Category Archives: EDUCATION FOR PEACE

State of Mexico: more than a thousand School Mediators strengthen a culture of peace

… EDUCATION FOR PEACE …

An article from Edomex Quadratin (translated by CPNN)

In the State of Mexico (EMX), 1,114 primary, secondary and upper secondary level teachers have been certified as School Mediators by the Judicial Branch of the State of Mexico, a strategy that has allowed to strengthen the culture of peace and improve coexistence within educational institutions.

Mario Alberto Montaño Delgado , Toluca regional director of the Public Center for Alternative Dispute Resolution Mechanisms (MASC), explained that this figure allows schools to have trained personnel to detect, address and channel conflicts before they escalate to more serious situations.

He explained that School Mediators have tools to intervene in problems involving students, teaching staff and mothers or fathers, promoting dialogue and the peaceful resolution of differences.

They address school conflicts

“The greatest achievement is that today they have the largest and broadest structure, institutionally speaking, of certified facilitators,” Montaño Delgado noted, highlighting the growth of this support network in the educational field.

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(Click here for the Spanish original of this article)

Question for this article:

Mediation as a tool for nonviolence and culture of peace

Is there progress towards a culture of peace in Mexico?

(Continued from left column)

He indicated that each certified teacher acquires a different vision about conflicts and becomes a promoter of a philosophy focused on building peace within school communities.

He added that this strategy is being developed in a coordinated manner with institutions such as the Ministry of Education, Science, Technology and Innovation of the State of Mexico, the State Human Rights Commission and the Autonomous University of the State of Mexico (UAEMéx).

Bullying, the main problem

The official explained that School Mediators represent the first filter to prevent conflicts from reaching jurisdictional instances , with bullying being one of the main problems they face within schools.

He explained that when cases exceed the capacity for mediation, the Judicial Branch intervenes , through the Public Center for Alternative Dispute Resolution Mechanisms , headed by Magistrate Blanca Colmenares Sánchez.

In these cases, situations related to physical or material damages are addressed , as well as legal obligations arising from school conflicts.

Montaño Delgado explained that to obtain certification as a School Mediator , teachers must complete 120 hours of training, pass theoretical and practical evaluations, and subsequently renew their accreditation every five years before the Judicial Power of the State of Mexico (PJEdomex) .

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EDUCATION FOR PEACE, Latin America

National Autonomous University of Mexico: Academics suggest intensifying the construction of a culture of peace

… EDUCATION FOR PEACE …

An article from Impulso Informativo (translation by CPNN)

Peace requires a perspective that transcends geographical, symbolic, linguistic, and material borders, since they have often been spaces of exclusion and violation of human rights, said Fiorella Mancini, Academic Secretary of the Humanities Coordination at UNAM.

“In light of this, we are challenged us to rethink these limits and to analyze the possibilities of common forces,” he said at the opening of the International Seminar “Transnationalization of the Culture of Peace in North America.” The seminar took place In the Mónica Verea room of the Center for Research on North America (CISAN).

The academic meeting promotes dialogue between specialists from diverse contexts, for example, from the University of Notre Dame – which has developed models applied in more than 100 countries to promote programs in this field in higher education institutions – as well as the analysis of universal principles and local realities.

The meeting proposes a different and complementary perspective on the current geopolitical reality where democracy is backsliding and we are losing rights that were thought to have been won. We want to consider what is possible: resolutions, dialogue, and the challenges of integrating differences, Fiorella Mancini pointed out.

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(Click here for the Spanish original of this article)

Question for this article:

Where is peace education taking place?

University campus peace centers, What is happening on your campus?

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New dimension

According to Juan Carlos Barrón Pastor, director of CISAN, this university entity works in conjunction with UNAM’s campuses in the United States (Chicago, San Antonio, Los Angeles, Tucson, Boston, and Seattle). This serves as the initial point of contact for addressing all types of violence and conflict experienced on both sides of the border. He said that the lines of research we develop take on a new dimension when viewed in light of building a culture of peace, since this is a way to reverse the growing violence in Mexico.

According to Leticia Cano Soriano, head of the University Program on Culture of Peace and Eradication of Violence (PUCPAZ), university efforts to achieve this way of life involve creating community, interweaving actions, knowledge and commitments, in order to propose alternatives for the formation of a culture of peace. (See CPNN article from April 12)

According to Anel Pérez Martínez, director of the Center for Foreign Studies at the National University, we must combat hate speech which is a powerful form of aggression. We cannot imagine a culture of peace without inclusive language, which contributes to critical thinking, she emphasized.

George Lopez, professor emeritus at the University of Notre Dame and founder of the Krok Institute for International Peace Studies at this institution, contributes to this academic activity a model that consists of exchanges of American students with those from war zones or conflict zones.

He explained that his focus is on building a strategic peace where there is training in mediation, social resolution and community work.

The Seminar was organized by the Humanities Coordination; CISAN; Institute of Social Research; Faculty of Psychology; National School of Social Work; Center for Mexican Studies of the UNAM in Chicago and the University of Notre Dame (based in Indiana, United States).

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EDUCATION FOR PEACE, Latin America, North America,

Caruaru, Brazil: The Conflict Mediation Program: Promoting a Culture of Peace

. EDUCATION FOR PEACE .

An article from Blog of Alberto Alves (translation by CPNN)

In Caruaru, the Government of the State of Pernambuco, in partnership with the company Coonsult and under the coordination of the Secretariat of Justice and Human Rights and Violence Prevention, is pleased to present the Itinerant Conflict Mediation Program, a revolutionary initiative aimed at promoting a culture of peace.

The Conflict Mediation Program is available to the public, completely free of charge. If you are facing problems with neighbors, disagreements at home or with your family, at work, at school, or even in consumer situations, know that we are here to help you find solutions.

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(Click here for the original article in Portuguese)

Discussion question

Mediation as a tool for nonviolence and culture of peace

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Our team of specialized mediators is ready to listen to all parties involved, and to facilitate a constructive dialogue that can resolve these conflicts peacefully, fairly, and out of court. Our goal is to promote peace in your community through mutual understanding and the building of more harmonious relationships.

Remember: dialogue is the key to conflict resolution. Don’t hesitate to contact us. We are here for you. Together, we can build a more peaceful and welcoming environment for everyone.

The Conflict Mediation Program is on your side.

Contact us today and take the first step towards a more peaceful and happy future. We are located at Avenida Amazonas N° 168, Caruaru-PE. Contact numbers: 81 9 9306-6418 / 81 9 9477-9425

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EDUCATION FOR PEACE, Latin America

National Autonomous University of Mexico: Encounters and Networks for Peace. Why Talk About a Culture of Peace?

… EDUCATION FOR PEACE …

An article from Gaceta UNAM

On March 25, the National School of Social Work (ENTS) at UNAM hosted the inauguration of the comprehensive project between Civil Society, Academia, and Government: Encounters and Networks for Peace. Why Talk About a Culture of Peace?


Photo: PUCPAZ

The event was organized by the University Program on Culture of Peace and Eradication of Violence (PUCPAZ), in coordination with ENTS; the University Program on Human Rights (PUDH); the Metropolitan Autonomous University (UAM) Iztapalapa Campus; the Rosario Castellanos National University (UNRC); and the Undersecretariat for Peacebuilding, Social Participation, and Religious Affairs of the Ministry of the Interior. Services and Consulting for Peace AC (Serapaz) and the Don Bosco Foundation.

This university initiative seeks to build a shared, analytical, forward-looking, and critical action agenda, aimed at fostering dialogue, identifying best practices, and contributing proposals that inclusively promote progress toward an active society that weaves together knowledge and participates in building a culture of peace.

An Act of Resistance

At the opening ceremony, Leticia Cano, director of PUCPAZ, noted that this gathering is an act of living, everyday resistance, accompanied by dialogues and conversations about experiences, best practices, interventions, and significant contributions, stemming from the challenges faced daily.

“We neither start nor arrive from a vacuum; we reconnect with others in their own territories where the struggle for peace takes place every day, from within the communities, not to talk about them, but with them and from within them, because they are the ones who experience firsthand the contradictions of our time.” Carmen Casas Ratia, director of the ENTS (National School of Social Work), emphasized that it was no coincidence that the meetings began at this academic institution, given the close relationship between social work and a culture of peace.

She also underscored the importance of promoting a positive peace, based on justice, equity, and the satisfaction of needs, as well as addressing the structural causes of violence.

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(Click here for the Spanish original of this article)

Question for this article:

Where is peace education taking place?

Is there progress towards a culture of peace in Mexico?

(Continued from left column)

For his part, Alfredo Sánchez Castañeda, coordinator of the PUDH (Program for the Development of Human Rights), warned that violence has surpassed the limits of imagination and disproportionately affects the most vulnerable sectors. “It is linked to multiple crises: economic, social, health, migration, and security, which poses the challenge of rethinking the role of educational institutions in peacebuilding.”

Carlos C. Contreras Ibáñez, from the Social Psychology for Peace Project at the UAM (Autonomous Metropolitan University), Iztapalapa Campus, emphasized the need to maintain a constant dialogue between academia, government, and civil society. The latter, in particular, has direct contact with communities and their problems, and maintained that peace must be understood as a collective process.

In turn, Diana Lepe Sánchez, director of Serapaz, shared a community experience that sparked reflection on the type of peace that is being sought. Peace, she said, does not imply silence, but rather the possibility of expressing and addressing the problems of individuals and communities.

José Antonio Sandoval, general director of the Don Bosco Foundation, agreed on the importance of strengthening ties with civil society organizations, whose experiences on the ground allow for a rethinking of peacebuilding strategies. He also highlighted the role of academia in deepening the analysis of community work.

Laura Angélica Cordero, general director of Social Prevention and the Reconstruction of the Social Fabric, representing Rocío Bárcena Molina, Undersecretary of Peacebuilding, Social Participation, and Religious Affairs of the Ministry of the Interior, celebrated the inter-institutional collaboration and noted that peacebuilding is not a recent trend, but a sustained effort. In that regard, she quoted Eleanor Roosevelt: “It is not enough to talk about peace; one must believe in it and work to achieve it.”

Ana María Rosas, general counsel of the UNRC, representing its rector, Alma Herrera Márquez, noted that education plays an essential role in peacebuilding, as it is a means to transform both those who receive it and those who provide it.

Human Rights and Violence

María Dolores González Saravia Calderón, president of the Mexico City Human Rights Commission, gave the opening address, in which she spoke about the challenges to peacebuilding and the guarantee of human rights. She distinguished between positive peace, which is lasting and based on justice, and negative peace, which is imposed and focused on security.

She also defined violence as the use of force to dominate or impose, and emphasized the need to build solutions.

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EDUCATION FOR PEACE, Latin America

Bruce Springsteen at Minneapolis NoKings Rally

… EDUCATION FOR PEACE …

Text of remarks and song that he composed and sang

Hello, Minnesota!

It’s turning into a beautiful day!

This past winter, federal troops brought death and terror to the streets of Minneapolis.

Well, they picked the wrong city!

The power and the solidarity of the people of Minneapolis and of Minnesota was an inspiration to the entire country.

Your strength and your commitment told us that this is still America!


Video of Springsteen at NoKings Rally of Minneapolis

And this reactionary nightmare and these invasions of America’s cities will not stand.

You gave us hope! You gave us courage!

And for those who gave their lives, Renee Good, mother of three, brutally murdered, Alec Pretti, VA nurse, executed by ICE, shot in the back and left to die in the street without even the decency of our lawless government investigating their deaths.

Their bravery, their sacrifice, and their names will not be forgotten.

MUSIC: STREETS OF MINNEAPOLIS

Through the winter’s ice and cold
Down Nicollet Avenue
A city aflame fought fire and ice
‘Neath an occupier’s boots
King Trump’s private army from the DHS
Guns belted to their coats
Came to Minneapolis to enforce the law
Or so their story goes
Against smoke and rubber bullets
By the dawn’s early light
Citizens stood for justice
Their voices ringing through the night
And there were bloody footprints
Where mercy should have stood
And two dead left to die on snow-filled streets
Alex Pretti and Renee Good.

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Question for this article:

What place does music have in the peace movement?

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Oh Minneapolis, I hear your voice
Singing through the bloody mist
We’ll take our stand for this land
And the stranger in our midst
Here in our home they killed and roamed
In the winter of ’26
We’ll remember the names of those who died
On the streets of Minneapolis

Trump’s federal thugs beat up on
His face and his chest
Then we heard the gunshots
And Alex Pretti lay in the snow, dead
Their claim was self defense, sir
Just don’t believe your eyes
It’s our blood and bones
And these whistles and phones
Against Miller and Noem’s dirty lies

Oh Minneapolis, I hear your voice
Crying through the bloody mist
We’ll remember the names of those who died
On the streets of Minneapolis

Now they say they’re here to uphold the law
But they trample on our rights
If your skin is black or brown my friend
You can be questioned or deported on sight
In our chants of ICE out now

Let me hear ya! ICE OUT NOW!

Our city’s heart and soul persists
Through broken glass and bloody tears
On the streets of Minneapolis

Oh Minneapolis, I hear your voice
Singing through the bloody mist
Here in our home they killed and roamed
In the winter of ’26
We’ll take our stand for this land
And the stranger in our midst
We’ll remember the names of those who died
On the streets of Minneapolis

We’ll remember the names of those who died
On the streets of Minneapolis!

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EDUCATION FOR PEACE, North America

“We’ve got to live in peace” – Eric Bibb

… EDUCATION FOR PEACE …

A video from Eric Bibb’s Album One Mississippi

If you want to hear authentic American jazz and blues, it is best to live in France or Australia. Here in France where I live, there is continuous jazz and blues on the TSF Jazz and Jazz Radio channels that are accessible everywhere and that attract large numbers of listeners.

Last night, listening to TSF jazz, I heard this new song by Eric Bibb that captures the spirit of the culture of peace that we need in these difficult times.


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Question for this article:

What place does music have in the peace movement?

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Here are the lyrics.

We got to live in peace someday. Got to live in peace. Study war no more.

We got to find a way somehow. We got to find a way. We got to find it now.

We got to face the past. It’s true. We got to face the past. Heal our hearts at last.

We got to make amends today. We got to make amends. Wash our sins away.

We got to come back home, my friends. We got to come back home.

We’ve been gone too long. We’ve been gone so long. We got to find a way somehow. We got to find a way. We got to find it now.

This is the final song in the new album of Eric Bibb that is called One Mississippi. Click here for the full album.

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EDUCATION FOR PEACE, Europe, North America,

Mexico: Culture of peace to be taught in Michoacán schools

… EDUCATION FOR PEACE …

An article from Cambio de Michoacán (translation by CPNN)

The Economic and Social Council of Michoacán presented a citizen initiative this Thursday at the State Congress in Morelia to reform the state Education Law and establish a culture of peace as a guiding principle of the education system. This was proposed Fátima Conde Moreno, during the official ceremony.


The Economic and Social Council of Michoacán | Photography: Graphic Communication Agency

The proposal aims to incorporate a culture of peace as a mandatory subject at the basic and upper secondary education levels, with the purpose of ensuring that education contributes to rebuilding the social fabric. Fátima Conde explained that the initiative arises in response to problems of violence in school and community settings, and the need for conflict resolution.

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Question for this article:

Where is peace education taking place?

Is there progress towards a culture of peace in Mexico?

(Continued from left column)

During the event, Representative Reyes Galindo Pedraza, coordinator of the Labor Party’s Parliamentary Group, welcomed the proposal and pointed out that Michoacán has citizen participation mechanisms that allow anyone to submit initiatives to the Congress without requiring the collection of signatures, unlike at the federal level.

For his part, Eduardo Orihuela, president of the Michoacán Center for Social Studies (CESMICH), indicated that building peace requires preventive actions starting in education. He maintained that addressing violence solely through reaction is limited. Similarly, Jesús Vivanco Rodríguez, president of the Together for Michoacán Network, expressed his support for the initiative.

The initiative was referred to the State Congress for analysis and eventual discussion in committees, where its viability will be determined and, if applicable, its incorporation into the current regulatory framework, so it is expected that the legislative process will continue in the coming weeks.

(Click here for the Spanish original of this article)

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EDUCATION FOR PEACE, Latin America

The “Assisi Charter” is signed – Universities reaffirm their commitment as bridges of peace

… EDUCATION FOR PEACE …

An article from Agenparl

PREAMBLE

Assisi has, for centuries, been a city that speaks of peace to the world.

From Assisi comes Francis, whose eighth centenary we celebrate this year: a figure who bequeathed to history a humanism of peace founded on fraternity, the protection of creation, reconciliation between human beings and between humanity and the earth that hosts it. An embodied humanism, capable of bringing together differences, fragilities, and tensions without erasing them, and of inspiring profound reflection on human rights, on encounters between people, on respect for the environment, and on peace.

In that same historical period, the university as universitas took shape: a community of people and knowledge, a universal space for relationships, capable from its origins of crossing political, geographical, cultural, and religious boundaries. It is within this horizon that the University of Perugia was also born (1308), a living part of that universal tradition of knowledge.

Umbria continued to speak of peace even in the twentieth century: Aldo Capitini indicated a nonviolent path based on education, participation, and personal and collective responsibility.

For this reason, in Assisi, the University of Perugia, together with the universities and academic institutions gathered here, subscribes to the following principles, assuming a historical and public responsibility.


Photo from Universitá di Roma (click on image to enlarge)

ASSISI CHARTER

Founding principles

The university as a universal space for relationships

The university was born as a universitas: an open community of students , professors, researchers, and all the staff (technicians, administrators, librarians, and cel) who make the life of the university possible, united by a love of knowledge and the method of free, democratic, and peaceful debate.

Its original vocation is not opposition, but relationship; Not identity-based closure, but openness;

Not separation, but encounter.

For this reason, the university is called to be a place where differences are not denied or erased, but inhabited, understood, and transformed into dialogue.

2. Peace as a process, not a slogan.

Peace is not a sudden event nor the result of a victory.

It is a long, patient, formative process.

Universities, by their very nature, operate over a long period of time: they educate, train,
support, and foster critical thinking and responsibility.

In this sense, peace is not an external addition to the university mission, but is an essential constitutive dimension.

3. Knowledge, responsibility and justice

Knowledge is not neutral.

All knowledge has an impact on the world, on people, on communities and therefore requires a sense of responsibility.

Universities are committed to:

• orienting research and teaching towards the common good;

• promoting a responsible use of technologies;

• addressing the great transformations of our time – environmental, social, digital – with ethical awareness.

Peace is inseparable from justice and equity, from sustainability and from caring for the environment that welcomes us and that we have a duty to preserve for future generations.

4. Universities, cities and territories: alliances for peace

Universities are not islands.

They live in cities, territories, and communities.

Being bridges of peace also means:

• building alliances between institutions;

• engaging in dialogue with social, cultural, civil, and productive realities;

• contributing to the human and sustainable development of territories.

Peace grows where relationships of trust and shared responsibility are forged.

5. Peace as a long path

Peace is not a destination, but a journey: it is built day after day, generation after generation. It is a long path that requires patience, perseverance, and vision.

Universities are called to travel it with a particular responsibility: to educate in critical thinking, to cultivate dialogue between cultures and knowledge, to dismantle prejudices through knowledge. It means recognizing that complexity is not resolved by force, but by intelligence and empathy; that conflict cannot be erased, but is overcome with tools of reason and care.

This path passes through classrooms, laboratories, libraries, and seminars; through research focused on humanity’s common problems; through exchanges between students from different countries; through the rejection of any knowledge that becomes an instrument of oppression.

Lasting peace is built by forming free consciences and open minds, capable of recognizing the other not as an enemy, but as a partner. It is a work of attention, listening and responsibility: it is not immediate, it cannot be simplified, it cannot be reduced to slogans.

(Article continued in right column.)

Questions for this article:

Where is peace education taking place?

University campus peace centers, What is happening on your campus?

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6. Spirituality, values ​​and protection of humanity

In a secular and welcoming way, this Charter recognizes that peace is expressedalso starting from a profound reflection on the spiritual values ​​that cross cultures.

Universities welcome dialogue between different spiritualities, with the aim of safeguarding humanity, which is completed by:

• safeguarding the dignity of each person;

• recognizing the value of relationships;

• maintaining an ethical approach in times of great transformations, including those related to artificial intelligence.

7. Universities as bridges of peace in the world

In a world crossed by conflicts, polarizations, and new forms of division, universities reaffirm their role as:

• spaces for dialogue;

• places where differences meet;

• laboratories for a shared future.

Dialogue only makes sense if it is inhabited within a relational universality that fully recognizes the other. Universities choose to be bridges, not walls.

CONCLUSION

This Charter is not a point of arrival, but a commitment, signed and shared.

Universities are committed to educating for Peace, practicing Peace, and building peaceful relationships through actions such as establishing degree programs on Peace issues, establishing chairs or courses on Peace issues, establishing working groups to evaluate agreements between and with universities in conflict contexts, establishing Peace Study Centers , developing international networks on Peace issues, or any other action with the same general goals.

Possible Actions

• Establish degree programs on Peace issues;

Peace requires specific and interdisciplinary skills, capable of understanding the roots of conflicts and imagining paths to reconciliation.

We need mediation professionals, international cooperation experts, and dialogue builders.

• Establish chairs or courses on Peace issues;

Integrating this dimension into all educational programs, as the culture of peace cannot be a marginal specialization: it must cross disciplines, since all knowledge can and must be oriented towards building bridges of peace.

• Establish working groups to evaluate agreements between and with universities in conflict-affected contexts; Taking ethical responsibility for their collaborations, universities commit to rigorously and transparently evaluating every partnership, exchange, and funding, the moral and political implications of which must be assessed.

• Establish Peace Study Centers; Permanent places of research, documentation, and reflection. Centers that can become points of reference for scholars, policymakers, and civil society; laboratories for developing analyses, proposing solutions, and preserving the memory of conflicts and their resolutions.

• Developing international networks on the themes of Peace.
Peace is by definition a global common good. Universities must forge alliances that transcend political borders, creating communities of research and practice that overcome national divisions, building bridges where others raise walls.

Assisi, 25 February 2026

Université Catholique de Lyon (Founded in 1875) Pr. Grégory Woimbée

Universidad de Guadalajara (Founded in 1792) Prof.ssa Karla Planter Pérez

Agricultural University of Tirana (Founded in 1951) Prof.ssa Erinda Lika e Prof.ssa Koto Romina

Université Clermont Auvergne (Founded in 1519) Prof.ssa Marie-Elisabeth Baudoin

Università degli Studi di Siena (Fondata nel 1240) Prof. Gianluca Navone

Università degli Studi di Macerata (Fondata nel 1290) Prof. John Francis McCourt

Sapienza Università di Roma (Fondata nel 1303) Prof. Fabio Sciarrino

Università degli Studi di Perugia (Fondata nel 1308) Prof. Massimiliano Marianelli

Università degli Studi di Firenze (Fondata nel 1321) Prof.ssa Maria Paola Monaco

Università degli Studi di Camerino (Fondata nel 1336) Prof. Graziano Leoni

Università degli Studi di Urbino Carlo Bo (Fondata nel 1506) Prof. Giorgio Calcagnini

Università degli Studi dell’Aquila (Fondata nel 1596) Prof. Fabio Graziosi

Università per Stranieri di Perugia (Fondata nel 1925) Prof. Valerio De Cesaris

Università del Salento (Fondata nel 1955) Prof. Salvatore Rizzello

Università degli Studi “G. D’Annunzio” Chieti Pescara (Fondata nel 1965) Prof. Liborio Stuppia

Polytechnic University of Marche (Founded in 1969) Prof. Enrico Quagliarini

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EDUCATION FOR PEACE, Europe

Brazil: “Culture of Peace” Reinforces Message of Unity and Social Awareness in Music

… EDUCATION FOR PEACE …

An article from Tribuna

Singer and songwriter Nando Borges has released the song “Culture of Peace,” a composition co-written with Tenison Del Rey and Gerson Guimarães, which proposes a profound reflection on coexistence, respect, and collective responsibility. The song is as a call for social awareness, valuing dialogue, empathy, and non-violence as paths to build a more just society.

Click on image to go to the music on YouTube

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Question for this article:

What place does music have in the peace movement?

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His history marked by cultural and social engagement, Nando Borges—one of the forerunners of Axé Music—uses his voice and his art to broaden debates that go beyond entertainment. “Culture of Peace” is born from his commitment, uniting an engaging melody and strong lyrics that resonate with the current moment in the country and the world, engaging with the global movement of the UN and UNESCO.

“Culture of Peace” is now available on digital platforms. The song also reinforces the importance of music as an instrument of social transformation, bringing art, citizenship, and education closer together. Cultural actions that defend human values, inclusion, and respect are themes that have always been present in Nando Borges’ artistic journey.

(Click here for the Portuguese version of this article)

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EDUCATION FOR PEACE, Latin America

Morelos, Mexico: UAEM Promotes a Culture of Peace Within Its Community

… EDUCATION FOR PEACE …

An article from the Autonomous University of the State of Mexico

Promoting a culture of peace within the Autonomous University of the State of Morelos (UAEM) is a fundamental pillar for strengthening coexistence, respect, and non-violence in academic, administrative, and student spaces, said Fernando Mendoza Vergara, head of the Training Department of the Gender, Equality, and Non-Discrimination Unit.

On the occasion of the School Day of Non-Violence and Peace, commemorated on January 29, Fernando Mendoza emphasized that educating for peace in higher education institutions is a shared need for all universities in the country, as these are spaces where professionals and citizens with social responsibility are trained.

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(Click here for the Spanish original of this article)

Question for this article:

Where is peace education taking place?

Is there progress towards a culture of peace in Mexico?

(Continued from left column)

Mendoza Vergara explained that UAEM actively participates in generating strategies and tools aimed at reducing and eradicating violence within university spaces, based on the development of skills that allow for the transformation of conflicts through dialogue and peaceful coexistence.

He noted that, at his unit, the training area’s work focuses on fostering educational processes for faculty, administrative staff, academics, and students, with the goal of strengthening relationships based on respect, equality, and human dignity.

The university official emphasized the importance of differentiating concepts such as educating for peace, building peace, and fostering a culture of peace, the latter understood as a set of values, attitudes, and daily practices that guide how people relate to themselves and others. He also highlighted that the university has promoted awareness, visibility, and training campaigns, aligned with regulatory frameworks such as Mexican Standard 025 on Labor Equality and Non-Discrimination. These processes require the commitment of each academic and administrative unit to move toward certification.

He emphasized that many violent behaviors have been normalized within the institutional culture, making awareness-raising crucial for the university community to identify practices that violate the integrity of individuals and to consciously transform them.

Finally, he invited those aspiring to join UAEM to adopt a proactive attitude, respect for diversity, and a commitment to peaceful coexistence, as essential elements for strengthening Morelos’s leading university.

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EDUCATION FOR PEACE, Latin America