tag:blogger.com,1999:blog-83480335396911285922024-03-05T21:37:08.678-05:00Teach for PeacePrincipled, practical policy analysis from a peace educator and professor of conflict resolutionCheryl Duckworthhttp://www.blogger.com/profile/02090928030290131777noreply@blogger.comBlogger85125tag:blogger.com,1999:blog-8348033539691128592.post-42004185708296986172019-05-22T20:20:00.000-04:002019-05-22T20:20:15.294-04:00Towards Human Security for Our Public Schools <div class="MsoNormal" style="font-family: Calibri, sans-serif; line-height: 32px; margin: 0in 0in 0.0001pt; text-indent: 0.5in;">
<span style="font-family: "Times New Roman", serif;">A traditional approach to school security is failing. Security is a basic human need that we all relate to viscerally. I personally recall the day, twenty years ago now, when as a long-term substitute teacher in Fairfax, VA, the massacre at Columbine occurred. When I walked into my classroom that day, it felt like walking into a coffin. My class was half its usual size; many students and parents were afraid to even come. For the students who were there, the shooting was all they could talk about. This cloud has hung over my teaching career, in middle and high school, and now at university. <o:p></o:p></span></div>
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<span style="font-family: "Times New Roman", serif;">Today, hundreds of buried young bodies later, I wish that we as a country had ended our deadly denial then. We did not, so schools face intense security challenges and many resemble prison architecture, with metal detectors and only one viable entrance. For decades the lack of safety has interfered especially with the ability of minority students to regularly attend school. Common sense regulation of guns, especially weapons of war that do not have a place in civilian life, is of course paramount. But I’d like here to explore a broader question: what would a human security approach to schools look like? Now is the time to ask this question, as schools throughout Florida and the nation grapple with new policy mandates and organized demands for safer schools. Indeed, a generation raised on active shooter drills is on the march to save their own lives, and one another’s. <o:p></o:p></span></div>
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<span style="font-family: "Times New Roman", serif;">As we wrestle with this question, some counties are headed in the wrong direction, such as through arming teachers, which represents a classic traditional approach to thinking about security that has been failing us since I began my teaching career. Instead, we need a new approach often called by peace educators “human security”—defined as an approach that believes the best way to have security is to build community. <o:p></o:p></span></div>
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<span style="font-family: "Times New Roman", serif;">Human security expands our traditional ideas about security beyond policing, surveillance and making buildings harder targets. Human security is more comprehensive, attuned to the needs of the human beings that make up an institution, rather than just the institution or building itself. As a concept originally from international relations, it argued that we needed to pay as much attention to the security of civilians in a war zone as we were paying to the security of the capital or the government. Human security would obviously be concerned with larger-scale, shocking school massacres. Yet it would refuse to overlook the smaller scale, more marginalized kinds of everyday violence experienced by young people in lower-income districts. <o:p></o:p></span></div>
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<span style="font-family: "Times New Roman", serif;">As a more comprehensive approach focused on meeting human needs, the framework of human security understands that insecurity can come from horrific shootings—and insecurity can also come from those who are supposed to protect us! As the #BlackLivesMatter movement continues, black and other minority students have shared social media video of school resource officers (SRO) assaulting them. In the midst of America’s struggle for public gun safety, schools are facing new pressure and sometimes state mandates to hire more SROs (as is the case where I live FL). A human security approach to this conversation will bring as much focus to bear on accountability for security officers as on working to prevent the next attack before it occurs. Human security values prevention, not reaction. Human security is egalitarian, not authoritarian. <o:p></o:p></span></div>
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<span style="font-family: "Times New Roman", serif;">Restorative Justice (RJ), an approach gaining more and more momentum in school districts across the US, would be an essential part of a human security approach for schools. RJ honors the victim of a crime by putting her needs first (not the needs of the school administration or the government). Making the victim whole (if possible) and trying to bring the perpetrator back into the community as a valued and productive member is the intention. RJ uses tools such as mediation and dialogue to achieve its challenging goals. <o:p></o:p></span></div>
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<span style="font-family: "Times New Roman", serif;">More holistic in its approach than traditional thinking about security, a human security approach to schools would also recognize the numerous security concerns of faculty, staff and students outside of the school building. For years educators have discussed “wrap around services” for students facing health concerns, abuse, homelessness, hunger or other threats. I would describe progress as real but spotty. The resources have been dwindling, rather than growing, to address needs as conservative state and local governments continue to cut essential services. <o:p></o:p></span></div>
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<span style="font-family: "Times New Roman", serif;">This reminds us that any conversation about security is inescapably political, as it involves making choices about where public resources go, and who is defined as a victim versus who is considered a threat. Are minority students more safe, or less safe, with more armed security in a school? Will young women be safe in the custody of older men? How does a securitized environment impact a student’s ability to learn? How does it shape their views of what it means to be a citizen? We already know that fear impedes brain development and information processing. So does hunger, chronic illness or homelessness. From a human security perspective, these are all security matters. This means that if we truly want to secure <i>students and teachers, </i>and not just school buildings, we need to be addressing “school” security from the community inward, not from the school building out. <o:p></o:p></span></div>
Cheryl Duckworthhttp://www.blogger.com/profile/02090928030290131777noreply@blogger.com0tag:blogger.com,1999:blog-8348033539691128592.post-11526819298506633882017-06-02T14:43:00.001-04:002017-06-02T14:43:25.014-04:00 Six Mistakes We Keep Making When We Oppose Bullying and Violence in School<!--[if gte mso 9]><xml>
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<!--[if !supportLists]-->1.<span style="font-family: "times new roman"; font-size: 7pt; line-height: normal;">
</span><!--[endif]--><b>We still
blame the victim</b>, <b>disliking the
victim for their “weakness” or difference</b>.
What this really means, of course, is that we dislike our own weaknesses. The victim reminds us of our own
vulnerabilities. It also means that we
too often internally, maybe unconsciously, look to strongmen (bullies in
government in other words) to hide behind and keep us safe. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoListParagraph" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]-->2.<span style="font-family: "times new roman"; font-size: 7pt; line-height: normal;">
</span><!--[endif]--><b>We treat
bullying like it’s a simple, interpersonal problem.</b> This fails to see the connection between
what we call “bullying” (which calls to mind funny Bart Simpson images) and
what I call narrative violence—the larger historical, socio-political and
cultural narratives that link larger historical forces to everyday life. These narratives describe the worth and
qualities of particular social groups—Muslims, girls, Jews, black people,
immigrants, low income kids, overweight kids, kids with special medical or
other needs. The cultural stories we tell
about them are often the justification bullies turn to for picking their
victim; they often know who will not be
able to fight back. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoListParagraph" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><b>3.<span style="font-family: "times new roman"; font-size: 7pt; font-weight: normal; line-height: normal;"> </span></b><!--[endif]--><b>We still have “both sides” disease. </b>This clip below shows just what I
mean. The young <a href="https://www.youtube.com/watch?v=lyrv1rNWg0o">man in this clip</a>
(credit: Independent Lens’ “The Bully”),
Cole, is clearly the victim in the scenario.
This is unequivocal; the local
police have had to become involved. Yet
the Asst. Principal revicitimizes the younger student by insisting that he
forgive and make friends with his bully, without any acknowledgement of the
harm done or any acknowledgement of a need for safety. She equates Cole’s refusal to shake hands
with the bully’s threats to injure and kill.
She demonstrates no awareness of the power dynamics at play or the false
equivalence of her argument. <b><o:p></o:p></b></div>
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<br /></div>
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A schoolroom argument is just an argument—bullying by
nature involves an imbalance of power. Instead
of using her adult and institutional power to stop the abuse, she acts to
protect herself and avoid controversy by arguing that “both sides” were equally
wrong. But aren’t there two sides to
every story? Certainly, but that doesn’t
preclude the clear guilt of one party in the specific cases of bullying. It is obviously, for example, never ok for a
teacher to call a Muslim student a <a href="http://www.miamiherald.com/news/local/community/broward/article15046943.html">“rag
head Taliban” as happened in Florida</a>, or for groups of students to chant <a href="http://abcnews.go.com/US/students-chant-build-wall-middle-school-cafeteria-day/story?id=43451771">“build
that wall”</a> at immigrant students. Effective
responses to bullying must be aware of power dynamics and insist on a safe
environment for the victim before attempting reconciliation. Otherwise, justice is not served and
“both-sides disease” prevails. <b><o:p></o:p></b></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoListParagraph" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><b>4.<span style="font-family: "times new roman"; font-size: 7pt; font-weight: normal; line-height: normal;"> </span></b><!--[endif]--><b>We don’t listen to young people. </b>They tell us time and time again that the
problem is much larger and more common than we acknowledge (<a href="https://www.academia.edu/1784999/What_Do_Students_Learn_When_We_Teach_Peace">see
Duckworth, Williams and Allen 2012</a>)—perhaps because this implicates us, we
struggle to hear them. For many complicated
reasons, we don’t listen. We have our
own fears and vulnerabilities as adults, and the path of least resistance
sparkles like the ocean. <b><o:p></o:p></b></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoListParagraph" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><b>5.<span style="font-family: "times new roman"; font-size: 7pt; font-weight: normal; line-height: normal;"> </span></b><!--[endif]--><b>We divorce lessons on school violence and
anti-bullying from the “real” curriculum.
</b>While we must work to create a culture of peace throughout a
school, also important is ensuring that
dynamics of conflict, root causes of violence and principles of peace building
are all explicit in our curriculum. An
interdisciplinary, experiential curriculum lends itself to this. <b><o:p></o:p></b></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoListParagraph" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><b>6.<span style="font-family: "times new roman"; font-size: 7pt; font-weight: normal; line-height: normal;"> </span></b><!--[endif]--><b>We respect bullies.</b> We defer to them. We promote them. In
fact, we elect them. <b><o:p></o:p></b></div>
<div class="MsoNormal">
<br /></div>
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<!--[if !supportLists]--><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">1 </span></div>
Cheryl Duckworthhttp://www.blogger.com/profile/02090928030290131777noreply@blogger.com1tag:blogger.com,1999:blog-8348033539691128592.post-4657277282419238482017-04-20T15:09:00.000-04:002017-04-20T15:09:42.302-04:00How is a student like…and not like..a customer? <div class="MsoNormal">
<o:p> </o:p>Much is written currently about the changes and challenges
of higher education. Concerns seem to
center around either perceived old dinosaurs clinging to their brick and
mortar, small classrooms and priorities for the university centered on research
passions, community service, and personal relationships with students. Reformers, and even market disrupters, as
they style themselves, focus on technology, cost cutting, privatization and job
placement; they often reduce the
relationship between a professor and student to that of a service-provider and
customer. This binary distorts some
nuances, as they all do, but sets the stage.
Given that so much of the institutional conflict on campuses these days
stems from this divergence in worldview, it’s worth asking: how is a student like…and not like…a
customer? </div>
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<o:p></o:p></div>
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A student is like a customer in that she is paying for a
particular service to be provided, and often going into dangerous amounts of
debt to do so, especially in the case of for-profit colleges (though rising
costs are not limited to for-profits).
She deserves readily returned phone calls and emails, thoughtful
feedback on work, clear standards set and readings and assignments that are up
to date and which speak to course objectives.
Especially at the graduate level, which I teach, he deserves mentoring,
experiential learning opportunities, opportunities to network and for
professional exposure and development. <o:p></o:p></div>
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Yet the similarities between a student and a customer end
there, revealing the limitations of this analogy that regrettably seems to
drive the direction of change in higher education today. In debating what sort of changes are best, we
often fail to remember that our choice doesn’t have to be between the status
quo and market-driven reforms; other reforms
are possible and needed.<o:p></o:p></div>
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So then, while the comparison of a student to a customer has
some utility, what does this analogy miss?
How is a student not like a customer?
The most key point here is that learning is a process, not a
product. The process of learning may
well (and should) continue long after the “product” of a class or a degree is
delivered. In addition, with the
consumer/business owner relationship, the consumer rarely co-constructs the end
product, let alone the process involved in delivery. Even with engaged-consumer models in which
businesses try to involve consumers in marketing or advertising via social
media, this cannot be compared with the co-construction of learning in which
students may co-create educational goals along with faculty, produce knowledge
in partnership with them and meaningfully self-assess. This is especially, though one hopes not
exclusively, true of adult learners. <o:p></o:p></div>
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Secondly, the purpose of one’s relationship with a customer,
it is fair to say, is to make a profit.
Of course any institution of higher education needs to be financially
healthy, but unless you are a for-profit university (many of which are now
currently under federal investigation), the relationship between a professor
and student ought not to be motivated by money, but rather out of a desire to
mentor and support the student.
Professors and students alike are responsible for building classroom
community. While the financial pressure
universities are under in the current economy has been observed countless
times, most faculty would object rather passionately to compromising
educational goals, and the student experience, for financial purposes. By contrast, profit is of course the reason
businesses exist. <o:p></o:p></div>
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<br /></div>
<div class="MsoNormal">
Moreover, students, unlike customers, are simply not always
right. (The same could be said of
faculty.) Perhaps Starbucks did not
mistake my order; they are likely to replace my drink regardless if I’m unhappy
with it. The same of course cannot be
said of all students, some of whom are at times unhappy with a grade, the
volume of reading or a challenging and uncomfortable discussion. <o:p></o:p></div>
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Consider the sanctions of a <a href="http://www.slate.com/articles/life/counter_narrative/2013/12/minneapolis_professor_shannon_gibney_reprimanded_for_talking_about_racism.html">professor
in MN</a> who was teaching about structural racism and was reported to the
administration by three of her white, male students. This is where I see the difference between a
student and a customer most starkly. Many students welcome uncomfortable and
controversial dialogues and experiences that take them out of their comfort
zone; others, perhaps especially those
most socially privileged, do not. Yet facilitating
such dialogues and designing such experiences remains an essential task of
effective faculty—especially when one teaches conflict resolution as I do. <o:p></o:p></div>
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<br /></div>
<div class="MsoNormal">
The task of maintaining a meaningful research agenda
highlights another area of higher education where an exclusively business model
or culture fails us. Conducting research
demands intellectual freedom and autonomy, whereas employees in a corporation
are simply expected to complete their task as asked. Any given faculty member can share an example
of censorship, or attempted censorship, reinforcing the need for a commitment
to academic freedom. Most recently, I
can recall a meeting a new colleague at the International Studies Association
2015 conference who told me her environmental science colleagues at her
Oklahoma university were under a gag order from the Dean as pertains to
research which drew connections between fracking and the rise in earthquakes in
the Midwestern U.S. My own area of
research, peace and conflict resolution, is by nature controversial and
emotional, and sometimes unavoidably political, making this distinction between
the mission of a business and the mission of a university important to my
research personally. <o:p></o:p></div>
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<div class="MsoNormal">
This brings me to a
final aspect where students differ considerably from customers: the job of education is not merely to provide
workers and employees for the economy, though that is one critical
contribution. It is also to, along with
families and other social institutions, shape citizens for a healthy and free
democracy. These two goals are not, as I
view it, inherently in conflict, but can become so when higher education
policies lose sight of the latter to pursue the former. To
maximize learning and professional benefits for students, ultimately we must
understand them perhaps as customers in a limited sense, but indeed as much
more than that. <o:p></o:p></div>
<br />
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Cheryl Duckworthhttp://www.blogger.com/profile/02090928030290131777noreply@blogger.com2tag:blogger.com,1999:blog-8348033539691128592.post-6010587123872833852015-05-11T20:11:00.000-04:002015-05-11T20:11:12.796-04:00On the American Epistemology of the Gutcheck<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj6GjHLLfipgww-HSa-XA1MPxzvnNQ7f_RSOEQxAez70l6PLkuqpokcrIg6x7efR36fxF_Q8iF_Z0pZZLeNX018N2vGnhktJyk7EZdlaC5uJ2pbIY9yEvM5pxQHPZpYiIjheHRwwtqRkJo/s1600/Colbert1stCheckGut1.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="150" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj6GjHLLfipgww-HSa-XA1MPxzvnNQ7f_RSOEQxAez70l6PLkuqpokcrIg6x7efR36fxF_Q8iF_Z0pZZLeNX018N2vGnhktJyk7EZdlaC5uJ2pbIY9yEvM5pxQHPZpYiIjheHRwwtqRkJo/s200/Colbert1stCheckGut1.jpg" width="200" /></a></div>
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<span style="font-size: xx-small;">Image credit: http://wikiality.wikia.com/Gut?file=Colbert1stCheckGut1.jpg</span></div>
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Epistemology is one of those cornerstone terms that worries grad students and obsesses their faculty members such as yours truly. It’s your theory of knowledge—the unconscious tests you do mentally to figure whether some theory or fact is in fact true. Can it be trusted? Acted upon? Think of it like a filter, shaped by our culture, history and education. If a river is all of the stimuli and information we receive and interpret minute by minute in our daily lives, epistemology is the kayak we forget we’re in. Or the prescription glasses we forget we’re wearing. <br />
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Everything we see, think, hear and do, each practical, personal or policy choice we make, has gone through this filter—whether we’ve realized it or not. Hence the obsession with epistemology on the part of devoted faculty members worldwide—we don’t just want our students to think about X subject, we want them to think about thinking. How do we go about assessing what we accept as true and what we reject as false, or if not false exactly, opinion that doesn’t merit being the basis of research, policy or life choices. <br />
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Epistemology. <br />
<br />
This is why I’m so concerned with what would appear to be the American epistemology of the Gutcheck. Colbert mocked it, but <a href="http://politicalticker.blogs.cnn.com/category/cnns-gut-check/">CNN</a> didn’t appear to get the joke, presenting the Gutcheck as an actual thing, a reliable means of determining what is or is not true. A disturbing amount of journalists and political elites seem to be on board with this perhaps uniquely American epistemology. Your gut is all you need. There isn’t a need for a deep sense of history, data or empiricism. There’s recently been a ‘gut check’ for about everything from <a href="http://www.thetakeaway.org/story/the-cia-torture-report-gut-check-for-democracy/">torture</a> to <a href="http://www.washingtonpost.com/wp-dyn/content/article/2009/07/28/AR2009072800390.html">climate change</a>. GWB was criticized for relying on a gut check to run much of his foreign policy but the prior examples suggest that this is not simply a conservative thing. There is something masculinist and simplistic to such an epistemology, of course, and it’s easy to conclude that Gutcheck’s popularity is partly a response to a violent and chaotic post-9/11 world. That’s surely a factor, but this epistemology—the epistemology of individualism and self-reliance, in somewhat more charitable terms, has always been part of Americana, with roots back to Emerson and Twain. At its best it can arguably encourage independence of mind and a willingness to hold unpopular opinions, healthy tendencies for a democracy. But at its worst the Epistemology of the Gutcheck is dangerous—reductive, macho, anti-scientific and ahistorical—leaving us without any solid ground on which to base votes, public policy choices or anything else. Followed to its (ill)logical conclusion, it becomes okay to have not just your own opinions, but your own facts. And that’s where real social unraveling begins. <br />
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<br />Cheryl Duckworthhttp://www.blogger.com/profile/02090928030290131777noreply@blogger.com2tag:blogger.com,1999:blog-8348033539691128592.post-83207631644361237352015-01-09T10:29:00.000-05:002015-01-09T10:31:13.780-05:00Dialogue, satire and the attack on Charlie Hebdo<div class="MsoNormal">
<span style="font-family: 'Times New Roman'; font-size: 12pt; line-height: 115%;">As I watched the recent attack on the Charlie Hebdo
publication in horror with everyone else, the role of deep historical memory,
even historical trauma, was clear at a number of levels.</span><span style="font-family: 'Times New Roman'; font-size: 12pt; line-height: 115%;"> </span><span style="font-family: 'Times New Roman'; font-size: 12pt; line-height: 115%;">The details of this specific attack are still
unfolding, and in fact at least as I write, the attackers remain at large in an
unfolding hostage situation.</span><span style="font-family: 'Times New Roman'; font-size: 12pt; line-height: 115%;"> </span><span style="font-family: 'Times New Roman'; font-size: 12pt; line-height: 115%;">But the
outlines of the context raise some questions, as well as possibilities for
clarity and progress.</span><span style="font-family: 'Times New Roman'; font-size: 12pt; line-height: 115%;"> </span></div>
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<span style="font-family: "Times New Roman"; font-size: 12.0pt; line-height: 115%;"><a href="http://www.juancole.com/2015/01/terrorist-radicalized-torture.html">Juan
Cole</a> does a powerful job of discussing some more recent history which may
have, he argues, radicalized the attackers, such as the invasion of Iraq and
related torture at Abu Ghraib.<span style="mso-spacerun: yes;"> </span>As we
think about radicalization, identity and history, though, I’m also led to ask
two other questions.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman"; font-size: 12.0pt; line-height: 115%;"><br /></span></div>
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<span style="font-family: "Times New Roman"; font-size: 12.0pt; line-height: 115%;">Given that we know schools, like the media, faith
institutions and families, are a key institution of “identity making”, I first
wonder what the schooling of the two suspects was like.<span style="mso-spacerun: yes;"> </span>The <a href="http://www.nytimes.com/2015/01/08/world/two-brothers-suspected-in-killings-were-known-to-french-intelligence-services.html?hp&action=click&pgtype=Homepage&module=b-lede-package-region&region=top-news&WT.nav=top-news">NYT
reported</a> that at least one of them had dropped out of school, and no doubt
consequently were poor and unemployed.<span style="mso-spacerun: yes;">
</span>What were their classrooms like? Did schools reach out to include
them?<span style="mso-spacerun: yes;"> </span>Did teachers have the skill and
autonomy they need to meet the needs of such students?<span style="mso-spacerun: yes;"> </span>Were they allowed to express their identity
or told not to? Was their own history or identity taught at all? Recognized and
respected?<span style="mso-spacerun: yes;"> </span>No school, teacher or
curriculum obviously are to blame for their bloody crimes, but if we are to
understand the systems of which we are all a part, these are questions worth
asking.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
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<span style="font-family: "Times New Roman"; font-size: 12.0pt; line-height: 115%;">Second, a reflection on dialogue and satire.<span style="mso-spacerun: yes;"> </span>Dialogue is probably the most common tool
practiced by peace educators and peace builders.<span style="mso-spacerun: yes;"> </span>As distinct from debate, dialogue has as a
goal improved relationships and understanding between participants. Debate is
focused on “winning” an argument, a criteria which cannot help but be
subjective (which I must admit despite my love for a good debate).<span style="mso-spacerun: yes;"> </span>This is why so many debates end with both
parties feeling they’ve won.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
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<span style="font-family: "Times New Roman"; font-size: 12.0pt; line-height: 115%;">What is the role of satire, such as that published by
Charlie Hebdo, in debate and dialogue? Is there something in the nature of
satire’s lampooning and mockery that shut dialogue, and perhaps debate,
down?<span style="mso-spacerun: yes;"> </span>Or alternatively, does satire
indeed provoke debates that we’d otherwise be afraid to have?<span style="mso-spacerun: yes;"> </span>Voltaire and Mark Twain are among my favorite
thinkers, and Colbert my favorite comic, so forcing myself to consider
alternative views that question satire here is difficult.<span style="mso-spacerun: yes;"> </span>Does it indeed mock that which demands
mocking as a form of a check on power?<span style="mso-spacerun: yes;"> </span>In
which case…does anyone need to mock the mockers?<span style="mso-spacerun: yes;"> </span>My concern about those (Bill Maher comes to
mind) who set themselves up as satirists is that too often they don’t actually
need to marshal a logical chain of argument.<span style="mso-spacerun: yes;">
</span>They simply need to caricature.<span style="mso-spacerun: yes;">
</span>It would be wrong to say satire doesn’t involve an intellectual
argument; no fan of Twain could claim so.<span style="mso-spacerun: yes;"> </span></span></div>
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<span style="font-family: "Times New Roman"; font-size: 12.0pt; line-height: 115%;">Yet the dialogue facilitator in me, the peace builder and student of
Elise Boulding and Ghandi, knows that making peace with an enemy, and
acknowledging their humanity, is the harder but more sustainable path.<span style="mso-spacerun: yes;"> </span>For this, reform of inequitable global
systems, a legacy of the historical trauma of colonialism, is a must.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
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<div class="MsoNormal">
<span style="font-family: "Times New Roman"; font-size: 12.0pt; line-height: 115%;">Avowed academic and supporter of academic freedom that I am,
I can only “come down” on the side (why must there always be “sides? Isn’t that
itself simplistic?)<span style="mso-spacerun: yes;"> </span>of
#jesuischarlie.<span style="mso-spacerun: yes;"> </span>After all, free speech
is necessary for the dialogue I call for above and the murdered journalists
fought for it bravely.<span style="mso-spacerun: yes;"> </span>Yet satire, if it
is to be useful, must target power.<span style="mso-spacerun: yes;"> </span>I
look forward to increased publication in mainstream Western media of lampooning
of such realities as xenophobia, Islamophobia, and white, male and Western
privilege.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
Cheryl Duckworthhttp://www.blogger.com/profile/02090928030290131777noreply@blogger.com0tag:blogger.com,1999:blog-8348033539691128592.post-42457574546593972812014-08-12T20:41:00.002-04:002014-08-12T20:41:36.380-04:00Oral histories, peace education and teaching 9/11<div class="MsoNormal">
<span style="font-family: Times New Roman;">Based on the research I've been gathering for the past year, <a href="http://www.amazon.com/Collective-Memory-Classrooms-Routledge-Education/dp/0415742013/ref=sr_1_1?ie=UTF8&qid=1407890433&sr=8-1&keywords=teaching+terror+9%2F11">presented in my new book</a>, oral history
emerged as the most prominent and popular, as well as arguably the most
effective, way teachers engaged their students in learning about 9/11.</span><span style="font-family: 'Times New Roman';"> </span><span style="font-family: Times New Roman;">Several aspects made this a good fit for
teachers wanting to engage their students beyond surface, inadequate or in fact
nonexistent explanations of the events of 9/11 in most textbooks.</span><span style="font-family: 'Times New Roman';"> </span><span style="font-family: Times New Roman;"><o:p></o:p></span></div>
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<span style="font-family: "Times New Roman";">First oral
histories are a strong fit for the goals of peace education in general.<span style="mso-spacerun: yes;"> </span>As I note in my new book, the use of oral
histories helps students imagine themselves as participants and agents in the
unfolding drama of history, not just readers or students.<span style="mso-spacerun: yes;"> </span>From the stand point of a peace educator’s
commitment towards social justice, this is key.<span style="mso-spacerun: yes;">
</span>Otherwise students are less able to imagine themselves as powerful
actors capable of bringing about change.<span style="mso-spacerun: yes;">
</span>Too often students understand history as something they are removed from
that is either irrelevant to today or which they don’t really have access
to.<span style="mso-spacerun: yes;"> </span>Howard Zinn seminally warned against
this elite top-down approach to history, calling attention to the dangers of
such an approach for the health of a democracy.<span style="mso-spacerun: yes;">
</span><o:p></o:p></span></div>
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<br /></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman";">Oral history is
a much more engaging approach for students than the average history textbook as
well.<span style="mso-spacerun: yes;"> </span>By asking students to gather oral
histories of 9/11 from parents, other relatives or neighbors, students
connected with the obviously painful emotional content of the material.<span style="mso-spacerun: yes;"> </span>Oral histories thus allowed students to view
history something as directly relevant to themselves, addressing a constant
concern of history teachers.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
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<span style="font-family: "Times New Roman";">Pragmatically
speaking, oral histories also meet state and local curriculum requirements for
writing, research, critical thinking and oral presentation. In an era (at least
in the US) of standardization and “objective” testing, teachers are typically
required to demonstrate a direct connection between what they do and a particular
state objective.<span style="mso-spacerun: yes;"> </span>9/11 is not “on the
test” in many cases so teachers wishing to address it must be creative and
sometimes even subversive when addressing it, especially if doing so in a
perceived non-orthodox manner.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
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<br /></div>
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<span style="font-family: "Times New Roman";">Oral histories
also helped address some challenges specifically regarding teaching 9/11,
according to my qualitative data.<span style="mso-spacerun: yes;">
</span>Because the 9/11 era remains such a controversial and politicized topic,
teachers needed way to allow students to access multiple historical views and
narratives of what occurred.<span style="mso-spacerun: yes;"> </span>Oral
histories provided for this multi-vocality as students were bound to encounter
a variety of views in their interviews.<span style="mso-spacerun: yes;"> </span></span></div>
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<span style="font-family: "Times New Roman";"><br /></span></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman";">Oral history in the classroom can also be thought of as a collective
methodology.<span style="mso-spacerun: yes;"> </span>Students learned in
community with the family members or others that they interviewed.<span style="mso-spacerun: yes;"> </span>They also strengthened/built community in the
classroom as most teachers using this lesson asked students to present what
they had found in their interviews.<span style="mso-spacerun: yes;"> </span>Oral
history also helped students understand the gravity and emotional power of
9/11, its massive significance to US history, since it allows students to
access primary sources (i.e. the people they are interviewing).<span style="mso-spacerun: yes;"> </span>Hearing the memories of the terror and shock
of that day directly from people who experienced it in the course of gathering
oral histories also allowed students to access what educators call the
“affective domain”, that is, the realm of emotion rather than mere
intellect.<span style="mso-spacerun: yes;"> </span>This is a much more powerful
and long-lasting type of knowledge.<span style="mso-spacerun: yes;"> </span>For
these reasons, asking students to gather oral histories regarding the
experiences of older friends and family on 9/11/2001 proved to be one of the
most popular lessons by those few teachers who did decide to implement a full
lesson or unit on the 9/11 era.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
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Cheryl Duckworthhttp://www.blogger.com/profile/02090928030290131777noreply@blogger.com0tag:blogger.com,1999:blog-8348033539691128592.post-68501039264290937752014-07-03T16:23:00.000-04:002014-07-03T16:23:56.835-04:00Dangerous Memories and Teaching 9/11<br />
<div style="line-height: 200%; margin: 0in 0in 10pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 200%;">Author's note: the below is an excerpt from my forthcoming book, <em>Teaching Terror: 9/11 and Collective Memory in American Classrooms. </em>It will be available from Routledge early Aug. </span><br />
<br /><br />
<br /><br />
<span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 200%;">One other important
intersection between the literature on historical memory and the literature on
peace education is Zembylas’s concept of <i style="mso-bidi-font-style: normal;">critical
emotional praxis </i>(Zembylas 2008, Beckerman and Zembylas 2012).<span style="mso-spacerun: yes;"> </span>In his words, critical emotional praxis “creates
openings for different affective relations with others”.<span style="mso-spacerun: yes;"> </span>The point here “is to explore the conditions
under which trauma impacts educators’ and students’ lives, to destabilize and
denaturalize that regime of thought that perpetuates a conflicting ethos with
those who are deemed responsible for ‘our’ trauma, and to invent new practices
of relating to others”.<span style="mso-spacerun: yes;"> </span>For this to be
achieved, what he calls “dangerous memories” (2008, p 133-157) must be allowed
to come to the fore.<span style="mso-spacerun: yes;"> </span>Trauma obviously
creates pain and suffering, around which we as humans naturally desire to
create meaning. We also desire to restore physical, mental, emotional and even
I would argue <i style="mso-bidi-font-style: normal;">cultural</i> security.<span style="mso-spacerun: yes;"> </span>In seeking to achieve both of these goals, we
often harden the boundaries between “us” and “them”, them being of course the
groups we have identified as the perpetrators.<span style="mso-spacerun: yes;">
</span>For teachers, this means being aware of the spaces of inclusion and
exclusion in our classrooms.<span style="mso-spacerun: yes;"> </span>Trauma
narratives often privilege the narrative of those positioned as the victim, and
marginalize and silence those seen as the perpetrators.<span style="mso-spacerun: yes;"> </span></span></div>
<br />
<div style="line-height: 200%; margin: 0in 0in 10pt; text-indent: 0.5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 200%;">In
the case of the historical trauma of 9/11, dangerous memories might include
memories of Muslim students, immigrants, or other similarly marginalized
students in the wake of 9/11.<span style="mso-spacerun: yes;"> </span>The 1953
CIA coup in Tehran is another appropriate example, as are US military bases in
Saudi Arabia and the ongoing conflict between Israel and Palestine.<span style="mso-spacerun: yes;"> </span>Memories of FDNY firefighters who did not
have working radio equipment should not be censored.<span style="mso-spacerun: yes;"> </span>Stories of Afghan civilians struggling to
survive the Soviet invasion, the Taliban regime and the US invasion after 9/11
must be given air.<span style="mso-spacerun: yes;"> </span>Surfacing and
creating space in the classroom for such dangerous memories is essential for
students “to understand how trauma operates through affective connections and
articulates its differences from other places around the world” (Zembylas,
2008, p. 5).<span style="mso-spacerun: yes;"> </span>Such pedagogy “develops
capacities for critical emotional praxis” which can inspire and strengthen the
skills needed for peace building.<span style="mso-spacerun: yes;">
</span>Zembylas refers to this as the “pedagogy of dangerous memories”
(Zembylas with Beckerman, 2008, pg. 133-156).<span style="mso-spacerun: yes;">
</span>As we will see in Chs. 3-5, many classroom teachers find it difficult
enough simply to find time to address 9/11 at all, given the demands of state
centralized curriculum.<span style="mso-spacerun: yes;"> </span>Thus it is hard
to imagine critical emotional praxis or discussions around ‘dangerous memories’
taking place on any regular enough basis to disrupt harmful orthodox national
narratives about 9/11. <span style="mso-spacerun: yes;"> </span>Rather dramatic
changes in school structure and policy would be necessary.<span style="mso-spacerun: yes;"> </span>That said, as we will see more in Ch. 4,
there are teachers finding subversive and creative ways to at least complicate
the narrative of 9/11 somewhat and to humanize the Other.<span style="mso-spacerun: yes;"> </span></span></div>
<br />
<div style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;"> </span></div>
Cheryl Duckworthhttp://www.blogger.com/profile/02090928030290131777noreply@blogger.com1tag:blogger.com,1999:blog-8348033539691128592.post-65486281918281110422014-05-08T11:33:00.000-04:002014-05-08T11:33:12.164-04:005 Culturally Violent Cliches You Can Ditch Tomorrow
<span style="mso-spacerun: yes;">1. </span><u>“Boys
will be boys”.</u><span style="mso-spacerun: yes;"> </span>Much has been written
about this one, but times have not changed enough.<span style="mso-spacerun: yes;"> </span>Often deployed as a defense against poor male
behavior, what a shame that we still hear it as a defense against harassment
(as in the case of Schwarzenegger) or even alleged violent rape (as in the case
of former IMF head Strauss Kahn).<span style="mso-spacerun: yes;"> </span>So it
becomes clear how dangerous this one is for women.<span style="mso-spacerun: yes;"> </span>After all, if this is just the behavior
driven by biology, how can we expect any more?<span style="mso-spacerun: yes;">
</span>The result?<span style="mso-spacerun: yes;"> </span>Girls and women at
risk.<span style="mso-spacerun: yes;"> </span><br />
<span style="mso-spacerun: yes;"><br /></span><br />
Yet we also shouldn’t over look the damage this one does to men and boys (most of whom do in fact typically get through their day without raping or hitting someone). Call it, in the former President’s words, the soft bigotry of low expectations. Biology, as the classic feminist insight goes, is not destiny. It’s not destiny for women; it’s not destiny for men either. The problem is not that so many men commit these crimes, it’s that we have a culture of excuses and impunity for the ones who do (who of course go on to continue). <span style="font-family: Calibri;"><span style="mso-spacerun: yes;"><br /></span></span><br />
2. <u>“Men can’t change.”</u><span style="mso-spacerun: yes;"> </span>This one is obviously closely related to the
one above.<span style="mso-spacerun: yes;"> </span>I’ve heard it used by friends
(more women than men oddly) and associates to justify all sorts of
things—cheating, “date rape”, street harassment, not taking half the
responsibility for the housework.<span style="mso-spacerun: yes;"> </span>There
are of course plenty of problems with this.<span style="mso-spacerun: yes;">
</span>First, it burdens women with having to do all of the accommodation.<span style="mso-spacerun: yes;"> </span>In this respect it is a poorly disguised
argument for a male-centered culture and maintaining the status quo. <span style="mso-spacerun: yes;"> </span>Second, it condescends to men.<span style="mso-spacerun: yes;"> </span>If I were a man, I think I’d find it
incredibly offensive, in fact.<span style="mso-spacerun: yes;"> </span>To change
(learn, grow) is to be human.<span style="mso-spacerun: yes;"> </span>It’s as
essential as breathing as we go through the stages of our lives.<span style="mso-spacerun: yes;"> </span><br />
<span style="mso-spacerun: yes;"><br /></span><br />
<span style="mso-spacerun: yes;">3. </span><u>“Get a job.”</u><span style="mso-spacerun: yes;">
</span>The more heated the debates about the U.S.’s economic direction becomes,
and the longer the unemployment rate hangs around 6 or 7%, the more we’re going
to hear this one.<span style="mso-spacerun: yes;"> </span>Dig beneath this weed,
and you’ll find the roots of a cultural belief that those who are poor are so
because they have failed to be productive enough, smart enough, fast enough,
strong enough.<span style="mso-spacerun: yes;"> </span>Yet given unemployment
claims that rise, working poor with two or three jobs, foreclosures that have
occurred as a result of unemployment and calls for job (re)training, it’s clear
that the trouble isn’t that people don’t want to work.<span style="mso-spacerun: yes;"> </span>The trouble is systemic—a failure of both the
public and private sectors to create jobs, effectively regulate the financial
and housing sectors and to help students into job training programs.<span style="mso-spacerun: yes;"> </span><br />
<span style="mso-spacerun: yes;"><br /></span><br />
<span style="mso-spacerun: yes;"></span>4. <u>“Kids these days!”</u><span style="mso-spacerun: yes;"> </span>Here we have another argument, conservative
to its core, whose job is to maintain the status quo.<span style="mso-spacerun: yes;"> </span>It’s a social change and social movement
truism that youth are progressive.<span style="mso-spacerun: yes;">
</span>Whether it’s Sean Hannity fretting about Spring Break shenanigans, or
Susan Patton admonishing women to marry young (while you still have some
hope!), this culturally violent cliché works to prevent young people from
finding their voice and being agents of change.<br />
<br /><br />
5. <u> “Sticks and stones</u>” remains the oldest defense
of bullying in the book.<span style="mso-spacerun: yes;"> </span>It willfully
ignores the power of language to shape, not just describe, reality.<span style="mso-spacerun: yes;"> </span>It also defines the victim of the bullying as
weak and therefore possibly to blame, since this way of thinking often reasons
that weakness will invite being treated as a target.<span style="mso-spacerun: yes;"> </span>Notice how we misplace responsibility here.<span style="mso-spacerun: yes;"> </span>It’s not on the victim to “not be a victim”;
it’s on the bully not to be a bully any longer.<span style="mso-spacerun: yes;">
</span>The old “sticks and stones” illusion also overlooks the role of language
in dehumanizing, and legitimizing violence against, target groups.<span style="mso-spacerun: yes;"> </span><br />
<br /><br />
<div style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;"> </span></div>
<br /><br />
Cheryl Duckworthhttp://www.blogger.com/profile/02090928030290131777noreply@blogger.com1tag:blogger.com,1999:blog-8348033539691128592.post-81640402175499605152014-03-23T20:12:00.000-04:002014-03-23T20:12:51.196-04:00Fear of a Bully-free Nation? Do we live in fear of a bully free nation? <br />
<br />
I know this may sound odd. Surely we want fewer bullies? Surely we all, as parents, educators, counselors, ministers and so on, have been working on this for a long time? It goes without saying (doesn’t it?) that fewer bullies is a good thing.<br />
<br />
Yet when we think about the reality of backlash against peace education (called by some teaching tolerance or multicultural education), I have to ask: do we actually fear a bully free nation? It’s a big country of course and no observation about Americans will fit us all. But the more I listen to concerns expressed about what older white men especially seem to view as the “wussification” of America, the more I wonder. Note this is a bi-partisan concern. <a href="http://mediamatters.org/video/2014/01/12/foxs-hume-christie-seen-as-a-bully-because-hes/197548">Exhibit A</a> might be the following from Bret Humes, lamenting the feminization of America. <br />
<br />
Let’s call this next one <a href="http://www.phillymag.com/articles/ed-rendell-thinks-nation-wusses/">Exhibit B</a>—from former PA Gov. Ed Rendell. <br />
<br />
And <a href="http://www.politico.com/story/2014/03/sarah-palin-president-obama-vladimir-putin-104218.html">Exhibit C</a>, in which a former a Vice Presidential candidate chides the President for his “mom jeans”, a clear linking of feminine qualities to weakness and thus an inability to lead. <br />
<br />
For a more shocking and late-breaking example, here's a series of rightist commentators <a href="http://www.thedailyshow.com/watch/thu-march-6-2014/big-vladdy---semi-delusional-autocrats">praising Vladimir Putin's invasion and annexation of Crimea.</a> (You read that right.) Why would any American do something so unpatriotic? They want President Mom Jeans to be more of a man and be tough--as if the mere projection of an image of toughness is a substitute for geopolitical strategy.<br />
<br />
Without diving too deep into the weeds of critical feminist theory, we need to connect the dots here between the US hegemonic role in the world, with its implied responsibility for global security, and this evident fear of a bully free nation. This logic goes that a feminist or feminine culture cannot provide for security. Only masculine or even militarist values can do this. For a great read on this, you can’t do much better than Brock Utne’s “Feminist Perspectives on Peace and Security”. Susan Faludi’s recent <i>The Terror Dream</i> looks at these same ideas in the post 9-11 era.<br />
<br />
This way of thinking tends to define bullying as a natural part of childhood and complaints as just an inability to take a joke or stand up for one self. We just have to be tougher, the Humes and Palins lament. How will we defend ourselves if we're soft? What if we raise soft kids?<br />
<br />
As a peace educator, of course, I know this insistence that only militarist values can keep us secure could not be more mistaken. The best way to have security is to have community! <br />
<br />
That’s worth repeating. The best way to have security is to have community. So the sorts of relationship building, community development, international education, intercultural work, peer mediation and anti-bullying curriculum that we peace educators develop are essential to local but also national security. This is not a standard way of thinking about security, I acknowledge. But intractable problems need creativity and new solutions. We won’t have great answers until we are asking the right questions. To resolve the backlash on peace education, we must confront the fear of a bully-free nation. <br />
<div>
<br /></div>
Cheryl Duckworthhttp://www.blogger.com/profile/02090928030290131777noreply@blogger.com0tag:blogger.com,1999:blog-8348033539691128592.post-55198048767387579872014-02-25T16:34:00.000-05:002014-02-25T16:34:19.125-05:00Does it need to change their life? Towards a better understanding of “transformative” learning in field based courses<div align="center" class="MsoNormal" style="text-align: center;">
Does it need to
change their life? Towards a better understanding of “transformative” learning
in field based courses<o:p></o:p></div>
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I recently had the pleasure of being at a workshop at my
alma mater, George Mason. The
organizers brought together a group of us focused on field-based experiential
courses. I was asked to share about my
own leadership of my program’s field based peace building course to
Morocco. My colleagues there
significantly improved my thinking especially as regards to the idea of “being
transformed” by these courses, something we as faculty and students involved in
field-based courses often talk about. What
does it mean to be transformed? Is this
a reasonable expectation for a 10-16 week course, with perhaps 2-3 weeks in the
field? Is "transformation" necessary pedagogically for
such courses to be worthwhile learning and professional development? Why do we
assume they as students require “transforming”?
<o:p></o:p></div>
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<o:p> <table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhRkNst8VyErxtPXC2s3ih5anz7VmR0LNfhYrL3ClJoBlDIEwACHEsnJCr5iZ9P1k8F5jJ1n47XaPqEzeyV65stx3Bu_JyVvvwO4tbERXe9vJ12veC8arbkkVgFfDNeCnVun_vEFe7ZHJU/s1600/fes+walkway.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhRkNst8VyErxtPXC2s3ih5anz7VmR0LNfhYrL3ClJoBlDIEwACHEsnJCr5iZ9P1k8F5jJ1n47XaPqEzeyV65stx3Bu_JyVvvwO4tbERXe9vJ12veC8arbkkVgFfDNeCnVun_vEFe7ZHJU/s1600/fes+walkway.jpg" height="200" width="150" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Walkway in Fes Medina</td></tr>
</tbody></table>
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I was inspired to sharpen my own thinking on what it means
to “be transformed” by these sorts of courses.
Here are a few specifications. I
hope the field immersion component (FIC) in my field-based, experiential peace building
courses will cause the student to <o:p></o:p></div>
<div class="MsoListParagraphCxSpFirst" style="margin-left: .75in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]-->1.<span style="font-size: 7pt;">
</span><!--[endif]-->Think about the host country differently, especially
with respect to destabilizing simplistic, sometimes even neocolonialist
perceptions of the host country <o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: .75in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]-->2.<span style="font-size: 7pt;">
</span><!--[endif]-->Think differently about him or herself,
especially with respect to that classic unpacking of one’s privilege<o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: .75in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]-->3.<span style="font-size: 7pt;">
</span><!--[endif]-->Think differently about the field of peace
building, <o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.25in; mso-add-space: auto; mso-list: l0 level2 lfo1; text-indent: -.25in;">
<!--[if !supportLists]-->a.<span style="font-size: 7pt;">
</span><!--[endif]-->to have their view of the field broadened beyond
negotiation and mediation <o:p></o:p></div>
<div class="MsoListParagraphCxSpLast" style="margin-left: 1.25in; mso-add-space: auto; mso-list: l0 level2 lfo1; text-indent: -.25in;">
<!--[if !supportLists]-->b.<span style="font-size: 7pt;"> </span><span style="font-size: x-small;"> </span>to question much more rigorously and
deeply what ethical practice in the field really means.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<br />
<div class="MsoNormal">
Is this transformative?
Will it alter the course of a student’s life? There is scant data out there to say—but if a
field-based course of mine can accomplish the three learning goals above, I
will certainly call that a good day at (or nowhere near) the office. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
</div>
<br />
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjrpqW7Tq1rCoDdOif-Q88TvOv1XZ1I7pWnW291ZmxESNQ8qNFYN77ywxnr7NIYW7ZvOAMI7Iuque_j6KQc_d-Xk6BB4eQRRMd_M8-kAyz_OAktLlrIYao_krZYI9navLQuhfjJucG9X2w/s1600/Mosque+in+Fez.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjrpqW7Tq1rCoDdOif-Q88TvOv1XZ1I7pWnW291ZmxESNQ8qNFYN77ywxnr7NIYW7ZvOAMI7Iuque_j6KQc_d-Xk6BB4eQRRMd_M8-kAyz_OAktLlrIYao_krZYI9navLQuhfjJucG9X2w/s1600/Mosque+in+Fez.JPG" height="200" width="150" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Mosque in Fes</td></tr>
</tbody></table>
<div class="MsoNormal">
<br /></div>
Cheryl Duckworthhttp://www.blogger.com/profile/02090928030290131777noreply@blogger.com2tag:blogger.com,1999:blog-8348033539691128592.post-73746816151634783962013-09-11T06:00:00.000-04:002013-09-11T06:00:01.651-04:00How Teachers are Teaching about 9/11: 10 Essentials We Now KnowFor about the past year, my team and I have been surveying and interviewing US public middle and high-school teachers nationwide about their experiences teaching 9/11. How have they approached teaching today’s students about one of the most painful, important and arguably divisive events in US history? Here’s what they had to say. <br />
<br />
1. Most teachers (including history teachers) don’t see teaching about 9/11 as part of their curriculum. According to my survey 84% of teachers who don’t address it give this as their reasoning. <br />
<br />
2. When 9/11 is addressed in the classroom, this appears to be only on the anniversary of the attacks. 65% of teachers report addressing 9/11 once a year (on 9/11 itself). Only 10% report addressing 9/11 once a quarter, and 7% once a month. <br />
<br />
3. Teachers who have developed units on 9/11 place a priority on critical thinking! According to the interviews my team and I conducted, teachers are involving students in hearing and gathering oral histories, conducting online research, presenting in front of the class, and debating issues that have emerged since 9/11 (like the use of torture, the invasions of Iraq and Afghanistan and the prison Guantanamo Bay). Teachers, especially our government and history teachers, design lessons to help students understand 9/11 in historical context, providing information about the Soviet occupation of Afghanistan and the Cold War, for example. They also use teaching about 9/11 as a way into teaching about war powers, the Constitution and the branches of government. <br />
<br />
4. Teachers find themselves often working to correct misconceptions and stereotypes about Muslims, as well as rampant internet rumors about who was “really” behind the events of 9/11. <br />
<br />
5. Even over a decade later, over 20% of teachers report that addressing 9/11 in the classroom remains too painful. They need and deserve school-based support. <br />
<br />
6. We have an abundance of curriculum on teaching 9/11, but most teachers are not using it. Only 45% of teachers report using curriculum such as from PBS, the New York Times or similar curriculum sources. <br />
<br />
7. The teachers I interviewed expressed that they believe passing on the knowledge and memory of the events of 9/11 is a patriotic duty. <br />
<br />
8. While teachers overwhelmingly do “feel academically safe” teaching about 9/11, most express real caution when it comes to addressing the controversial political issues that have faced us since 9/11. They fear being perceived as biased or even unprofessional. <br />
<br />
9. Only 6% of teachers view their students’ knowledge of what occurred and why on 9/11 as “excellent” or “very good”. <br />
<br />
10. About a quarter of teachers responding to my survey express that a “lack of time in the curriculum” is a real barrier to teaching 9/11 the way they’d like. About ¾ of the teachers I interviewed more at length specified that a bureaucratic culture of standardized testing and centralized curriculum was a major barrier. In such a culture, how can teachers foster democratic, empowered and engaged citizens? How can we reclaim the classroom for teachers as public intellectuals? <br />
<br />
<br />
<br />
<br />Cheryl Duckworthhttp://www.blogger.com/profile/02090928030290131777noreply@blogger.com0tag:blogger.com,1999:blog-8348033539691128592.post-18311110314611821542013-08-28T10:41:00.000-04:002013-08-28T10:41:16.848-04:00Can a classroom prevent a genocide?
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<span style="font-family: "Times New Roman"; font-size: 12.0pt; line-height: 200%; mso-fareast-font-family: "MS Mincho";">Given that
people from vastly different cultures naturally will have differing ideas on
what “counts” as a human right, is it possible to foster enough consensus that
collaboration for human rights across cultures is possible? I would argue yes, it is possible, and I
would go even further. I say building
this consensus around human rights in the 21<sup>st</sup> century is necessary
because the realities of travel and communications technology, as well as an
increasingly globalized economy, mean that the “global village” just continues
to get smaller. I am passionate about
how peace education can help facilitate this reality and call for peace
education in every classroom worldwide. We
cannot fully achieve the protection of human rights without peace
education. I believe, in fact, that a
classroom can stop a genocide. <o:p></o:p></span></div>
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<span style="font-family: "Times New Roman"; font-size: 12.0pt; line-height: 200%; mso-fareast-font-family: "MS Mincho";">How can we then build a culture of peace
which would, by its nature, protect and value human rights? Much of the discussion about how to protect
human rights, from World War II on, has spoken of the “right to have
rights”. Human rights scholars from
Hannah Arendt (writing about the Holocaust just after World War II) to recent
work by Seyla Behabib (2011) use this lens of the “right to have rights” to
understand how we can best actually realize human rights for all. This is because often the first struggle for
a group whose human rights have been collectively abused is that most basic
recognition that this particular community does in fact exist and therefore they
have a right to demand participation, protection and dignity. Think of, for example, the continued
invisibility of Native Americans or indeed indigenous peoples the world
over. Their historical invisibility is
no metaphor—in some instances government map surveyors reported that plots of
land were not inhabited when in fact this was not true (Duckworth, 2011). <i><o:p></o:p></i></span></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0in; text-indent: .5in;">
<span style="font-family: "Times New Roman"; font-size: 12.0pt; line-height: 200%; mso-fareast-font-family: "MS Mincho";">What then
can peace education offer, even in the face of some of history’s worst
atrocities? One, peace educators can and must teach students to recognize,
deconstruct and challenge so-called war narratives, narratives which position
the Other as dangerous, evil and subhuman.
Such narratives are an early warning sign of genocide. (Think of the
Nazis depicting Jews as rats for example.)
But this alone isn’t enough to build a true culture of peace, a culture
where human rights for all are embraced.
Especially in a post-conflict context, the collaborative problem
solving, cross cultural communication skills, self-awareness and empathy
developed when a diverse group of students come together to address shared
challenges lays the foundation for a culture of peace. <o:p></o:p></span></div>
<div class="MsoNormalCxSpMiddle" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; text-indent: .5in;">
<span style="font-family: "Times New Roman"; font-size: 12.0pt; line-height: 200%; mso-fareast-font-family: "MS Mincho";">Further, peace education develops within students a sense of
personal empowerment human dignity. That
is, it inspires the sense that all human beings have the “right to have
rights”. Peace education is centered
around a collaborative, cooperative pedagogy where the voice and value of each
diverse community member is recognized.
Through the collective problem solving which peace education involves,
students build empathy, critical and creative thinking skills, the ability to
be critically self-aware of the biases of one’s own culture and perhaps most
importantly, a sense of personal agency and dignity which enables us to believe
to begin with that we do have the power to impact the world around us. Such education is a vital aspect of building
a culture of peace and human rights, where citizens will not only feel the
sense of empowerment and responsibility to speak up for human rights, but will
also have the necessary skills to do so effectively. This is why I can make the rather audacious
claim that peace education can possibly prevent a genocide. <o:p></o:p></span></div>
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<br /></div>
<!--EndFragment-->Cheryl Duckworthhttp://www.blogger.com/profile/02090928030290131777noreply@blogger.com0tag:blogger.com,1999:blog-8348033539691128592.post-41690280134378053662013-05-03T13:09:00.000-04:002013-05-03T13:11:59.014-04:00Youth Development Is Security: Djokhar Zarhyaev edition<!--[if gte mso 9]><xml>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgf3f6LMddmjnHpjJLKwROpm4ucoYxvArhw83QIuURxsFU4uoSiwffxPJ4jbeC8QO2v5BOUaQ_5t2ISoCsXFC-YRMnnIQA5nUOZahz0X1KZOTks8MIjkvS0_mkI21rOV7fnCwc29c7QGWQ/s1600/BWMR_Dzhokhar_Tsarnaev___rgb__toned.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgf3f6LMddmjnHpjJLKwROpm4ucoYxvArhw83QIuURxsFU4uoSiwffxPJ4jbeC8QO2v5BOUaQ_5t2ISoCsXFC-YRMnnIQA5nUOZahz0X1KZOTks8MIjkvS0_mkI21rOV7fnCwc29c7QGWQ/s200/BWMR_Dzhokhar_Tsarnaev___rgb__toned.jpg" width="139" /></a></div>
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There is nothing I or anyone else can say to fully explain
or help us understand why anyone would plant bombs at a major civilian
celebration like the Boston marathon.
There remains much investigation and profiling left to be done. It’s not even been a month since the attacks
in Copley Square. <o:p></o:p></div>
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I write this knowing that for some, an attempt to understand
or to truly address the root causes of terror, to the extent that we can
identify them, feels like justification.
For what it’s worth, I had skin in this game in a way that was not true
of 9/11. Of course every American—and
many around the world—still feel the outrage and pain of that attack, but the
Boston bombing was different for me. My
family lives in Boston, my mother, my step dad, my sister, my brother in law,
and my 4 year-old niece. Not only do
they live in Boston, they live two blocks from Copley Square and were walking
home from the Sox game (my niece’s first!) near Copley Square when the bombing
occurred. Of course they were on lock
down the Friday after the bombing, as the manhunt for Djokhar unfolded. I had real, beloved skin in this one. The
thought of 5 dearly loved ones all gathered up together in danger with me so
far away remains unbearable. <o:p></o:p></div>
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Perhaps nothing could have prevented those attacks. As Americans seem to increasingly understand,
a free society cannot promise complete security. Intelligence experts will examine their
processes, as will law enforcement. FBI
profilers will flesh out their dossier on whatever motive can be identified. <o:p></o:p></div>
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As a peace educator, however, I don’t want the role and
potential of schools to be overlooked.
In addition to “terrorist” when I look at Djokhar and even his older
brother, I also see a student.
Classmates and friends expressed shock and I have to wonder, was there
outreach a campus peer counselor or professor or Imam could have done that
might have made a difference? Perhaps
not, but surely the effort is worthwhile.
I have long called for peace education in every classroom worldwide. One outcome of peace education ought to be to
inoculate students against extremism.
Professors, friends, bosses, faith leaders and anyone who can help
integrate especially isolated young men into intercultural communities have a
key role to play. Campuses are ideal
spaces for this, if faculty and administration are thoughtful and proactive
about what peace educators often call educating against extremism. (See Lynn Davies for excellent work on
this.) We can’t wait any longer to
create and implement anti-extremist programing and curriculum. <o:p></o:p></div>
<br />
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What would such curriculum look like? Perhaps the most important feature it has is
that it insists on critical thought, especially critical dialogue regarding
anti-Americanism, Islamophobia and the underlying, too often unexamined
cultural narratives which underlie both.
This entails bringing in critical media analysis and tough discussions
of the histories of relevant conflicts.
Nothing will ever be a guarantee, but campuses have a vital yet often
overlooked role to play in combating extremist violence. Let’s not wait another day! <o:p></o:p></div>
<!--EndFragment-->Cheryl Duckworthhttp://www.blogger.com/profile/02090928030290131777noreply@blogger.com4tag:blogger.com,1999:blog-8348033539691128592.post-7128642808462387812013-04-26T12:44:00.000-04:002013-04-26T12:44:13.640-04:00Boston, New York and DC: a tale of two attacks<br />
At times a horrific circumstance will provide an excellent social laboratory for the study of peace and conflict. On mid-day of April 15, 2013, two bombs went off in Copley Square, one of the most major commercial and residential areas of Boston. This area also happens to be known to much of my family as home. All Americans felt the pain and outrage of 9/11, but this one was even more personal for me. My mother, sister, brother-in-law, step dad and four year-old niece were walking near Copley Square (about two blocks away) home from the Red Sox game they’d just enjoyed. Within an hour, one could see the national habits and myths, both admirable and dangerous, manifest as echoes of 9/11. This was perhaps best put on display by some of the major cable US media (specifically CNN and Fox News) in their failure to accurately report what turned out to be the non-arrest of two suspects reportedly caught on camera. For an afternoon, major cable news networks inaccurately “broke” the news that a suspect/s had been arrested and that an FBI press conference was imminent. It fell to the FBI themselves to correct the story. A couple of days after this, the Bureau did indeed release photos of two suspects, and by the end of the week, one suspect was dead in a shoot out with local law enforcement and the other was in custody. <br />
<br />
The particular nature of the media failures here were not just revealing, they were dangerous. One reporter, CNN’s John King, felt the need to repeat numerous times in his banter with Wolf Blitzer that the arrest was of a “dark-skinned male”. Given that there had not even yet been an arrest, this information could not have been verified via the traditional three separate sources, yet it was repeated. While King and Blitzer did state that they did not have complete certainty, they also clearly reported that a “dark-skinned male” was in fact in custody. King stated, “I was told by law enforcement officials that a dark-skinned male was in custody”. The damage resurfaced from the darkest parts of collective American psyche and history, and was a clear reminder of the racist nature of our media even today. In a social and political culture where teenaged Trayvon Martin can be killed simply walking home with a hoodie, such mistakes by the media are not just embarrassing. They are perilous. Less than twelve hours after the bombing, a Saudi man, hospitalized with his wounds from the attack, had his apartment searched. Shortly after, a Palestinian woman in Boston was assaulted. Another young man, Sunil Tripathi, also misidentified as a suspect by social media, has since committee suicide. <br />
<br />
The subtext of the errors was clear: the perpetrators of the Boston bombings were likely black, Hispanic or Middle Eastern. To incorrectly “confirm” this was to confirm what far too many were already primed to believe and to reproduce white privilege and the social oppression of black and brown people. This is important to understanding the collective narratives of 9/11 in the following way. Part of the national myth of American exceptionalism holds that the United States is a uniquely blessed nation, meant by God to represent freedom, human dignity and progress. Thus attacks on US civilians are not merely seen as outrageous crimes, and human rights violations (which they surely are), they are framed almost instantly as attacks on the values of freedom and democracy, even on civilization itself. In moving speeches at the Memorial shortly after the bombing, Gov. Duval Patrick and President Obama both invoked this narrative. Obama even specifically referred to America’s “state of grace”. And Boston itself of course (like Washington and New York) is rich with American history and symbolism. Corollary to this national myth is the view of other peoples as at least somewhat less godly, free, modern or brave. This casts ready suspicion on all who might be defined as less or not American. It hardly needs to be said from here that foreigners, immigrants, and those who are not white and Christian have historically been locked into this category. The consequences were lethal. While it is still too early to judge how we will respond to the Boston Bombing, one can already clearly see the ghosts of 9/11 haunting how we talk about and understand what occurred. <br />
<br />
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Cheryl Duckworthhttp://www.blogger.com/profile/02090928030290131777noreply@blogger.com1tag:blogger.com,1999:blog-8348033539691128592.post-34862556294993775702012-06-29T16:19:00.001-04:002012-06-29T16:19:11.579-04:00Experiential Peace Curriculum in Morocco<br />
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<span style="font-family: 'Times New Roman'; font-size: 12pt; line-height: 115%;">I recently had the
pleasure of leading a “global hybrid” course to Morocco. The curriculum was experiential, in that we
traveled in country (Ifrane, Fes and Rabat) to attend classes on conflict and development
in Morocco, cross cultural workshops and a series of meetings at schools, youth
development organizations, human rights advocacy organizations and women’s
democratic groups. Of course, we also
made some time for tours of the Old Medina in Fes (which is NOT to be missed),
as well as the shore and the historic section of Rabat, to include some ancient
Phoenician ruins, historic Mosques and the Palace. <o:p></o:p></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiwRs0JAbodlpJDL-0afBNROI22reT6Rr4FS_uWC8gRreb2qdZ9DWlZjnhA7Q9T8Nm8W778BHfXCddnJ2hVstFZVzIV6gX_ufpU5gjq8-f88pGpgiy5akVjOGkWru0uVf_0p7inHbrKnjw/s1600/229982_10151046775992386_1266363986_n.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiwRs0JAbodlpJDL-0afBNROI22reT6Rr4FS_uWC8gRreb2qdZ9DWlZjnhA7Q9T8Nm8W778BHfXCddnJ2hVstFZVzIV6gX_ufpU5gjq8-f88pGpgiy5akVjOGkWru0uVf_0p7inHbrKnjw/s320/229982_10151046775992386_1266363986_n.jpg" width="240" /></a></div>
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<span style="font-family: 'Times New Roman'; font-size: 12pt; line-height: 115%;">Why do such experiential
courses matter? They move students out
of the classroom and into communities, which is where peace building and
conflict resolution happen. They offer
students opportunities to be immersed, even if only for a few weeks, in another
culture and to learn first hand from practitioners in the field. This sort of experiential curriculum facilitates
students making profound connections between the peace building models and
theories they’ve encountered in books and the realities of the field. But perhaps more importantly, the intensity
and unique nature of the experience also encourages reflection on one’s self,
both as a person and as a professional.
This sort of transformative learning, I would argue, cannot happen in a
classroom. Daniel Schön, in his <i style="mso-bidi-font-style: normal;">The Reflective Practitioner</i>, began this
conversation decades ago but universities can and must do much more to respond
with innovation to provide our students experiential courses which challenge
them to build community, create new knowledge which they truly own, and form
relationships which can facilitate their conflict resolution careers. <o:p></o:p></span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiU_MNMzPCwBeLL_GXYc_WQhXobg7YPS34WcM5lGdWoPt-v2pyb2sRB5wUDYv-Km_qV5cnvf2C1Hh1yNDj5V2bCPSPslLLZU_yOIsBjru7eX7Fce4yUUJE5Eh1ufZm8zSJSKnRCDWVIYgo/s1600/562180_10151046774407386_1131169033_n.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiU_MNMzPCwBeLL_GXYc_WQhXobg7YPS34WcM5lGdWoPt-v2pyb2sRB5wUDYv-Km_qV5cnvf2C1Hh1yNDj5V2bCPSPslLLZU_yOIsBjru7eX7Fce4yUUJE5Eh1ufZm8zSJSKnRCDWVIYgo/s320/562180_10151046774407386_1131169033_n.jpg" width="320" /></a></div>
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<span style="font-family: 'Times New Roman'; font-size: 12pt; line-height: 115%;">This sort of
innovative, experiential curriculum is especially important for student peace
builders. Lederach has used the metaphor
of “web building” for community peace makers.
Immersed in the field alongside practitioners, students can witness the
web being built. Kolb’s classic
Learning Cycle is a key theoretical underpinning here as well. </span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg9hWBTSLrxS7sf4AoNJWYOtwWs_oAIeARtK9f0_DJ5isjGr8l528kJBXxiinQlI3Y8atowAKFoXmNQOKygQvT9kwPh3vHRiikrl68V32W76PaISTd9NQkdMExHhRpL4JkvaKc9HaqBbAs/s1600/Kolb+learning_styles.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg9hWBTSLrxS7sf4AoNJWYOtwWs_oAIeARtK9f0_DJ5isjGr8l528kJBXxiinQlI3Y8atowAKFoXmNQOKygQvT9kwPh3vHRiikrl68V32W76PaISTd9NQkdMExHhRpL4JkvaKc9HaqBbAs/s320/Kolb+learning_styles.jpg" width="320" /></a></div>
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<span style="font-family: 'Times New Roman'; font-size: 12pt; line-height: 115%;">Especially at the graduate level, we expect
students to be able to do more than simply recite or describe content. We expect them to be able to apply,
evaluate, synthesize and create. Our
global hybrid courses are a key part of empowering students to meet this
challenge. <o:p></o:p></span><br />
<span style="font-family: 'Times New Roman'; font-size: 12pt; line-height: 115%;"><br /></span><br />
<span style="font-family: 'Times New Roman'; font-size: 12pt; line-height: 115%;"><br /></span></div>Cheryl Duckworthhttp://www.blogger.com/profile/02090928030290131777noreply@blogger.com0tag:blogger.com,1999:blog-8348033539691128592.post-49872299089470918082012-04-22T14:33:00.001-04:002012-04-22T14:44:58.315-04:00Critical Peace Education and Conflict Transformation<br />
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<span class="Apple-style-span" style="font-family: Calibri;"><span style="font-family: Calibri; font-size: 16.0pt; mso-bidi-font-family: Calibri;">I'll be presenting on critical peace education
next week at the <a href="http://www.cies2012.psu.edu/"><span style="color: #3a6190; text-decoration: none; text-underline: none;">CIES 2012</span></a> conference,
arguing that critical peace education (CPE) is vital to our efforts to achieve
larger scale conflict transformation. One particular skill, collaborative
problem solving, is not often described within the context of classic critical
theory (Habermas 1989, Foucault 1995). Here is a key contribution of critical
peace education to the project of global conflict transformation. </span><span style="color: #535353; font-family: Arial; font-size: 13.0pt;"><o:p></o:p></span></span></div>
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<span style="color: #535353; font-family: Calibri; font-size: 16.0pt; mso-bidi-font-family: Arial;">However, CPE results in not just
local capacity-building, in the sense of collaborative problem solving,
critical thinking, or the sort of critical analysis political and economic
elites abhor. When at its best, it can inspire a new sense of dignity, which is
a basic human need (Burton 1990; Duckworth 2011). I am defining dignity here as
a sense of self-worth, as well as a sense of one’s ability to contribute to
one’s community in a positive manner. Also inherent in dignity, I believe, is a
sense, both individual and social, of some sort of say in one’s future.
Perhaps such critical dialogues take the form of dialogues on alcoholism,
labor, and the military junta, as in Freire’s foundational <i>Pedagogy of the
Oppressed</i> (2003). Perhaps it takes the form of one group of young
nonviolent revolutionaries from Belgrade teaching younger revolutionaries in
Cairo how they overthrew a tyrant (Rosenberg 2011). Maybe communities in
Colombia empower themselves by mapping the resources of their own local
community (Bastidas and Gonzales 2008). Detained juveniles have used
writing and blogging to reflect on their communities, families, schooling, and
choices (Duckworth 2011). <o:p></o:p></span></div>
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<span style="font-family: Calibri; font-size: 16.0pt; mso-bidi-font-family: Calibri;">Beyond engaging students in critical dialogues
about their worlds and what must most urgently be transformed, critical peace
education classrooms at their best immerse students in practical, localized,
and multi-disciplinary projects through which students can simultaneously
develop essential skills such as critical analysis, community-building, and
collaborative problem solving (Bajaj 2008; Duckworth 2006, 2011; Salomon 2002;
Salomon 2004; Salomon 2007; Ndura-Ouédraogo and Amster 2009). They design and
implement programs which positively transform their communities and so
experience themselves as powerful agents who can indeed impact society. Given
that a sense of powerlessness is often part of the identity of those oppressed
or marginalized, the importance of beginning to challenge that narrative by
helping students experience themselves as effective agents cannot be underestimated.</span><span style="color: #535353; font-family: Arial; font-size: 13.0pt;"><o:p></o:p></span></div>
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<span style="font-family: Calibri; font-size: 16.0pt; mso-bidi-font-family: Calibri;">Students participating in CPE programs in public
school classrooms or any other community venue should emerge, in my view, with
a clear understanding of the processes of oppression and totalitarianism in
general; they are hardly relics of the 20<sup>th</sup> century. Cultural
manipulation through excess consumerism, atomized individualism, encouraging
xenophobia, stoking fear of foreign enemies, policies which discourage
education, and other such strategies should be “called out” as seeds of
authoritarian oppression. Authoritarianism is at least as much of a
mindset as it is a form of government. This makes us as citizens the last real
defense against authoritarianism. </span><span style="color: #535353; font-family: Arial; font-size: 13.0pt;"><o:p></o:p></span></div>
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<span style="font-family: Calibri; font-size: 16.0pt; mso-bidi-font-family: Calibri;">*The above is adapted from my forthcoming chapter
in my edited volume <i>Conflict Resolution and the Scholarship of Engagement.
</i></span><o:p></o:p></div>
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<!--EndFragment--></span></div>Cheryl Duckworthhttp://www.blogger.com/profile/02090928030290131777noreply@blogger.com2tag:blogger.com,1999:blog-8348033539691128592.post-51454248102393589442012-02-25T15:42:00.001-05:002012-02-27T10:42:24.451-05:00Conflict Resolution and the Scholarship of Engagement<div class="MsoNormalCxSpFirst" style="line-height: normal; margin-bottom: 0pt; text-align: left; text-indent: 14.2pt;"><span class="Apple-style-span" style="font-family: inherit;"><b><i>I'm currently editing a new book, <u>Conflict Resolution and the Scholarship of Engagement </u>(forthcoming 2012 from Cambridge Scholars Publishing). Here's a snip from the intro! </i></b></span></div><div class="MsoNormalCxSpFirst" style="line-height: normal; margin-bottom: 0in; mso-add-space: auto; text-align: justify; text-indent: 14.2pt; text-justify: inter-ideograph;"><span style="font-family: inherit;"><br />
</span></div><div class="MsoNormalCxSpFirst" style="line-height: normal; margin-bottom: 0in; mso-add-space: auto; text-align: justify; text-indent: 14.2pt; text-justify: inter-ideograph;"><span style="font-family: inherit;">As the field of conflict analysis and resolution continues to grow, scholars and practitioners increasingly recognize that we can learn from one another. Theory must be informed by practice and practice must draw on sound theory. Above and beyond this lies a further recognition: without at least attempting to actually engage and transform entrenched conflicts our field cannot hope to achieve its potential. We will merely remain in a more diverse, multi-disciplinary ivory tower. This edition breaks new ground in explicitly connecting the Scholarship of Engagement to the work of conflict resolution professionals including those in the academy, those in the field, and those who refuse to choose between the two. The text explores a wide variety of examples of and thinking on the Scholarship of Engagement, from participatory action research to peace education and from genocide prevention to community mediation and transitional justice. </span></div><div class="MsoNormalCxSpMiddle" style="line-height: normal; margin-bottom: 0in; mso-add-space: auto; text-align: justify; text-justify: inter-ideograph;"><span style="font-family: inherit;"><br />
</span></div><div class="MsoNormal" style="line-height: normal; margin-bottom: 0in; mso-layout-grid-align: none; text-align: justify; text-indent: 14.2pt; text-justify: inter-ideograph;"><span style="font-family: inherit;">The Scholarship of Engagement is a model of scholarship that bridges theory and practice. North Carolina State University (NCSU) defines it as follows: “Community engaged scholarship encompasses scholarly activities related to research and/or teaching that involve full collaboration of students, community partners and faculty as co-educators and co-generators of knowledge and that address questions of public concern.” Barker (2004) offered a similar definition in his recent taxonomy of the Scholarship of Engagement : “<span style="color: #231f20;">Reacting to the disconnect between academics and the public, in somewhat dialectical fashion scholars are finding creative ways to communicate to public audiences, work for the public good, and most important, generate knowledge with public participation” (123). He continued, clarifying that scholarly engagement is, “</span><span style="color: black;">…research, teaching, integration, and application scholarship that incorporate reciprocal practices of civic engagement into the production of knowledge” <span class="A4">(</span><span class="A4"><span style="font-style: normal; mso-bidi-font-style: italic;">124)</span></span>. As we will see below, this notion of the <i style="mso-bidi-font-style: normal;">reciprocal</i> co-production of knowledge represents to our minds a key synergy between the academic framework of the Scholarship of Engagement and conflict transformation. Particularly in contexts where one or more conflict party has been oppressed or marginalized, conflict transformation practitioners and scholars risk reproducing that marginalization if we imagine that we hold objective answers that we can bestow upon conflict parties (see for example Lederach 2005, Cloke 2008). Rather, the process itself of generating solutions is fundamental to building the confidence, skills, capacity and trust with the other party needed to transform the root political, economic and socio-cultural drivers of the conflict. Similarly, as the above suggests, those committed to the Scholarship of Engagement embrace an epistemology that is harmonious with conflict transformation. The co-creation of knowledge, with respect both to initial setting of the agenda and priorities, as well as with respect to the ultimate “product” created, is essential to the values of this academic framework. This harmony between conflict resolution and the Scholarship of Engagement, of course, is a central reason for and theme of this volume. </span></span></div>Cheryl Duckworthhttp://www.blogger.com/profile/02090928030290131777noreply@blogger.com1tag:blogger.com,1999:blog-8348033539691128592.post-54174024905235664442012-01-17T21:00:00.000-05:002012-01-17T21:00:15.115-05:00Dignity and Social Movements<span class="Apple-style-span" style="font-family: HelveticaNeue, 'Helvetica Neue', Helvetica, Arial, sans-serif;"><span class="Apple-style-span" style="font-size: 14px; line-height: 18px;"> </span></span><br />
<div class="MsoNormal"><span class="Apple-style-span" style="font-family: HelveticaNeue, 'Helvetica Neue', Helvetica, Arial, sans-serif;"><span style="font-family: 'Times New Roman'; font-size: 12pt; line-height: 115%;">What is Dignity? And why does it galvanize social movements? <o:p></o:p></span></span></div><div class="MsoNormal"><span class="Apple-style-span" style="font-family: HelveticaNeue, 'Helvetica Neue', Helvetica, Arial, sans-serif;"><span style="font-family: 'Times New Roman'; font-size: 12pt; line-height: 115%;"><br />
</span></span></div><span class="Apple-style-span" style="font-family: HelveticaNeue, 'Helvetica Neue', Helvetica, Arial, sans-serif;"> </span><br />
<div class="MsoNormal"><span class="Apple-style-span" style="font-family: HelveticaNeue, 'Helvetica Neue', Helvetica, Arial, sans-serif;"><span style="font-family: 'Times New Roman'; font-size: 12pt; line-height: 115%;">The more I study social movements and conflict resolution, the more convinced I become that dignity is an essential basic human need; denied this, a social manifestation will almost always occur. I wrote about this extensively in <i style="mso-bidi-font-style: normal;"><a href="http://www.amazon.com/Land-Dignity-Paraguay-Cheryl-Duckworth/dp/1441133933/ref=sr_1_1?ie=UTF8&qid=1326851883&sr=8-1">Land and Dignity in Paraguay</a>, </i>and have continued to observe the primary role of dignity in the Arab Awakening as well as the Occupy movements that have essentially been demanding economic dignity. It even seemed to be paramount in the recent protests in Moscow which demanded (at a minimum) an investigation into recent election fraud. <o:p></o:p></span></span></div><div class="MsoNormal"><span class="Apple-style-span" style="font-family: HelveticaNeue, 'Helvetica Neue', Helvetica, Arial, sans-serif;"><span style="font-family: 'Times New Roman'; font-size: 12pt; line-height: 115%;"><br />
</span></span></div><div class="MsoNormal"><span class="Apple-style-span" style="font-family: HelveticaNeue, 'Helvetica Neue', Helvetica, Arial, sans-serif;"><span style="font-family: 'Times New Roman'; font-size: 12pt; line-height: 115%;">I increasingly view dignity as a way to understand these dynamic interrelations. Theorizing dignity, however, does even more than help us understand contentious politics. It can help us progress towards actionable clarity regarding how to expand free democratic space with respect to women, first peoples, minorities and other groups whose specific historical experiences make contentious politics necessary. <o:p></o:p></span></span></div><div class="MsoNormal"><span class="Apple-style-span" style="font-family: HelveticaNeue, 'Helvetica Neue', Helvetica, Arial, sans-serif;"><span style="font-family: 'Times New Roman'; font-size: 12pt; line-height: 115%;">This all suggests that we need a more developed theory of what dignity is exactly and why it seems to matter so much to the kinds of socio/political/economic conflict that we’re seeing today. <o:p></o:p></span></span></div><div class="MsoNormal"><span class="Apple-style-span" style="font-family: HelveticaNeue, 'Helvetica Neue', Helvetica, Arial, sans-serif;"><span style="font-family: 'Times New Roman'; font-size: 12pt; line-height: 115%;"><br />
</span></span></div><div class="MsoNormal"><span class="Apple-style-span" style="font-family: HelveticaNeue, 'Helvetica Neue', Helvetica, Arial, sans-serif;"><span style="font-family: 'Times New Roman'; font-size: 12pt; line-height: 115%;">So then, what is the nature of dignity? Let’s start with what it is not. I recently spoke at a workshop on Human Dignity and Humiliation Studies, where it was argued that humiliation is dignity’s opposite. To be humiliated is to be treated as something less than human—dehumanized. Extending this, dignity must involve or enable somehow <i style="mso-bidi-font-style: normal;">rehumanization</i>. This is especially true when we think about dignity in post-conflict (or during conflict) contexts, where it arguably matters most. <o:p></o:p></span></span></div><div class="MsoNormal"><span class="Apple-style-span" style="font-family: HelveticaNeue, 'Helvetica Neue', Helvetica, Arial, sans-serif;"><span style="font-family: 'Times New Roman'; font-size: 12pt; line-height: 115%;"><br />
</span></span></div><div class="MsoNormal"><span class="Apple-style-span" style="font-family: HelveticaNeue, 'Helvetica Neue', Helvetica, Arial, sans-serif;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: 'Times New Roman'; font-size: 12pt; line-height: 115%;">So, first, dignity is political.</span></b><span style="font-family: 'Times New Roman'; font-size: 12pt; line-height: 115%;"> I have observed elsewhere that dignity is related to inherently political ideas such as autonomy and participation. As Seyla Benhabib recently (2011) wrote, Arendt was one of the first to really theorize dignity as a political concept. This, Benhabib explains, was a response to explanations of anti-Semitism which Arendt viewed as relying too heavily on economics at the expense of the political. Indeed, the important question to ask is how the political, the economic and the individual (culture, identity) interact in very specific historical contexts. The political nature of dignity is almost certainly why social movements demanding dignity for certain groups simultaneously demand political (and social) recognition/inclusion as well as autonomy. <o:p></o:p></span></span></div><div class="MsoNormal"><span class="Apple-style-span" style="font-family: HelveticaNeue, 'Helvetica Neue', Helvetica, Arial, sans-serif;"><span style="font-family: 'Times New Roman'; font-size: 12pt; line-height: 115%;"><br />
</span></span></div><div class="MsoNormal"><span class="Apple-style-span" style="font-family: HelveticaNeue, 'Helvetica Neue', Helvetica, Arial, sans-serif;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: 'Times New Roman'; font-size: 12pt; line-height: 115%;">Second, dignity is relational.</span></b><span style="font-family: 'Times New Roman'; font-size: 12pt; line-height: 115%;"> While some of us are amazingly, defiantly self-possessed, especially when we think of the socio-political sense of dignity, we know from social identity theory that we define ourselves largely via connection to or in opposition to others. This is why a sense not just of personal but of <i style="mso-bidi-font-style: normal;">social</i> esteem is so important to a theory of dignity. <o:p></o:p></span></span></div><div class="MsoNormal"><span class="Apple-style-span" style="font-family: HelveticaNeue, 'Helvetica Neue', Helvetica, Arial, sans-serif;"><span style="font-family: 'Times New Roman'; font-size: 12pt; line-height: 115%;"><br />
</span></span></div><div class="MsoNormal"><span class="Apple-style-span" style="font-family: HelveticaNeue, 'Helvetica Neue', Helvetica, Arial, sans-serif;"><span style="font-family: 'Times New Roman'; font-size: 12pt; line-height: 115%;"><b>Third</b>, <b>dignity</b><b style="mso-bidi-font-weight: normal;"> is a basic human need</b>. From the standpoint of basic human needs, then, we know that it cannot be negotiated away. The only sustainable, just way to resolve a conflict in which one party feels her (their) dignity has been lost is to meet that need. <o:p></o:p></span></span></div><div class="MsoNormal"><span class="Apple-style-span" style="font-family: HelveticaNeue, 'Helvetica Neue', Helvetica, Arial, sans-serif;"><span style="font-family: 'Times New Roman'; font-size: 12pt; line-height: 115%;"><br />
</span></span></div><div class="MsoNormal"><span class="Apple-style-span" style="font-family: HelveticaNeue, 'Helvetica Neue', Helvetica, Arial, sans-serif;"><span style="font-family: 'Times New Roman'; font-size: 12pt; line-height: 115%;">This leads me to the question of why dignity seems to be such a prominent theme in the social movements, like the Arab Awakening and Occupy, within what some have called the “Spirit of 2011”. To simplify quite a bit, social movements tend to emerge when there is <o:p></o:p></span></span></div><div class="MsoNormal"><span class="Apple-style-span" style="font-family: HelveticaNeue, 'Helvetica Neue', Helvetica, Arial, sans-serif;"><span style="font-family: 'Times New Roman'; font-size: 12pt; line-height: 115%;"><br />
</span></span></div><div class="MsoNormal"><span class="Apple-style-span" style="font-family: HelveticaNeue, 'Helvetica Neue', Helvetica, Arial, sans-serif;"><span style="font-family: 'Times New Roman'; font-size: 12pt; line-height: 115%;">1. Shared grievance <o:p></o:p></span></span></div><div class="MsoNormal"><span class="Apple-style-span" style="font-family: HelveticaNeue, 'Helvetica Neue', Helvetica, Arial, sans-serif;"><span style="font-family: 'Times New Roman'; font-size: 12pt; line-height: 115%;">2. Shed helplessness.<o:p></o:p></span></span></div><div class="MsoNormal"><span class="Apple-style-span" style="font-family: HelveticaNeue, 'Helvetica Neue', Helvetica, Arial, sans-serif;"><span style="font-family: 'Times New Roman'; font-size: 12pt; line-height: 115%;"><br />
</span></span></div><div class="MsoNormal"><span class="Apple-style-span" style="font-family: HelveticaNeue, 'Helvetica Neue', Helvetica, Arial, sans-serif;"><span style="font-family: 'Times New Roman'; font-size: 12pt; line-height: 115%;">Part of this occurs because social movement leaders make political claims that resonate. Other times it is more organic, especially in our decentralized social media era. What’s key here is that individuals no longer see their struggle as individual and they no longer see themselves as to blame. This appears to be just what is happening with the Occupy movement worldwide as a response to the global dominance of neoliberalism. What is it then that people find so dehumanizing about neoliberalism? Quite a meaty subject, this we will have to leave for a future blog. <o:p></o:p></span></span></div><div class="MsoNormal"><span class="Apple-style-span" style="font-family: HelveticaNeue, 'Helvetica Neue', Helvetica, Arial, sans-serif;"><br />
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</span></div>Cheryl Duckworthhttp://www.blogger.com/profile/02090928030290131777noreply@blogger.com0tag:blogger.com,1999:blog-8348033539691128592.post-58500175669611202812011-12-13T12:03:00.000-05:002011-12-13T12:03:32.005-05:00Speaking on PRESSedent, discussing peace education and human rightsThanks to Matt for the great discussion. "Between fight and flight, there is peace" is the best tagline since good night and good luck! <br />
<br />
<a href="http://www.pressedent.com/">Here's a link to PRESSedent.</a> <br />
<br />
Here's the video!<br />
<br />
<iframe allowfullscreen="" frameborder="0" height="315" src="http://www.youtube.com/embed/ySRB-7x0tyo" width="420"></iframe>Cheryl Duckworthhttp://www.blogger.com/profile/02090928030290131777noreply@blogger.com0tag:blogger.com,1999:blog-8348033539691128592.post-45096426643795020402011-10-31T19:36:00.000-04:002011-10-31T19:36:19.184-04:00Peace Economics and #occupywallstreet<!--[if gte mso 9]><xml> <o:DocumentProperties> <o:Version>12.00</o:Version> </o:DocumentProperties> </xml><![endif]--><!--[if gte mso 9]><xml> <w:WordDocument> <w:View>Normal</w:View> <w:Zoom>0</w:Zoom> <w:TrackMoves/> <w:TrackFormatting/> <w:PunctuationKerning/> <w:ValidateAgainstSchemas/> <w:SaveIfXMLInvalid>false</w:SaveIfXMLInvalid> <w:IgnoreMixedContent>false</w:IgnoreMixedContent> <w:AlwaysShowPlaceholderText>false</w:AlwaysShowPlaceholderText> <w:DoNotPromoteQF/> <w:LidThemeOther>EN-US</w:LidThemeOther> <w:LidThemeAsian>X-NONE</w:LidThemeAsian> <w:LidThemeComplexScript>X-NONE</w:LidThemeComplexScript> <w:Compatibility> <w:BreakWrappedTables/> <w:SnapToGridInCell/> <w:WrapTextWithPunct/> <w:UseAsianBreakRules/> <w:DontGrowAutofit/> <w:SplitPgBreakAndParaMark/> <w:DontVertAlignCellWithSp/> <w:DontBreakConstrainedForcedTables/> <w:DontVertAlignInTxbx/> <w:Word11KerningPairs/> <w:CachedColBalance/> </w:Compatibility> <m:mathPr> <m:mathFont m:val="Cambria Math"/> <m:brkBin m:val="before"/> <m:brkBinSub m:val="--"/> <m:smallFrac m:val="off"/> <m:dispDef/> <m:lMargin m:val="0"/> <m:rMargin m:val="0"/> <m:defJc m:val="centerGroup"/> <m:wrapIndent m:val="1440"/> <m:intLim m:val="subSup"/> <m:naryLim m:val="undOvr"/> </m:mathPr></w:WordDocument> </xml><![endif]--><!--[if gte mso 9]><xml> <w:LatentStyles DefLockedState="false" DefUnhideWhenUsed="true"
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<div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;"></span></div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">Everyone’s got a theory of why they believe the #occupytogether protests have sparked, and indeed now gone global.<span style="mso-spacerun: yes;"> </span>I don’t believe we need to over-think it:<span style="mso-spacerun: yes;"> </span>people have solid evidence that they’ve been robbed.<span style="mso-spacerun: yes;"> </span>I thought I’d bring a bit of what we can call “peace economics” theory to the conversation to keep the conversation moving forward and hopefully focused on where to head next.<span style="mso-spacerun: yes;"> </span>What’s most important is putting in place systems, values, laws and maybe even institutions (I suggested Warren’s Financial Consumer Protection Bureau in my last blog) that can make it likely that we won’t end up here again.<span style="mso-spacerun: yes;"> </span>One compelling feature of the field of conflict resolution, in fact, is precisely that it is based in “systems thinking”—that is, seeing the larger picture of how cultural assumptions and values, political regimes, economic systems and historical forces all interact to produce what we actually see on the ground.<span style="mso-spacerun: yes;"> </span>Or in Zuccotti Park. </span></div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">Peace economics, as a relatively new school of thought, is somewhat undefined and still rather invisible.<span style="mso-spacerun: yes;"> </span>But the Occupy movement suggests it is an idea whose time has come.<span style="mso-spacerun: yes;"> </span>Perhaps its most important insight is that markets depend on a certain level of social trust and cohesion.<span style="mso-spacerun: yes;"> </span>This itself is not a new idea.<span style="mso-spacerun: yes;"> </span>Remember, Adam Smith himself (terminally misused and misunderstood in my view) referred to himself not as an economist but as a <i style="mso-bidi-font-style: normal;">moral philosopher</i>.<span style="mso-spacerun: yes;"> </span><b style="mso-bidi-font-weight: normal;">So lesson one of peace economics theory:<span style="mso-spacerun: yes;"> </span>markets depend on a basic level of social trust and cohesion. </b><span style="mso-spacerun: yes;"> </span>It’s clear this has broken down in the US.<span style="mso-spacerun: yes;"> </span>I hear it not just in the rage at Wall Street banks who broke the economy with fraudulent mortgage securities.<span style="mso-spacerun: yes;"> </span>I hear it in the everyday suspicion that seems to float around that other people can’t be trusted to do an honest job without threat of being fired, or who seem convinced that the housing crisis was caused solely by greedy middle classers who just had to have a McMansion they couldn’t afford.<span style="mso-spacerun: yes;"> </span>The data doesn’t support that view, as a new CBO report recently </span><a href="http://www.cbo.gov/doc.cfm?index=12485"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">confirmed</span></a><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">. (Think #occupy is going away?<span style="mso-spacerun: yes;"> </span>Ask yourself when was the last time a CBO report went viral!) I hear it from too many GOP candidates who, seemingly without having grasped that we have 9% unemployment, suggest that folks who are struggling get a job. We can’t rebuild markets that work without some basic level of social trust. </span></div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Gandhi, not someone usually associated with economics, I think gives us our next couple of principles of “peace economics”.<span style="mso-spacerun: yes;"> </span><b style="mso-bidi-font-weight: normal;">He taught that “wealth without work” and “power without principle” would decay and ultimately destroy a society.</b><span style="mso-spacerun: yes;"> </span>Regarding wealth without work, </span><a href="http://www.bepress.com/peps/vol16/iss2/2/"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">some peace economics theorists have noted</span></a><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">, for example, how important it is to distinguish between productive and unproductive parts of the economy.<span style="mso-spacerun: yes;"> </span>I hear echoes of this idea when people concerned about economic inequality note that the financial institutions most implicated in mortgage-securities fraud make money essentially by moving money around.<span style="mso-spacerun: yes;"> </span>Indeed one primary concern of #occupy has been the explosion of the financial products industry without investment in sectors that would enable the real economy to grow.<span style="mso-spacerun: yes;"> </span>Hence the disconnect between Wall St and the real economy, and hence our market recovery while we’re still struggling with 9% unemployment.<span style="mso-spacerun: yes;"> </span></span></div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">A further principle as we move towards some sort of more formal theory of peace economics might be a serious scrutiny of a concept that has only recently been challenged:<span style="mso-spacerun: yes;"> </span>the idea of the “economic man”.<span style="mso-spacerun: yes;"> </span><b style="mso-bidi-font-weight: normal;">Science and economics are increasingly showing “homo economicus” to be false, and this is peace economics theory building block number four.<span style="mso-spacerun: yes;"> </span></b>Of course this is the idea, often associated with Adam Smith, that people are completely (or at least primarily) driven by self-interest and will behave rationally in pursuit of what is best for them.<span style="mso-spacerun: yes;"> </span>Certainly people act in their own interest but to put this forward as an unproblematic, uncomplicated truth is misleading.<span style="mso-spacerun: yes;"> </span>To act in our own interest, we need solid information.<span style="mso-spacerun: yes;"> </span>An increasing amount of research also suggests that our cultural identity and emotions influence our decision making far more than especially those of us in the “rational” West might be comfortable admitting.<span style="mso-spacerun: yes;"> </span>Consider for example Lakoff’s <i style="mso-bidi-font-style: normal;">The Political Mind, </i>which argues that we are shaped and motivated by images, framing and symbols that if not quite ‘irrational’ are certainly <i style="mso-bidi-font-style: normal;">super</i>-rational.<span style="mso-spacerun: yes;"> </span>Along similar lines, Rifkin presented voluminous research in his <i style="mso-bidi-font-style: normal;">The Empathic Civilization </i>that the human mind is wired for empathy, connection and collaboration at least as much as it is wired for aggression.<span style="mso-spacerun: yes;"> </span>In their (our) exemplification of solidarity and local, participatory, collaborative democratic processes, OWS demonstrates this reality (at least so far).<span style="mso-spacerun: yes;"> </span></span></div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><b><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">A fifth, and our final, principle of any developing peace economics theory must be sustainability.</span></b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;"><span style="mso-spacerun: yes;"> </span>Bluntly if it were up to the whaling industry (to pick one example) there would be no whaling industry as the population of whales would be extinct.<span style="mso-spacerun: yes;"> </span>There is a difference between what is profitable or in the economic interests of one company and what is in the interest of an industry as a whole.<span style="mso-spacerun: yes;"> </span>This to say if economies are to be considered peaceful, they must be sustainable.<span style="mso-spacerun: yes;"> </span>As peace economics theory continues to develop, it can usefully build on the indigenous wisdom that, “Only when the last tree has been cut down, only when the last river has been poisoned, only when the last fish has been caught;<span style="mso-spacerun: yes;"> </span>only then will you find that money can’t be eaten”.<span style="mso-spacerun: yes;"> </span>So-called “locavores” (those who advocate eating locally grown food) and environmentalists have been singing this song for some time.<span style="mso-spacerun: yes;"> </span>In hyper-developed, post-industrial countries like mine, it can be amazingly easy to lose sight of how real our dependence on nature is.<span style="mso-spacerun: yes;"> </span>When researching the indigenous land rights movement in Paraguay, as I did some food shopping at a market near the room I was renting, wandering past fruits and vegetables from the seller’s own yard and meat slaughtered only that morning, I was viscerally reminded that everything we eat comes from something plant or animal.<span style="mso-spacerun: yes;"> </span>Such an obvious statement--only someone from the rich world would be surprised by such a reminder!<span style="mso-spacerun: yes;"> </span>Synergy and partnership just last week between Occupy Miami and a large demonstration of environmental activists suggest this could be a useful collaboration, and further suggests that as a whole, #occupy is seeking more economic transformation than just a drop in the unemployment rate. With the world’s attention and growing momentum now, maybe OWS is becoming a movement which can push forward a global transformation towards economies that enable human security and peace.<span style="mso-spacerun: yes;"> </span></span></div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Interested in more?<span style="mso-spacerun: yes;"> </span>This article on </span><a href="http://www.epsusa.org/publications/newsletter/2002/nov2002/fischer.pdf"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">Twenty Questions for Peace Economics:<span style="mso-spacerun: yes;"> </span>A Research Agenda</span></a><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;"> from 2002 is a great start.<span style="mso-spacerun: yes;"> </span></span></div><div class="MsoNormal"><br />
</div>Cheryl Duckworthhttp://www.blogger.com/profile/02090928030290131777noreply@blogger.com1tag:blogger.com,1999:blog-8348033539691128592.post-19273757051712819622011-10-23T09:10:00.000-04:002011-10-23T09:10:32.503-04:00Ten Things the Occupy Movement Can Demand<!--[if gte mso 9]><xml> <o:DocumentProperties> <o:Version>12.00</o:Version> </o:DocumentProperties> </xml><![endif]--><!--[if gte mso 9]><xml> <w:WordDocument> <w:View>Normal</w:View> <w:Zoom>0</w:Zoom> <w:TrackMoves/> <w:TrackFormatting/> <w:PunctuationKerning/> <w:ValidateAgainstSchemas/> <w:SaveIfXMLInvalid>false</w:SaveIfXMLInvalid> <w:IgnoreMixedContent>false</w:IgnoreMixedContent> <w:AlwaysShowPlaceholderText>false</w:AlwaysShowPlaceholderText> <w:DoNotPromoteQF/> <w:LidThemeOther>EN-US</w:LidThemeOther> <w:LidThemeAsian>X-NONE</w:LidThemeAsian> <w:LidThemeComplexScript>X-NONE</w:LidThemeComplexScript> <w:Compatibility> <w:BreakWrappedTables/> <w:SnapToGridInCell/> <w:WrapTextWithPunct/> <w:UseAsianBreakRules/> <w:DontGrowAutofit/> <w:SplitPgBreakAndParaMark/> <w:DontVertAlignCellWithSp/> <w:DontBreakConstrainedForcedTables/> <w:DontVertAlignInTxbx/> <w:Word11KerningPairs/> <w:CachedColBalance/> </w:Compatibility> <m:mathPr> <m:mathFont m:val="Cambria Math"/> <m:brkBin m:val="before"/> <m:brkBinSub m:val="--"/> <m:smallFrac m:val="off"/> <m:dispDef/> <m:lMargin m:val="0"/> <m:rMargin m:val="0"/> <m:defJc m:val="centerGroup"/> <m:wrapIndent m:val="1440"/> <m:intLim m:val="subSup"/> <m:naryLim m:val="undOvr"/> </m:mathPr></w:WordDocument> </xml><![endif]--><!--[if gte mso 9]><xml> <w:LatentStyles DefLockedState="false" DefUnhideWhenUsed="true"
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mso-hansi-theme-font:minor-latin;}
</style> <![endif]--> <div class="MsoNormal"></div><div class="MsoListParagraphCxSpFirst" style="mso-list: l0 level1 lfo1; text-indent: -.25in;"><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">1.<span style="font: 7.0pt "Times New Roman";"> </span></span></span>Stop all “robo-signing” of home foreclosures immediately.</div><div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;"><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">2.<span style="font: 7.0pt "Times New Roman";"> </span></span></span>Allow students to declare student loan bankruptcy.<span style="mso-spacerun: yes;"> </span></div><div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;"><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">3.<span style="font: 7.0pt "Times New Roman";"> </span></span></span>Reinstate <a href="http://www.pbs.org/wgbh/pages/frontline/shows/wallstreet/weill/demise.html">“Glass-Steagall”,</a> which separated consumer banking from investment banking.</div><div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;"><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">4.<span style="font: 7.0pt "Times New Roman";"> </span></span></span>Investigation of the major investment banks who were involved in the subprime mess. </div><div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;"><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">5.<span style="font: 7.0pt "Times New Roman";"> </span></span></span>Investigation of Fanny, Freddy and the ratings agencies like S&P who gave banks AAA ratings which were false. </div><div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;"><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">6.<span style="font: 7.0pt "Times New Roman";"> </span></span></span>Implementation of Elizabeth Warren’s Financial Consumer Protection Bureau.<span style="mso-spacerun: yes;"> </span></div><div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;"><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">7.<span style="font: 7.0pt "Times New Roman";"> </span></span></span>Overturning <a href="http://www.supremecourt.gov/opinions/09pdf/08-205.pdf">Citizens United</a>.<span style="mso-spacerun: yes;"> </span>Money is not speech.<span style="mso-spacerun: yes;"> </span>It’s one person, one vote, not one dollar, one vote. </div><div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;"><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">8.<span style="font: 7.0pt "Times New Roman";"> </span></span></span>Passage of Obama’s Jobs Act and/or implementation of a WPA-inspired jobs-emergency program. <span style="mso-spacerun: yes;"></span>The <a href="http://www.indiana.edu/%7Eliblilly/wpa/wpa_info.html">WPA</a> was a Depression-area government employment program. </div><div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;"><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">9.<span style="font: 7.0pt "Times New Roman";"> </span></span></span>Similar to #8, an immediate halt to the laying off of public sector workers, especially at the state and local level.<span style="mso-spacerun: yes;"> </span>Consumers create jobs, and we can’t afford to keep squelching demand.<span style="mso-spacerun: yes;"> </span></div><div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;"><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">10.<span style="font: 7.0pt "Times New Roman";"> </span></span></span>Break up the banks that are (say it with me) Too Big to Fail.<span style="mso-spacerun: yes;"> </span>Such a move is not anti-capitalist, it’s pro-capitalist.<span style="mso-spacerun: yes;"> </span>You can’t have capitalism without the possibility of failure for poor investment decisions.<span style="mso-spacerun: yes;"> </span></div><div class="MsoListParagraphCxSpLast"><br />
</div>Cheryl Duckworthhttp://www.blogger.com/profile/02090928030290131777noreply@blogger.com2tag:blogger.com,1999:blog-8348033539691128592.post-26831849346634081802011-10-12T11:25:00.000-04:002011-10-12T11:25:01.544-04:00#occupyyourownmind<em><strong>"The enemy of the black is not the white. The enemy of capitalist is not communist, the enemy of homosexual is not heterosexual, the enemy of Jew is not Arab, the enemy of youth is not the old, the enemy of hip is not redneck, the enemy of Chicano is not gringo and the enemy of women is not men. We all have the same enemy: The enemy is the tyranny of the dull mind. The enemy is every expert who practices technocratic manipulation, the enemy is every proponent of standardization and the enemy is every victim who is so dull and lazy and weak as to allow himself to be manipulated and standardized." ~Tom Robbins</strong></em><br />
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<em><strong>"Those who make you believe absurdities can make you commit atrocities..." ~Voltaire </strong></em><br />
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<em><strong>“If you're not careful, the newspapers will have you hating the people who are being oppressed, and loving the people who are doing the oppressing.” ~</strong></em><em><strong>Malcolm X</strong></em><br />
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The connections between peace, critical thinking skills and a good old fashioned (young fashioned? Pretty young protestors out there) sense of civic duty have not ever been more clear to me. I wrote elsewhere once a few years ago that fascism, or totalitarianism in general if you prefer, is more of a mindset than a government. This was in the context of a discussion a few years back (Obama was not yet president) of a Florida college kid who was tazed by a campus security officer at a Kerry campaign speech. Discussion erupted about whether the kid had deserved it; apparently he’d been going on and on at the mic during the Q and A and someone even mentioned that he had spoiled Harry Potter! And there was the inevitable argument that the security guys did what they had to do. After all, how did they know he wasn’t a threat? I found myself pointing out repeatedly that that wasn’t relevant. In a democracy that’s working, of course, the burden of proof was on the law enforcement. This is because they have greater physical and legal coercive power, and people just don’t handle power well unless it’s constantly checked. That the kid was rude and arrogant was never the point, no matter how true. That he’d spoiled Harry Potter was not the point (though one does sympathize). I was stunned to find myself hearing such arguments by those who say they believe in democracy in support of law enforcement being able to inflict pain essentially to correct public manners—to teach the kid a lesson. <br />
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The over-identification with authority and with the elites, in my view, explains such reactions. It explains the need to see the kid put down or even the need to mention Potter-spoiling at all. It also helps explain how so many of our essential institutions seem to have slipped out of our control. This kind of over-identification with authority is damaging to a democracy just as surely as an Al Qaeda or corporate media ownership. Yet it’s so hard to talk about because so personal and intangible. But understanding this dynamic is essential to being a citizen in a democracy because fascism, again, is not so much a regime as a mindset. A mindset that says, “They know best”. A habit that fails to take personal responsibility for being informed and forming one’s own opinions. Our own minds are the real last line of defense against totalitarianism. This is, as others have also said, why regimes even bother targeting academics, journalists and artists. <br />
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What’s the relevance to the unrest and peaceful uprisings that we’re seeing now, especially the Occupy movement? Finally enough people across the US—across the world—have begun seeing and saying out loud that we insist on our own voices being heard and the social contract continuing to work for at least most of us. Apathy and cynicism, of course both servants of the status quo, appear to be disintegrating. This is one reason that the “agenda” media folks seem to be demanding (they are of course elites too, deeply implicated in shaping what’s worst about our current status quo) isn’t crystal clear yet though themes of economic justice, jobs, addressing corruption and peace are clearly observable. Because the reality is that a number of institutions and cultural systems (media, political, financial) are seen to have all failed us, the problem is just probably not going to fit into one white paper. Wherever this ends, it must start with citizens doing their fair share of governing if we are to remain a government BY the people. Before we can #occupywallstreet, we must #occupyourown minds.Cheryl Duckworthhttp://www.blogger.com/profile/02090928030290131777noreply@blogger.com0tag:blogger.com,1999:blog-8348033539691128592.post-50796394484161822582011-08-12T10:57:00.000-04:002011-08-12T10:57:20.264-04:00Straight Outta Tottenham: Anger, Dignity and Austerity<br />
<em>"To be wholly overlooked and to know it are intolerable” ~John Adams </em><br />
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A clear thread is woven through the fabric of the many different, and often differently expressed, social upheavals that we have been experiencing throughout the year, and that thread is the challenge of global neoliberalism to dignity. Perhaps indeed some late 21st century Barbara Tuchman will tell the story of how 2011 was 1848 or 1937. What’s important now is that we understand how our systems—social, cultural, economic and political—are failing us on a large scale and what needs to be done to begin transforming them. <br />
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• London (unemployed youth riots) <br />
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•Ohio (union bargaining rights) <br />
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• Chile (student demonstrations over access to education) <br />
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• Wisconsin (union bargaining rights) <br />
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• The U.S. Tea Party (shrinking the welfare state) <br />
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• Israel (affordable housing—or as my colleague Aziz Abu Sarah memorably put it, “<a href="http://www.nytimes.com/2011/08/04/opinion/in-israel-the-rent-is-too-damn-high.html">In Israel, the Rent Is Too Damn High</a>”) <br />
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• The Arab Spring/Revolutions <br />
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But this goes even further back. Remember those uprisings in Paris a few years ago? Or the spate of anti-immigrant violence in Australia? How about pre-revolution food-price riots in Cairo? What about even the “Battle in Seattle” when the WTO was in town? <br />
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Why do I suggest that such different protests as the above all share a common impulse? Without ignoring local specifics, I see current the unrest as an extension of a larger trend that may have been developing throughout the 21st century so far as economic globalization and democracy expand and contract in response to what I believe are tectonic shifts of the global socio-political landscape. A root-bottom driver of the above is the relationship between entrenched neo-liberalism worldwide—which has accelerated to austerity as after-shocks of the Great Recession continue—and social dignity. <br />
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Dignity is what allows people to have faith in the social contract. So even if someone else has more materially, a young man or woman can still feel that <br />
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1. Others perceive him or her to be a part of society <br />
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2. Her role in society has some sort of meaning for her <br />
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3. She can have some sort of control over her future, especially as it relates to being able to provide for basic survival <br />
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Some excellent research has been done about the socio-political negotiation of social contracts and a community or nation’s security (see for example Beverly Crawford’s work on the “myth of ethnic conflict”). Essentially this is the agreement, sometimes spoken or written, sometimes not, that underlies how a society’s resources are divided up and what will constitute the CONSTRUCTED concept of legitimacy in a society—who gets to hold power, how and why. What we’re seeing in each of the cases above, I would argue, is a demand for renegotiating the social contract. <br />
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To my mind this implies the need for a global social contract. What rights can indeed a citizen demand? To what is he entitled? What does a citizen of Country X “look like” and/or believe? These are fundamental underlying questions being struggled over. The more interconnected our economies become, and the more migration continues throughout the 21st century, the truer this will be. <br />
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As I’ve written in my book on indigenous communities and austerity in Paraguay (<em><a href="http://www.amazon.com/Land-Dignity-Paraguay-Cheryl-Duckworth/dp/1441133933/ref=sr_1_1?ie=UTF8&qid=1313076512&sr=8-1">Land and Dignity in Paraguay</a></em>), when you take away someone’s ability to control their future, you take away their dignity. More than a set of mere economic policy prescriptions, neoliberalism is also a set of social norms and assumptions about human nature. This is where austerity, and Ha Joon Chang’s concept of “kicking away the ladder”, comes into play. The idea is that as one group climbs up the socio-economic ladder, benefitting from public spending on infrastructure, health, education, research/development and so on, they then begin to call for those supports to be chipped away. <br />
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I don’t think high rates of unemployment alone would have resulted in the riots we’re seeing in the UK. As a number of interviews with some of the rioters and protestors have shown, the ideas of power and economic injustices have been resonant. As part of austerity, youth services in Tottenham were <a href="http://www.washingtonpost.com/opinions/what-isnt-behind-the-london-riots/2011/08/10/gIQAnBGg8I_story.html">cut by 75%</a>! Don’t forget that historic Tunisian man who immolated himself <em>in front of a municipal building</em> after the confiscation of his vendor’s cart. It’s not just being unemployed—it’s being invisible! <br />
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An under-appreciated movie, “<a href="http://www.rottentomatoes.com/m/dirty_pretty_things/">Dirty Pretty Things</a>”, has a scene which captures the importance of “mere” visibility as a first step towards dignity. Several immigrants from various places encounter one another in some of London’s seedier sections. A few grisly scenes suggest that they have gotten caught up in the black market of organ smuggling. Having discovered it, they are soon blackmailed and threatened with deportation. Toward the end of the movie, a security man asks the Nigerian immigrant, “How come I haven’t seen you?” The immigrant replies, “We are the people you don’t see”. In all of the above cases, whatever distinct and valid differences they might also have from one another, the protestors are demanding to be accounted for—to be seen!—in the social contract. <br />
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Cheryl Duckworthhttp://www.blogger.com/profile/02090928030290131777noreply@blogger.com0tag:blogger.com,1999:blog-8348033539691128592.post-4786980475170716462011-07-20T10:58:00.000-04:002011-07-20T10:58:45.542-04:00Towards a Mindful Foreign Policy?First, a disclaimer. I’m no expert on mindfulness or Zen. I’m (slowly) learning to meditate and, as a peace educator, have been considering some of the connections between inner peace and social, political (dare I even say economic?) peace. Our talk during meditation class recently was focused on “paying attention to your intentions”. Of course this is a lifelong personal journey, but does the idea have relevance for nations as well? Can a country be mindful? If so, will international politics be more peaceful? <br />
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On one hand, I am frankly skeptical. The “causes” of war are numerous and complex, rooted in inadequate bureaucracies, autocratic regimes, resource depletion, patriarchy, economic markets, and what’s been called the “heavy hand of history”. In that “heavy hand of history” is there a possible connection between mindfulness and preventing war?<br />
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It is possible. What if not just political leaders but a nation’s citizenry “paid attention to their intentions”? As I’ve been writing here and elsewhere, I think a key outcome of peace education, especially any peace education that wants to engage or claims to be inspired by, critical theory must help students be able to deconstruct the causes of war. Part of this means being able to identify—to articulate!—the national narratives that tell the story of who we think we are as Americans (Brits, Irish, Iranians, Mexicans…). How do we explain what we stand for? How do we talk about our role in the world? And does that then lead us to war or peace? <br />
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I raise these questions of course because they have everything to do with how we understand—or misunderstand—our intentions in choosing war. Does an unexamined (or even unconscious) assumption about the goodness, the righteousness, of our national intentions lead us naively into conflicts we don’t understand? Surely a more rigorous examination—a more mindful one, you might say—of our interests and intentions in armed interventions is urgent, given that we have in the past decade ended up in at least two wars most Americans do not want (Iraq and Afghanistan). <br />
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Peace education, I think, can make at least two contributions to this. One, the systems thinking inherent in peace education can introduce students to thinking critically about the connection between interpersonal systems, communities, nations and the world system. Perhaps such students-as-citizens will be more willing, able and empowered to ask difficult questions about why a particular war is really necessary. Secondly, peace education, when it is effective, engenders in students a sense of themselves as part of a whole. Such a citizen is probably more likely to reject the view (a dangerous one in my opinion) that we can sensibly talk about U.S. national security separately from global, human security. That’s no longer possible in the hyper-connected, interdependent 21st century. <br />
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Honestly I can’t say that I’m sold on my own premise here. Again, I’m no expert but mindfulness seems to be such a personal, individual experience that I wonder if that can translate to the socio-national level. Yet clearly groups can act out aggressions, impulses and unconscious “scripts” as individuals do. I have more questions than answers but it sure seemed a question worth asking.Cheryl Duckworthhttp://www.blogger.com/profile/02090928030290131777noreply@blogger.com2tag:blogger.com,1999:blog-8348033539691128592.post-76553355063284891822011-06-20T16:37:00.002-04:002011-06-20T19:37:04.625-04:00You Might Already Be Teaching Peace If....If you've taught K-12, you've been there. A new mandate to plan for. A new test to scantron. Another inservice that may or may not be led by someone who has taught K-12 in the past decade. (Those who run these teacher trainings who have not taught run the risk of getting eaten alive.) <br />
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And they want us to "teach peace" too? They want us to seriously be responsible for the moral, social development of students we see 45 minutes a day on a good week? A week without fights, assemblies, tornado drills, fire drills, bomb scares, parent conferences, special ed conferences, state tests to proctor, open houses....<br />
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Sometimes, because of the reality I note above, it's almost impossible for teachers today to imagine adding one more thing to that list. So in that spirit, I say take heart! For exhausted, besieged teachers everywhere who would love to "teach peace" if there were only five spare seconds in the day, did you know <i>you are probably already doing it</i>? <br />
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It's closer than you think! <br />
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You might already be teaching peace if….<br />
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1.If you read works like <i>To Kill a Mockingbird</i> and <i>12 Angry Men</i> with your students because you want them to understand the seeds of hate and prejudice. <br />
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2.If you read works like <i>Fahrenheit 451</i> and <i>1984</i> so they know how important it is to think for themselves. <br />
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3.If your students know the words “doublethink” and/or “scapegoat”. <br />
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4.If you’ve ever told a kid that “it gets better”. <br />
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5.If you’ve encouraged a kid to power off and reconnect with nature. <br />
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6.If you’ve called a parent to tell her how great her kid is. <br />
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7.If you’ve invited a kid to write or speak about struggles s/he’s facing. <br />
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8.If you’ve taken a group overseas so they understand other kids better.<br />
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9.If you’ve involved kids in making the rules of the classroom. <br />
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10.If you’ve formed a partnership with a community organization. <br />
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If you're already doing those things or many more, you may already be teaching peace! You're already "being the change". <br />
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Got other suggestions of things teachers are already doing to "teach peace"? I invite you to leave them in the comments.Cheryl Duckworthhttp://www.blogger.com/profile/02090928030290131777noreply@blogger.com0