Creating a Just and Peaceful World through Research, Action, and Education

PEACECHRONICLE

The

The Newsletter of the Peace and Justice Studies Association

POPULARIZING PEACE

DISSEMINATING THE GOOD NEWS FAR AND WIDE

INSIDE THIS ISSUE:

News, views, visions, and analyses on how to spread the good news of peace!

IF PEACE WERE POPULAR PEACE IN FAITH SETTINGS START A PEACE CLUB 2012 CONFERENCE CALL

Plus…

Who Doesn’t Want Peace?

Community-Based Initiatives

Occupying Ourselves...

Another Way Home

Farewell to Marv Davidov

Welcome New Board Members

WINTER 2012

2011 Conference Report ............................................... 3

2012 Conference Call .................................................... 4

The D irector’s Cut........................................................ 6

News and Views ........................................................... 7

New Media Spotlight .................................................. 11

Join or Renew Now! ................................................... 13

Featured Articles ........................................................ 14

In Memoriam ............................................................. 18

Jobs and Resources ..................................................... 20

The Late Addition ...................................................... 22

Events Calendar ......................................................... 23

2

THE PEACE CHRONICLE WINTER 2012

The Peace and Justice

Studies Association

Board of Directors

J. Douglas Archer - Co-Chair

Cris Toffolo - Co-Chair

Richard McCutcheon - Treasurer

Jack Payden-Travers - Secretary

Swasti Bhattacharyya - At-Large

Ivan Boothe - Social Networking

Joanie Connors - Nominations Chair

Laura Finley - K-12 Liaison

Margaret Groarke - Publications Chair

Tom Hastings - IPRA-Media Liaison

Anthony Jenkins - At-Large

Kelly Kraemer - Academic Liaison

Matt Meyer - Activist Liaison

Michael Minch - Research Liaison

Michael Nagler - At-Large

Edmund Pries - Conference Chair

David Ragland - Membership Chair

Amy Shuster - Web Manager

Stephanie van Hook - At-Large

Barbara Wien - Awards, Fundraising

International Advisory Board

Honorary Co-Chairs

Elise Boulding (dec.)

Betty Reardon

Members

Mohammed Abu-Nimer

Roberta Bacic

Anthony Bing (Emeritus)

Berenice Carroll

Luis Nieves Falco

Richard Falk (Emeritus)

Clint Fink

Linda Forcey (Emeritus)

Johan Galtung

Maxine Greene

Connie Hogarth

Su Kapoor

Hanna Newcombe (dec.)

Aurea Rodriguez

Sonia Sanchez

Mutulu Shakur, D.O.M.

Cora Weiss

Jody Williams

Betty Williams

The Peace Chronicle is published by PJSA three times a

year, and is circulated to current and potential members. The

Chronicle features new scholarship and literature, the latest

developments in peace research and education, discussion of

central issues in the peace and justice movement, book and film

reviews, and other important resources for scholars, educators,

and activists. On the web: www.peacejusticestudies.org.

To submit an article or announcement to The Peace Chroni-

cle, or to inquire about advertising or networking opportunities,

please contact the PJSA at info@PeaceJusticeStudies.org.

The Peace Chronicle

Editor:

Randall Amster

Design Template:

Shannon Wills

PJSA Who We Are

The Peace and Justice Studies Association (PJSA) is a non-profit organization

that was formed in 2001 as a result of a merger of the Consortium on Peace Research,

Education and Development (COPRED) and the Peace Studies Association (PSA).

Both organizations provided leadership in the broadly defined field of peace, conflict

and justice studies.

We are dedicated to bringing together academics, K-12 teachers and grassroots

activists to explore alternatives to violence and share visions and strategies for peace-

building, social justice, and social change.

PJSA also serves as a professional association for scholars in the field of peace

and conflict resolution studies, and is the North-American affiliate of the International

Peace Research Association.

Our Mission

PJSA works to create a just and peaceful world through:

♦ The promotion of peace studies within universities, colleges and K-12 grade levels.

♦ The forging of alliances among educators, students, activists, and other peace prac-

titioners in order to enhance each other's work on peace, conflict, and nonviolence.

♦ The creation and nurturing of alternatives to structures of inequality and injustice,

war and violence through education, research and action.

Printed by Grass Roots Press (www .grassrootspress.net) — a green, union-friendly shop!

3

THE PEACE CHRONICLE WINTER 2012

2011 Conference Report

Occupy Everywhere and PJSA 2011: We Can Because We Must

A short report by Matt Meyer, PJSA Founding Chair

Sitting next to Dolores Huerta, co-founder (with Cesar Chavez)

of the United Farm Workers of America AFL-CIO, our discus-

sion centered around how best I should introduce the plenary

session of the Peace and Justice Studies Association, this year

held in Memphis, TN in conjunction with the annual Gandhi-

King conference. A conference planner came along with the

obligatory list of necessary announcements, including one re-

garding the plans to close the event with a joint march, com-

bining PJSA participants with the forces of Occupy Memphis in

a wreath-laying ceremony at the site of the assassination of Dr.

King, now memorialized as the National Civil Rights Museum.

―You can make the announcements at the end of the plenary,‖

the conference volunteer offered. ―No, no, no,‖ exclaimed

Huerta. ―The Occupy movement is much too important to

mention only once at the session‘s closing. You should make

that announcement at both the beginning and the end of the

plenary. That way, more people will hear it and remember to

join us.‖ Ever the organizer, those words—from someone with

decades in the labor, immigrant rights, feminist, LGBT, democ-

ratic socialist, and peace movements—characterized the mood

of the inspiring gathering.

The conference included conversations with Pancho Ramos-

Stierle and Nipun Mehta of ServiceSpace, a presentation by

awarding-winning photo-journalist David Bacon, and an open-

ing concert with folk singer David Rovics. In addition, the suc-

cessful bringing together of academics, activists, and K-12 edu-

cators, as well as people focused on both peace and civil/

human rights issues, was highlighted by

the talk given by Stanford Professor

Clayborne Carson, who is director of

the Martin Luther King, Jr. archives. His

comments, however, like the tone and

direction of the entire weekend, was

much more about the movement than about any one man.

Recounting the seeds planted by the Black church and student

organizations, by Ella Baker and other radicals, and by the

campaigns of the 1940s and early 1950s, Carson helped us

imagine a 1960s without Dr. King, and—in so doing—helped

put the work of King in historic and contemporary perspective.

Carson also joined Mandy Carter of the National Black Justice

Coalition and myself in a panel on how best to utilize the up-

coming anniversaries of the birth of civil rights leader Bayard

Rustin and the March on Washington for Jobs and Freedom,

which Rustin coordinated (and at which King delivered his

historic ―I Have A Dream‖ speech).

In the featured panel on principled and strategic nonviolence,

which included Metta Institute‘s Michael Nagler and Interna-

tional Center on Nonviolent Conflict staff person Daryn Cam-

bridge, peace educator of the year awardee Elavie Ndura

stressed the need to build diverse, multicultural spaces for a

peace movement in which justice is a central theme. On the

streets with Occupy Memphis, and in our reports about work

throughout the U.S. and Canada, this concern clearly echoed in

the minds of most attendees. Can we build such a movement

in the coming months and years? The slogan of the Farm

Workers seems fitting: Si Se Puede! Yes, we can; we can be-

cause we must.

ANNOUNCING THE LAUNCH OF THE PJSA SPEAKER‘S BUREAU!

New for 2012, we are initiating an exciting new venture that will highlight the incredible work of our members, and advance

the workings of the ―peace and justice‖ field as well. The primary intention of the Speaker's Bureau is to help carry the mission

and values of the PJSA to a broader audience. Understanding that various groups and organizations are often seeking trainers,

workshop facilitators, presenters, keynote speakers, and the like, the new PJSA Speaker's Bureau will allow us to address these

needs while showcasing the many talented scholars, educators, and activists among our membership…

More information will soon be available on our website. Queries may be addressed to: speakers@peacejusticestudies.org

A DIRECT PLEA FOR YOUR ONGOING SUPPORT

Like many nonprofits, the PJSA has been challenged to maintain the resources necessary for the business of providing profes-

sional opportunities and support for our members. Make no mistake: we are committed to you and the work that you do in

the world, and have no plans of vanishing any time soon! Yet we have been seeing increased costs for materials, mailings, and

operating needs including technology and financial management.

We know that, like us, you are most likely engaged in the very LUCRATIVE pursuit of peace in a world replete with chal-

lenges! Indeed, many of us are similarly situated in terms of finding our rewards in nonmonetary measures. It is in this spirit

that we desire to be more than merely a professional association. The PJSA strives to be a resource center, gathering point,

networking opportunity, and — perhaps most importantly — a community.

Our members are the lifeblood and raison d‘etre for the PJSA. Please help with a gift today, or recruit a new member tomor-

row! Consider leaving a legacy to support the work of peace. And continue participating in this effort, in these ways:

MAKE A DONATION TODAY (securely online, tax-deductible): http://www.peacejusticestudies.org/donation.php

KEEP YOUR MEMBERSHIP CURRENT: http://www.peacejusticestudies.org/membership/

ATTEND THIS YEAR‘S CONFERENCE: http://www.peacejusticestudies.org/conference/

RECRUIT NEW MEMBERS; HOST AN UPCOMING CONFERENCE; SERVE ON THE BOARD; AND MUCH MORE!

The PJSA is an important component in our mutual work as educators, activists, and peacebuilders. If it didn‘t exist, we would

surely have to invent it! We ask for your reinvigorated support to maintain this collegial shared space that we call the PJSA...

DO YOU HAVE A VEHICLE THAT YOU‘D LIKE TO DONATE?

The PJSA is now able to accept vehicle donations. Visit our donations page today: http://www.v-dac.com/org?id=840615479

4

THE PEACE CHRONICLE WINTER 2012

The Peace and Justice Studies Association in conjunction with the Tufts Initiative on Climate Change and Climate Justice

invites you to our annual conference October 4-6, 2012 TUFTS UNIVERSITY

Medford, Massachusetts

Open to all academics, activists, students, artists,

educators, practitioners, and peace professionals

For more info, and to register for this year’s conference,

please visit: www.peacejusticestudies.org

WE LOOK FORWARD TO SEEING YOU THERE!

Announcing our 2012 conference...

“ANTICIPATING CLIMATE DISRUPTION”

Sustaining Justice, Greening Peace

CALL FOR PROPOSALS

The Peace and Justice Studies Association (PJSA) Conference Committee invites submissions for its 2012 An-

nual Meeting, to be held on the campus of Tufts University, in Medford, Massachusetts (Boston metro area),

from Thursday October 4 through Saturday October 6, in conjunction with the Tufts Initiative on Climate

Change and Climate Justice. We welcome proposals from a wide range of disciplines, professions, and per-

spectives on the many complex issues now unfolding amidst disruptive climate change, which promises to

be among the most significant social justice concerns in the 21st Century.

Plenary sessions will address the militarization of responses to climate change in the name of security; health

priorities and consequences; food vulnerabilities and injustice; peace economy and green energy; and water

justice. Throughout those overlapping and interrelated concerns, gender analysis will be integrated with that

of race and class, and the ―social autopsy‖ of those who most suffer or are threatened will be highlighted. A

guiding objective of the conference will be to investigate and reveal how real solutions to climate change

must necessarily challenge the injustices of political economy and militarism at every governing level. Thus,

we aim to explore how organizing for climate protection and resilient communities contributes to global

justice. What people-power campaigns and constructive programs are now underway or are being planned?

What opportunities are being advanced by collective and innovative endeavors for a just sustainability?

Those interested in contributing to the conference may propose various formats, including papers and re-

search presentations, round-table discussions, teaching and/or skill-building workshops, poster sessions, pan-

els, films, and creative works using a variety of means. All proposals must be submitted online through the

PJSA website: www.peacejusticestudies.org/conference. Proposals are due by April 1, 2012; responses will

made by May 15, 2012 at the latest. For more information, contact: info@peacejusticestudies.org.

5

THE PEACE CHRONICLE WINTER 2012

Jack Payden-Travers: Secretary

Jack Payden-Travers serves as the Executive Director of the

National Campaign for a Peace Tax Fund and has been

actively resisting militarism since his college days, when he

refused induction to the Vietnam War after the Selective

Service System denied his request for CO status. Jack has

worked on the national staff of the Fellowship of Recon-

ciliation and the ACLU‘s Capital Punishment Project. He is

an educator, social activist and whitewater enthusiast hav-

ing just recently learned to roll his kayak. In 2010 he re-

ceived a Certificate in Conflict Transformation from the

Center for Justice and Peacebuilding at Eastern Mennonite

University, holds a Masters of Arts in Liberal Studies from

Hollins University and a BA in History from Iona College.

A former History Professor, middle school teacher, day

care center director and househusband, Jack lectures at law

schools, colleges and high schools and speaks at various

houses of worship. His goal is to ‗teach peace‘ through his

consultation service, the New Society Construction Com-

pany. A trainer for nonviolent direct actions, Jack was one

of nine abolitionists arrested for demonstrating in January

2007 on the plaza of the US Supreme Court on the 30th

anniversary of the execution of Gary Gilmore, the first man

to die in the modern era of the death penalty. He serves

on the Board of Directors of the National Coalition to

Abolish the Death Penalty, the Advisory Board of Virgini-

ans for Alternatives to the Death Penalty, and the Boards

of the Episcopal Thrift Shop of Amherst, VA and the

Lynchburg Peace Education Center.

David Ragland: Membership Chair

David Ragland specializes in Peace Education, the Philoso-

phy of Education, Critical Race Studies and Urban Educa-

tion. His research is focused on the Philosophy of Peace

Education, Theory and Practice of Justice and the School-to

-Prison Pipeline. David currently teaches 'Multicultural

Foundations of Education', 'Educational Psychology' and

Theories of Learning' at Southern Illinois University at Ed-

wardsville. He is also the book review editor for Infactis

Pax: Online Journal of Peace Education and Social Justice.

David is currently living in St. Louis, Missouri. Please con-

tact him if you are interested in working on PJSA member-

ship issues.

Edmund Pries: Conference Chair

Edmund Pries (BTh, BA, MDiv, MA, PhD) was raised in

Winnipeg and now lives in Ontario, where he teaches in

the Department of Global Studies (War, Peace, Global Eth-

ics) at Wilfrid Laurier University. He was just awarded the

University's 2011 Award for Teaching Excellence. His cur-

rent two areas of research include the

inter-relationship of religion and vio-

lence, and the ethical imperative in-

herent in Global Citizenship.

Michael Minch: Liaison to Research

Institutions

Michael Minch has been the director

of Peace and Justice Studies at Utah

Valley University during its seven years and is also the chair

of the Philosophy and Humanities Department at UVU. Dr.

Minch works in the intersections of political theory, de-

mocratic theory, political theology and political ecology,

conflict transformation, peacebuilding, and theories of jus-

tice and human security. He holds a PhD from the Program

on Political Thought (Political Science and Philosophy)

from the University of Utah, where his second field was

International Relations and holds a MDiv in Theology as

well. Minch has presented over 30 conference papers and

invited lectures across the U.S., in Europe, Canada, and

Latin America. His publications include "When Soldiers

Aren't Heroes," Teaching Ethics (Fall, 2004); "Democracy as

Music, Music as Democracy," Radical Philosophy Review

(V.12, nos. 1 and 2, 2009); fifteen articles in the forthcom-

ing (2011) Encyclopedia of Global Justice (Deen Chatterjee,

ed); The Democratic Theory of Michael Oakeshott (2009);

and, with Christine Weigel, Living Ethics (2nd ed., 2011).

Kelly Kraemer: Liaison to Academic Programs

Kelly Rae Kraemer is Associate Professor of Peace Studies at

the College of St. Benedict/St. John‘s University in central

Minnesota, where she teaches courses on nonviolent strug-

gle, gender, and race. She earned her Ph.D. in political sci-

ence at the University of Hawaii, where she studied the

roles of non-Hawaiians in the native self-determination

movement. Her current research interests include the im-

pact of third party support on nonviolent struggles and the

emergence of family-based peace movement organizations

after 9/11. Over the past three decades, she has been active

in anti-war, women‘s, and native self-determination move-

ments.

Swasti Bhattacharyya: At-Large Member, Syllabus Project

Dr. Swasti Bhattacharyya is associate professor of religion

at Buena Vista University in Storm Lake, Iowa. She teaches

courses on religion, culture, history, gender, nonviolence,

and peace and justice. She is the author of the book Magi-

cal Progeny, Modern Technology: A Hindu Bioethics of

Assisted Reproductive Technology (SUNY Press, 2006).

For more info: www.peacejusticestudies.org/board.php

WELCOME TO OUR NEW BOARD MEMBERS

FOLLOW THE PJSA NOW ON TWITTER...

Stay up-to-the-minute with news and events: @PJSAtweets

CONNECTING WITH THE PJSA AND VISIT THE NEW PJSA FACEBOOK PAGE

―Like‖ what you see? Visit: www.facebook.com/peacestudies

6

THE PEACE CHRONICLE WINTER 2012

With Peace in Our Hearts and Power in Our Hands

In just a few short months we have reached a point of near satura-

tion in which the modifier ―Occupy‖ has been applied to almost

every sphere of our beleaguered political economy. Not every such

application has been equally useful, but for the most part thein-

tended meaning of the word has come through in the sense of pry-

ing open the inner sanctum of the dominant order, contesting its

authoritarian workings, and agitating for new processes based on

the burgeoning tenets of egalitarianism and sustainability. The inci-

sive cultural gaze spawned by Occupy has been cast toward every

sacred shibboleth of modern society, and the ripples are palpable.

Yet in the process there has been more external consternation than

internal reflection. The machinations of the 1 percent are what have

largely brought us to the brink of social and ecological demise, so

the primary thinking goes. The ruling class has consolidated their

power, skewed the benefits toward themselves, passed the burdens

onto the rest of us, and continually demonstrated the illegitimacy

and inherent tyranny of their reign every time force has been used

on peaceful demonstrators. They have done this and are still doing

it, and we must confront their wanton ways with diligence and

imagination.

There are key truths and critical insights to be found in this narra-

tive, and its teachings have served to galvanize interest and mobi-

lize people around the world. Still, there is a piece of the puzzle

missing, one that is harder to own up to and that blurs the lines of

culpability in a manner that is inconvenient for the impetus to or-

ganize against entrenched power. When we begin to peel back the

layers, however, it becomes apparent that they did not take power

so much as we gave it to them — and it has largely been our com-

plicity with the forces of our own oppression that has led us here.

This in no way absolves those who would pervert that power for

personal gain, nor does it excuse the outright blackmail-type pres-

sures that have been brought to bear upon many of us to accede.

But we cannot and must not pass the buck altogether, since to do

so both flies in the face of reality and further delivers our power

back over to those who would manipulate and abuse it. In fact, the

realization that we are equally to blame possesses the corollary

virtue of suggesting that we can also put things right and fix the

mess we have made of our social structures and the habitat itself.

So here we are: we have occupied the symbolic spaces, the tangible

ones, and the subtle ones. Now it is time to Occupy Ourselves, to

decolonize our minds and restore our capacity to act from a place

of autonomy and collective willpower. We can refuse to comply

with oppressive forces, forswear allegiance to their mandates, forgo

reliance on their wares, unplug our lifelines to their conveyances,

reject their medicalizations and distractions, discontinue our support

for their adventurist campaigns, fail to contribute to their bailouts

and schemes, ignore their technocratic designs on mind control,

cease making demands on their apparatchiks, and avert our gaze

from their spectacles. Yes, we can.

Instead of protesting against abominable wars, let us also stop pay-

ing for them. Rather than complaining about corporations, usurious

banks, and the indentured servitude of the student loan system, we

can desist from paying into their coffers. Beyond pointing the finger

at bought-off politicos, there is the option of refraining from partici-

pation in their sham elections. If we do not like business as usual, let

us skip the charade of fighting city hall and occupy it as shelter in-

stead. This is the essential core of the embedded symbolism in the

protest encampments, and it follows in a long line of nonviolent

civil disobedience from Jesus Christ and Henry David Thoreau to

Dorothy Day and Mohandas Gandhi. It is an active principle, and

the locus of its engagement is everywhere.

The key is not to bear this weight of noncompliance alone, but to

do so in concert and in numbers sufficient to undermine the sys-

tem‘s capacity to continue in its present form. We recognize that

the boundaries of the law do not map directly to the dictates of

morality, and that much of the legal architecture in our midst is

specifically designed to protect wealth and preserve inequality. Still,

we also see that laws and norms in some instances can reflect the

societal wisdom of the ages, and thus we do not transgress them

out of self-indulgence but rather as our solemn duty as agents of

promoting a just, equitable, and sustainable world.

Indeed, as Gandhi urged, noncooperation is merely a first step. The

ensuing (and more challenging) phase of sustained resistance is the

cultivation of constructive alternatives with which we can whole-

heartedly cooperate and lend support. For too long we have had

our survival pitted against our values, being coerced to participate

in oppression and degradation as a condition of mere existence. We

have been carefully cultivated to embrace the consensus reality

plied by plutocrats, at best maintaining a schizophrenic false con-

sciousness and at worst being consumed by the beast‘s ravages.

Lacking genuine meaning in our lives, we opt for artificial replace-

ments on sale literally everywhere. We have looked into the void,

recoiled in horror, and drowned our sorrows in commercial pallia-

tives.

Now is the time to commit ourselves to finding other methods of

coping, ones that challenge authority and reclaim autonomy. This

does not mean that we become absolutists or Luddites, but instead

that we get to choose which accoutrements of modernity are com-

patible with the good society and which are little more than arti-

facts of control despite their market-tested packaging. We can trade

technologies for tools, fast food for slower sustenance, corporatoc-

racy for consensus. The next paradigm is already here, having been

incubated for decades within the shell of the old, carefully obscured

by the vicissitudes of popular culture and crass commercialism; no-

tice how when people begin to approach its realization, they are

often met with sheer force to push them back into blithe torpor.

But the veil is now lifting — and consciousness once raised has a

way of finding daylight. Occupy camps can be destroyed from

coast to coast, but the essential illumination of protest and its eter-

nal promise remains. This is the time to come back twice as strong,

working harder and smarter, demonstrating our resiliency as a cru-

cial factor of social and ecological survival. We will hang together,

so that we do not have to hang alone. In the end, we come to

realize that there is only us as we confront the true oppressor that

lies within ourselves and our own complicity. In this, we find that

all oppressions are interlinked, internalized, interposed, and inter-

dependent. The struggle to surmount them lies just as much within

us as it does with the robber barons in their lairs.

We can do this, and we must. I do not believe that the power has

ever actually left us, but more so that we have had our attention

pulled toward false idols and their machinations as the source of

influence and authority. Today, we see the seeds of the better soci-

ety growing up through the cracks in the hegemonic facade every-

where, sprouting forth with renewed vigor after an imposed dor-

mancy. We will not be the consumers of this world, but its co-

creators; we will not be witnesses to its destruction, but participants

in its resurrection. Now, with peace in our hearts and power in our

hands, the time to reclaim both ourselves and our world is upon us.

This is our generational task, our shared responsibility, and our best

hope for salvation. Let us meet it willingly, together.

THE DIRECTOR’S CUT:

Occupy Ourselves...

by Randall Amster, PJSA Executive Director

7

THE PEACE CHRONICLE WINTER 2012

NEWS AND VIEWS

ANOTHER WAY HOME

by Kathy Kelly

Amid War, Following Yonder Star Toward Peace

Beneath our flat, here in Kabul, wedding guests crowded into a

restaurant and celebrated throughout the night. Guests sounded

joyful and the music, mostly disco, thumped loudly. When the

regular call to prayer sounded out at 5:20 a.m., the sounds

seemed to collide in an odd cacophony, making all music indis-

tinguishable. I smiled, remembering the prayer call‘s durable

exhortation to live in peace, heard worldwide for centuries,

and went back to sleep.

Through most of my life, I‘ve found it easy to resonate with the

ringing and beautiful Christmas narrative found in the Gospel of

Luke, but less so with that jangling discord with which western-

ers are so familiar — the annual collision between (on the one

hand) the orgy of gift-purchasing and gift-consumption sur-

rounding the holiday and the the sweeter, simpler proclama-

tions of peace on earth heralded by the newborn‘s arrival. I‘ve

found myself quite surprisingly happy to spend many Christ-

mases either in U.S. jails or among Muslims living in places like

Bosnia, Iraq, Jordan and now Afghanistan. My hosts and

friends in these places have been people who are enduring wars

or fleeing wars, including, as in the case of U.S. jails, a war

against the poor in the United States.

The Christmas narrative that imagines living beings coming to-

gether across divides, the houseless family with no room at the

inn, the shepherds and the foreign royals arriving, all awaken-

ing to unimagined possibilities of peace, comes alive quite

beautifully in the community with which I‘m graced to find

myself here in Kabul.

Five of the Afghan Youth Peace Volunteers are spending winter

months in the apartment here which accommodates their group

as well as visiting guests such as our small Voices delegation. In

recent months, the place has evolved into a resource center for

learning languages and exchanging ideas about nonviolent

movements for social change. I am filled with fond and deep

admiration for these young people as I watch them studying

each other‘s languages and preparing their own delegation to

visit other provinces of this land on the brink of civil war,

meeting with other young people wherever they can.

I‘ve often described Afghan Youth Peace Volunteers as having

bridged considerable ethnic gaps in their steadfast aspiration to

someday live without wars. It‘s quite impressive, during this

trip, to learn from them about how close several of them came

to becoming armed fighters.

One young friend recalls having spent three weeks, at age 12, as

part of a Taliban group. He had no choice but to go with the

Taliban as a conscript. He was given a rifle, as well as adequate

food, and assigned to be a sentry. ―I loaded the weapon and I

fired warning shots,‖ said our young friend, who is now 21

years of age, ―but I didn‘t feel good about it.‖ A village elder

intervened, saying the new recruits were too young, and the

Taliban released my friend and the other young teens.

We watched a film together in which another youngster, about

seven years previously, had acted the role of the leader of a

group of children imitating Talib fighters. Carrying sticks, the

young actors had harassed a little girl over her determination

that she would learn to read. Now we asked the young man,

himself a Hazara, how he felt about playing a Taliban child. He

acknowledged having grown up believing that anyone who

was part of an ethnic group that had persecuted his people

could never be trusted.

The father of another youngster had been killed by the Taliban.

Still another describes how he watched in horror as Hazara

fighters killed his brother.

Last week, the AYPVs welcomed a new friend who lives in a

neighboring province and speaks a different language to join

them and help them learn his language. Asked about NATO/

ISAF night raids and other attacks that have occurred in his

area, the new friend said that families who have suffered at-

tacks feel intense anger, but even more so people say they want

peace. ―However, international forces have made people feel

less secure,‖ he added. ―It‘s unfortunate that internationals hear

stories about Afghans being wild people and think that more

civilized outsiders are trying to build the country. People here

are suffering because of destruction caused by outsiders.‖

The air, the ground, the

mountainsides, the wa-

ter, and even the essen-

tial bonds of familial

living have been ravaged

by three decades of war-

fare here in Afghanistan.

People living here have

suffered the loss of an

estimated two million

people killed in the

wars. 850 children die

every day because of

disease and hunger.

Amid excruciating sorrow and pain, it‘s good to see people still

find ways to gather for celebrations, even when the sounds

seem curious and the dances seem, to some, forbiddingly ex-

otic. Differences between insiders and outsiders become less

relevant as people meet one another to celebrate.

Peace can surprise us when it comes, and that alone is abun-

dantly sufficient cause for celebration in this season, wherever

we are. Dr. King wrote that ―the arc of history is long but it

bends toward justice,‖ and we should not be surprised as new

and growing movements around us reveal an unquenchable

and ineradicable longing for simple justice. The killing fields

that scar our earth and sear the memories of survivors beckon

us to look and listen for new ways of living together. Massacres

of innocents call to us to reject the easy and familiar and go

home by another way.

The desires to live more simply, to share resources more radi-

cally, and to prefer service to dominance are not unique to any

place, season, or religion. Such desires may yet herald unions

previously unimagined and a better world for every newborn,

each one bringing an astonishing potential — as we do if we

strive to fulfill it — for peace.

Kathy Kelly is coordinator of Voices for Creative Nonviolence.

8

THE PEACE CHRONICLE WINTER 2012

Some of you

may be thinking

that peace is too

important to

popularize. I

would beg to

differ. In the fall

of 2011, Charles-

ton Peace One

Day, a non-

profit located in

C h a r l e s t o n ,

South Carolina

took on a strategic mission to do just that. The campaign was

called PEACE HAPPENS, setting forth a Call to Action asking

people to ―do something for peace.‖ During peace week,

September 14-21, 2011, over 80 groups planned their own

unique initiatives for peace. Recall that Charleston is where

the American Civil War started (we just celebrated our Sesqui-

centennial) and is currently ranked forty-second on the U.S.

Index of Peace. Most would think we have a long way to go,

but nothing is holding us back — except maybe old, outdated

images and definitions of peace, and a bit of lingering intoler-

ant history.

As a sociologist, I propose that if we are to move from a cul-

ture of violence to one of peace, we need to rethink the way

we deliver ideas of peace, conciliation, cooperation, and toler-

ance. Images of peace always seem to pop up as resisting,

passive, weak, and/or countercultural. Counterculture is often

taken as ―the culture and lifestyle of those people, especially

among the young, who reject or oppose the dominant values

and behavior of society.‖ This begs the question, how can a

culture of peace become the new model for the dominant

culture? In a culture where violence seems to be the default,

how can that paradigm be reversed? Is re-socialization possi-

ble?

First of all, the definition of peace that I‘m proposing would

go something like this: ―the artful continuation of the exis-

tence of humankind.‖ In other words, it comes from ideas of

sustainability except that we are adding people to the equa-

tion. How can we take good care of the earth and its people

for the long run? This definition is visionary, but at the same

time extremely practical. Sustainability, which is global in con-

text, is asking ordinary citizens to rethink the way they live

and consume, and how they see their responsibilities to the

earth as a global citizen. Why not use definitions of peace in

the same way? Our Peace Happens campaign asked those very

same questions: ―Who are you in relationship to this planet,

what are you good at, and how can you use those gifts to give

back to the whole of life?‖

This year, South Carolina had the largest positive peace initia-

tive in its history, and next year promises to double those ef-

forts. While focused on the community level where businesses,

schools, circles of faith, and the local government become

aware of a culture of peace, they then are challenged to create

actions to pursue those goals, which get more innovative and

defined each year. This is the process of re-socialization, an

internalization of the message with an action that is particular

to one‘s own group iden-

tity, hence owned. Imagine

if every community in the

world had a campaign for a

culture of peace? You know

there will be significant

change when companies

begin contending for the

best ways to include practi-

cal peace in their long term

strategic plans, schools have

peace education curriculum,

our governments begin pass-

ing Department of Peace

bills, and ideas of violence

become as outdated, ineffi-

cient, and amateurish as the

bulky VCR tape. We have

not reached that mark yet, but we are capable of changing

culture. The question is how…

Getting the attention of people and focusing on their relation-

ship to positive peace would be the first step. What kind of

image could be displayed that depicts this new messaging for

peace that would attract our local and global audience? If the

logo or image doesn‘t grab the attention of the audience, they

won‘t take the time to consider its message. Many see the

peace movement as outdated, weak, or radical. There actually

may be some truth to that, especially in the United States, but

what can we do to change that perspective? With the thou-

sands of images seen daily, this new image needs to be clean,

simple, relevant, memorable, and, most importantly, inspiring.

You may think I‘m trying to sell peace — well, at least that

would then make people consumers of peace, which is per-

haps not such a bad thing. However, this re-messaging is really

more about piquing the interests of a creative human popula-

tion, calling for a response that would bring forth a tipping

point, where a more just, peaceful, and sustainable society

becomes the emerging outcome. Our youth are ready,

equipped, and creative enough to start this process, but we

aren‘t providing palatable images or models for them.

(Continued on the next page)

―What if Peace Were Popular?‖

9

THE PEACE CHRONICLE WINTER 2012

―What if Peace Were Popular?‖

(Continued from previous page)

I‘m a professor at the College of Charleston, and in 2009

founded a non-profit, Charleston Peace One Day, whose mis-

sion is to create awareness about the International Day of

Peace and to help facilitate the process of moving our commu-

nities toward a culture of peace. The first thing we did was to

come up with an attractive logo. How does one do that? You

hire the best graphic designer in town. Our logo has not only

become recognizable, but

was chosen to be in the

international text, The Best

of Letterhead & Logo De-

sign, Volume 12. Our an-

nual peace festival posters

were winning Addy

Awards, which not only

meant that our poster was

smart and attractive but

that the entire professional

design field in our region

was seeing and hearing

about our work. And by

the way, our work is more

than smart and attractive —

it‘s life-changing, and our

festivals drew over 4000

people in the last three years. Your designer must sign on to

this new idea of peace, so be prepared to pass your story on

with passion, purpose, and clarity. When they get your mes-

sage, it becomes their message. Remember, your image must

hold true to the message yet must also draw attention.

If attention draws people, what helps to make that ―drawing‖

stick? As in any social movement, the first step is defining your

mission, hence spreading awareness. The story needs to be

relevant to the lives of the people and communicated in such

a way that resonates with their needs. As a teacher, I see so

many young people that are looking for ways to give back to

their community, using their own creativity in the process.

Awareness leads to action, and most social psychologists

would agree that this awareness should not be based on fear

tactics, overwhelming statistics, or humor, but on real, practi-

cal solutions.

Action is the doing of the peace. The best way to make peace

happen is to ask your community to internalize the message

by creating actions that incorporate their gifts and talents. For

example, we had a local hair salon selling blue/white hair ex-

tensions, symbolizing global peace. Of course they had our

Peace Happens stickers on their front door, and passed out

Peace Happens awareness cards which told the story of peace

actions both locally and globally. The Jazz Artists of Charles-

ton used social media to post video clips of musicians sharing

their favorite ―peaceful‖ songs, a movie theater highlighted

films of peace, school children were planting peace poles,

yoga centers were meditating, sandwich shops sold peace

cookies, and intercultural activities were springing up from

unexpected places. Many of my students went on guerrilla

chalking missions, where periodically one would see small

peace signs chalked in random places on sidewalks and steps.

One group of students held up signs that said ―Smile, It‘s Peace

Day‖ on busy thoroughfares. At the end of the week, all par-

ticipants got PEACE HAPPENED stickers. You can image the

conversations that followed. We actually had entire schools

celebrating positive peace for the week, incorporating con-

cepts of tolerance and cooperation within multiple disciplines,

displaying the Peace Happens logo on every smart board in

the school. One local high school, which is typically seen as

the school falling behind and drawing negative attention, was

proud of their steps toward peace — and now wants to do

peace initiatives year round. These examples are merely a

small sample of what actually took place that week.

Change is inevitable when enough people understand the

message and feel compelled to add their own creative foot-

prints to the process. In this manner, peace can become the

―artful continuation of the existence of humankind.‖ This

new, doable peace can bring back ideas of hope and coopera-

tion, and thus become the ―new normal.‖ If you think this

reimaging is impossible, think back to where the message of

sustainability was just a few years ago. The peace movement

in South Carolina is now growing so fast that a full-time,

trained staff is going to be necessary, just to keep up with the

demand for peace. Now that‘s change!

Can actions of real peace become the new norm, the thing to

do, the default position, and hence a part of our everyday

lives? I would respond with a resounding YES! With a reimag-

ing and re-messaging that draws attention and awareness,

action and change are soon to follow. These actions are a real

way of living life that makes sense, which becomes a viable

solution for a sustainable, caring world. From the words of

Eleanor Roosevelt, ―In this world we have dreamers and do-

ers; what we really need are dreamers that do and doers that

dream.‖

Listen to the voices of the people around the world right

now, voices crying for fairness, cooperation, a respect for hu-

manity. If you take a real close look, what they are really

wanting is a culture of peace. Can peace be regarded with

favor, approval, or affection by people in general, and hence

popular? You know what I think.

Reba Parker is an Adjunct Professor at the College of Charles-

ton and Founder/President of Charleston Peace One Day, a

non-profit raising awareness and creating action around ideas

of a Culture of Peace. She has recently been published in the

Journal for the Study of Peace and Conflict, and speaks regu-

larly on the idea of re-messaging peace on the community

level. For more information, visit www.bepeaceful.org or

email her at: rebaparker@bellsouth.net.

10

THE PEACE CHRONICLE WINTER 2012

A COMMUNITY-BASED INITIATIVE ON NONVIOLENCE

By Michael True

Recent developments in peace and conflict studies among

activists and academics include the Center for Nonviolent

Solutions in Worcester, Massachusetts, an interesting model

with a local and regional focus, initiated in 2009.

Coincidentally, as local Wall Street Occupiers brought eco-

nomic injustice to public attention, twenty public school

teachers in Worcester, studied successful nonviolent move-

ments in the 20th century with researchers and activists in

peace, conflict, and nonviolence studies. A free graduate

course, it offered resources for units and courses in various

academic disciplines, as well as stipends for teachers to pur-

chase books and films for their students.

A joint project of Clark University‘s Hiatt Center for Urban

Education, and the Center for Nonviolent Solutions, the eight-

week course on Nonviolence was funded by a grant from

Massachusetts Humanities Foundation, For organizers, long

involved in the peace movement as well as peace and conflict

studies, the course was the result of a many years‘ effort to

convince school administrators about the viability and efficacy

of such programs.

The Professional Development Institute on Nonviolence relied

on Gene Sharp‘s scholarship and research on what works,

what doesn‘t work, and why. Its general goal, like the Cen-

ter‘s mission, was to improve public discourse on issues of

peace and conflict and to infuse transformation skills and ser-

vices in homes, neighborhoods, schools, and the wider com-

munity.

Cooperating with other peacemaking initiatives in the com-

munity, the Center sponsors (1) Community Mediation Ser-

vices, involving 30 trained and experienced mediators to assist

people in transforming conflict; (2) Two 10-week courses in

peace-building with high school sophomores, in skill-building

sessions on healthy relationships among middle and high

school students; (3) The VIP (Violence Intervention Project) at

the Worcester Youth Center, training youths to train others in

conflict management and peer mediation; (4) Health Power,

for middle-school boys with high suspension rates to explore

power dynamics; and (5) Conflict Transformation Across the

Curriculum at a middle school for students and teachers ex-

ploring the importance of open communication and mutual

respect.

Sam Diener, the Center‘s Education Director and former editor

of Peacework, measures the education value of Healthy

Power, for example, on the basis of the students‘ own health

power plan; an examination of disciplinary rates and differ-

ences between pre and post test attitudes on a violence pre-

vention scale; the students‘ own evaluation; and informal

reports from teachers and counselors.

During the final session of the course on Nonviolence at Clark,

sixth-grade-through-senior-high school teachers gave presenta-

tions on integrating what they learned about Nonviolence,

and its relationship to their academic disciplines. They relied

on research and scholarship on how activists addressed and

transformed conflicts and sometimes brought down brutal

dictatorships by nonviolent means.

A teacher of Irish literature, for example, developed a lesson

plan integrating poems by Seamus Heaney, along with other

Irish novelists and playwrights, and the nonviolent initiative

by two women, later Nobel Laureates, to transform ―the trou-

bles‖ in Northern Ireland,

Teachers in social studies and history focused on successful

nonviolent campaigns in Denmark against the Nazis during

World War II, and the Civil Rights Movement in the U.S.

which led to the U.S. Congress adopting Civil Rights legisla-

tion in 1964. The teachers also shared their lesson plans on a

Center website.

One teacher said how much she enjoyed being ―with other

educators who are so enthusiastic about learning about his-

tory, ourselves, and about new ways to teach our students.‖

Another commented: ―I absolutely loved …the informative,

engaging, and relevant program. The content was amazing,

and the participatory aspect was great.‖

Since the late Howard zinn demonstrated how local history is

replete with examples of ordinary people resisting injustice,

the final session focused on Worcester‘s rich tradition of non-

violence. That includes the abolitionist movement and the

women‘s movement, 1845-60, involving Abby Kelley and

Stephen Symonds Foster, Elihu Burritt, Adin Ballou, and Lucy

Stone, and the civil rights and the peace movement, 1965-80,

involving area students, Interfaith Center for Draft Informa-

tion, and Clergy and Laity Against the War in Vietnam.

Paul Ropp, co-director of the course in Nonviolence, said that

the eight sessions ―surpassed our highest expectations! Every

session was truly collaborative between presenters and teach-

ers. There were no ‗passive learners‘ in the room, and we

hope to plan more of these institutes in the future.‖

Further details are available at: www.nonviolentsolution.org.

A new 16-minute film, ―If You Don‘t teach Peace,‖ is available

at http://vimeo.com/30776902. Copies are available for $25,

at Center for Nonviolent Solutions, 901 Pleasant St., Worces-

ter, MA 0l602.

11

THE PEACE CHRONICLE WINTER 2012

Introducing The Welcome, an award-winning documen-

tary film that directly addresses the search for personal,

familial and community peace between veterans and the

neighborhoods to which they return.

On the afternoon of May 22, 2008, a small group of

combat veterans and family members took a chance and

gathered for a unique healing retreat in the deep woods

of Southern Oregon. All were veterans — from Iraq,

Afghanistan, Vietnam, or from marriages and families

dominated by these wars. The Welcome documents this

intense and fiercely intimate five day experience, taking

the viewer into the small confines of one room to join

with these men and women as they take an unusual

route to find the way back home again.

It is not an easy journey. The movie drops the audience

into a kind of cauldron which combines cleansing rituals,

ancient stories about war and healing and the stark hon-

esty necessary to understand the realities of the after-

math of war. There is intense conflict, haunting memo-

ries and delicate forgiveness. We become a part of this

drama as it unfolds and what emerges is the poetry the

vets create about the truth of their lives, about PTSD,

about leadership, friend-

ship, disillusion and re-

demption, thus unfold-

ing the beauty that,

along with pain, lies at

the heart of tragedy.

And at the end, when

this poetry is shared with

a large civilian audience,

we begin to understand

that all of us are a vital

piece of the Welcome as

Veterans try to find the

way back home. Their

examples of unflinching

honesty, courage and

love lift us up, inspiring

all of us once again to feel our common humanity, al-

ways the first casualty of war.

Join us at www.thewelcomethemovie.com and bring

your community together around a public screening of

this powerful community-building film.

***NEW MEDIA SPOTLIGHT***

“The Welcome”

Libraries, students, teachers, career counselors, parents, researchers, & activists need this inspiring resource.

Continuously updated in real-time by hundreds of contributors – This is a comprehensive guide to peace studies and conflict resolution programs, centers, and institutes at colleges and universities worldwide. This fully-searchable data-base profiles over 450 undergraduate, Master’s, and Doctoral programs, centers, and institutes in over 40 countries and 40 U.S. states. Entries describe the program’s philosophy and goals, examples of course offerings, key course re-quirements, degrees and certificates offered, and complete contact information.

Now available – An international list of journals in the field. The online edition of our comprehensive Global Directory is available by subscription, and features regularly updated entries and a fully searchable, easy-to-use database. We offer individual subscriptions, as well as “site license” options ranging from 5 to 100 simultaneous users per IP address!

For more information on pricing and available options: www.peacejusticestudies.org/globaldirectory

PJSA IN PARTNERSHIP WITH CSOP

We are delighted to announce a cross-

promotional partnership between the Canadian

School of Peacebuilding (CSOP) and the Peace

and Justice Studies Association (PJSA). The CSOP

brings together local, national, and international

practitioners and students of peace annually for

intensive one-week courses on peacebuilding. Its

goal is to serve peacebuilders around the world

by bringing them together in a collaborative

learning community, nurturing and equipping

them for various forms of peace practice and ex-

posing them to some of the most significant,

emerging ideas and teachers in the field. Under

this agreement, CSOP will promote the PJSA

through its extensive network, and the PJSA will

be a sponsor of the annual peacebuilding pro-

gram. For more info: www.csop.cmu.ca.

PJSA NOW WORKING WITH PEACEVOICE

We are pleased to announce a newly for-

malized agreement with PeaceVoice, an ini-

tiative of the Oregon Peace Institute that is

devoted to changing the larger conversation

about peace and justice by offering articles

and commentary by peace professionals to

newspapers and

online news or-

ganizations na-

tionwide. Under

the agreement,

PeaceVoice will

grant priority to

PJSA members

in seeking to

place appropri-

ate articles that

are submitted

for dissemina-

tion, and will

conduct a Media Skills workshop at upcom-

ing PJSA conferences. For more info:

www.peacevoice.info.

Peace & Justice Studies Association Membership Form

Please fill out this form and send it with a check made out to PJSA, to: PJSA, Prescott College, 220 Grove Ave., Prescott, AZ 86301

Alternatively, you can sign up for membership on our website, at http://www.peacejusticestudies.org/membership

(Check One)

Renewal New Member Full Name ___________________________________________

Individual Member Institutional Affiliation ________________________________ Institutional Member Name of Institution ___________________________________ Designated Representative _____________________________

Mailing Address: ___________________________________________________ ___________________________________________________ Phone: _______________________ Fax: _____________________ Email: ___________________________________________________

Individual Membership: Levels include options with our journal, and without the journal. (Check One)

Institutional Membership: PJSA is committed to the peace process and accordingly practices an equity of (Check One) fee scales for membership, self-managed on the honor system.

WITH JOURNAL WITHOUT JOURNAL $40 Student $20 Student $70 Low Income/Retired $50 Low Income/Retired $100 Basic Member $80 Basic Individual

$250 Sponsoring Member * includes journal $2000 Lifetime Member (one-time fee) * includes journal

$150 Small Program/Low Income Organization (up to 3 userIDs, 6 listserv emails) $275 Basic/Medium-sized Organization (up to 5 userIDs, 10 listserv emails) $500 Large/Sponsoring Institution (up to 10 userIDs, 20 listserv emails) $1500 Institutional Leader Membership (up to 20 userIDs, 40 listserv emails)

Please refer to our website for more details about additional benefits at each level.

Tax-deductible Contribution to PJSA: _______ TOTAL PAYMENT ENCLOSED: _______ PLEASE NOTE THAT WE NOW ACCEPT PAYMENTS IN BOTH USD AND CAD

Note: We frequently get requests for one-time use of our mailing list (usually from publishers of peace-related literature). If you do not want your name included on such a list, check here:

(Check One)

Contact Information

Cut h

ere and

send

in!

C

ut h

ere and

send

in!

Cut h

ere and

send

in!

14

THE PEACE CHRONICLE WINTER 2012

FEATURES: “Who Doesn’t Want Peace?”

Popularize peace? At first blush, to propose this as a debatable

topic seems bizarre. Who doesn‘t want peace: peace of mind,

tranquility, a sense of physical security, an emotionally safe place

to explore new ideas and experiences? Certainly anyone of

healthy mind and spirit would choose peace over conflict: peace

is popular. So what is this puzzling campaign to ―popularize‖ it,

to ―disseminate‖ it? Why is there a need to encourage people to

choose peace?

For one, Chris Hedges states that conflict is an intoxicating drug:

―[ War] gives us resolve, a cause. It allows us to be noble.‖ To a

point, Viktor Frankl would agree. He contends that dealing with

conflict is what gives life meaning; life is a constant search for

meaning as we struggle with three things: freedom of compassion

for others, responsibility to make the right choices in situations

and with other people, and suffering as a challenge for us to dis-

cover our identity.

Perhaps what we as PJSA members want is not best described by

the word peace. Is there a word or phrase more encompassing

than peace, something that implies more than the absence of con-

flict? What language describes people practicing, wherever they

are on their individual journeys, the nurturing of what is best in

humanity?

Two organizations where individuals struggle to develop a lan-

guage of peace are The Compassionate Listening Project

(www.compassionatelistening.org) and Theatre of the Oppressed

(www.theatreoftheoppressed.org), which is based on the peda-

gogical theory of Paulo Freire. The Compassionate Listening Pro-

ject asks participants to practice four skills that will allow them to

build a vocabulary of peace, a language that reflects a ―healing

intention‖ rather than judgment; this fifth ―core practice‖ is called

―speaking from the heart.‖ In a different but complementary fash-

ion, in a type of Theatre of the Oppressed (T.O.) called forum

theatre, individuals write and perform skits where the lines change

as the characters experiment with different ways to handle a con-

flict.

For two years now, I have incorporated compassionate listening

into my English composition curricula. I am also a facilitator of

T.O. Last summer, I attended a workshop at Portland Community

College (PCC), Sylvania campus, on how to bring T.O. into the

classroom. PCC offers a year-long, nationally-lauded, grant-

sponsored program called the Illumination Project (IP).

In September, 2011, I began testing the waters for how IP might

work at my own college, at least for students enrolled in English

composition. I taught two hybrid sections; each met one day per

week for 2.5 hours. The theme focus was ―Privilege, Power, Dif-

ference, and Oppression,‖ based on a text by Allan G. Johnson. In

theory, if students first established a close community in the class-

room, their academic work would benefit. Through community-

building out-of-your-seat activities, forum theatre, and compas-

sionate listening training, we would create a classroom environ-

ment in which students felt safe and at ease dialoguing about

controversial topics in an atmosphere of open academic inquiry

with respect for diverse people and perspectives. This, in turn,

would facilitate learning and overall student success.

Were my hopes realized? Written comments by my students re-

flect that they learned about issues related to privilege, power,

and oppression for people of color, women, religious minorities,

LGBTQ people, poor/ working class people, immigrants, and

other historically underrepresented communities. Beyond that,

they learned they have a responsibility to use their skills to be part

of the solution to society‘s injustices. Said in Frankl‘s terms, the

students came to understand that freedom of conscience is how a

person chooses to act in any given situation and that it is directly

connected to the concept of responsibility. The meaning of life

comes from taking responsibility to make the right choices in

situations and with other people. The students realized that suffer-

ing comes from the inaction or action of others towards us, and

that oppressive language and behavior is an enemy of a search for

meaning.

We began each class with community-building exercises: One

student writes: ―Looking back, it is easy to see why the exercises

were an important part of being able to change privilege and

oppression. By getting to know each other‘s names, personalities,

and experiences, we built the necessary trust to talk about serious

topics. This helped me realize that in order to fight oppression,

the first step is to build relationships with the people you inter-

act.‖

How easy is it to get a typical non-actor to participate? It isn‘t. A

student writes: ―I am not an actor. When we were first introduced

to interactive theater, I thought, ‗How am I going to do this? I

hate being in front of people.‘ …I‘m not going to lie, it took a

while for me to get accustomed to being in front of people, but

we didn‘t have to be actors, we just had to try. The fact that we

didn‘t have to be a Denzel Washington or Julia Roberts put my

mind at ease. This wasn‘t something that was fiction; it was more

than that. It was practice for the real world.‖

Regarding Theatre of the Oppressed, another student writes:

―Through this process of trying out solutions, I learned that multi-

ple solutions are possible when faced with a problem. This is an

important concept for dealing with conflicts in day-to-day life…

Interactive theater also gives us an opportunity to take on differ-

ent characters and think about things from another‘s point of

view. Placing ourselves in another person‘s situation can help us

to build empathy – a key element to learning to overcome op-

pression.‖

Students take what they learn into the world for further practice

and reflection: ―I am a student educator. This means something

to me now, rather then it just being another statement. Being a

student educator means teaching people as you learn, because

you are still a student yourself. …We learned how much oppres-

sion is still a huge part of our society. Ms. Sarah introduced the

ideas of interactive exercises and interactive theater as ways to

teach us and make us realize ―the elephant‖ in the room. Through

these methods, I learned that I am an oppressor; I am oppressed,

and in order to see change, realize that I am part of the problem.‖

My next step is to adapt PCC‘s Illumination Project for Shoreline

CC. Because of my belief in the importance of active, compassion-

ate listening as a foundational tool, I am calling this new program

The Listening Tree Project. It will be based on the pedagogy that

learning is connected to what PJSA calls peace and others call a

search for meaning. Participants in the project will practice skills

that serve to nurture the best of what it means to be human.

References

Cohen, A., with Green, L., and Partnow, S. (2011). Practicing the

Art of Compassionate Listening. Indianola, WA: The Compassion-

ate Listening Project.

Frankl, V. E. (1985). Man's Search For Meaning. Boston: Pocket.

Hedges, C. (2003). War Is a Force That Gives Us Meaning. New

York: Anchor Books.

Sarah Zale, an instructor of writing and poetry at Shore-

line Community College (WA), believes in the power of

the arts to change and heal ourselves and the world.

15

THE PEACE CHRONICLE WINTER 2012

We all know that Christians have a long history of commit-

ting and supporting violence in spite of the teachings of Je-

sus. It is the great paradox of Christian history. Some on the

fringe even support Israel because they are hoping for a cata-

clysmic Middle East war that will, in their theology, usher in

the end of the world and the rapture. But many more

mainline Christians passively support the war system, either

out of a belief in just war doctrine or they are wittingly try-

ing to ―serve two masters.‖ It seems that the national security

state functions as an idol for these Christians. Or maybe they

just have not thought things through. So how do we get

them to examine peace?

In my Episcopal diocese we had resolutions condemning the

Iraq war for several successive years and they all failed. At

one point I asked a prominent member and church leader,

―Would Jesus take an M-16 and kill and Iraqi?‖ His an-

guished reply was, ―Don‘t ask me that.‖ Then, a year ago,

we brought a resolution to study peace in general. It passed

and I developed a curriculum, Exploring Peace: Resource

Materials in the Christian Tradition. It is freely available to all

at the diocesan website, www.dioec.org and can be found

by reading down the left hand side of the page to ―peace

commission.‖

ExPeace, as we call it, begins with ―An Invitation to Christian

Dialogue‖ and a section on ―How To Discuss Peace Peace-

fully,‖ including a note on ―Discussing Peace With Fellow

Christians Who Are In Or Have Served In The Military.‖ This

section contains techniques of nonviolent communication

well-known to those reading this. The next section is

―Relevant Scripture‖ including not only the obvious, but also

some problematic scripture from the New Testament (e.g., ―I

come not to bring peace, but a sword.‖). Following that is a

section of thought provoking material from the Episcopal

Book Of Common Prayer. For example, from The Great

Litany:

That it may please thee to make wars to cease in all

the world; to give to all nations unity, peace, and

concord; and to bestow freedom upon all peoples,

We beseech thee to hear us, good Lord.

And from the Baptismal Covenant:

Celebrant: Will you strive for justice and peace

among all people, and respect the dignity of every

human being?

People: I will, with God‘s help.

It is hard to see how anyone taking this vow seriously could

support wars or imperialism. The problem is to get people to

see the contradictions in their world view.

The following sec-

tion, ―Exercises,‖

gets people involved

in examining just

war doctrine and

the notion of ―no

peace without jus-

tice‖, envisioning

peace, pondering

what it means to

love enemies and

how hard it is to do

that, etc. A particu-

larly provocative

exercise asks for

reflection on a

World War I post-

card that shows Je-

sus blessing German

troops on their way

to the front. After that comes a variety of materials including

brief, provocative essays, quotations (e.g., general Omar

Bradley: ―We know more about war than about peace. We

know more about killing than about living. This is our 20th

Century‘s claim to progress—knowledge of science outstrips

capacity for control. We have too many men of science, too

few men of God. The world has achieved brilliance without

wisdom, power without conscience. We are a world of nu-

clear giants and ethical infants.‖).

Further material includes prayers, excerpts from famous writ-

ers (Thomas Merton, King, others), and the not so famous

including the 25 positive trends toward peace which I pub-

lished in these pages earlier (―Trending Toward Peace: The

Historical Shift No One Sees‖). Exploring Peace contains a lot

of other material all of which together with the foregoing

provides a curriculum anyone can use, either for personal

reflection or for group study. The appendix contains a bibli-

ography and a list of peace organizations found on the web.

I sincerely hope this resource will be widely used among

faith communities. Use all of it or whatever pieces seem func-

tional in your situation.

Kent D. Shifferd is the founder of Wisconsin‘s first Peace

and Conflict Studies program and is an emeritus profes-

sor at Northland College. His most recent book is From

War to Peace: A Guide to the Next Hundred Years

(McFarland, 2011).

FEATURES: “Disseminating Peace in Faith Communities”

16

THE PEACE CHRONICLE WINTER 2012

PJSA encourages all K-12 educators to incorporating peace

education into their curriculum wherever possible. We

make available resources, links and consultants who can

assist you in doing so. Despite this encouragement and

these resources, we know it can be challenging for educa-

tors to get approval to do all the great peace work they

want to do with their students. One answer to the chal-

lenge is to approach peace education from a different an-

gle, and that is to utilize after-school (or before school, dur-

ing lunch, or other break times) to start a peace club.

The beauty of a peace club is that it can be uniquely tai-

lored to be appropriate for any age group or for a multi-

aged group and to fit

whatever time slot is

available. Peace clubs

have the benefit of

being naturally stu-

dent-directed, as there

is no requirement to

adhere to a specific

requirement. Addi-

tionally, peace clubs

can both learn about

and ―do‖ peace by

coordinating service

or volunteer activities

in ways that may be

difficult to arrange

during the academic

day. Peace clubs can

collaborate with other student groups for specific activities,

such as service, guest speakers, performances and many

more.

Although everyone‘s school structure is different and thus

the procedure to get a new club varies, my experience has

been that it is generally pretty simple. In summer of 2011,

my daughter Anya, then seven, decided her school should

have a peace club. We talked through why the club would

be beneficial. It could coordinate donation drives, advocate

recycling at the school, and piggybacks nicely with the

school district‘s existing character education program, for

example. She prepared these talking points before making

an appointment to discuss the idea with her principal. I

offered to be the volunteer leader for the group, but the

principal wanted it to be led by a staff member so inquired

whether the guidance counselor, who already coordinated

the character education work, would be willing to do so.

She said yes, so she, Anya and I got together to brainstorm

what structure we wanted for the club.

Our initial thought was to make club membership available

to as wide a group as possible. Upon further consideration

of the space we had available, a regular classroom, we de-

termined we should limit it to 3rd through 5

th grade stu-

dents. Based on the guidance counselor‘s availability, we

decided to hold club meetings for one hour after school,

every other week. We put together a letter announcing the

club and asking for interested students to submit their name

and their parents‘ signatures. We had an amazing 35 stu-

dents interested!

We then brainstormed, with input from the principal, the

type of activities and projects we wanted the club to coor-

dinate. Each year the school participates in a Harvest Drive

to collect food for families in need. Typically coordinated

by the Student Council, the principal suggested that this

year the Peace Club take the lead. Peace Club students

decorated signs to announce the drive, encouraged class-

mates to donate by making announcements in classes, and

brought in items. Next, we decided to focus on educating

the students about recycling. We viewed episodes of

Schoolhouse Rock—Earth, discussed them, then brought in

bins and decorated them to enter into a local contest. The

bins are now being used around the school.

Our third project, at the principal‘s request, was to repre-

sent the school by marching in a holiday parade. The kids

decorated a large banner, and each painted white painter‘s

hats with peace messages that they wore to the parade. We

purchased some peace necklaces and the kids had a fantastic

time walking along with all the other floats.

Our final project before the holidays was to make a peace-

themed gift for someone the students love. The counselor

and I used template calendars we found online and then

compiled a list of peace-related holidays in each month as

well as links for additional information. We put these to-

gether with some quotes and poems and then taught the

students about some of the holidays while they decorated

the cover and inside. The calendars turned out great!

After the holiday break, we have plans to invite a guest

from the local Humane Society to teach about peace and

animals and then will be participating in a donation drive

for that organization. We are also working with some other

student organizations to organize an end-of-year showcase

that will feature student peace-related skits, songs, art, and

other items as well as sculptures made of canned goods that

we will donate (based on the Cantastic concept). Other

lessons and projects will be determined by the kids.

In all, organizing the peace club has been a fun endeavor

for all involved. Anya has enjoyed the opportunity to util-

ize her leadership skills and to share her passion for peace

around the school. It has been very easy to get this club

going, and clearly what we have done can be adapted and

expanded for different ages and meeting schedules. The list

of possible topics and projects to be included is endless!

For more information and to receive a PDF copy of the

peace calendar we created, contact Laura Finley at

lfinley@mail.barry.edu.

Laura Finley is the PJSA K-12 Education Liaison.

FEATURES: “Start a Peace Club! ”

17

THE PEACE CHRONICLE WINTER 2012

FEATURES: “Peace Monuments at Universities & Colleges”

Monuments may lack the depth of the written word and of

other forms of communication, but they are permanent and

highly visible. They dot our landscapes, and they cry out to

passers-by for interpretation.

I‘ve been trying to interest PJSA members in peace monu-

ments. (See my three previous articles in issues of ―The Peace

Chronicle‖ for Winter 2010, Spring-Summer 2010, and Win-

ter 2011.) I find them fascinating as evidence of ways in

which our predecessors sought to popularize and disseminate

their respect for peace. And I think that every peace monu-

ment is a ready-made site for ongoing communication be-

tween teachers and students and with the general public.

My website (http://peace.maripo.com) illustrates 3,000 or

more peace monuments in many different times and places.

In 2011, I created a subset of 156 peace monuments on 127

university and college campuses and used the PJSA listserv to

invite readers to identify additional examples. With their

help, my campus monuments web page (http://

peace.maripo.com/p_univs.htm) now illustrates 210 different

peace monuments on 151 campuses, and I think that the

number is now sufficiently large to draw some preliminary

conclusions. (Numbers in this article are accurate but indica-

tive. Their sums may not be the same in all cases due to im-

precise definitions and occasional double counting.)

First, campus peace monuments are widely but unevenly

distributed. This reflects what I have learned about peace

monuments in general. Most monuments are the result of

local initiative and are thus subject to extreme variation

among the ideas of sponsors in different times and places,

not to mention the availability of public land and the money

of motivated benefactors.

Second, peace monuments exist on campuses in at least 18

different countries: Austria, Brazil, Canada (4), China (2),

Columbia, Congo, Costa Rica (3), Germany (4), Israel (2),

Japan (3), Libya, Netherlands, Russia, South Korea, Sweden,

Switzerland, United Kingdom (3) and United States (156).

The US share is very large since the data were collected in

the USA but also because the impulse to create peace monu-

ments seems to be more widespread here than abroad. At

least that‘s my impression.

Third, like peace monuments in general, campus monuments

represent many of the different meanings of peace. But they

are almost always secular and tend to represent idealized

and abstract meanings. Campus monuments rarely represent

specific peace events, such as a peace treaty or the end of a

given war. Here are some of the recurring themes of campus

monuments: Anti-War and Pacifism (7), Children, End of

War or Conflict (5), Ethics of Peace, Hiroshima and Nagasaki

(4), Individual Peacemakers (52), International Friendship

(12), Lion and Lamb (2), Multiple Peacemakers (5), Native

Americans (3), Peace Art (2), Peace Heroism (7), Peace Ideal-

ism (25), Peace Institutions (7), Peace Museums (4), Peace

Treaties (3), Non-Violence (3), Reconciliation (7), Regional

Unity, Swords Into Plowshares, United Nations (3), Women,

World Peace (2), World Peace Prayer on Peace Poles (36),

and 9/11.

As noted in the previous paragraph, at least 52 campus

monuments honor individual peace-makers (many of whom

are local heroes, i.e. lived or worked nearby): Jane Addams,

Hannah Arendt, Eliza Evans Baker, Ralph Bunch (2), Nicho-

las Murry Butler, Jimmy Carter, Edith Cavell, Cesar Chavez

(2), Elihu Burritt, Winston Churchill, Mary Dyer, J. William

Fulbright (4), Mahatma Gandhi (3), George Fox, Edwin

Ginn, Isaac and Sarah Harvey, Benito Juarez, Martin Luther

King Jr. (5), Abraham Lincoln (2), George C. Marshall,

Gladys Muir (3), A.J. Muste, Linus Pauling, Peace Pilgrim,

Alexander Pushkin, John Rabe, Sergei Rachmaninoff, Ed-

mund L. Rice, Bert Roling, Elihu Root, Edward Said, Sadako

Sasaki, Sophia and Hans Scholl, Sojourner Truth (2), Dalton

Trumbo, Harriet Tubman, Carl von Ossietzky, and Walt

Whitman.

Lastly, campus peace monuments come in a wide variety of

physical forms: Bells (4), Busts (3), Centers (4), Chapels (2),

Colleges or Universities (9), Dormitories (4), Fountains (3),

Globe, Grave, Halls (3), Historic Sites (2), Libraries (4), Mark-

ers (2), Museums (9), Murals (7), Paintings (4), Peace Gar-

dens (11), Peace Parks (4), Peace Poles (36), Plaques (2), Pla-

zas (2), Rooms or Alcoves (2), Sculptures and Memorials

(46), Trees (6), Statues (14), Walk, and Walls (4).

In my opinion, it‘s remarkable that campuses have so many

expensive peace constructions (e.g. fountains, museums,

sculptures, memorials, and statues) and so few monuments

which are less expensive and therefore easier to create (e.g.

peace gardens, so-called peace parks, peace trees, and re-

named buildings and avenues). Of course, the data shown

here largely depend on Google‘s searches of English language

websites and therefore no doubt under report foreign cam-

puses and smallest monuments, e.g. peace poles. (The peace

pole and the World Peace Prayer, ―May Peace Prevail on

Earth,‖ were created in 1955 by Japanese philosopher Masa-

hisa Goi, 1916-1980. Today, the prayer is universally known

and imprinted in multiple languages on tens of thousands of

peace poles in all parts of the world. Peace poles are a very

economical way to create a peace monument and to connect

to like-minded people everywhere.)

In compiling these statistics, I have employed very loose

working definitions of peace, peace-maker, and peace monu-

ment. I won‘t argue with others who may choose to use

more or less restrictive criteria. You may learn more about

any monument mentioned here by visiting my website.

In my view, it is important to identify peace monuments on

university and college campuses (and elsewhere) in order

that we, our students, and the public can become more

aware of them, so that we can visit and discuss them, and so

that we might use them to help popularize and disseminate

the culture of peace that we are all striving to attain.

Edward W. Lollis can be reached at: geovisual@comcast.net.

18

THE PEACE CHRONICLE WINTER 2012

In Memoriam: Marv Davidov, 1931-2012

Legendary peace activist Marv Davidov dies at 80

Marv Davidov, an iconic figure in the Minnesota peace move-

ment who founded and led the Honeywell Project in a dec-

ades-long campaign to halt the production of anti-personnel

weapons by the Honeywell Corp., died Saturday afternoon at

Walker United Health Care Center in Minneapolis.

Davidov, who also was active in the civil rights movement in

the 1960s and beyond, was 80, and had suffered from a num-

ber of health problems.

A chain smoker until recent years, he was an immediately

recognizable figure at protests, with his large mustache, blue

skipper's cap, almost always wearing a T-shirt with a protest

slogan on it.

In 1983, nearly 600 protesters were arrested outside Honey-

well's Minneapolis headquarters in a civil disobedience action,

the type of demonstration that Davidov and his allies had

organized so many times that it was honed to a fine art.

For years during the Vietnam War era, Davidov carried

around a deactivated cluster bomb, the size of a softball, to

show anyone who would listen that Honeywell was creating

weapons being used by the U.S. military. He said the weapons

indiscriminately killed innocent civilians in Southeast Asia.

Honeywell eventually spun off its defense contract work to

Alliant Techsystems.

Davidov estimated that he was arrested 40 or 50 times,

mainly in antiwar and civil rights demonstrations.

He was one of the original Freedom Riders, young people

who rode on buses through the South in 1961 to desegregate

bus transportation and terminals.

He and five other white youths from the Twin Cities were

arrested at a blacks-only lunch counter in a Greyhound bus

station in Jackson, Miss., when they refused to comply with

police orders to move on.

In a hospital room interview Thursday, Davidov, although

sedated with pain medication for a worsening circulatory

problem, spoke with animation about being locked up for 40

days with other civil rights demonstrators at a Mississippi

prison farm. Black and white protesters were incarcerated

together, he said.

"We were the first group of integrated prisoners in Mississippi

state prison history," Davidov said with a smile.

'An inspiration to many'

In an autobiography he wrote with Carol Masters, he de-

scribed himself as a "nonviolent revolutionary."

One of Davidov's admirers was Daniel Ellsberg, the White

House consultant who leaked the Pentagon Papers about U.S.

military decision-making in Vietnam to the media. Ellsberg,

who later became a peace activist, helped raise money for the

Honeywell Project at Davidov's invitation.

"Thanks to people like him, we're still hanging on as a species,"

Ellsberg said. "His nonviolence and his indefatigability and

energy are an inspiration to many people.

"He's lived a good life, and I told him so" when he spoke to

Davidov by phone on Friday, Ellsberg said.

Last week, as Davidov's medical condition worsened, a num-

ber of peace activist friends kept a hospital vigil. "It's one of

those great things that happens," Davidov said. "This kind of

solidarity and love and support that people give one an-

other."

John LaForge, an antiwar activist friend, had brought a small

refrigerator to his room with a bumper sticker on it that read,

"No more war."

Bill Tilton, a St. Paul attorney, said he first met Davidov in

1969 at a sit-in at the University of Minnesota in support of

the African American Action Committee, which was demand-

ing more scholarships for blacks.

"Marv is one of my heroes," Tilton said. "He never took his

eye off the ball of advocating for the rights of the underprivi-

leged and accountability of government."

For years Davidov taught a class on "active nonviolence" at

the University of St. Thomas. Jack Nelson-Pallmeyer, who

taught the class with him, said, "There was a warmth that

came across when he related to students, a deeply respectful

interaction in which Marv would share parts of his life story

that awakened within students a possibility that they too

could impact society."

Barbara Mishler said she got to know Davidov when she took

a class of his at St. Joan of Arc Catholic Church in south Min-

neapolis 30 years ago.

"When I first met him, I was so terrified of nuclear war," she

recalls. "He said, 'Settle down and read and inform yourself,

before you hit the streets.' "

Nothing to say? Hardly

Lying in bed, barely able to sit up on Thursday, Davidov wel-

comed a reporter.

Asked if he had any thoughts that he'd like to pass on to

young people, Davidov thought for a moment, smiled and

said, "I've been waiting for this interview my entire life, and

now I've got nothing to say."

But as anyone who has ever known Davidov knows, he was

never really at a loss for words, including on Thursday.

On the current presidential election campaign: "It reminds me

of one of the books that Paul Goodman wrote in the 1950s --

'Growing Up Absurd.' Once again the needs of the people

who have most everything are satisfied first."

On this election year: "Find the people in your community

who are probing reality and talking about how to fundamen-

tally change it and work at a local level on these problems,

creating peace, freedom and justice."

On the Occupy protests against Wall Street: "I thought it was

great. The people were locating what their needs were and

going out in the streets without compromise."

On the kind of memorial gathering he'd like: "I want people

to remember and tell funny stories about me and the struggle,

and try to create a deeper, more profound movement and

build the numbers."

He is survived by a brother, Jerry Davidov, a retired Minnea-

polis firefighter. Services are pending with the Cremation Soci-

ety of Minnesota.

By Randy Furst, Minneapolis Star Tribune, January 16, 2012

19

THE PEACE CHRONICLE WINTER 2012

PEACE EDUCATION FROM THE GRASSROOTS

The end of the twentieth century marked the beginning of an

upsurge of interest in peace education. Starting in the 1950s,

as exemplified in the United States with the Committee for a

Sane Nuclear Policy (SANE), concerned citizens at the grass-

roots level developed peace education strategies to inform

others about the dangers of violence and the need for peace.

They mobilized to stop the buildup of nuclear arms, to op-

pose the war in Vietnam, to cease support for cruel dictator-

ships, to support human rights, to endorse environmental

sustainability, and to promote nonviolence. These campaigns

sprung up out of the hearts and minds of people concerned

about their own welfare and the future of ―Mother Earth.‖

These grassroots peace education efforts throughout the globe

teach children and adults how to live sustainably and how to

resolve conflicts nonviolently. Ordinary citizens, parents,

teachers, and community organizers become spiritual agents

who initiate peace education programs that have contributed

to the end of the war in Vietnam, disillusionment about nu-

clear power and weapons, regime change in places as diverse

as Tunisia, Argentina, the Philippines, and Serbia, the preser-

vation of ecosystems, the development of human rights, truth

and reconciliation commissions, and the breakup of the So-

viet Union.

Some of these peace education efforts took place entirely

within civic society organized by community-based organiza-

tions. Some were directed towards churches and religious

organizations. Others struggled to gain access to formal edu-

cation systems. As a result of these efforts there are now over

300 colleges and universities around the world that have

peace studies programs; schools in El Salvador, Uganda, the

Philippines, and Nepal include peace education in their curric-

ula; and schools throughout the world have adopted a vari-

ety of peacemaking strategies that teach violence prevention

techniques to children and reduce violence and hostility on

campuses.

This book will tell the story of such campaigns -- how they

originated, how they organized themselves, and what they

accomplished. Each essay will describe peace education efforts

in a different country. Already two chapters have been writ-

ten (Spain and the United States). The finished volume will be

published by Information Age Press, as part of its peace edu-

cation series.

If you are interested in contributing to this volume, submit a

300 word abstract by April 1, 2012 to Ian Harris at

imh@uwm.edu. By May 1, 2012 proposals will be reviewed

and invitations will go out to those selected to contribute to

this volume. Your final essay, no more than 25 pages, should

describe grassroots peace education efforts in countries other

than Spain and the United States. It will be due on September

1, 2012. For a sample of the type of essay requested see,

―Educating for Peace and Justice in America‘s Nuclear Age,‖

http://trace.tennessee.edu/catalyst/vol1/iss1/6/. For more in-

formation, contact the editor at the e-mail address above.

CALL FOR PAPERS

NEW PJSA PARTNERSHIP WITH THE NPA

It is our pleasure to announce the formation of a

new partnership between the PJSA and the Na-

tional Peace Academy (NPA). PJSA and NPA

share many common goals and visions, and we

are certain that this new partnership will serve in

growing and promoting our shared interests.

The NPA's mission is to support, advance and

nurture cultures of peace by conducting research

and facilitating learning toward the development

of peace systems and the development of the full

spectrum of the peacebuilder.

The NPA is especially interested in establishing

partnerships with PJSA members‘ institutions

and organizations. Through this partnership, the

NPA will be offering a 15 percent tuition dis-

count to individual PJSA members, and to the

faculty, staff, students, and community members

who have membership status in PJSA due to

their institutional affiliations. This discount will

apply to most NPA-led workshops and train-

ings. The NPA will also grant priority in registra-

tion to current PJSA members who apply to any

of their programs with limited space.

For more information, please visit the NPA

online at: www.nationalpeaceacademy.us.

20

THE PEACE CHRONICLE WINTER 2012

PROFESSOR, URBAN STUDIES

University of Calgary — Calgary, Alberta

The University of Calgary, Faculty of

Arts, invites applications for a tenure-

track faculty position at the assistant or

associate professor level, serving the in-

terdisciplinary Urban Studies Program.

Disciplinary background is open and the

successful applicant will be housed in an

appropriate department of the Faculty of

Arts with some teaching responsibilities in

that department. Candidates' research

programs must emphasize social proc-

esses that constitute and shape cities. In

addition to a strong research program

and engaging teaching, the successful

candidate will be expected to contribute

to the administration and promotion of

the Urban Studies Program. A Ph.D. in an

Urban Studies related discipline such as

anthropology, geography, or sociology is

required by the anticipated start date of

July 1, 2012. Applicants should submit a

CV, a statement of research and teaching

interests, samples of publications and

evidence of teaching effectiveness. Appli-

cants should arrange for three confiden-

tial letters of reference to be submitted

directly to Dr. Daniel Maher,

the Chair of the Selection Committee.

Please forward materials to:

Daniel Maher, Associate Dean

Interdisciplinary Programs, Faculty of Arts

University of Calgary

Room 110, Social Sciences Building

2500 University Drive NW

Calgary, ABT2N 1N4

Or email: artsadi@ucalgary.ca. Electronic

submissions in PDF format are encour-

aged. Consideration of applications will

begin on February 29, 2012 and will

continue until the position is filled.

OPEN LECTURER POOL

University of California — Santa Cruz

College Ten, at the University of Califor-

nia, Santa Cruz, maintains an ongoing

pool of qualified, temporary instructors

to teach sections of the College Ten Core

Course, and/or regular 1, 2, or 5-unit

college courses related to the college's

theme, Social Justice and Community.

Courses at College Ten address topics

such as discrimination, poverty, educa-

tion, and environmental and nuclear

policy. There is a particular emphasis on

developing students' writing skills; stu-

dents are required to write and revise

several papers. Instructors also meet with

students individually, provide feedback

on students' writing, prepare letter grade

assessments of students' performance, and

carry out other instructional duties. Cur-

rent regular college courses include a 2-

unit course introducing key aspects of

nuclear policy, a 5-unit course addressing

the making and influencing of nuclear

and environmental policy, and a 1-unit

course on nonviolent communication.

Master's degree or equivalent experience

in a discipline relevant to social justice

such as cultural studies, economics, his-

tory, political science, social psychology,

or sociology. Successful past experience in

university-level teaching, either as an

instructor or a graduate student teaching

assistant, is also required. TO APPLY:

Please submit a letter of application, cur-

riculum vitae, three letters of recommen-

dation (sent directly from your letter

writers), and teaching evaluations (if

available) to:

College Ten Lecturer Search

College Ten Administration

University of California

1156 High Street

Santa Cruz, CA 95064

PLEASE REFER TO POSITION T06-25 IN

YOUR REPLY. Direct your references to

UCSC's confidentiality statement at

h t t p : / / a p o . u c s c . e d u / a c

ademic_policies_and_procedures/cappm/

confstm.htm).

CLOSING DATE: This is an ongoing re-

cruitment; applicants will be asked to

update their CV periodically, if they are

interested in remaining in the pool.

FACULTY, PRIOR LEARNING COORD.

Antioch University — Seattle, WA

The Core Faculty/Prior Learning Coordi-

nator in the B.A. Degree Completion

Program in Liberal Studies provides

teaching, advising, and curricular leader-

ship to undergraduate students who are

completing their college degrees. This

Core Faculty position is responsible for

teaching classes, advising students, and

contributing to the further development

of learning opportunities, especially in

disciplinary/ interdisciplinary areas that

involve change-advocacy, community-

based research, service-learning, intern-

ships and/or project-based learning con-

sistent with Antioch University Seattle's

new Social Engagement Initiative. This

Core Faculty position is also responsible

for administering all aspects of the B.A.

Degree Completion Program's prior

learning assessment process that supports

students in documenting and earning

credit for learning acquired from pre-

enrollment non-academic life/work ex-

perience. Duties include coordinating the

ongoing design and implementation of

priors writing courses, approving student

learning packages, and hiring and super-

vising affiliate faculty evaluators who do

the assessments. Antioch University Seat-

tle's B.A. in Liberal Studies programs focus

on social justice, psychology, spirituality,

leadership, global studies, and the arts.

They are designed with the student needs

in mind: relevant classes, a degree to be

proud of and a real advantage when it

comes to landing a good job. With small

class sizes, college credit for life experi-

ence, individualized attention, evening

and weekend classes and no standardized

testing, students experience an inspira-

tional learning environment, designed for

working adults to reach their individual

educational goals. Application Process:

Complete and submit the following

documents: Cover Letter; Resume or

Curriculum Vita; Application for Employ-

ment; Applicant Data Form; Names, ad-

dresses (including e-mail addresses), and

telephone numbers of four references.

The application and applicant data forms

are located at www.antiochseattle.edu

under the "employment" tab. Choose one

option for submitting your documents: E-

mail: AUSHR@antiochseattle.edu, Fax:

206-441-3307, OR Mail: Search for Fac-

ulty c/o Human Resources, 2326 6th

Avenue, Seattle, WA 98121

JOB AND INTERNSHIP LISTINGS: ON-

GOING RESOURCES

Organization: The Kroc Institute for Int‘l

Peace Studies, University of Notre Dame

Description: Comprehensive list of web-

sites and resources for openings in peace

studies, conflict resolution, international

affairs, public policy, human rights, inter-

national development, NGOs, the UN,

and other international organizations.

Website: http://kroc.nd.edu/alumni/

career-resources/jobs

Organization: Fresno Pacific University,

Center for Peacemaking/Conflict Studies

Description: Up-to-date, well-maintained

listing of jobs and opportunities in fields

such as mediation, peacebuilding, restora-

tive justice, and conflict resolution.

Website: http://peace.fresno.edu/

rjjobs.php

Organization: American University,

School of International Service

Description: Listing of jobs and intern-

ships in peace and conflict resolution.

Website: www.aupeace.org/jobs

Job Board

21

THE PEACE CHRONICLE WINTER 2012

Notices and Resources

New Interdisciplinary Joint M.A. Program PACS

PACS is an interdisciplinary joint program delivered by the Uni-

versity of Manitoba and University of Winnipeg. It encompasses

the analysis and resolution of social conflicts; peace research that

examines the structural roots of social conflicts, divisions, and

social inequalities; and strategies for building community and pro-

moting social justice. The program is intended to be rigorous, as

the significance of research and intervention for conflict resolu-

tion, peacebuilding, and creating a culture of human rights de-

mands a high standard of commitment, scholarship, and profes-

sionalism. Students will have the opportunity to apply their un-

dergraduate degrees and work to pursue advanced interdiscipli-

nary research and scholarship. The program maintains a holistic

and interdisciplinary approach to prepare students to pursue inde-

pendent research aimed at analyzing and resolving the complex

issues facing our world using a variety of conflict resolution, social

justice, and peace studies tools, processes, and methods. More

information: www.uwinnipeg.ca/index/gc-academic#PACS.

♦ ♦ ♦ ♦

New Anti-Oppression Archive Launched

We are excited to announce the launch of the Colours of Resis-

tance (COR) Archive (www.coloursofresistance.org), a collection

of anti-oppression resources for movement-building. COR was a

grassroots network of people in the U.S. and Canada who con-

sciously worked to develop anti-racist, multiracial politics in the

movement against global capitalism. This network existed from

2000 until 2006. While the COR network was active, members

produced a zine, a website, and published articles; shared ideas

through local meetings and email discussion lists; and facilitated

workshops and events across Canada and the U.S. Through this

work, COR members aimed to help build an anti-racist, anti-

imperialist, multiracial, feminist, queer and trans-liberationist, anti-

authoritarian movement against global capitalism. Over its exis-

tence, the COR network generated a substantial online collection

of analyses and tools that continue to be relevant.

♦ ♦ ♦ ♦

Fellowships for Grassroots Leaders

The Petra Foundation seeks out and champions unsung leaders

who are making distinctive contributions to the rights, autonomy,

and dignity of millions who are marginalized in America. Each

year grassroots leaders selected Fellows receive a no-strings per-

sonal financial award. In addition, the Foundation publicizes their

innovative models for change, fosters their collaborations, and

welcomes them to a national network of leaders who are working

across the divides of age, ethnicity, class, and issue to build a more

just society. Nominees should display a combination of activism

and thought, force of character, independence of judgment, and

clarity of expression. The deadline for submitting nominations is

February 20, 2012. Visit the Foundation‘s website to learn more

about the program: www.petrafoundation.org.

♦ ♦ ♦ ♦

Peacebuilding and Economic Development Study Abroad

The University of Georgia Center for the Study of Global Issues

(GLOBIS) and the Center for Mediation, Peace, and Resolution of

Conflict (CEMPROC) are currently accepting applications for the

International Peacebuilding and Economic Development Study

Abroad Program in Ecuador, which will take place May 15-June 7,

2012. This program is open to undergraduate students enrolled in

any university in the US, and participants will earn 6 credits for

the courses 'Peace Studies' and 'Politics of Development'. For more

information, contact Dr. Sherry Lowrance, slowranc@uga.edu, or

Dr. Jeff Pugh, jpugh@providence.edu.

♦ ♦ ♦ ♦

Call for IPRA Representatives at the UN

As a roster organization in consultative status with the UN Eco-

nomic and Social Council (ECOSOC), IPRA is allowed four NGO

representatives. Representatives qualify for a UN pass, which al-

lows them to participate in UN conferences (e.g., annual confer-

ences on climate change, the status of women, social develop-

ment, indigenous people, sustainable development) and to join

and take part in the activities of NGO Committees formed around

these issues, including their panel discussions and workshops.

NGO representatives can also work with these coalitions to bring

the voice of civil society to the attention of government represen-

tatives who are delegates to the various UN meetings. Interested

candidates should live in the New York area so as to be available

to join and participate on a regular basis. If you are interested

and/or would like more information, contact Anita L. Wenden,

IPRA‘s main representative at the UN wenden@rcn.com.

♦ ♦ ♦ ♦

Conflict Resolution Internship Fair

The Advanced Consortium on Cooperation, Conflict and Com-

plexity (AC4) (http://ac4.ei.columbia.edu) at Columbia Univer-

sity is hosting the Conflict Resolution Internship Fair on February

29, 2pm-5pm in the Lerner Hall Auditorium. If your organization

offers internships (paid or unpaid) in New York City related to

conflict resolution, peace studies, human rights, social justice, and

international development please join us to meet talented stu-

dents eager to put their skills to work as interns. The event is open

to the public. If your organization is interested in participat-

ing, please email Christianna Gozzi at: cgozzi@ei.columbia.edu.

♦ ♦ ♦ ♦

International Institute on Peace Education 2012

The 2012 International Institute on Peace Education (IIPE) will be

hosted at the National Women's Education Center (NWEC) near

Tokyo, Japan, from August 11-19, 2012. This year's Institute is

being organized in partnership with the National Peace Academy

(home of the IIPE secretariat) and the Global Campaign for Peace

Education Japan (GCPEJ) cooperating with a consortium of other

national organizations invested in furthering peace education in

Japan including the Society for Building a Culture of Peace. The

IIPE program will comprise thematic and interrelated participant-

led presentations, workshops and discussions with some special

emphasis on learning from the Japanese experience. Sub-themes

such as human security, the abolition of nuclear weapons, gender

imbalance, capacity building, youth participation, and Japan-U.S.

and Japan-Asia relations and their potential contributions to posi-

tive alternatives to the present interstate security system will be

incorporated into the learning exchange. The IIPE was founded in

1982 by Dr. Betty Reardon and faculty colleagues at Teachers

College, Columbia University. For more info: www.i-i-p-e.org.

♦ ♦ ♦ ♦

International Human Rights Exchange

The International Human Rights Exchange (IHRE) is the world's

only full-semester, multidisciplinary program in human rights for

undergraduate students. The program is based at the University of

the Witwatersrand in Johannesburg, South Africa and is a joint

venture with Bard College. Each semester students and faculty

from Africa and North America come together to participate in a

deep and multifaceted intellectual engagement in human rights. In

addition to a required core course, students choose from 12 or

more electives exploring human rights from the perspective of a

variety of academic disciplines. IHRE also opens up possibilities for

substantive participation in human rights work. Generous scholar-

ships are available for students with financial need. For more in-

formation: www.ihre.org.

22

THE PEACE CHRONICLE WINTER 2012

D istributed three times a year to members and friends of PJSA, this

newsletter is a very cost effective way to reach a dedicated audience.

Cost of advertising is $100 for a quarter-page, $200 for a half-page,

and $300 for a full page. Exchange offers will be considered as well.

To inquire about specs, or to place an ad, please contact us at: info@peacejusticestudies.org

Want to advertise in

ThePeaceChronicle?

THE LATE ADDITION: GEARING UP FOR THE NATO/G8 MEETINGS

At a Global Crossroads, Turn Against War

On January 25, the host committee for the G8/NATO sum-

mit in Chicago in May unveiled a new slogan for the event,

―The Global Crossroads.‖ The mood of the organizers is

upbeat and positive. This is a grand opportunity to market

Chicago with an eye for the tourist dollar and the city is

ready, the committee assures us, to deal with any ―potential

problems.‖

One of the potential problems that the committee is confi-

dent that it can overcome, according to a report by WLS-TV

in Chicago, is ―the prospect of large-scale protests stealing

the stage as the world watches.‖ The new slogan stresses the

international character of the event and the prestige and

economic benefit that hosting world economic and political

leaders is expected to bring to Chicago. ―We're a world class

city with world class potential," declares Mayor Rahm

Emanuel. "If you want to be a global city, you've got to act

like a global city and do what global cities do," says Lori

Healey who heads the host committee and who previously

led the city‘s unsuccessful bid to host the 2016 Olympics.

All indications, unfortunately, are that Chicago is preparing

to ―act like a global city and do what global cities do‖ and it

appears to want to follow the lead of other ―global cities‖ in

dealing with mass demonstrations threatening to ―steal the

stage‖ -- think Tehran,

Beijing, Cairo, Mos-

cow and Seattle, to

name a few.

One of the chilling

developments the

hosting committee

announced was that

the Illinois State Crime

C o m m i s s i o n i s

―urgently seeking Iraq-

Afghanistan combat

veterans to work secu-

rity positions for the

G8 summit.‖ The com-

mission's chairman clarifies that is for ―private security‖ and

not to work with the Chicago police. As in other ―global

cities,‖ these veterans will be used as private mercenaries

without the legal protections and benefits of public employ-

ees. The VA reports treating about 16 percent of the 1.3 mil-

lion of veterans of these two wars for post-traumatic stress

disorder and many more do not seek help. In answer to a

potentially volatile situation in the streets of Chicago, the

commission is not seeking workers trained in conflict resolu-

tion, but it has an urgent need for ex-soldiers trained in the

violent chaos of Iraq and Afghanistan. These veterans ur-

gently need treatment and meaningful employment, but at

the ―global crossroads,‖ they are offered only temp jobs as

rent-a-cops protecting the interests of their exploiters.

Beyond touting the overblown promise of money that the

summit is expected to bring ("To penetrate international

markets takes time and money," said Don Welsh, Chicago

Convention and Tourism Bureau) the city and its welcoming

committee do not encourage education or reflection on

what NATO and the G8 are and what they do. Despite its

claims, NATO was never a defensive alliance. It is structured

to wage ―out of area‖ wars in Asia, the Middle East and

North Africa, as well as to ―contain‖ China. NATO‘s creed is

aggressive, expansionist, militarist and undemocratic. The G8

represents the economic interests of its member states. It is

not a legal international entity established by treaty but acts

outside the law, with NATO as its enforcer. Chicago law

enforcement might better spend its resources on preparing to

arrest and prosecute the war criminals, terrorists, torturers,

and racketeers coming as invited constituents of G8 and

NATO rather than getting ready for mass arrests of citizens

coming to Chicago to exercise their right to protest these

crimes.

The morning after the host committee unveiled its new slo-

gan, some of us with the Chicago-based Voices for Creative

Nonviolence met to discuss our part in the response to the

city of Chicago ―bringing the war home‖ by welcoming

NATO and G8.

We at Voices found ourselves in agreement with the host

committee that Chicago is indeed a global crossroads. This is

true not for the world‘s financial elite, war profiteers, mili-

tary brass and heads of state officially welcomed there in

May, but for those who come to Chicago from the all over

the continent and around the globe to visit or to make their

lives there without the criminal intent of NATO and the G8.

In May, especially, Chicago will be a global crossroads for

the thousands of good people who will gather in the city to

lend a hand and take to the streets for justice and peace.

Chicago in May is also a crossroads in that it is a critical place

and time for us all to take stock of where we have been and

where we are going. We are at a crossroads: do we continue

on the road of war and economic exploitation of the planet

that NATO and the G8 are committed to, or do we aban-

don that road and turn a corner toward economic justice

and a world at peace. We are at a crossroads and our

choices are stark: global domination and the economic and

ecological devastation that it makes inevitable or global

community.

With this in mind, Voices for Creative Nonviolence decided

to call our efforts leading up to the NATO and G8 summit,

―At A Global Crossroads: Turn Against War.‖ We are start-

ing the ground work for a walk starting on May 1 from

Madison, Wisconsin, to arrive in Chicago in time for the

summit on May 19. Please come to Chicago and join us at

this crucial crossroads…

Brian Terrell is a former mayor of Maloy, Iowa.

23

THE PEACE CHRONICLE WINTER 2012

5th International Conference on Conflict Resolution Education

―Developing Global Citizens in Schools‖

March 14-19, 2012

Cleveland, OH

WEBSITE: http://www.creducation.org/cre/global_cre/

about_global_network/5th_intl_cre_summit_2012/

Student Peace Conference

―Engaging Peace‖

March 23-24, 2012

Arcadia University, Glenside, PA

WEBSITE: http://www.arcadia.edu/engagingpeace/

Society for Applied Anthropology — Conference

―Bays, Boundaries, and Borders‖

March 27-31, 2012

Baltimore, MD

WEBSITE: www.sfaa.net/sfaa2012.html

Student Peace Conference

―Strategies of Peace: Transforming Conflict in the Modern

World‖

March 30-31, 2012

University of Notre Dame, Notre Dame, IN

WEBSITE: http://kroc.nd.edu/undergraduateprogram/annual-

student-peace-conference

International Undergraduate Research Conference

―Dealing With Difference‖

April 19-20, 2012

James Madison University, Harrisonburg, VA

WEBSITE: http://www.jmu.edu/commstudies/conflictanalysis/

conference.shtml

International Conference

―Indigenous Conflict Resolution Strategies‖

April 20-21, 2012

Kennesaw State University, Atlanta, GA

WEBSITE: http://www.kennesaw.edu/conflict/Indigenous.html

Canadian Peace Research Association Conference

―Crossroads: Scholarship in an Uncertain World‖

May 26-June 2, 2012

Wilfrid Laurier University, Waterloo, Ontario, Canada

WEBSITE: www.congress2012.ca

PsySR‘s 30th Anniversary Conference

―Psychology and the Occupy Movement‖

July 12-14, 2012

Washington, DC

WEBSITE: http://www.psysr.org/conference2012

Student Research Symposium

―Cultivating Peace: A Symposium for Violence Prevention‖

Fall 2012

Virginia Tech University, Blacksburg, VA

WEBSITE: http://www.cpsvp.vt.edu/2012symposium.html

Peace and Justice Studies Association: Conference

―Anticipating Climate Disruption: Sustaining Justice, Greening Peace‖

October 4-6, 2012

Tufts University, Medford, MA

WEBSITE: http://www.peacejusticestudies.org/conference

International Peace Research Association (IPRA) Conference

November 24-28, 2012 (Japan)

WEBSITE: http://ipra-peace.com/Japan2012.html

Events Calendar

BRANDEIS UNIVERSITY

THE HELLER SCHOOL

For Social Policy and Management

“Wage peace as powerfully

as war is waged in the 21st century.”

The Heller School‘s community draws from the

fields of international politics, human rights,

ethnic conflict, culture, civil society movements,

race relations, dialogue and mediation processes,

and students from over 55 countries.

Offering graduate degrees in:

Coexistence and Conflict

Sustainable International Development

heller.brandeis.edu

Waltham, MA

Peace and Justice Studies Association Prescott College

220 Grove Ave. Prescott, AZ 86301

PEACE & JUSTICE STUDIES ASSOCIATION Our Educational Partnerships

In 2005, BCA entered into a partnership with PJSA to promote peace and justice through education, research and action and to engage students, faculty, and college and university staff members in international programs focused on peace, justice and other issues of mutual concern. Through this partnership, PJSA Institutional members' students and PJSA student members will receive special consideration for BCA’s distinctive educational programs all over the world. BCA will waive application fees for peace studies students from PJSA mem-ber institutions who want to attend BCA peace and justice studies programs abroad. For more information

about BCA or applying to a program, e-mail inquiry@BCAabroad.org or visit the BCA website at www.BCAabroad.org.

Since April 2005, PJSA and the Higher Education Consortium for Urban Affairs (HECUA) have been working together to provide opportunities for students to participate in academically rigorous, experiential learning programs focused on social justice and social change. Undergraduates enrolled at PJSA member institutions receive special benefits when they enroll in HECUA programs: a discount of $500 on the non-consortium fees for semester programs, and a discount of $150 on the non-consortium fees for short programs. PJSA members also receive annual mailings of HECUA materials, and

there is a PJSA liaison to the HECUA Board of Directors. Program sites include Bangladesh, Ecuador, Northern Ireland, Scandinavia, and the southern U.S. Complete program materials can be found at www.hecua.org.

In November 2008, PJSA partnered with the Center for Global Education (CGE) at Augsburg College to add another scholas-

tic membership benefit. This new partnership will offer discounts to individual members and member in-

stitutions alike, including $500 off fees for undergraduate students going on the Center’s Mexico or Cen-

tral America semester programs, or $100 off fees for faculty, staff, or students going on the Center’s inter-

national travel seminars or professional development programs. Since 1979, the CGE has been a pioneer

in peace and justice studies abroad, and working towards a just and sustainable world has been central to

their mission. Program details can be found online at www.CenterForGlobalEducation.org.

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