USIP – Pedagogies for Peace in Post-Conflict and Fragile States – October 2012

After watching this video, can you think of ways we can apply ‘Pedagogies for Peace’ in the Ethiopian context?
* Do the Ethiopian ‘nations and nationalities’ need this?
*Do we need to fear that there might be a future national conflict in the country – ethnic or religious or economic or political?
* Will this approach help us to prevent that danger from happening in this destitute nation?
send your suggestions and comments. Enjoy the valuable presentations.
Merid.

Where do you think we can use
The United States Institute for Peace (USIP) hosted an important discussion around Pedagogies for Peace in Post-Conflict and Fragile States on October 18, 2012.

What kind of curricula promote the best education for long-term peace in post-conflict, fragile and low resource contexts? Many kinds of primary and secondary school curricula aim to promote social cohesion, greater tolerance and recovery from violence. But until recently we have had little research on the different benefits of various curricula in different types of conflict, or on how they can be used together most effectively, and on whether these curricular approaches need to be sequenced temporally after conflict, and if so, how.

In May 2012, Education Above All, a Doha-based education group, commissioned papers from practitioners and thematic experts that map and analyze the most widely used of these different curricula, collectively designated as “education for global citizenship,” and the policies that have accompanied their implementation. A major finding of this research project was that “transformative education for local, national and global citizenship and peace CAN be implemented even under difficult conditions if there is a policy commitment to do so.” To explore this important issue, the project director, technical adviser and expert on conflict and education, Margaret Sinclair, discussed these research findings with experts from the U.S. Institute of Peace and the Brookings Institution.

Presenter:
■ Margaret Sinclair, Technical Adviser to Education Above All, Doha, Qatar “Education for Global Citizenship in Low-Resource and Fragile Settings”

Respondents:
■ Jeff Helsing, Dean of Curriculum, Academy for International Conflict Management and Peacebuilding, USIP
■ Xanthe Ackerman, Associate Director, Center for Universal Education, The Brookings Institution
■ Qamar-ul Huda, Senior Program Officer, Religion and Peacemaking Center, USIP

Moderator:
■ Lili Cole, USIP
Category:
Education

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About Merid Desta

I am a very passionate and mature African-Ethiopian researcher/ peacebuilder/ manager/ leader/ who have been doing a research on peace and conflict in the horn of Africa. I have learned that both my under- and post-graduate studies need to be topped up with formal studies of theories and praxis of peace, conflict, justice, identity, nationalism, ethnicity, religion and other related theories. All the trusts, institutes, faith-based and other secular organisations in which I was involved in leadership, mobilising and training capacities, were committed to addressing all aspects of individuals and communities’ life. Being an advocate for all human beings to be released from their spiritual, physical, social, mental and economic poverty, with a view to enabling them to become fulfilled and responsible human beings who live up to the standard of their best capacity, was at the core of all my work and the people and teams whose ministry I led. I have been involved in interfaith; interethnic; intercultural and interdenominational peacebuilding, conflict resolution and management work in the capital. My family’s life has always been sacrificial. We have committed our lives and are preparing for more commitments to work initially among a few communities and regions in Ethiopia, Eritrea, Somalia, Sudan/ South Sudan and the surrounding regions. These nations of Eastern Africa have often been under enormous threats and incidents of civil wars, ethno-religious conflicts, genocide etc.

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