wide-angle” perspective that will encourage students to continue making such interdisciplinary connections and analyses throughout their tenure at UPEACE and after. PEP-6010 Drawing on ideas, perspectives, and experiences from diverse contexts this course seeks to provide students with a holistic and critical understanding of the theory and practice of peace education. Essentially, the course content and processes will explore a range of conceptual/analytical perspectives and encourage students to reflect on the possibilities and challenges of educating for peace in a world of complex and escalating conflicts and violence. PEP 6012: Human Rights Education PEP-6033 This course has two primary learning goals. The first is to develop a deep and critical understanding of the underlying causes of violence by examining the origins of violence in the human community to its current institutionalized presence. This inquiry is an essential step in acquiring the necessary knowledge, skills and capacities to be able transform the institutions and unquestioned beliefs that promote and sustain systems of direct and indirect violence. We will give special attention to the lenses of militarism; socio-economics and patriarchy (gender) as meta-culprits/cultural reproducers of a system of violence. The second goal is to develop a deep sense and awareness of how we (collectively and individually) learn and the relationship of learning to change. In so doing we will examine a variety existing literature on the philosophy of education and educational change. Special emphasis will be given to inquiring into the formation of our own attitudes and beliefs. PEP-6020 This course will develop student’s theoretical knowledge and applied skills in conducting qualitative, quantitative and participatory research in the fields of peace building and conflict analysis and resolution, with a strong emphasis on gender issues and their cultural implications. PEP-6080 Language, Media, and Peace will provide a critical methodology for recognizing how language communicates and reinforces ideologies that sustain social institutions and practices antithetical to a culture of peace. It will also provide an overview of how language can contribute to the escalation or de-escalation of conflict and consider language policies in education to determine whether and, if so, how they violate linguistic rights and promote inequality. PEP-6061 This course focuses on practical strategies and tools for promoting peace education in formal educational systems, as well as community settings. Topics include the introduction of peace education into curricula and materials development; school system reform: roles, accountability and politics; teacher education and training strategies: pre-service and in-service; movements and organizations supporting educational reform (NGOs, teachers' and parents' organizations); the relationship between schools and other community and cultural organizations (the media, religious organizations, the arts, the health sector, etc.) in cooperation for the promotion of peace education; advocacy strategies and skills for educational reform, emphasizing strategies for motivating teachers and education officials for change; and the use of information technology and networking. PEP-6070 This course will provide a basic understanding of the nature of protracted social conflicts as a framework for appreciating the role that education can play in conflict management and transformation. It will provide practical skills development in defining goals, strategies and pedagogical principles for developing peace education in these contexts. The course will stress innovative approaches for introducing the principles of non-violent strategic action and conflict intervention into various formal and informal educational settings, and actual hands-on training in designing and integrating non-violent action and conflict intervention in personal, professional, and social settings. Finally, attention will be given to the role of education in the prevention of violent conflict. PEP-6051 In the first part of the course we will first look at the Conflict Resolution approach to theorizing conflict, understanding its origins, the vocabularies for speaking of conflict in ways that “get to the heart of the issue” and focusing on the root causes. Then we will move on to a critique of what talking in these ways fails to say – and with what repercussions – about gender, power, privilege, and difference. The second part of the course addresses various responses to conflict. The third part looks at peace processes and the challenges presented by the concept of peace building. PEP-6040 This course combines foundational knowledge and deepens educational specialization in the crucial area of sustainable development. Its goal is to develop a sound understanding not only of the relationship between worldwide economic development trends, environmental constraints and conflicts, and of the potential avenues for constructing a more peaceful and sustainable world, but also of curriculum and pedagogical approaches appropriate to facilitating the transition to a sustainable future through education. Faculty for the Master's Degree Programme in Peace Education Virginia CAWAGAS (Philippines) is an Honorary Research Fellow at the School of Environmental Studies, Griffith University, Adjunct Professor at the Faculty of Education, University of Alberta, and a Visiting Professor and academic consultant of the Asia-Pacific Centre of Education for International Understanding (APCEIU), a centre established by the Agreement of UNESCO and the Government of the Republic of Korea, to promote education for international understanding (EIU) towards a culture of peace in the Asia-Pacific region. She is currently editing the first APCEIU teachers resource book for Asian and Pacific countries for integrating EIU toward a culture of peace in social studies, history, geography, civics and culture, and related areas. She has been editor of the International Journal of Curriculum and Instruction, since 1998. Dr. Cawagas has an Ed.D. in peace and development education (meritissimus) and has extensive teaching experience in the field of global/peace education, human rights education, and multicultural education in both formal and nonformal modes. She teaches, lectures, and conducts workshops in these fields for students, teachers, academics, school administrators, community leaders, and civil servants in the Philippines, Canada, US, Korea, Australia and the South Pacific. Felisa Tibbitts (Canada) The Co-Founder and Executive Director of the Human Rights Education Associates, Boston, USA. She is project manager and technical specialist for innovative programs in human rights, law-related, minority and civic education. Focus includes policy development, materials development, training, and evaluation. Regular clients include the Office of the UN High Commissioner for Human Rights, UNDP, the Council of Europe, ODIHR/OSCE, Amnesty International , the Soros Foundation Network and other private and public sector agencies. See http://www.hrea.org. Tony JENKINS (USA), Co-Director of the Peace Education Center at Teachers College, Columbia University; the Global Coordinator of the International Institutes on Peace Education (IIPE); and Coordinator of the Global Campaign for Peace Education. He has extensive international consultative experience, including work with ministries of education, universities, NGOs and UN agencies. His current work focuses on pedagogical research and educational design and development with special interest in alternative security systems, disarmament and gender. Eliana Carvalho (Brazil). She was the Director of the American International School of Costa Rica for two years, and she taught elementary school in the United States for five years. She has worked on research projects for the World Bank on school improvement and for Harvard University on early language and literacy development. She currently works as an assistant professor at the University for Peace in the Department of Gender and Peace Education. Alicia CABEZUDO (Argentina) Associate professor at the UNESCO Chair for Human Rights and Culture for Peace, University of Buenos Aires, Argentina. Associate professor at the School of Education Department / Teachers Training Department at the University of Rosario, Argentina. Thomas TURAY (Sierra Leone/Canada) is a lecturer at the Coady International Institute, St. Francis Xavier University, Antigonish, Canada where he teaches Adult Education and Community-based Development, Gender and Development, Community-based Conflict Transformation and Peacebuilding and Training of Trainers. He also facilitates development-related workshops (particularly in Peace Education and Training of Trainers) with Coady’s overseas partners in Africa, Asia, the Middle East and South America. Matthew NORTON (USA), received his Master’s Degree in Conflict Resolution from the University of Bradford. He is a PhD student in the department of Sociology at Yale University, and a Junior Fellow of Yale’s Center for Cultural Sociology. He was the director of the International Peace Studies Master’s degree programme at UPEACE 2003-2005. Mohit MUKHERJEE (India), is the Director of the UPEACE Centre for Executive and Professional Education and a faculty member at UPEACE. Prior to this position, he served as Education Programme Manager of the Earth Charter Initiative, an international nonprofit organization. Before his 4-years in the non-profit sector, he worked both in the private sector and also as a high school teacher in Ecuador. He has a Bachelor's degree from Stanford University and his Master's from the Harvard Graduate School of Education. Back to top Dina RODRIGUEZ (Peru), Head of Department of Gender and Peace Education.MA in Education, University of Texas, at Austin, USA; BA in Mathematics, Alverno College, Milwaukee, USA; BA in Teaching, National University of Education, Peru. Trained in Human Right and Gender Studies at the International Institute of Human Rights, Rene Cassin, Strasbourg, France. Certificate: Building Capacities for Peacekeeping and Women’s Dimensions in Peace Processes, European Union-Latin American Office, Santiago, Chile. Director of the Educational Area: Inter-American Institute of Human Rights, San Jose, Costa Rica. Director: Center for Educational Resources (IIDH), San Jose, Costa Rica. Consultant; Secretaria de Estado do Planejamento, Brasilia, Brazil. Programme Officer, Ministry of Education, Lima, Peru. Disciplines: Human Rights Education, Gender and women’s Studies, Education for Peace. |
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In recent years, there has been a growing, world-wide recognition of the central role played by education in meeting the complex demands of peacemaking and peace building. Often lacking, however, are individuals prepared with the knowledge and skills to act as leaders for educational reform to support sustainable peace processes.