Category Archives: EDUCATION FOR PEACE

International Institute for Peace Education 2026 Spain

… EDUCATION FOR PEACE …

An announcement from the International Institute for Peace Education

We invite all formal and non-formal peace educators, academics, activists, NGO actors, and education-focused peacebuilders to apply to join the 2026 International Institute on Peace Education from July 19-26 in Granada, Spain.

IIPE 2026 Spain will convene 60 educators from around the world for a week-long, residential, learning community experience in peace education. A rich exchange of peacebuilding research, academic theory, best practices, and actions will be shared through IIPE’s evolving dialogical, cooperative, and intersubjective modes of reflective inquiry and experiential learning.

IIPE 2026 Spain is organized by the IIPE Secretariat in partnership with a network of former IIPE participants in Spain in partnership with national, regional, and local NGOs and universities. The Institute will take place at the Colegio Mayor Jesús María of the University of Granada.

Granada: A Tapestry for Peacelearning

Granada, Spain, is a global crossroads, a historic melting pot of civilizations. Located in the Spanish region of Andalucía (part of ancient Al-Andalus), it has been the center of coexistence for multiple cultures. At various periods, the rich cultures of Europe, Africa, and the Americas have coexisted in dialogue with each other, forming a dynamic intellectual and artistic flowering that can still be seen today in the extraordinary architecture and gardens. Spain, in turn, is a European country marked by interconnectedness as its hallmark. Due to its history over the years, it has been a dynamic social and political actor in relation to the problems of the Mediterranean region, Europe, and Latin America. Today, it is an essential and fertile space where perspectives converge to understand the negotiations, dilemmas, and challenges of global peace. 

IIPE 2026 Spain at the University of Granada aims to draw out the parallel challenges of deep ecological thinking and intercultural relations. We aim to channel the spirit of Granada as a historical center of tolerance, dialogue, and intercultural symbiosis. Andalucia’s Medieval intellectual, artistic, and architectural achievements reflect a “vision of a culture of tolerance [which] recognized that incongruity in shaping individuals as well as their cultures was enriching and productive” (Menocal, 2002, p. 11).

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(Click here for a version in Spanish)

Question for this article:

Where is peace education taking place?

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Today, we recognize our interdependence and the interrelatedness of perversely complex challenges: climate crises; militarization, arms proliferation, and the use of lethal violence; and structural violence, such as discrimination, exclusion, colonialization, and domination in all its forms. These dangers are evident today in unbearable conditions of displacement and migration, climate catastrophes, and endless wars. All of these beg for vision, dialogue, and pedagogy that reaches across borders.

Pedagogy, research, and evaluation in peace education have undergone remarkable development over the past 25 years. IIPE 2026 Spain will constitute a learning community, a mini-ecosystem, in which the implications for peacelearning will be considered. Together, we hope to deepen our understanding and connect with each other through these initial questions: How has this professionalization changed peace education? Can the intersubjectivity and warmth of learning together continue with greater instrumentalization? Can we engage rational thinking and interrelate it with sentipensar, feeling-thinking that validates emotions and sentience? How does the concept of Gaia shift the ecological relational paradigm for peace? How can educational policies preserve indigenous learning and incorporate popular culture as the field advances?

In addition, the question of human relations with the more-than-human world will be raised. How might human relations evolve again so that we can reclaim the understanding that our survival depends on the health of the Earth, air, water, soil, and other living systems? New questions, new options, and new perspectives will be encouraged.

Reference: Menocal, M.R. (2002). The ornament of the world: How Muslims, Jews, and Christians created a culture of tolerance in Medieval Spain. Little, Brown.

How to Apply

Applications are invited from peace educators who are teachers and/or academics, as well as activists, NGO actors, and others involved in civil society and governance. Our goal is to bring diversity and plurality of experience to shed light on these pressing peace issues.

APPLY NOW

About the IIPE

The International Institute on Peace Education is a weeklong residential experience for educators and scholars hosted in a different country every other summer. The Institute facilitates exchanges of theory and practical experiences in teaching peace education and serves to grow the field. In serving the field, the IIPE operates as an applied peace education laboratory that provides a space for pedagogical experimentation; cooperative, deep inquiry into shared issues; and advancing theoretical, practical, and pedagogical applications. Since its inauguration at Teachers College, Columbia University in 1982, the IIPE has been hosted in 18 different countries, bringing together thousands of experienced and aspiring educators, academics, professional workers, and activists in the field of peace education from around the world to exchange knowledge and experiences and learn with and from each other in its intensive residentially based learning community.  The objectives of each particular institute are rooted in the needs and transformational concerns of the co-sponsoring host partner(s), their local community, and the surrounding region. (Click here for more information.)

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EDUCATION FOR PEACE, global

Nonviolence International is growing!

EDUCATION FOR PEACE .

An email received from Sami Awad, Co-Director of Nonviolence International

Last year I joined NVI as Co-Director, stepping in the productive shoes of David Hart, and this year we have added staff members Zoya Craig as Director of Operations and Finance and Bianca Peracchi, as Coordinator of Programs and Communications. NVI previously never had more than 3 core staff people.

In the past, much of our work focused on fiscally sponsoring courageous grassroots organizations around the world. Many of these courageous groups, such as the Freedom Flotilla, are too politically frightened to be sponsored by others. That work continues and remains essential. 

But this year, we stepped into a new chapter: NVI is shifting back to become a global hub for nonviolence training, leadership development, understanding collective trauma, and strategic support for movements resisting violence, oppression and injustice.

As much as the Palestinian cause envelopes my life, I, like my uncle Mubarak, who founded Nonviolence International, want nonviolence and our powerful tools to be globalized.

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Question related to this article:

Can peace be guaranteed through nonviolent means?

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If you care about nonviolent resistance in Palestine, we hope you will join us to support nonviolent resistance in other places such as Syria, Sahrawis, Kashmiris, West Papuans, Rohingyas and many other locations. We recently re-energized the Western Sahara Solidarity Committee and had two of our staff members deported by Moroccan occupation agents.

This shift means more impact and it also means we need your support more than ever.


Will you help us reach 100 monthly donors so we are able to do more?

This is the future of Nonviolence International: to be and grow as the backbone and a training center, a leadership incubator, a global movement connector, and a support system for communities resisting climate chaos, militarism, racism, gender violence, and economic inequality, with courage and vision.

By the way, I hope to see you in 2026. I am planning to travel widely to promote the work of NVI and also my new book, Sacred Awakening. If you are interested in having me speak or train in your area let me know soon.

Thank you for believing in this work. 
Thank you for believing in what is possible.

In peace,

Sami Awad

Co-Director

Nonviolence International

P.S. We have a few slots open in our Nonlinear Leadership Training that I am leading beginning January 10th. We have participants from all over the world.

Nonviolence International
https://www.nonviolenceinternational.net/
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EDUCATION FOR PEACE, global

Mexico: Equality and Inclusion Secretariat and Viral Network Launch Call for Participation in the “Hip Hop for Peace” Project

EDUCATION FOR PEACE .

An article from the Government of the State of Nuevo León

To promote support for urban culture, community participation, and violence prevention, the Secretariat of Equality and Inclusion, the Secretariat of Public Security, the Viral Network organization, and the Bendito Estilo collective have invited young people and urban artists from across the country to participate in the national project “Hip Hop for Peace.”

At a press conference held at the Independencia Community Center, Martha Herrera, Secretary of Equality and Inclusion, Pablo Almuli Cassigoli, Project Coordinator for Red Viral, and Jesús Héctor Grijalva, State Advisor on Penitentiary Policy, presented the project that seeks to empower young people and make them protagonists of social change.

The head of the Secretariat of Equality and Inclusion emphasized that the event aims to cultivate peace through artistic expression.

“This is the first time since the Government of Nuevo León has embraced urban culture, that we have managed to use Hip Hop as a public policy tool, as a reintegration strategy, and as an engine for building peace,” explained Martha Herrera.

She added that the voice of young people through music transforms communities from exclusion to integration. The call for applications is primarily aimed at young people throughout Mexico in contexts of exclusion or risk, young people in prisons and community centers in Nuevo León, neighborhood collectives, established artists, teachers, cultural promoters, and anyone who believes in the power of art as a response to violence.

The program seeks to combat the stigma surrounding Hip Hop and channel emotions that rarely find other legitimate spaces for expression, through the creation of original songs with a message of peace.

(Click here for the original article in Spanish.)

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Question for this article:

What place does music have in the peace movement?

Is there progress towards a culture of peace in Mexico?

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The goal is to assemble a diverse team in each state that combines different disciplines of hip hop: rap, music production, audiovisual production, and graffiti.

During the press conference, the local artists of the Hip Hop for Peace collective were presented: El Jaiper, Chilo Carranza, Nexxo Emme, Tinta Prieta Damisela, Marily Mach, Giga Timba, and Danriv. Representing Community Centers will be the group “BETA HOUSE,” comprised of Ricardo Gerardo Argaiz Garcia “RK,” Roberto Carlos Cruz Martínez “Tyago Cruz,” and Luis Alfredo Moreno Maldonado “Ploki Moreno,” as well as solo artists Marvin Alexis García Cida “Zoket,” José Luis Martínez Bermea “Relyan Bermea,” Raúl Darío Villanueva González “Radio 24 Siete,” and Iván Yahir Castillo Ibarra “Enece.”

The Hip-Hop for Peace project is a joint effort led by Red VIRAL and the Bendito Estilo collective, in partnership with the United Nations (UN), the National Commission for Mental Health and Addictions (CONASAMA), Youth Integration Centers (CIJ), the Secretariat of Security and Citizen Protection through the Decentralized Administrative Body for Prevention and Social Rehabilitation, and the Mexican Institute of Industrial Property.

Additionally, at the local level, state human rights commissions, security secretariats through state prison systems, cultural secretariats, youth institutes, as well as civil associations and representatives of the private sector have joined the initiative.

Young people, urban artists, collectives, and anyone interested in the call for submissions can send their original song, which should include a message of peace and be up to 5 minutes long.

Participants must send their name, state, age, discipline, and a sample of their work before October 20th to hiphopporlapaz@gmail.com.

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EDUCATION FOR PEACE, Latin America

Mexico: UATx Seeks to Consolidate a Culture of Peace Within Its Community

… EDUCATION FOR PEACE …

An article from ABC Noticias de Tlaxcala

In Mexico, mediation and restorative justice must become a reality through academic programs in higher education institutions, stated Dr. Patricia Lucila González Rodríguez during the conference Mediation and Restorative Justice from the perspective of gender at the Universidad Autónoma de Tlaxcala (UATx). The conference is being held at the initiative of the Secretariat of Scientific and Graduate Research and the research centers of this institution.

The UATx seeks to promote reflection, training, and research activities that contribute to reducing structural violence and consolidating an authentic culture of peace for the benefit of society.
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(click here for the original version in Spanish).

Questions for this article:

Is there progress towards a culture of peace in Mexico?

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In her presentation, the specialist explained that cultural change involves the gradual development of new working methods aimed at integrating the culture of peace, including alternative dispute resolution mechanisms.

In welcoming the speaker and the audience gathered in the “Exchange and Mobility Auditorium,” Dr. Margarita Martínez Gómez, Secretary of Scientific Research and Graduate Studies, stated that universities are key spaces that contribute to processes of social transformation by raising awareness and sensitizing the importance of a culture of peace.

In this regard, she emphasized that the Autonomous University of Tlaxcala involves all stakeholders to build a society free of violence, where all members of this community develop skills and tools that allow for the creation of democratic, supportive, and empathetic environments.

The conference was moderated by Dr. Omar Vázquez Sánchez, Coordinator of the Center for Legal-Political Research (CIJUREP). Dr. González Rodríguez is a researcher at the Institute of Legal Research of the National Autonomous University of Mexico, coordinator of the research line “The Accusatory Criminal System in Mexico,” and an expert on crime, violence, human rights, gender, and the accusatory criminal process.

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EDUCATION FOR PEACE, Latin America

Mexico: Civil Society in Juárez Promotes Law on a Culture of Peace and Reconciliation in the Country

… EDUCATION FOR PEACE …

An article by Jonathan Álvarez in Yo Ciudadano (translation by CPNN)

Organized civil society in Ciudad Juárez is promoting the national consolidation of the General Law on a Culture of Peace and Reconciliation, which will be presented to the Senate of the Republic in the next legislative session in September.

This Wednesday (July 9), a series of dialogues and working groups began at the State Commission on Human Rights (CEDH), with the participation of nearly 25 civil society organizations that contributed their proposals to enrich the law’s content.

The working groups included the topics of disability, gender violence, childhood, youth, and security and justice.

The initiative for the law was promoted by organized civil society in Ciudad Juárez and aims to “inject a culture of peace into the country,” said one of its main promoters, Silvia Aguirre Lomelí, director of the Family Center for Integration and Growth (CFIC).

“With this law, we will educate from preschool to postdoctoral levels in peace strategies such as mediation, restorative justice, rebuilding the social fabric, and emotional literacy,” she explained.

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(click here for the original version in Spanish).

Questions for this article:

Is there progress towards a culture of peace in Mexico?

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Aguirre Lomelí recalled that the idea and need for the creation of the General Law for a Culture of Peace and Reconciliation initiative arose from the effects of one of the most violent periods in Juárez, 2008-2009.

She added that, since the formation of the CFIC association 15 years ago, the need to promote this law was identified after meeting people affected by violence and the pain it generates.

After knocking on several doors with federal public servants, this year the bill was revived by Senator Juan Carlos Loera de la Rosa (Morena), who organized discussions to strengthen the bill.

“This law aims to reach the deepest reaches of society and institutions to foster, from the roots, the establishment of a culture of peace and reconciliation in our country in schools and other institutions,” he stated in an interview.

Loera de la Rosa said the law would be introduced in the next legislative session, which runs from September to December of this year.

For her part, Sandra Ramírez, director of the civil association Colectiva Arte, Comunidad y Equidad, believed the new law should articulate other laws that have justice as a cross-cutting theme.

“Justice must come first to put victims at the center, and with this comes a state of peace (…) it must reflect a state of peace, but not understood as the absence of conflict, but rather as the administration of justice,” she emphasized. She added that the expectation is that the dialogue and promotion of this law will bring the issue of peace and justice back into the public eye.

On the other hand, Leslie Molina, director of the Somos Autistas Juárez association, which serves children with neurodivergences, considered it essential that the law consider the eradication of all forms of discrimination as an important attribute for peace.

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EDUCATION FOR PEACE, Latin America

Mexico: UNAM cannot remain neutral in the face of escalating violence and the resurgence of authoritarian views: Rector Lomelí Vanegas

… EDUCATION FOR PEACE …

An article from UNAM: National Autonomous University of Mexico

In presenting the “Culture of Peace: A University Seedbed” strategy, UNAM Rector Leonardo Lomelí Vanegas affirmed that this institution cannot remain neutral in the face of the growing escalation of violence, the resurgence of authoritarian views, religious extremism, nationalism, and xenophobia.

“Our mission is to foster critical thinking, generate alternatives, and sow hope. Peace must emerge both in the classroom and in families and communities, fostered in all daily practices and manifested in words that engage in dialogue rather than confrontation,” he asserted after signing the Agreement creating the University Program for a Culture of Peace and the Eradication of Violence.


Video of the conference

Accompanied by the Secretary of Public Education of the Government of Mexico, Mario Delgado Carrillo, and the 1992 Nobel Peace Prize winner, Rigoberta Menchú Tum, Lomelí Vanegas stated that today the University is taking a firm step with this strategy that aims to fundamentally change the frameworks of interaction and the processes through which we make decisions and promote a culture of peace, understood as justice, inclusion, mutual respect, sustainability, and cooperation.

“Violence is a culturally learned behavior, and as such, it can be eradicated. Peace is not its passive opposite, but part of the same process: it is chosen and practiced with awareness and commitment.” It also demands far-reaching cultural changes, political will, and the active involvement of public and private institutions and civil society,” he stated.

The rector explained that the University Program is structured around strategic axes such as training and teaching, applied research, university advocacy, strengthening protocols and encouraging community mediation in situations of violence; the promotion of peace through words, art, and cooperation; and the creation of networks with national and international actors working to build lasting peace.

The actions will be concrete, measurable, and have a direct impact: courses for new students, a specific assessment by campus, and a cross-cutting subject on Culture of Peace and Mediation starting next year, he added in the Auditorium on the ground floor of the Rector’s Building.

He also emphasized that peace in the future depends on what we are capable of imagining, building, and defending collectively today. UNAM has the strength, the capabilities, and the duty to become a hotbed of peace within and outside our borders. “Let us make it a space where justice, equality, solidarity, and plurality flourish even more. May this university initiative inspire us to make peace a concrete experience: not an unattainable horizon, but a way of educating through care and inhabiting, together, a dignified present.”

The rector expressed his concern about the situation prevailing in cities across the United States, particularly in Los Angeles, California, where migrant detentions have sparked protests. He indicated that it is very important that the actions taken by nations to regulate migratory flows be respectful of human rights and adhere to the international legal framework and that of each country.

He emphasized UNAM’s solidarity with migrants who are going through difficult times, condemned violence, regardless of its source, and indicated that the National University joins the President of the Republic’s call for peace and against any provocation.

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(Click here for the original version in Spanish.)

Question for this article:

Where is peace education taking place?

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Promoting values


​​In his speech, Mario Delgado celebrated the National University’s promotion of a culture of peace, which will necessarily be present in education. The new Mexican school project promotes respect for life, human dignity, equality, non-violence, the promotion of dialogue, and the pursuit of peaceful agreements in the classroom, the school environment, and the community.

In addition, it disseminates values ​​such as tolerance, respect for others, gender equality, non-discrimination, respect for diversity, the environment, and women.

In a video message, the Secretary of the Interior, Rosa Icela Rodríguez Velázquez, congratulated UNAM for the program, which will provide its community with the values ​​necessary to foster a culture of peace and proper conflict mediation.

“If we all contribute our grain of sand to the transformation of our beloved nation, we will achieve a better Mexico for our children, youth, and our next generations. Mexico is not condemned to war, but to peace,” she stated.

Likewise, the Secretary of Foreign Affairs, Juan Ramón de la Fuente, also in a video message, considered UNAM’s great success in promoting the program at this time, given that we are experiencing a critical global situation with 120 armed conflicts affecting more than 300 million people.

The global challenge, he noted, is enormous, and women’s participation in building and maintaining peace is fundamental, as there is compelling evidence that women are more effective at building and maintaining peace over time.

Nobel Prize winner Rigoberta Menchú Tum commented that education is the only alternative for building and guaranteeing a culture of peace. Therefore, she praised UNAM’s strategy to promote this culture, which includes the scientific community and the talent of our youth, so that they can grow in a plural, diverse world that is also challenging for human dignity.

“In UNAM’s history, education is fundamental to contributing to a humanity that yearns for peace as a common good, and above all, that emphasizes the need to create a leadership perspective capable of facilitating dialogue, mediation, and support,” she emphasized.

The director of the Norwegian Center for Conflict Resolution, Dag Nylander, emphasized his pride in participating in the National University’s initiative, which will serve to strengthen ties between his country and Mexico in the areas of peaceful conflict and dispute resolution and the facilitation of peace agreements.

He referred to the relevance of the strategy at a time when the world is experiencing one of the most conflict-ridden periods since the Cold War, and when it is necessary to strengthen the United Nations system and reinforce multilateralism. “We are fully committed to supporting initiatives that increase the chances of success of conflict resolution efforts and believe that interregional collaboration is key.”

UNAM’s Special Projects Coordinator, Néstor Martínez Cristo, presented the project: “Culture of Peace, a University Seedbed” which seeks to institutionalize the culture of peace and turn it into a cross-cutting axis in the university’s development policies.

It aspires to sow the seeds of a culture of peace among younger university students. The challenge is to build critical and empathetic citizenship. It also seeks to redefine the enormous work carried out daily at UNAM to prevent and address various forms of violence.

Also present at the presentation were the current president of the UNAM Governing Board, Elena Centeno García; the president of the Board of Trustees, Mario Luis Fuentes Alcalá; the former rectors of UNAM, José Sarukhán Kermez, José Narro Robles, and Enrique Graue Wiechers; as well as the head of the Office of the Secretary of Foreign Affairs, Roberto de León Huerta; and the UNESCO representative in Mexico, Andrés Morales. among other personalities from civil society organizations, universities and institutions working to promote a culture of peace.

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EDUCATION FOR PEACE, Latin America

Paris: Peace Concert – Saint-Sulpice Church

… EDUCATION FOR PEACE …

An announcement from Mouvement de la Paix

In furtherance of our commitment to peace, the Mouvement de la Paix is organizing a Peace Concert on Tuesday, June 17, 2025, at 8:45 p.m., at Saint-Sulpice Church in Paris. Led by conductor Hugues Reiner, with the participation of the Hugues Reiner Choir and the Choir of 400, the concert will bring together works filled with emotion and meaning: Dvořák’s New World Symphony and the “Donkey” Mass.

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(Click here for the French version of this article)

 

Question related to this article:

What place does music have in the peace movement?

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Anne-Cécile Laurent, soprano; Yana Boukoff, mezzo; Joachim Bresson, tenor; Richard-Alexandre Ritelmann, baritone

Choir of 400, Paris, International Hugues Reiner Choir & Orchestra

Conductor/ Hugues Reiner

The concert is sponsored by the Nihon Hidankyo organization, Japan, Nobel Peace Prize winner, 2024, and will be addressed by Mr. David Adams (2025 Peace Manifesto).

This concert is an act of cultural resistance, an affirmation of the link between art, humanism, and peace. The funds raised will help support the actions of the Mouvement de la Paix. Reservation: €20 by clicking here
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EDUCATION FOR PEACE, Europe

Kurdish language at the forefront of Turkey’s peace process: Recognition demands intensify

… EDUCATION FOR PEACE …

An article from Medyanews

Kurdish Language Day, observed annually on 15 May, was commemorated throughout Turkey with an array of political, cultural and grassroots events calling for formal recognition of Kurdish in education and public life. The occasion mobilised political parties, human rights organisations and community groups across a wide range of cities, from metropolitan centres to Kurdish-majority regions.

The central message was clear: Kurdish must be granted official status and incorporated into Turkey’s education system and administrative institutions as part of the broader democratic transformation that is now under discussion  following the dissolution of the Kurdistan Workers’ Party (PKK).


Click here for video

Statements released by the Democratic Regions Party (DBP), the Peoples’ Equality and Democracy (DEM) Party, the Human Rights Association (İHD), and the Kurdistan National Congress (KNK) collectively framed the absence of Kurdish in public policy as a legacy of cultural repression. These groups underscored that constitutional reforms should guarantee linguistic rights and reflect the multicultural reality of Turkey.

The DBP characterised state policy as institutionally exclusionary:

“The refusal of education in the mother tongue is the clearest manifestation of this century-long hostility,” the party stated, asserting that linguistic justice is fundamental to democratic life.

Similarly, the DEM Party’s Commission on Language, Culture and Arts cited the imprisoned Kurdish leader Abdullah Öcalan’s writings, which conceptualise language as central to both personal and collective identity.

“Language is not merely a vehicle for expression—it is foundational to the continuity and evolution of a people’s political and cultural existence,” the Commission declared.

From the parliamentary floor, DEM Party Group Deputy Chair Gülistan Kılıç Koçyiğit reinforced this position, pointing to past and present restrictions on the public use of Kurdish. She remarked: “A people’s language is the embodiment of their dignity. Repression of linguistic diversity obstructs democratic development and perpetuates inequality.”

Public commemorations were held in cities including Adana, Diyarbakır (Amed), Iğdır (Idîr), Urfa (Riha), Mersin, Ankara and Istanbul. These events featured speeches, music, community statements and visual displays, with participants carrying banners that read “No life without language” and “Our language is our identity”.

In Diyarbakır (Amed), a notable cultural initiative was unveiled: classical Kurdish poetry by figures such as Melayê Cizîrî and Feqiyê Teyran was inscribed on paving stones along a major thoroughfare. The project, coordinated by the municipality’s Department for Language Protection, was intended to bring Kurdish literature into public view and assert its place in the collective urban landscape.

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Question for this article:

What is the relation between peace and education?

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The Human Rights Association (İHD) marked the day by referencing international human rights standards, asserting that linguistic repression constitutes a violation of cultural rights. In their statement, they recalled the case of Vedat Aydın, a leading Kurdish politician who was assassinated after publicly using his native language, highlighting the risks historically faced by defenders of linguistic freedom.

Kurdish Language Day commemorates the publication of Hawar magazine on 15 May 1932, edited by the Kurdish intellectual Celadet Alî Bedirxan. The magazine marked a pivotal moment in the codification and standardisation of the Kurdish language and helped promote Kurdish as a literary and educational medium.

Hawar was the first publication to use a Latin-based alphabet for Kurdish, a decision that played a key role in modernising the language and expanding its use in both cultural and political spheres. The date has since become a symbolic occasion for asserting the linguistic and cultural rights of the Kurdish people. The magazine played a formative role in the standardisation of the Kurdish language, building upon earlier efforts such as the 1898 newspaper Kurdistan. These publications laid the groundwork for a modern Kurdish literary and political consciousness.

The 2025 observances took place within a newly developing political context. The PKK declared on 12 May that it would dissolve its armed structures and transition towards non-violent democratic engagement. This historic decision has effectively dismantled one of the Turkish state’s main justifications for restricting Kurdish cultural rights—namely, the association between Kurdish identity and insurgency.

With this pretext removed, Kurdish political actors argue that the continued ban on Kurdish in public education and administration is no longer tenable and must now be seen for what it is: a form of cultural exclusion. Legal recognition of the Kurdish language has since emerged as a central demand within the redefined peace framework, alongside broader calls for structural reform.

Following the PKK’s declaration that it would dissolve its armed structures and seek a democratic resolution, the peace process has become a renewed focus for Kurdish political and civic initiatives. Legal recognition of the Kurdish language has since emerged as one of the central demands accompanying calls for structural reform.

Cities in Turkey’s Kurdish-majority southeast—commonly referred to by Kurds as North Kurdistan (Bakur)—continue to be hubs of cultural production and mobilisation. Local institutions and activists have played a pivotal role in preserving Kurdish heritage and resisting assimilationist policies.

Despite these efforts, Kurdish remains effectively excluded from the formal education system and is not employed in state institutions. While limited elective courses and symbolic acknowledgements exist, the absence of structural guarantees has sustained what many describe as a regime of cultural erasure.

Linguists, educators, and community leaders have argued that this undermines linguistic vitality, intergenerational transmission, and collective memory.

Kurdish political actors and civil society organisations are now placing increased pressure on the Turkish government to abandon restrictive policies and embrace a model of inclusive governance.

Within the scope of the peace process launched in October 2024, they assert that cultural recognition must be prioritised. For them, recognising Kurdish as a constituent part of the country’s national identity is not only a question of justice but a prerequisite for sustainable peace and coexistence.

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DEMOCRATIC PARTICIPATION, EDUCATION FOR PEACE, Europe

Teaching Peace: Nurturing Young Peacemakers in Ghana through Education

… EDUCATION FOR PEACE …

An article by Mohammed Ibrahim from Peace News

In a region where ethnic and religious diversity sometimes fuels tension, Ghana stands out as one of West Africa’s most peaceful nations. This reputation, however, cannot be taken for granted. 

In September 2024, Ghana experienced incidents of violence over upcoming elections. Other countries in the region such as Mali and Guinea have dealt with ethnic and religious violence in recent decades, including violence committed by youth. 

But efforts are being made to sustain harmony, particularly through peace education in schools. Peace education and sensitization programs aim to empower students as peace ambassadors. Schools across the Ashanti and Central Regions of Ghana are teaching peace education, where students learn conflict resolution skills, social justice principles, and the value of peaceful coexistence. 


Students of St Paul’s Catholic Basic School being taught a peace education lesson, photo by CRPC.

“Ghana is a diverse country with different tribes and religions. Despite this, we have remained peaceful,” said Dr. Charles Ohene-Amoh, the Regional Executive Secretary of the Central Regional Peace Council (CRPC) of Ghana’s National Peace Council  (NPC).  “To sustain this, we must instill the culture of peace in our young people,” he told Peace News Network (PNN). 

Promoting Peaceful Coexistence in Diversity

In January 2025, the CRPC collaborated with St Paul’s Catholic Basic School to educate students on peacebuilding, which is crucial for the country’s future stability.

The initiative was a peace education sensitization program themed “Peaceful Coexistence in Diversity.” The program focused on: strengthening students’ understanding of peaceful coexistence, reducing classroom conflicts and bullying, promoting peer mediation, and conflict resolution. Dr. Ohene-Amoh emphasized the need for peace education in schools. 

“We believe that one of the most effective ways to prevent conflicts is to educate the youth on how to live in harmony… Schools provide the perfect setting because students are already gathered in large numbers, making it easy to reach them,” he said.

He highlighted that schools reflect the country’s diversity, with students from various ethnic, religious, and cultural backgrounds. The program teaches them to embrace differences rather than allow them to become sources of conflict.

“When we visit schools, we see Muslims, Christians, and traditionalists learning together. We teach them to appreciate their diversity and to coexist peacefully. The results have been encouraging.”

The initiative has already shown positive outcomes. When the CRPC revisits schools where the program has been implemented, they observe noticeable improvements in student interactions. “We see fewer conflicts among students. They have become more tolerant and better at resolving disagreements peacefully,” Dr. Ohene-Amoh added.

Peace Education as a Tool for Conflict Prevention

Beyond promoting peaceful coexistence, the program also prepares students for the future. Many of them may later join law enforcement agencies or other security sectors, where their conduct will be scrutinized.

“We made them understand that their behavior in school could affect their future careers. Many didn’t realize that background checks are conducted before recruitment into security services,” Dr. Oene-Amoh said.

He said that additionally, the program introduced peace classes in schools where students voluntarily learn about conflict resolution and earn certificates for their participation. While attendance is not mandatory, students who participate are encouraged with certificates. This motivates them, Dr. Ohene-Amoh explained, to take peacebuilding seriously and apply these lessons in their communities.

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Question for this article:

Where is peace education taking place?

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The Ghanaian government has also contributed to maintaining peace in schools by banning demonstrations within educational institutions. This has significantly reduced violence on school premises. “Since the ban, we have not recorded any violent attacks in schools. Combined with peace education, this has created a safer learning environment,” Dr. Ahone-Amoh said.

Youth and Political Manipulation

One major concern in many African nations is the role of youth in political violence. Politicians often exploit young people’s energy and passion, leading them into conflicts. However, with proper peace education, students are less likely to be used as tools for political violence.

“With peace education, the youth will understand the dangers of being manipulated for political purposes. They will think critically before engaging in violent acts,” Dr. Ohene-Amoh stated.

The Challenge of Funding

Despite the program’s success, funding remains a significant challenge. The CRPC struggles to reach all 23 districts in the region due to financial constraints. “We write to organizations for support because our resources are limited. Without adequate funding, it is difficult to reach every student who needs this education,” he said.

“Train a Child, and They Will Not Depart from It”

Barbara Yabom, the CRPC’s Program Manager, described Ghana as one of Africa’s most peaceful countries, largely due to its emphasis on peace education. She cited a biblical proverb, “When you train a child in the right way, they will not depart from it when they grow.”

She emphasized that many young people who engage in violent behavior come from backgrounds where conflict resolution skills were not taught. She said that by training them in peacebuilding early, “we hope to create a generation that values harmony.”

To Yabom, peace education should be a continuous process to instill the values of forgiveness and tolerance. “We have received delegations from countries like Malawi and Ivory Coast who come to learn how Ghana maintains its peace. Peace education is part of our success story.”

She stressed that peace education should not only focus on adults, and noted that it is unfortunate that some people think it should. Yabom added that children are future leaders, and that teaching them these skills now will help them grow up to be responsible citizens who resolve conflicts peacefully.

Calls for Peace Education in the Curriculum

Sam, a senior high school tutor from Aggrey Memorial A.M.E Zion Senior High School Mr Appiah whose school participated in the peace education program, advocated for peace education to be included in the national curriculum, saying that it would help address the “culture of impunity” among students, and reduce their exposure to violent influences from social media.

He noted that many students are unaware of the laws governing juvenile violence. “Some think they can act violently without consequences because they are young. But with education, they will understand that even in school, they must obey the law.”

Appiah believes peace education in schools plays a vital role in shaping students’ moral values. “If we sustain this effort, we will raise a generation of young people who value peace. ”

While challenges such as funding issues persist, the impact of peace education in Ghanaian schools is evident. By instilling values of tolerance, respect, and conflict resolution in students, Ghana is not only securing its present peace, but also building a future where harmony prevails.

As Dr. Ohene-Amoh aptly put it: “Peace is not merely the absence of conflict but the presence of justice and tolerance.”

(Editor’s note: Thank you to Transcend News Service for calling our attention to this article.)

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Africa, EDUCATION FOR PEACE

New Feasibility Study on Peace Education in Non-formal Learning and Youth Work commissioned by the Council of Europe

. EDUCATION FOR PEACE . .

An,article from the Global Campaign for Peace Education

This new study, authored by Dr. Phill Gittins, and commissioned by the Council of Europe, aims to support the statutory bodies within the youth sector of the Youth Department of the Council of Europe (CoE), particularly the Joint Council on Youth, in assessing the need, relevance, and feasibility of developing a Committee of Ministers (CM) Recommendation to the governments of Member States on Peace Education in non-formal learning and youth work.

This document provides an overview of peace education, exploring what it is, why it matters, and how it can be done. It also identifies and describes relevant standards, texts, and initiatives related to peace education and peacebuilding-related activities involving young people, summarising progress made and identifying current gaps.

The document concludes with a proposal that outlines what should be addressed, included, or suggested in the recommendation to build on ongoing efforts and address some of the current gaps, with the goal of improving the recognition, viability, accessibility, delivery, effectiveness, and impacts of peace education initiatives across the 46 Member States of the CoE and beyond.

Download the Feasibility Study here

Questions related to this article:

What is the relation between peace and education?

The feasibility study was commissioned to provide evidence-based answers and arguments to two main questions:

1. Why would such a recommendation be useful, relevant and necessary in the framework of the Council of Europe today?

2. What should the recommendation address, contain or recommend in order to be meaningful and support peacebuilding and peace education with/by young people?

Key Recommendations

° Ensure the equitable and meaningful participation of young people

° Pursue a holistic and comprehensive approach

° Contextualise efforts to local needs while aligning with broader commitments

° Embed peace education across all learning spaces

° Enhance coordination across sectors and levels of society

° Ensure adequate investment to benefit youth, economies, and society as a whole

– – – – – –

If you wish to make a comment on this article, you may write to coordinator@cpnn-world.org with the title “Comment on (name of article)” and we will put your comment on line. Because of the flood of spam, we have discontinued the direct application of comments.

EDUCATION FOR PEACE, Europe