Peace Jobs : A Student's Guide to Starting a Career Working for Peace [1 ed.] 9781681233321, 9781681233307

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Peace Jobs

A volume in Peace Education Laura Finley and Robin Cooper, Series Editors

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Peace Jobs A Student’s Guide to Starting a Career Working for Peace

David J. Smith

INFORMATION AGE PUBLISHING, INC. Charlotte, NC • www.infoagepub.com

Library of Congress Cataloging-in-Publication Data   A CIP record for this book is available from the Library of Congress   http://www.loc.gov ISBN:

978-1-68123-330-7 (Paperback) 978-1-68123-331-4 (Hardcover) 978-1-68123-332-1 (ebook)

Cover photo: Lorenzo Choudhary-Smith

Copyright © 2016 Information Age Publishing Inc. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, microfilming, recording or otherwise, without written permission from the publisher. Printed in the United States of America

To Lena, Lorenzo, and Sonya

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Contents

Peace Education Series Introduction............................................. xi Laura Finley and Robin Cooper Preface.......................................................................................... xiii Acknowledgments......................................................................... xxi 1 What is a Peace Job?......................................................................... 1 Today’s Realities................................................................................. 2 Direct Action and Indirect Action.................................................... 6 Levels of Conflict Engagement......................................................... 9 Technology, Globalization, and the Future of Peace Work.......... 12 Mainstreaming................................................................................. 13 Creative Applications....................................................................... 14 Need for Soft Skills.......................................................................... 15 Peacebuilding................................................................................... 16 Peacebuilding Foundations............................................................. 17 A Peacebuilding Career Model....................................................... 19 Notes................................................................................................. 22 References........................................................................................ 22 2 Preparing for and Finding a Peace Job.......................................... 25 The World of Work.......................................................................... 26 Taking Charge................................................................................. 27 Passion.............................................................................................. 28 Education......................................................................................... 29

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Activities........................................................................................... 30 Community....................................................................................... 32 Environment.................................................................................... 33 Use Your Campus Resources........................................................... 34 Finding Your Purpose: The “Sweet Spot”...................................... 38 References........................................................................................ 41 3 Peacebuilding Careers in Diplomacy............................................. 43 The Need for Diplomats.................................................................. 44 Approaches to Peacebuilding Diplomacy...................................... 47 Preparation for Diplomatic Work................................................... 49 Foreign Language Skills.................................................................. 49 Willingness to Volunteer................................................................... 49 Writing Proficiency.......................................................................... 50 Adaptability..................................................................................... 50 Quick and Motivated Learner.......................................................... 51 Ability to Focus................................................................................ 51 Ability to Work Independently and as Part of a Group...................... 51 Other Agencies Where Peacebuilding Careers Can be Pursued......................................................................... 51 Notes................................................................................................. 53 References........................................................................................ 53 4 Enforcing Peace and Justice Through Human Rights and Law..... 55 Using the Law to Advance Peacebuilding...................................... 56 International Law............................................................................ 57 Human and Civil Rights.................................................................. 58 Legal Practice.................................................................................. 59 Law Enforcement............................................................................. 59 Youth Advocacy, Domestic Violence, and Trafficking................... 61 Public Policy..................................................................................... 63 Notes................................................................................................. 65 References........................................................................................ 65 5 NGO, IGO, Humanitarian, and Military Careers..........................67 The Value of Study Abroad............................................................. 68 NGOs and IGOs............................................................................... 69 Military Careers............................................................................... 72

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Skills and Knowledge Required...................................................... 74 Cultural and Language Competency Skills....................................... 74 Negotiation and Persuasion Abilities................................................ 75 NGO/IGO–Military Relations......................................................... 75 International Norms and Laws........................................................ 75 A Peacebuilding Strategy................................................................ 76 The Need for Planning.................................................................... 76 The Need for Qualified Labor.......................................................... 77 The Need for Tools........................................................................... 77 Other Required Resources................................................................ 78 Note.................................................................................................. 81 References........................................................................................ 81 6 Teaching About Peace and Conflict............................................... 83 The Importance of Education........................................................ 84 Basic Education as Teaching for Peace.......................................... 87 Teaching Peace in Any Discipline or Field.................................... 87 Sponsorship of Extracurricular Activities..................................... 90 Applying Conflict Awareness as a School Counselor.................... 93 Conflict Resolution Training.......................................................... 95 Teaching in International Conflict Zones..................................... 95 Note.................................................................................................. 98 References........................................................................................ 99 7 Social Justice and Environmental Action.....................................101 The Activist’s World....................................................................... 102 Social Justice.................................................................................. 104 Environmental Action................................................................... 106 Other Forms of Justice................................................................... 107 Note.................................................................................................110 References.......................................................................................110 8 Health, Community, and Faith-Based Strategies.......................... 113 The Healing Arts............................................................................114 Promoting Public, Global, and Community Health................... 115 Community Building as Peacebuilding........................................116 Working in Faith Communities.................................................... 120 References...................................................................................... 123

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9 The Arts, Science, Technology, and Media...................................125 Creating Peace............................................................................... 126 The Arts and Humanities.............................................................. 126 Science, Engineering, and Technology........................................ 128 Media.............................................................................................. 131 References...................................................................................... 137 10 Pursuing Peacebuilding Education..............................................139 Seeking an Education in Peace..................................................... 140 Starting College............................................................................. 140 Peace Studies.................................................................................. 142 Conflict Resolution........................................................................ 143 Graduate Education...................................................................... 145 Moving From Here........................................................................ 149 References...................................................................................... 152 Appendix A  86 Peace Jobs for College Grads.....................................155 Appendix B  Peace Jobs Glossary........................................................159 Appendix C  Peace Jobs Career Resources.........................................165 Appendix D  Additional Readings.......................................................169 About the Author................................................................................... 171 Index.....................................................................................................173

Peace Education Series Introduction

Laura Finley Robin Cooper

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ith the many forms of violence and injustice plaguing people across the globe, the need to teach people the skills, knowledge, and motivation to make peace has never been more acute. Peace education is an essential component of peacebuilding. Although it takes many forms and occurs in a broad array of settings, peace education always includes efforts to understand the root causes of violence, offers opportunities for marginalized groups to share their perspectives, teaches methods of nonviolent conflict resolution, and inspires action toward a better world. The books in the Peace Education series, authored by leading scholars and activists, provide engaging, insightful, and timely examinations of the best practices and most innovative thought in the field of peace and conflict studies. Moreover, the books in this series exemplify the truly interdisciplinary nature of the examination of violence and the building of peace, as authors are sociologists, linguists, educators, rhetoricians, feminists, theologians, psychologists, political scientists and more. Further, each book in the Peace Education series is thorough and scholarly yet user-friendly for students, educators, activists, and practitioners. Peace Jobs, pages xi–xii Copyright © 2016 by Information Age Publishing All rights of reproduction in any form reserved.

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From understanding the violence we use in everyday language, to grassroots efforts globally, to using popular culture to teach peace, to evaluating our successes and so much more, the books in the Peace Education series help illuminate the problems, challenges, and rewards associated with using educational means to diminish, ameliorate, or eliminate violent conflicts and to create a more inclusive, just, and peaceful world. As series editors, we are proud of these eclectic, unique, and insightful books and thrilled to have been able to work with authors of such caliber. We welcome feedback from readers and encourage authors to consider submitting proposals that advance our understandings and inspire improvements in the teaching of peace.

Preface

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hile I was growing up, my dad was a printer. He operated a letterpress, which in its day was the primary means by which business cards, wedding invitations, and brochures were produced. Nowadays, his work is considered an artisan craft like calligraphy. He would assemble moveable metal type using a composing stick. Then he would set the type taken from a type case (which you can now readily purchase at your local flea market for $50 to put your spices in) in a galley. The galley would be locked in a metal frame called a “chase” with wooden blocks referred to as “furniture” and metal quoins. An ink-soaked roller would run over the chase, and the paper (called “stock”) would be placed on the inked chase, and voila!— you have just printed. My dad was a quintessential letterpress man, with permanently inked hands and always smelling of kerosene, which he used to clean his press. I was his apprentice, helping him with orders and even starting my own business (as his subcontractor) with a small, hand letterpress when I was 14. My dad suffered from depression, which led to him eventually closing his business. Because of his illness, he was hospitalized for long periods of time, medically sedated, and underwent various types of treatment including electroshock therapy. However, toward the end of his life, he reached a level of wellness that allowed him to commit to other interests including peace. My dad came from hardscrabble roots. Born during the early Depression years, he grew up in a working-class family. He graduated from the eighth grade, and then went to vocational school to learn printing. In those Peace Jobs, pages xiii–xx Copyright © 2016 by Information Age Publishing All rights of reproduction in any form reserved.

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days, finishing high school was a luxury that those from his background could rarely afford: earning family income was more important. Because of his experiences, my dad was always one to help those who were downtrodden. He frequently volunteered his time and gave of his savings to help those in need including those out of luck, homeless, and incarcerated. He believed that social justice was an important value, and that we all needed to be treated with fairness and kindness. He came to hate war and the military policies of our government (the militarized Reagan years did much to motivate him). In Baltimore, where we were from, he volunteered at the Maryland Peace Center. At the time, the Center, like many similar organizations of that period, focused on ending nuclear arms proliferation brought on by the Cold War. He was an office volunteer and would help in organizing mass mailings, literature creation and distribution, and other activities that involved printed materials. Here, he could use his vocational skills in a peaceable way. His desk nameplate sits on my desk and I look at it often, thinking of my dad’s commitment to peace. The reason for this story is not to provide a biography of my father, nor to teach you letterpress printing (there are some good YouTube videos that do that), but to show that anyone can engage in peace work. My dad had what I would call a “peace job.” His skills as a printer allowed him to make a contribution to creating a better world. In his younger years, it would have been hard for him to volunteer, owing to family and business obligations. But fate’s hand is unknown, and my father’s illness, as difficult as it was for him and our family, created an opportunity for him to take his talents and apply them to working for world peace. It’s his journey that over the years has caused me to think about the ways in which we are all peacebuilders, in our personal lives as well as in our professional ones. At times when we think of peace careers, we tend to limit it to those working in policy-oriented fields such as diplomacy or in direct conflict resolution efforts as a mediator. This is valuable work, but these roles require advanced education or extensive training and, as such, are available only to a select few. I would argue that there are many jobs that promote a world free of violence and advance social justice. The seeds of conflict germinate in many places; therefore, the contributions needed to curb violence need to come from many individuals, each working for peace using their special talents. My dad, the letterpress man, was a peacebuilder. Though I have taught at exclusive liberal arts institutions, as a U.S. Fulbright Scholar overseas, and at the graduate level, the most significant impact on my view of careers comes from the years that I taught paralegal studies at a community college. Some reading this book might find it unusual that a community college professor teaching in a vocational field is

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offering advice on peace careers. But I have found many teaching in the peace and conflict field struggle to help students in considering employment paths, advising them on negotiating salary and employment conditions, encouraging non-traditional work arrangements, and helping them find balance between lives that are often personally complex with a career that is demanding. The law of necessity is a great motivator, particularly for those who come from underprivileged backgrounds. Though many come to community colleges with the goal of moving on to four-year institutions, the majority of students that I saw needed to prepare for a job with which they could support themselves and their family, and, if possible, do meaningful work. For many, working as a legal assistant provided that opportunity, particularly for those who found career paths to legal aid, public defender, or prosecutor offices. All education is career education. This might seem an overly generalized characterization, especially for those in the liberal arts where peace studies and conflict resolution have been grounded. But today, in light of the massive debt with which many students graduate, coupled with an anemic job market, completing a degree that makes one employable is essential. The fact that undergraduate studies need to include a focus on careers, does not take away from the traditional and important role of liberal education: opening one’s mind to new ideas and advancing aptitudes that make one a better thinker, citizen, and contribute to the overall quality of life. Advancing career awareness can be done without undercutting the notion of education as enlightenment. After time as a college professor, I found myself at the U.S. Institute of Peace (USIP). USIP is a congressionally established institution for which the prime objectives are to promote global peacebuilding and conflict management. Those who proposed it in the 1970s imaged it as an educational entity where students could learn about approaches to resolving violent conflict based on non-violent strategies, negotiation, and diplomacy. In this way, many viewed USIP as an alternative to the military academies. This did not come to pass, and USIP was constituted as a small, underfunded, quasi-government entity that explores global violence, conducts research and publishes, provides grants, and trains practitioners including those in the military. While at USIP, I had the opportunity to work with colleges in developing programs on global conflict for faculty and students. Many of the programs were focused on specific conflicts or peace-related issues such as human rights or humanitarianism. Regardless of where I went, I was always confronted with the same question from students: “How do I get a job working for peace?” As someone who had worked as a mediator, taught peace

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and conflict studies, and written about the field, I often struggled to cogently provide answers for students. Students were often looking for the job, and I found that those ideal jobs were rare, especially for undergraduates. It was frustrating to answer by saying that the jobs they sought were few and often only attainable after obtaining a graduate degree. In the peace and conflict field, we have often neglected to consider strategies for career development for students. This has been distressing at the graduate level: the entry point for many professional careers. Some have been critical of the mismatch that exists between what graduate education is offering, and what employers are looking for in entry-level recruits (Carstarphen, Zelizer, Harris, & Smith, 2010). But the situation is also direr at the undergraduate level. Whereas we are starting to have a discussion at the graduate level, this conversation has yet to begin in undergraduate education. As peace- and conflict-related programs continue to be established, it is crucial that we think about what an undergraduate degree or course work in a peace-related field means for obtaining a career. I hope this book can, in some small way, advance that discussion. Increasingly, we need to consider career pathways that transcend the notion that a job need only meet the more apparent objectives of a field of study. Certainly, medical schools prepare doctors to “heal” people, as do community colleges in training auto mechanics to “heal” vehicles. But an educational experience can provide an opportunity for students to explore how their learning can be used creatively in many ways. Students come to study about peace and conflict wanting to make an impact on their community, be it far away or in their neighborhoods. They also tend to come with a particular area of interest—education, business, the environment, law, health, or other areas—that often can be the means for applying skills and aptitudes gained from learning about advancing peace. This is the focus of this book. Though I will explore what I call direct-action jobs such as mediators and humanitarians, much of my emphasis is about the range of jobs that individuals can pursue to apply their peacebuilding skills in ways that might not seem obvious at first, or indirect-action jobs. The nurse, the computer tech, the engineer, the artist, and the journalist all have ways in which they can contribute to promoting peace.

About This Book The primary audience of this book is undergraduate college students who are in the early stages of considering career options and are interested in working for peace. It is designed to assist students in considering a range of

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fields that can be pursued in advancing a career where conflict is explored and peace is advanced. The book does not assume any prior knowledge or understanding of the fields of peace studies, conflict resolution, human rights, or related areas that I group under the umbrella of peacebuilding, an overarching concept that refers to the range of approaches and strategies that can be engaged in to create and maintain peaceful, just, and secure environments. As such, those not yet starting college or considering returning to college can benefit from what is offered here. Having said this, the main readers of this book will be Millennials, those born during the period of the early 1980s through the early 2000s. My own children are both Millennials, as is the current population in colleges and high schools today. Pollster John Zogby (2008) argues that this generation (which he refers to as “First Globals”) cares deeply about the world around them, travel much and maintain overseas relationships (often through social media), celebrate all forms of diversity, and most importantly, are willing to commit to making social change. And with implications for building peace, “they’re more devoted than any other age group to finding common ground on tough social issues.” (p. 119). This book is for this generation: helping them put to action the agenda they see for change. A major premise of the book is to show that conventional jobs, which at first glance might seem to have little connection to peace, can be adapted by a creative professional to find opportunities to resolve differences and create peaceful solutions. Too often, would-be peace professionals believe that to work in peacebuilding requires entry into a discrete field that is often difficult to enter due to extensive educational and training requirements. Though these fields (e.g., mediation, diplomacy, humanitarianism) are important career paths, and are discussed in the book, I argue that there are more accessible jobs that students can aspire to that allow them to work on peace. My argument is that in any field, students can apply their skills and knowledge about conflict and peace to improve the work they are pursuing. In writing this book, I strived to keep my student audience in mind. Too often, I have found that career books describe specific characteristics of jobs, but fail to present stories of individuals actually succeeding in the field. And when these stories are provided, they often are about individuals who are senior in the field, with many years of experience, often well connected, and from elite backgrounds. For a young college student from a non-prestigious state university or community college who is focused on finding work upon graduation, presenting stories of those who have been working for 25 or more years is not always helpful. Rather, showcasing the experiences of those only a few years out of college provides a more realistic

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vision for what students might expect of themselves. In an effort to provide readers with credible and achievable expectations for their own early career options, I have included stories from young professionals who have graduated from a range of colleges (and some students still in school) who describe their journeys to being peacebuilders. Most of these professionals are in their mid-to-late 20s. Each young professional profile provides a roadmap for the reader. I want the reader to think: “I can do that too, and it can happen soon after graduating from college!” In this way, students (and maybe their parents) can be reassured about their future. At the end of each chapter, I provide questions that ask the reader to consider his or her own situation in relation to the young professionals from the chapter. I start each chapter with a fictional story of a college student at a crossroads and considering his or her own future. My aim here is for the reader to realize that their own exploration is not unique, but one faced by many desiring to work for peace. In developing these stories, I have been mindful to recognize the diversity of college-age populations today, and strived to present the field as open to all regardless of economic or social class, or physical, ethnic, or cultural backgrounds. In focusing on careers, it is important for readers to learn about organizations and entities doing the work of peace. Few students coming right out of college will start their own companies or not-for-profits. Rather, they will seek out organizations where they can apply their skills and values. As such, I feature entities that help illustrate the work of peacebuilding. I also raise questions for students to consider, and provide them with some insight to the research and applied notions of working for peace. Chapters 3–10 are organized around a major category or theme. As a result, readers can go directly to the chapter(s) of interest. Taking this approach, I would recommend reading Chapters 1 and 2 and then the chapter(s) that relates most to each student’s interests. I have developed a list of jobs that students might pursue in working for peace, which appears in Appendix A. This list can be useful not only to students, but also to faculty and career counselors in visioning career options. At times, those advising students are baffled when it comes to recommending specific jobs that can be sought. Though educators might want students to take a more values-based approach to finding work (“Don’t focus on the job title, think about how you can use your talents to make a difference!”), most students (and career advisors) will focus on specific job listings. I also include a basic nontechnical glossary of terms (Appendix B), a list of peacebuilding career resources (Appendix C), and a list of additional readings (Appendix D).

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At an academic conference I attended recently, there was an area reserved for colleges that were sharing information about their programs. I learned about an undergraduate peace studies program at a small state college in the Midwest of which I was unaware. The program had a nice brochure showcasing its offerings. The back panel included a section titled “Possible Careers” for those graduating from the program. The list was a typical rundown of occupations associated with conflict resolution and public and international affairs: mediator, human rights advocate, and public interest lawyer, as examples. The last item on the list was “other.” And I thought, what does that mean? A student, who graduates from this program and is not interested in the fields listed, would need to seek a job in “other.” This book is about those “other” jobs. After reading this book, I hope you will recognize that “other” jobs are not elusive or hard to obtain, but are the ones that are easily recognizable and often considered mainstream, and ones where students with peacebuilding awareness and skills can create opportunities for spreading peace in many ways and, as a result, build a better world. Anyone can be a peacebuilder in most any field, job, or career. In order to make change needed to transform our society to one that is just and peaceful, everyone must see his or her work as peacebuilding. It is my hope that this book advances the mainstreaming of the field and the engagement of peacebuilding work everywhere. All of us should be working for peace everywhere and at every moment. I am reminded of the words of Eleanor Roosevelt: “It isn’t enough to talk about peace. One must believe in it. And it isn’t enough to believe in it. One must work at it.” Hopefully this book will help advance the last sentiment of her remarks.

Figure P.1  My dad’s nameplate at the Maryland Peace Center. Photo credit: Lorenzo Choudhary-Smith.

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References Carstarphen, N., Zelizer, C., Harris, R., & Smith, D. J. (2010, August). Graduate education and professional practice in international peace and conflict. U.S. Institute of Peace Special Report 246. Retrieved from http://www.usip. org/sites/default/files/sr246.pdf Zogby, J. (2008). The way we’ll be: The Zogby report on the transformation of the American dream. New York, NY: Random House.

Acknowledgments

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any have contributed their time and expertise to this effort. Early on in the process, I surveyed 70 educators and asked their opinions on the need for such a book. I appreciate the time they took in completing my survey, and I hope that I have been faithful to their suggestions and insights. I also surveyed a comparable number of undergraduates on their thoughts on careers and am indebted for their ideas. Chapters were reviewed by colleagues who offered critical comments and suggestions and provided me with encouragement as I continued on the path of writing. I wish to thank Vanessa Bassil, Jennifer Batton, Lena Choudhary, Alex Cromwell, Stephanie Knox Cubbon, Rachel Cunliffe, Lowell Ewert, Gus Fahey, Paul Forage, Barbara Grochal, Tony Jenkins, Shirin Khosropour, Colman McCarthy, Konye Ori, Peter Reynolds, Eric Sigmund, Aarne Vesilind, Sarah Wallis, Cathie Witty, Kristen Woodward, and Katie Zanoni. And there were others whose names I might have missed. For Chapter 2, which focuses specifically on the “how-tos” of getting a job, I needed assistance from someone who is knowledgeable in career counseling. I was fortunate to have Lisa A. Colten provide not only a review of the chapter, but write a section in the chapter on tips for jobseekers. In addition to Chapter 2, other chapters include discussions on specific dimensions of peacebuilding employment or topics dealing with the field that I thought students should know about. For these contributions I wish to thank Christine Y. Cruzvergara, Stephanie Knox Cubbon, Michelle Rivera-Clonch, Katie Zanoni, and Craig M. Zelizer. Peace Jobs, pages xxi–xxii Copyright © 2016 by Information Age Publishing All rights of reproduction in any form reserved.

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I want to thank Marsha and Carl Mueller for reviewing the paragraph in Chapter 5 on their daughter Kayla and providing a photo of her for the book. I hope in some small way this book encourages students to start their journeys for peace, with Kayla as their inspiration. An important feature of the book is the autobiographical stories that young professionals submitted in which they wrote about their experiences as a peacebuilders. These profiles provide motivating testimony for wouldbe peacebuilders to consider their own potential. For sharing their personal journeys, I want to thank Annie Bishai, Katherine Bowen-Williams, Michael Braeuninger, Sarmat Chowdhury, Caitlin Dimino, Jerry Doran, Melissa Dymek, Nicole Grim, Berhane Hailemichael, Michelle Harris, Hermana Huskic, Matthew Johnson, Melisa Ashbaugh Johnston, Julie Knopp, Sara Potler LaHayne, Mary McCarthy, Shirah Moffatt-Darko, Yetzenia Negron, Caitlyn Nelson, Christopher Neu, Whitney Pratt, Kaeley Pruitt-Hamm, Emily Richards, Lauren Spaulding, Ryan Stroud, Frannie Varker, Aaron Voldman, Christy Reich Williamson, Mark Wolf, and Rachel Zink. The Biosophical Institute (http://biosophical.org), based in Cleveland, Ohio, was very supportive of my project. The Institute’s executive director, Lou Ensel, and I talked at a conference in early 2014 about the need to provide career guidance to undergraduates. Biosophical’s work in the field is important, and I was pleased that it was able to provide me with financial support in the research and writing stages of this effort. During the writing stage, I was glad to have support from Jeanmarie Pinto. A one-time student of mine (when I was a community college professor) who went on to get a PhD in the peacebuilding field, her expert editing and advice were crucial, particularly in the process of finalizing the manuscript. Working with her is the hope of many teachers: to one day be mentored and guided by a former student. Finally, and most importantly, I want to thank my wife Lena for her support, and her suggestion that I write such a book. Much of my life as been in supporting and advising students as they pursue their career aspirations, but I too have often needed someone to provide me with honest feedback and encouragement. She has been my constant advisor and the most ardent supporter of my work. I am grateful for her love, patience, guidance, and belief that I should and could write this book.

1 What is a Peace Job?

I truly believe the only way we can create global peace is through not only educating our minds, but our hearts and our souls. —Malala Yousafzai

SHAWNA: CAN SHE FIND A JOB WORKING FOR PEACE? Shawna is in her first semester of college and is about to register for courses for the spring. A course title catches her attention: Introduction to Peace and Conflict Studies. She thinks back to high school, a time when she was active in after-school clubs and sports activities. During the summer, she worked with young kids as a camp counselor. Because she lived in the Washington, DC area, her parents pushed her and her brother to attend events in the region. It seemed that at least one weekend per month, her parents would take them on a family outing: from viewing dinosaur fossils at the Smithsonian Institution to a concert at the Kennedy Center. In her senior year, Shawna and her social studies class visited the United

Peace Jobs, pages 1–24 Copyright © 2016 by Information Age Publishing All rights of reproduction in any form reserved.

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States Institute of Peace’s1 Global Peacebuilding Center (see Box 1.1), located near the National Mall. There she learned about people working to make peace and improve conditions around the world, such as Malala Yousafzai, the Pakistani activist working for female education, who won the Nobel Peace Prize in 2014 when she was just 17. The visit caused her to reflect on her views of peace and her interest in working on important issues such as promoting human rights, preventing school bullying, and stopping violence against women. She views herself as a global citizen ready to make positive change in the world. Now thinking about next semester, she decides to take the next step and registers for the peace and conflict course. She hopes it might help her focus on a major, which is now “undecided.” Her parents and academic adviser have reminded her that choosing the right major is critical to getting a good job. But she wonders: Can she get a job working for peace?

Today’s Realities Whether you call it a career, a position, a “stint,” a vocation, the high-minded calling or appointment, or the more crass “daily grind” or “joining the rat race,” planning your post-college future today means focusing on getting a job. The Great Recession that started in 2008 saw unemployment reach over 18% for Americans between ages 15 and 24 (Morsy, 2012), and still, as of the spring 2014, 8.5% for recent college graduates (Shierholz, Davis, & Kimball, 2014) with the overall rate slightly higher for men (National Center for Education Statistics [NCES], 2015b). Unemployed college graduates living at home indefinitely have generated a new cultural phenomenon, and spun movies like Failure to Launch, with Matthew McConaughey playing a 30-something unemployed ne’er-do-well (Dey, 2006), and cartoons like Dustin about the life of a hapless college graduate unable to start a career (Kelley & Parker, n.d.). These characterizations are a reflection of the boomerang generation: young adults who “boomerang” back home after college, frequently because of their inability to find meaningful work. As reported in a June 10, 2014 New York Times article (featuring a 27-year-old young woman returning home after college), one in five young adults in their 20s and early 30s are currently living with their parents; this has climbed from one in ten from the previous generation (Davidson, 2014). This increase comes from not only a weak job market, but also from delays in the marrying age (Morello, 2014). Higher education today—from community college to graduate school—is being evaluated on its ability to produce men and women who

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BOX 1.1  UNITED STATES INSTITUTE OF PEACE It was Shawna’s visit to the U.S. Institute of Peace (USIP; http://www.usip. org) that inspired her to consider a peace career. Founded in 1984, USIP was established by Congress to promote the resolution of international conflict and promote peace around the world. USIP’s mandate is international, and as such, does not work on U.S.-based conflict and violence, but rather focuses on “hot zones” around the world including in the Middle East, Africa, and South Asia. USIP also works to promote education strategies for peace with youth, both in the United States and abroad, through its Global Peacebuilding Center (GPC; http://www.buildingpeace. org). The GPC website has tools and activities that can be used by students and educators to promote global education and learn about peace. For new college graduates wanting to work at USIP, the two most likely positions they will qualify for are research assistant and program assistant. A research assistant is usually an enrolled graduate student who is working part-time and is involved in assisting in research and writing tasks, often for a senior official engaged in a major project. While it is generally necessary for a research assistant to be in a graduate program, a program assistant is working full-time, has completed a bachelor’s degree and need not be in graduate school. A program assistant works to support a department or unit and generally focuses on logistical efforts such as arranging travel and meetings, and managing budgets.

are employable. A major selling point for colleges is the return on investment; that is, after earning a degree, what is the likelihood of obtaining employment with a decent salary that allows a graduate to pay for living expenses and work off a college debt, which, on average, is $29,400 (Ellis, 2013), but can be as high as $200,000 (Oakley, 2013)? College graduates are more aware than ever that finding a job is the major rite of passage of their 20s. And they recognize that the reason they are in college is to prepare for a good career. Results of the 2014 Cooperative Institutional Research Program (CIRP) survey of incoming freshmen about their reasons for going to college showed that 86.1% found that “to be able to get a job” was rated highest, while “to make me a more cultured person” was rated as “very important” by only 46.6% of the respondents (CIRP, 2014). The first job can set the trajectory of your early career, relieve worried parents, and most importantly, confirm that the decisions made in college on what to study were wise ones. So, if finding a job that is a good return on investment is important, it seems to reason that studying in a field that provides the best chance for

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employment and the highest income is the goal. Consider that the highestearning fields are engineering, computer science, management information systems, and finance (Miller, 2013). The National Association of Colleges and Employers (NACE, 2015) survey of employers in early 2015 found that 72% wanted to hire engineers and 60% business majors, but only 11% and 10% graduates from the humanities and social sciences. At the very top of the salary scale is petroleum engineering, which in 2012–2013 saw an average starting salary of $93,500 per year (Miller, 2013). But the reality is that working on an offshore oil rig is not for everyone! And sometimes, it’s not about how much money one makes: it’s about the work itself. Presentday society has progressed to where men no longer need apprentice at the feet of their fathers, and women are not limited to the fields of nursing, secretarial services, or teaching (provided they didn’t marry!). Today, there is an abundance of career choices, and this idea is a strong selling point with colleges. “Endless Possibilities” is the slogan of Montgomery College, the community college that serves my area in metropolitan Washington, DC, implying the range of career options that are available to a graduate. Some graduates have the good fortune of finding a job early on that matches their talents and interests, as well as their need to support themselves. If you find value in your work, then it is thought that your life overall will have more meaning. Individuals who are working in an area that they are interested in, and maybe even passionate about, are believed to have more enriching lives. Daniel Pink (2011) believes that money is often not sufficient to motivate people; rather, workers today need intrinsic motivation to flourish. He argues that the purpose motive has always been with us, and can to be evoked in our search for work, and writes: From the moment that human beings first stared into the sky, contemplated their place in the universe, and tried to create something that bettered the world and outlasted their lives, we have been purpose seekers. (Pink, 2011, p. 134)

Increasingly, people today are more satisfied when they are serving something greater than themselves. Think of working for a “cause.” This is true regardless of one’s generation (Pink, 2011). And, it seems to reason that career satisfaction can lead to more meaningful personal lives. In this book, we will consider Shawna’s question and explore options that she might pursue, all the while recognizing that it’s hard to predict the future. We will examine career options where important change can come about where salary is not the prime motivation.2 Thomas Frey, jobs editor of The Futurist, believes that “60 percent of jobs ten years from now haven’t

What is a Peace Job?    5

been created yet” (as cited in Marx, 2014, p. 171). Shawna may come to realize that the ideal job she foresees is one where she is able to innovatively promote peace in a field that at first impression does not appear to focus on peace. Her peace job might not be what she expects, but does meet her need to support herself and provides her meaning in her work and personal life (see Box 1.2).

BOX 1.2  THE PRICE OF PEACE

Figure 1.1  Mohandas K. Gandhi at age 23, who would later be known to the world as Mahatma, meaning “Great Soul.”

Even Mahatma Gandhi recognized the importance of earning an income. His grandson Arun Gandhi (2013), a peace activist and educator, talks about living with his grandfather in the 1940s. Mahatma Gandhi was always in need of funds for his causes and realized that people would pay money for his signature. So, after a talk, he would give folks a chance to obtain his autograph at the cost of five rupees (about seven cents in U.S. currency today). Arun would collect autograph books, which were popular in the day. Each book had to come with five rupees for Gandhi to sign it. Arun once wanted his grandfather’s signature, but felt he didn’t need to pay for it. So he added his autograph book to the stack. When his grandfather came upon his book, he looked for the five rupees. Not seeing it, he refused to sign his grandson’s book. Arun was not going to get special treatment: no free ride for family members. You might say everything has its price, including peace.

6    Peace Jobs

Direct Action and Indirect Action A peace job can be one in which the primary objective is engaging in activities intended to prevent, end, or deal with the aftermath of violence or conflict, or ensure continued peace. These direct-action jobs include mediator, human rights advocate, humanitarian aid worker, and diplomat. The reality, though, is that there are few openings in direct-action focused careers. The Bureau of Labor Statistics (BLS, 2014) reported only 8,400 jobs classified as “arbitrators, mediators, and conciliators” in 2012. And the total employment growth for 2012–2022 is expected to be a mere 900 (BLS, 2014). Unless you are well connected, have relevant experience, or extensive education, these jobs would be hard to come by. And where directaction positions do exist, they often require that applicants have advanced degrees such as a master’s, JD, or PhD. Today, a graduate degree is viewed as the minimal requirement for many professionals working in a direct way in promoting peace and the resolution of serious conflict (see Box 1.3). BOX 1.3  HOW DO WE VIEW CONFLICT?

Figure 1.2  Martin Luther King, Jr. (front, center) at the Sale Hall Chapel at Morehouse College where he graduated from in 1948 with a BA in sociology. Photo courtesy of Morehouse College Archives.

What is a Peace Job?    7

Working for peace frequently means working with conflict. I often meet with students and ask them to think about their definition of conflict. They come up with a list of words they feel are synonyms for conflict. Usually, the words are negative: violence, hatred, fear, war, injustice, and anger. I then remind them that these words reflect how conflict is represented in the news media and in popular culture: conflict is bad, and something we want to avoid. Then I ask them to think about Martin Luther King, Jr. and I ask: “What was his view of conflict?” In “Letter from Birmingham Jail,” King (1963) responded to religious leaders who were critical of his approach to confrontation: “Nonviolent direct action seeks to create such a crisis and foster such a tension that a community which has constantly refused to negotiate is forced to confront the issue.” For King, conflict presented an opportunity to engage in direct dialogue to make needed change to advance social justice. I remind students that life is filled with conflict: two individuals having opposing views of something, groups of people in disagreement over an important issue, or nations in a serious dispute. But conflict is neither good nor bad, rather it is the means by which change comes about. Rarely do significant and lasting improvements take place in our lives or in society unless there is some resistance and conflict. The question then is: How do we work with conflict? Do we see it as an opportunity for change and therefore something to use as a means for positive engagement and bridge building, or something that leads to violence and destructive behavior? The goal of a peacebuilder is to promote the first and prevent the second.

PROFILE 1.1 Aaron Voldman: An Activist-Student for Peace Aaron Voldman, while a first-year student at Brandeis University, cofounded the Student Peace Alliance (SPA; see Box 1.4). He worked parttime in college as the organization’s executive director, and then fulltime afterwards. While in college, he described himself as more of an “activist-student” than a “student-activist.” An organizer of two Brandeisbased policy organizations as well as the nationally focused SPA, Aaron spent nearly as much time on activism as on his studies. A course he took on social movements taught him about leveraging grassroots organizing to drive social change. Through a summer fellowship, he studied at the Nepal Ministry of Peace and Reconstruction. He wrote his senior thesis on the proposal to establish a cabinet-level U.S. Department of Peace and applied his academic work toward guiding SPA’s legislative agenda and campaigns. For instance, after the U.S. House of Representatives voted to

8    Peace Jobs

eliminate funding for USIP, he advocated for USIP and led an effort to collect 10,000 signatures that helped successfully block the effort in the U.S. Senate. After six years working with SPA, Aaron transitioned from his role at the organization and moved to Jerusalem where he studied conflict resolution in the Jewish tradition. He proudly identifies as a “rodef shalom,” a Jewish peacebuilder, and aspires to incorporate the spirit of peacebuilding into whatever his future work shall be. More than a few people have chuckled after they meet Aaron and learn that he majored in politics and minored in philosophy as well as peace, conflict, and coexistence studies. Their eyes seem to say it all: “Well, that’s a great use of an education. Good luck finding a job!” Though he believes an education is about a lot more than just securing employment, reading their eyes, he adds with smile, “I actually worked in politics part-time throughout much of college, and then full-time in Washington for three years afterward.”

However, opportunities for promoting peace and conflict resolution are greater when looking at a broader and potentially endless range of occupations. For these careers, peace and the resolution of conflict may not be the prime objectives of everyday efforts, but can be important byproducts of the work. The opportunity for peace work in these indirectaction jobs may not seem obvious at first to the would-be peacebuilder. You might think: “If my interests are to help resolve conflict and build peace, I should be working directly with those who have differences. Why would I want to be a math teacher, business owner, or even IT professional? Those jobs don’t focus on promoting peace.” However, if you consider that an individual’s inability to support oneself and one’s family because of deficient basic academic skills might lead to a life of deprivation that could then lead someone to crime, then a teacher might be considered one who educates for peace, particularly in helping to prevent violence. In that case, teaching algebra could be a form of teaching for peace. Many jobs for which an undergraduate degree is the prerequisite can be considered peace jobs, and these pathways often offer well-paying and satisfying careers. In many cases, these occupations promote important behaviors or approaches that can build and sustain peace in an indirect way such as in health care, agriculture, media, education, or law enforcement. In many cases, a position’s duties can be refocused or a new emphasis can be brought to the work that advances peace. For instance, a police officer might be trained in restorative justice approaches that he or she can use with youth offenders: a method for promoting reconciliation between an offender and his community. This way of viewing one’s work has the advantage of bringing together

What is a Peace Job?    9

BOX 1.4  STUDENT PEACE ALLIANCE The Student Peace Alliance (SPA; http://www.studentpeacealliance.org) is a national, chapter-based program that unites students to advocate and educate for peace. It is the youth arm of The Peace Alliance (http://peace alliance.org), a citizen organization that has promoted peacebuilding objectives, including a U.S. Department of Peace. SPA empowers youth to mobilize in support of peacebuilding policies, programs, legislation, and practices by providing them with resources, training, materials, and direct support for on-campus advocacy. Specific focus areas include violence prevention, access to education for people impacted by the criminal justice system, community building, and ending the school-to-prison pipeline. Students from all disciplines are invited to join in an effort to build a movement toward peace, justice, and equality. Sally Kaplan (personal communication, July 11, 2014), the Student Peace Alliance director, believes: “Our generation has the power to create positive change and to spur cultural and political shifts toward justice and peace. I believe that our voices are powerful, and that we must work to make ourselves heard.”

various interests to create a job that is purposeful and makes an important contribution, possibly in a field where peace has not been always emphasized. One can be a peacebuilder in a wide range of careers.

Levels of Conflict Engagement Peace and conflict engagement efforts can be understood in terms of the societal level at which the work is being done. As with direct and indirect action efforts, there is no bright line as to the level where intervention is needed. Conflicts and differences have a tendency of morphing easily from individual to group conflict, and even to national and global disputes. An example is the August 2014 shooting in Ferguson, Missouri of Michael Brown by police officer Darren Wilson (see Box 1.5). At the most intimate level is micro-level conflict. This form of conflict is interpersonal and characterized by differences between individuals; for example, a husband and wife going through a divorce, or a dispute between neighbors.3 The Ferguson conflict started at the micro level: a violent clash between two individuals, a White male police officer and an 18-year old Black male. Though the parties might be members of larger groups, the conflict was first between two individuals.

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BOX 1.5  CONFLICT IN FERGUSON, MISSOURI Many working in the field consider Máire Dugan’s (1996) nested theory of conflict as a practical way of viewing conflict dynamics, in which one situation is analyzed at several levels. She believes that in a particular conflict there are potentially four layers of interaction at play, “nested” within each other (Figure 1.3). At the core, a conflict is often about a specific issue.

Figure 1.3  Nested Theory of Conflict.

Miscommunication could constitute the issue in the Ferguson, Missouri situation; for instance, the failure of Brown to understand Wilson’s commands, or the failure of Wilson to provide sufficient directions, and then the resulting shooting, might fit. At the second level, the analysis might focus on a relationship. Here, the mistrust between the Ferguson police and African American residents might reflect this layer of the conflict. Moving to the outer ring, the conflict can be considered in terms of the structural system. Here, considering historical racism that has been part of many communities in the United States, including the St. Louis region, where Ferguson is located, could be valuable. There might also be a more specific subsystem dimension, as in this case, specific challenges in Ferguson including the presence of a predominately White police force serving an overwhelmingly Black community or the presence of multiple school

What is a Peace Job?    11

districts that have been racially segregated and resulted in inferior educational opportunities for African Americans. Michael Brown graduated from a school district that had a 53% graduation rate, while the state as a whole had an 86% graduation rate. His district, the Normandy School District, was predominately Black, and had been taken over by the State of Missouri (Lee, 2014).

Meso-level conflict is viewed as group- or organizational-based conflict. Here the conflict professional is working with group leaders representing opposing points of view or perspectives. Religious or ethnic groups could be in conflict with each other. Consider conflict between Sunni and Shiite Muslims in parts of the world, or between Catholics and Protestants, as was the case in Northern Ireland. Meso-level conflict can place an organization or a government entity against another group. Looking again at the Brown/Wilson conflict, one could view it as pitting the Ferguson, Missouri police department against the local African American community. Finally, conflict in which the parties represent national, transnational, or global and international groups is considered macro-level conflict. For instance, the conflict on the Korean peninsula is considered macro-level conflict, as is the global conflict that exists with the Islamic State. Quickly, the Ferguson situation took on national significance with debates, protests, and demonstrations nationally (and some internationally), with even President Obama speaking out on the issue: all characteristics of a macro-level conflict. The Black Lives Matter movement became a national effort largely in response to the Ferguson situation. Today, it is sometimes difficult to distinguish between conflict levels with precision. War within national boundaries may look like a civil war between contending ethnic groups, and thus be viewed as meso-level conflict. Yet, because of financial, political, and military support from the outside, the conflict may easily transcend local boundaries and thereby be characterized as macro-based. Consider a military officer assigned to build relationships with the local population during a foreign conflict. Does the officer’s meeting with the village chief, who represents a specific ethnic group, constitute working at the micro (soldier vs. chief), meso (U.S. army leader vs. ethnic group representative), or macro level (agent of a foreign military occupier vs. representative of the occupied country)? Frequently, there is the overlapping of conflict levels. For instance, the case of an individual property owner who is opposing a local government entity that wants to take the owner’s land for a new highway has characteris-

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Figure 1.4  Action and engagement levels. Excerpted from “Starting a Career Building Peace” by David J. Smith, which appeared in NCDA’s web magazine, Career Convergence (http://www.ncda.org). Copyright 2011. Reprinted with permission.

tics of both micro- and meso-based conflict: an individual versus an entity or organization. Conflict is organic and frequently a changing event; as such, it is difficult to know with precision whether something is micro, meso, or macro based (See Figure 1.4).

Technology, Globalization, and the Future of Peace Work It is hard to predict with certainty what the market will look like when Shawna graduates from college (see Box 1.6). The pace at which the job market is changing and ways that people are earning a living is a phenomenon not seen at any time in recent history. Jobs that flourished only a few years ago have all but disappeared or changed in such a way that they are not recognizable, or demand an entirely new and technical set of skills. I think of my mother, who worked as a travel agent before the age of Travelocity and Expedia. Of course, it’s not just about changes impacted by technology, but also globalization that is having a great effect, and frequently the two operate together. Facebook has permitted us to have “friends” and promote our causes in every corner of the world. And the push for markets and expanding business has made Amazon one of the world’s largest virtual shopping centers. The Internet has allowed us to know immediately what is happening at any time, most anywhere in the world. Challenges around the world—including those

What is a Peace Job?    13

BOX 1.6  WHAT DOES THE FUTURE HOLD? Futurists provide insight as to future trends and changes. It is not so much a matter of predicting as much as it is looking at data and likely changes and providing research-based insights on what we might see on the horizon. Gary Marx, president of the Center for Public Outreach, believes that in the future, graduates will need conflict-specific skills. He argues: “Releasing ingenuity and stimulating creativity will become primary responsibilities of education and society” (Marx, 2014, p. 306). The problems that we will face in the future will demand unconventional ways of looking at things and the ability to take innovative approaches to challenges. This will require working across disciplines. Future challenges will include terrorism and violent extremism, the growing global economic divide, increasing numbers of refugees (often responding to violence and genocide), rising levels of carbon emissions, natural resources and the drug trade being used to support violence, and more armed and violent conflict. Needed abilities will include solving problems, engaging diplomatically, and bridging differences, particularly as we become a more diverse society (Marx, 2014).

based in conflict and oftentimes exacerbated because of globalization—can be responded to immediately through communication and financial appeal strategies only possible because of the World Wide Web. The mobilization efforts that came about because of social media such as YouTube, Twitter, and Facebook during the Arab Spring movement that began in 2010 illustrate the power of new technology in promoting peace. Some believe that the future will support those pursuing “artisanal” work; that is, careers in which individuals do most of the work themselves, including conceiving a project, putting it together, and implementing it (Katz, 2014). Increasingly, young professionals are entrepreneurially focused and interested in working in areas that serve the greater good (Galinsky, 2011). This bodes well for those working on conflict because applied and comprehensive approaches will be needed, often requiring someone who knows not only the roots of a problem, but can also fashion a response and implement a strategy for improving conditions. Overall, three factors—mainstreaming, creative applications, and the need for soft skills—will frame the work of peace in the future.

Mainstreaming Because of the ubiquitous nature of conflict, there is a need today to integrate peace and conflict skills and awareness into all types of work. Though

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a mediator working with parties in conflict can play a role using well-honed skills, today conflict resolution abilities need to be applied by all those working within organizations where employees are dealing with differences, or most everywhere. There is a need to incorporate conflict-sensitive skills and awareness into a range of fields and occupations including education, business and industry, law enforcement, and healthcare. Consider a teacher who needs to manage disruptive behavior in the classroom, or the supervisor who needs to find ways to improve teamwork among employees who are in conflict (and who might be from different cultural backgrounds), or an elected official who seeks political collaboration with those having opposing views due to their differing religious beliefs. My wife teaches nursing at a community college, and she spends time with her students focusing on how to manage conflict and bullying behavior on the job, often in hospitals. I teach graduate courses on conflict resolution and often have students who are applying a course to another degree such as a master’s in business administration (MBA) or a master’s in education (MEd). The need to integrate conflict knowledge across many fields is increasingly recognized as important.

Creative Applications As jobs become more automated, the need for individuals to think about innovative ways of tackling new challenges, problem solving, and using conflict sensitive skills to make change will be demanded. Daniel Pink (2005) argues that jobs that are “right-brain” focused—creative and non-linear— will be more in demand in the future. “Left-brain” jobs—those that often require logical approaches such as in law and medicine—will be less in need, because technology will make many of the aspects of these jobs obsolete. An example is the creation of legal documents, which is today often automated because of the Internet and technology using programs such as those offered by Nolo Law that don’t require a lawyer. Pink (2005) contends that “high concept” and “high touch” aptitudes will be needed for careers in the future, and these stem from right brain activity: High concept involves the capacity to detect patterns and opportunities, to create artistic and emotional beauty, to craft a satisfying narrative, and to combine seemingly unrelated ideas into something new. High touch involves the ability to empathize with others, to understand the subtleties of human interaction, to find joy in one’s self and to elicit it in others, and to stretch beyond the quotidian, in pursuit of purpose and meaning. (pp. 2–3)

Pink (2005) believes that “boundary crossers,” individuals who develop expertise in multiple areas and “find joy in the rich variety of human experi-

What is a Peace Job?    15

ence,” will be in great demand (p. 134). Conflict challenges in the future will require approaches in which humanistic qualities are important, such as focusing on building relationships, reassuring those in conflict, and attending to emotional needs. The range of jobs that focus on promoting peace is only limited by the imagination, and the approaches that can be employed to end violence will be powered by one’s creative aptitudes. Though some maintain that war and serious violence have lessened over time (Pinker, 2011), much of conflict is not easily observable and exists below the surface. In the field, we often contrast negative peace, which involves working to end overt conflict and violence, with positive peace characterized by healthy relationships in which people interact in nonviolent ways (Galtung, 1969). Achieving peace often requires working to correct deep structural and historical inequities (referred to as structural violence) that could lead to violence. These can include racism, sexism, homophobia, and economic inequality. Mahatma Gandhi maintained that the worst form of violence is poverty. Many working in the field take this broader interpretation of violence, and as such, argue that violence manifests itself in many ways (e.g., bullying, which continues at high levels; see NCES, 2015a). Much of the work of advancing peace centers on the prevention of violent and destructive conflict. Situations that demand a prevention strategy are often subtle and behind the scenes. As such, creative conflict prevention sleuthing will continue to be in demand in the future.

Need for Soft Skills Peacebuilding career success can be enhanced by the development of a range of soft skills, often underemphasized in traditional career training. These skills include leadership (and followership), effective communication, and problem solving, all of which require a high level of conflict sensitivity. Achieving mastery of technical skills, be they in scientific and technology fields such as engineering or information systems, or in health fields such as medicine or nursing, tend to be the measure of whether one succeeds in a career. We rate an IT professional on his or her ability to fix our computer, not on his or her personal skills, but this is changing. Matt Brosseau, director of IT at Instant Alliance, a Chicago recruiting firm, maintains: I would argue that soft skills, like communication, empathy, teamwork, and negotiation are almost more important than technical skills, especially in leadership and executive roles. Technologists who have these soft skills are better able to understand and accurately convey the business value of IT

16    Peace Jobs projects to other, non-technical stakeholders, get their buy-in and support and deliver more successful products. (Florentine, 2015, ¶3)

Increasingly, there is recognition that success or failure at work rests on soft skills, and these skills are frequently conflict resolution and peace focused. A major cause today of workplace conflict is personality clashes with coworkers (PR Web, 2014). Collaboration with individuals of various ethnic and cultural backgrounds, and life experiences and backgrounds is needed to work as a team. Employers are recognizing that “social skills” are important for their employees to have, and research is confirming that acquiring these skills—including the ability to work as a team, negotiate, and communicate with others—improves career success and leads to higher earnings (Deming, 2015). There are few job listings that don’t require the ability to work as part of a team, communicate well, and work collaboratively to accomplish the employer’s goals.

Peacebuilding Those dealing with conflict and violence increasingly use the term peacebuilding to characterize their work. Though practitioners might use more specific terminology such as mediation, peace education, or humanitarian assistance, these individuals will likely see themselves as part of the larger peacebuilding community. The term peacebuilding originated with the work of Norwegian scholar Johan Galtung (1990) and is part of a model that includes peacemaking (working with those in conflict to reach an agreement) and peacekeeping (frequently the role that military, often United Nations forces, play in keeping combatants apart). It gained acceptance in 1992 when United Nations Secretary-General Boutros BoutrosGhali published An Agenda for Peace, which articulated peacebuilding as an important need after war and serious conflict. Peacebuilding was viewed as a post-conflict goal and focused on rebuilding a society so that it could move forward and not slide back into conflict. A historic example of peacebuilding (though at the time the term was not used) is the Marshall Plan in Europe after World War II, in which using humanitarian assistance and economic development, a new European society was shaped that laid the groundwork for the European Union that followed. Today, peacebuilding strategies are used across the conflict spectrum, not just in post-conflict situations, and can include a range of interventions including promoting reconciliation, protecting human rights, ensuring security, building civil society, providing trauma healing services, and supporting broad-based education (USIP, 2011).

What is a Peace Job?    17

Having said this, there is a lack of consensus on a precise definition of peacebuilding (Barnett, Kim, O’Donnell, & Sitea, 2007). Though many now take a holistic approach to their work recognizing that peacebuilding can be applied as a means to prevention as well as a way of responding to conflict, there is no agreement on the component parts of a peacebuilding plan or model. In addition, there isn’t even consensus on how the word should appear: peace building, peace-building, or peacebuilding. Organizations such as USIP, Catholic Relief Services, and the United Nations Peacebuilding Commission use peacebuilding as the operational term to describe their conflict intervention work. As such, peacebuilding has generally been oriented toward global or international conflict. More recently, there is the recognition that peacebuilding can be used to frame domestic and community-based conflict and, as a result, the term is beginning to be used in a non-international context. Increasingly, groups that focus on gang violence, bullying, social justice, community unrest, and conflict resolution education are using the term peacebuilding to describe their work.4 The Peace Alliance (2015) maintains that: There are many areas of work domestically that aim to reduce violence and help create the conditions for peace. These encompass many types of work that go by many different names. We are choosing to define this work under the term “peacebuilding” as the umbrella term for all the other approaches to address, conflict, violence and peace. (¶1)

In this book, we will refer to peacebuilding in this broader context, drawing on both global and domestic stories, approaches, and career paths.

Peacebuilding Foundations At its core, peacebuilding encompasses two educational dimensions. The first is cognitive based, and focuses on knowledge and information processing. Here, one learns about historic events and contemporary situations and comes to formulate theories and understand approaches to responding to conflict and improving the human condition. Much of what is learned in a peace and conflict-related class centers on the “what, who, and how” of a situation: What is the conflict, including its sources and history? Who are the parties? How can it be prevented, managed, resolved, or transformed? As society changes due to globalization, environmental change, migration (often caused by war and conflict), technological advances, and social and political unrest, conflict itself has become more complex. That which might appear as a mere fight based on jealousy between neighbors may actually

18    Peace Jobs

deal with issues of historical and social tension, suppressed identity, or religious animosity. Because of the increasing complexity of conflict, the need to achieve and apply cognitive-related learning will be increasingly important. Only through deep and serious analysis of the history of a conflict, assessing its multiple and often obscure sources, and understanding the positions and needs of the parties, can solutions and alternatives that will lead to a peaceful and sustainable society be achieved. Reaching a cognitive understanding of a situation often leads to the search for action-oriented strategies to make change. This follow-through requires applying non-cognitive behavioral-based skills and aptitudes including those related to effective listening, problem solving, teamwork, leadership, time management, and planning. Once a sufficient appreciation of the situation at hand is achieved, a plan of action will be required. Here, those engaged in conflict-related work such as mediation, dialogue, political activism, human rights advocacy, humanitarian assistance, and international and community development need to apply well-honed skills that will be necessary to help populations affected by conflict attain a peaceful outcome. Active and empathic listening, negotiating, demonstrating culturally respective practices, and asking good questions are soft skills one would acquire in a conflict-related course, particularly one where experiential approaches such as service learning, role-play, and simulation are used. In addition, skills such as advocacy, technology know-how, lobbying, assessment, budgeting, researching, report and grant writing, teambuilding, employing the arts, and networking are important abilities needed to effectuate change and act in a responsible way to assist those impacted by war and violence. These abilities often are thought of as practitioner-based, because they are needed for those professionals implementing peacebuilding action and practice. PROFILE 1.2 Yetzenia Negron: Overcoming Challenges to Build Peace Growing up in a single-parent home with eight other siblings, Yetzenia Negron faced her fair share of challenges in her youth. The community she lived in accepted violence and lacked resources, so like many other young women, Yetzenia found herself on a road with few options. Her mother encouraged her to break the cycle, and after high school she attended Valencia College, a community college in Orlando, Florida. She never expected that Valencia College would open as many doors as it did, but while pursuing her associate degree in criminal justice, Yetzenia’s life changed for the better. She was inspired to volunteer with the local

What is a Peace Job?    19

guardian ad litem program, where she realized her passion for working with youth, and challenging them to rise above the negativity that their communities so often present. She then founded a Life Groups Ministry at Iglesia el Calvario, which continued to fuel her drive to be a social activist. She began volunteering and completed an internship with Harbor House of Central Florida’s Court Advocacy program, and within a year was hired with the Community Engagement and Prevention Department. She graduated from Valencia College in 2012, and began her full-time career in youth engagement and dating violence prevention. Today, Yetzenia is working full time on her bachelor’s degree in sociology at the University of Central Florida and continues to work with Harbor House. She serves as the chair of the Delta Focus Subcommittee of the Orange County (FL) Domestic Violence Task Force, and is more dedicated than ever to changing the lives of young people. At work, she teaches a nine-week curriculum in local high schools, coordinates the Youth Community Action Team, provides trainings, and participates in public speaking and event organization across Orange County, Florida. Looking back on life before Valencia and her career, Yetzenia remembers struggle, challenge, and hardship; but most importantly, the encouraging words of those who cared about her and pushed her to rise above adversity and to educate herself and the Central Florida community that change is possible for those who seek it.

A Peacebuilding Career Model John Paul Lederach, a well-regarded scholar and practitioner, at the Kroc Institute for International Peace Studies at the University of Notre Dame, and his former student Katie Mansfield at Eastern Mennonite University, developed a model for considering careers in the field. Though their “Strategic Peacebuilding Pathways” was designed with graduate students in mind, it can be used to consider undergraduate career paths (see Figure 1.5). In this model, peacebuilding is considered as an array of activities and strategies, often working in tandem, to bring about peace. The model is first defined by an inner core consisting of structural and institutional change; justice and healing; and violence prevention, conflict response and transformation. The outer career ring then corresponds to the inner core by identifying specific applied peacebuilding strategies that can be taken. Let’s walk through one part of the core: structural and institutional change. There are four applications to this area. Law: advocacy and solidarity entails using law and justice to settle questions of criminality, such as hu-

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Figure 1.5  Strategic peacebuilding pathways. Graphic by John Paul Lederach and Katie Mansfield, Copyright 2010 by the Kroc Institute for International Peace Studies, University of Notre Dame.

man rights abuses including genocide, violations of international law, and matters that can be solved through legal processes. Dealing with transnational and global threats includes the examination of a range of current challenges that jeopardize peace, including environmental degradation and violent extremism. Financial, technical, and resource assistance provided to societies are considered part of development. Education is broadly construed to include not only education on approaches to peace, often referred to as peace education, but basic literacy education without which youth in vulnerable societies would resort to violence due to lack of skills needed to support themselves. Education can be both informal and formal. Also, looking at the model closely, education also touches on violence prevention,

What is a Peace Job?    21

conflict response and transformation, indicating that education can also play a role in advancing these strategies. This model is useful in that it can provide you with specific work-related approaches. Though the model was designed with international work in mind, it can also be viewed in a domestic context. For example, while trauma healing (part of justice and healing) can be considered in the context of global conflicts and violence, such as working with former child soldiers, it can also be considered when looking at victims of domestic violence and the trauma they experience, or with those who have been bullied or sexually assaulted. PROFILE QUESTIONS 1. Aaron Voldman (Profile 1.1), while at Brandeis University, took advantage of the opportunities at his school to pursue peace activism and work on national issues. What activities and clubs are at your school that you could join? 2. After graduating from Valencia College, Yetzenia Negron (Profile 1.2) volunteered for the guardian ad litem program and in the domestic violence program in her community. Is there a guardian ad litem program or domestic violence program in your community? What groups are working in your community to advance peace work? Would you have time to devote a few hours each week to volunteer? FURTHER EXPLORATION 1. An important first step in dealing with conflict is to know your own approaches to conflict. The Thomas-Kilmann Conflict Mode Instrument (TKI) is a diagnostic tool that conflict practitioners use with those dealing with conflict to assess their most likely approach to conflict. The TKI is used to measure a person’s behavior in conflict and assigns one of five modes to the person: competing, accommodating, avoiding, collaborating, or compromising. USIP’s Global Peacebuilding Center offers a free conflict styles assessment based on the TKI that can be accessed at http:// www.buildingpeace.org/act-build-peace/learn/conflict-styles. Take the USIP conflict styles assessment, and find out what your mode is. Is that mode always the best approach? How can you develop other modes?

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2. Go to Facebook, and search “peace” under groups. For what types of causes do people form Facebook groups to advance peace activities? Are there groups that you might consider joining? 3. Lederach and Mansfield’s “Strategic Peacebuilding Pathways” (http://kroc.nd.edu/strategic-peacebuilding-pathways) is one of several models that attempt to construct the field. Consider models developed by the Alliance for Peacebuilding (http://www. allianceforpeacebuilding.org/our-work/what-is-peacebuilding/), the National Peace Academy (http://nationalpeaceacademy.us/ programs-and-projects/5-spheres-of-peace/), and Eastern Mennonite University (http://www.emu.edu/peacebuilder/fall06/ un.html). How does each group frame peacebuilding differently? 4. Look over your course catalog and identify classes that might relate to conflict and peace issues. Is there one you might consider taking, even if outside of your major? 5. Consider a recent conflict you were involved in. It could be family based or with friends. Was it destructive or did it offer an opportunity to build (or rebuild) your relationship with the person you were in conflict with? If it was not a positive experience, how could you have made it one? 6. What fields of work are you currently interested in? Consider direct and indirect action peacebuilding that can be accomplished in these areas.

Notes 1. Terms in bold are also defined in the glossary found in Appendix B. 2. Through exposure to peace education (discussed in Chapter 6), for instance, the important role that educators, often paid less than might seem reasonable, play in fostering societal change can be understood. 3. Micro-level conflict sometimes can be viewed in an intrapersonal way. But a person having personal psychological conflict might seek out a therapist or a social worker rather than a conflict resolution professional. 4. Examples are the Orange County (CA) Peacebuilders Network (http:// ocpn.org) and the River Phoenix Center for Peacebuilding (Gainesville, FL; http://www.centerforpeacebuilding.org/home.html). Both groups focus on both global and local issues in promoting peace and resolving conflict.

References Barnett, M., Kim, H., O’Donnell, M., & Sitea, L. (2007). Peacebuilding: What is in a name? Global Governance, 13(2007), 35–58.

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Boutros-Ghali, B. (1992, June 17). An agenda for peace. United Nations. Retrieved from http://www.un-documents.net/a47-277.htm Bureau of Labor Statistics (BLS). (2014, January 8). Occupational outlook handbook: Arbitrators, mediators, and conciliators. Retrieved from http://www.bls .gov/ooh/legal/arbitrators-mediators-and-conciliators.htm1 Cooperative Institutional Research Program (CIRP). (2014). The American freshman: National norms Fall 2014 [Research brief]. Higher Education Research Institute at UCLA. Retrieved from http://heri.ucla.edu/briefs/ TheAmericanFreshman2014-Brief.pdf Davidson, A. (2014, June 20). It’s official: The boomerang kids won’t leave. The New York Times. Retrieved from http://www.nytimes.com/2014/06/22/ magazine/its-official-the-boomerang-kids-wont-leave.html?_r=0 Deming, J. (2015, August). The growing importance of social skills in the labor market. Harvard University and National Bureau of Economic Research (NBER). Retrieved from http://scholar.harvard.edu/files/ddeming/files/deming _socialskills_august2015.pdf Dey, T. (Director). (2006). Failure to launch [Motion picture]. USA: Paramount. Dugan, M. A. (1996). A nested theory of conflict. A Leadership Journal, 1, 9–20. Ellis, B. (2013, December 4). Average student loan debt: $29,400. CNN Money. Retrieved from http://money.cnn.com/2013/12/04/pf/college/student -loan-debt Florentine, S. (2015, February 2). Why soft skills are key to a successful IT career. CIO. http://www.cio.com/article/2878675/careers-staffing/why -soft-skills-are-key-to-a-successful-it-career.html Galinsky, L. (with Nuxoll, K.). (2011). Work on purpose. New York, NY: Echoing Green. Galtung, J. (1969). Violence, peace, and peace research. Journal of Peace Research, 6(3), 169–191. Galtung, J. (1990). Cultural violence. Journal of Peace Research, 27(3), 291–305. Gandhi, A. (2013, October 14). Gandhian nonviolence: A pathway for resolving modern-day conflict. Lecture presented at Montgomery College’s Frank Islam Athenaeum Symposia, Germantown, MD. Retrieved from http:// www.mymcmedia.org/montgomery-college-presents-arun-gandhi/ Katz, L. (2014, July 15). Get a liberal arts B.A., not a business B.A., for the coming artisan economy. PBS Newshour. Retrieved from http://www.pbs.org/ newshour/making-sense/get-a-liberal-arts-b-a-not-a-business-b-a-for-the -coming-artisan-economy/ Kelley, S., & Parker, J. (n.d.). Dustin. Retrieved from http://dustincomics.com/ King, M. L., Jr. (1963). Why we can’t wait. New York, NY: Harper and Row. Lee, K. (2014, September 3). School districts near Ferguson, Mo. also struggle with racial divide. Los Angeles Times. Retrieved from http://www.latimes .com/local/education/la-na-ferguson-schools-20140904-story.html Marx, G. (2014). 21 trends for the 21st century. Bethesda, MD: Education Week Press.

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Miller, S. (2013, May 8). Starting salaries for class of 2013 up 5.3%. Society for Human Resource Management. Retrieved from http://www.shrm.org/hr disciplines/compensation/articles/pages/class-of-2013-salaries.aspx Morello, C. (2014, July 17). Coming home in your 30s: Young adults drive rise in multi-generational living. Washington Post. Retrieved from http://www .washingtonpost.com/local/coming-home-in-your-30s-young-adultsdrive-rise-in-multi-generational-living/2014/07/17/bee708d0-0d2911e4-b8e5-d0de80767fc2_story.html Morsy, H. (2012). Scarred generation. Finance and Development, 49(1). Retrieved from http://www.imf.org/external/pubs/ft/fandd/2012/03/morsy.htm National Association of Colleges and Employers (NACE). (2015, April). Job outlook: College hiring to increase 9.6 percent. Retrieved from http://www.naceweb .org/s04152015/job-outlook-spring-update-hiring-plans.aspx National Center for Education Statistics (NCES). (2015a). Fast facts: Bullying. Retrieved from https://nces.ed.gov/fastfacts/display.asp?id=719 National Center for Education Statistics (NCES). (2015b). Fast facts: Employment rates of college graduates. Retrieved from https://nces.ed.gov/fastfacts/ display.asp?id=561 Oakley, C. (2013, June 6). 3 people dish: Surviving with massive student loan debt. Forbes. Retrieved from http://www.forbes.com/sites/learnvest/2013/ 06/06/3-people-dish-surviving-with-massive-student-loan-debt/ Peace Alliance. (2015). Domestic peacebuilding. Retrieved from http://peace alliance.org/issues-advocacy/domestic-peacekeeping/ Pink, D. (2005). A whole new mind. New York, NY: Riverhead Books. Pink, D. (2011). Drive: The surprising truth about what motivates us. New York, NY: Riverhead Books. Pinker, S. (2011). The better angels of our nature: Why violence has declined. New York, NY: Viking Books. PR Web. (2014, February 23). Personality clashes found to be the major cause of workplace conflict. Retrieved from http://www.prweb.com/releases/2014/02/ prweb11608343.htm Shierholz, H., Davis, A., & Kimball, W. (2014, May). The class of 2014: The weak economy is idling too many graduates. Economic Policy Institute Briefing Paper, No. 377. Retrieved from http://www.epi.org/publication/class -of-2014/ U.S. Institute of Peace (USIP). (2011, January 24). Peace terms: Peacebuilding. http://glossary.usip.org/resource/peacebuilding

2 Preparing for and Finding a Peace Job

One important key to success is self-confidence. An important key to self-confidence is preparation. —Arthur Ashe

ZACK: DOES HE HAVE THE “RIGHT STUFF?” Six months ago, Zack was a senior at a private liberal arts college in the Midwest. In college, he double majored in French and teacher education, hoping to start a career as a middle school teacher. However, in his junior year, he learned about the Peace Corps (see Box 2.1). The opportunity to serve two years in another country working closely with local populations to improve their lives struck him as satisfying his need to work for the greater good. He knows several RPCVs (Returned Peace Corps Volunteers) including his former high school social studies teacher, who encouraged him to consider the Peace Corps. Though he never saw himself as the adventurous type, Zack nonetheless made an appointment with the Peace Corps representatives when they came to his campus, and

Peace Jobs, pages 25–41 Copyright © 2016 by Information Age Publishing All rights of reproduction in any form reserved.

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then went through the application process. He is now standing in front of a class of 25 students in the West African, French-speaking country of Benin, teaching basic arithmetic. What an adventure it is! The school is a rudimentary concrete building, with no glass in the windows. Electricity is often not available. His living quarters are next to the school in a similarly sparse building. Though he rarely can access the Internet, sees other volunteers only now and then, and deals with a climate that is hot, humid, and rains much, he is having the time of his life! Though doubtful at first, he is convinced that he has the “right stuff” to be a peacebuilder.

The World of Work Characterizations of work as dull and uninspiring are all around us. Television comedies like The Office lampoon work as tedious and not to be taken too seriously (Daniels, Gervais, & Merchant, 2005–2013). Of course, this is comedy, so we shouldn’t take the depictions too seriously. Nonetheless, there is some truth that work can be drudgery, and at times downright disagreeable. Some studies indicate that upwards of 80% of workers are dissatisfied with their jobs (Shontell, 2010). And increasingly, our workday has no limits. Due to smart phones, the Internet, and social media, we are always “on the job.” Because much of our waking hours is work—maybe as many as 90,000 hours over a lifetime (Goudreau, 2010)—what we do can frame our identity and who we are to the rest of world. Meeting someone often begins BOX 2.1  PEACE CORPS For over 220,000 Americans since 1961, serving as a Peace Corps (http:// www.peacecorps.gov) volunteer has provided a transformational opportunity to affect grassroots change and promote peaceful interaction around the world. Peace Corps volunteers have worked in nearly 140 countries, tackling some of the world’s most pressing challenges: inadequate education, climate change, pandemic disease, and food security, for example. The main Peace Corps program accepts U.S. citizens ages 18 and above. There is no upper age limit and the average Peace Corps volunteer is 28. Service is for two years and it is advised that you apply nine months to a year in advance of the desired date of availability. Besides the traditional program, the Peace Corps has programs for professionals and returning volunteers. Those who have served in the Peace Corps often consider it the seminal experience of their lives.

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BOX 2.2  WHAT DO MILLENNIALS WANT OUT OF WORK? Employers need to spend more time engaging with Millennials, writes Rob Asghar (2014), in Forbes. Quoting statistics from the Intelligence Group, he noted that by 2020, 40% of the working population will be Millennials: those born from the early 1980s to the early 2000s. And what will Millennials be looking for in the workplace? The Intelligence Group found that: ◾◾ ◾◾ ◾◾ ◾◾

74% want flexible work schedules 62% want to be their own boss 88% want “work–life” integration 64% think it’s a priority for them to make the world a better place!

with “what do you do?”—that is, what is your job? In these conversations, status, responsibility, and salary can be points to brag (or complain) about. When in an earlier time, one might stay with one employer for the duration of one’s career, retire at 65, and move to Florida or Arizona (maybe your grandparents?), today employee loyalty means less and individuals move from job to job, frequently to seek advancement and new challenges, because of the effects of a changing labor market, or because of personal circumstances, such as a partner or spouse finding work in a different part of the country. The average time one stays at a particular job will continue to shorten, with 91% of Millennials expecting to stay in a job for less than three years (Meister, 2012; see Box 2.2). And retiring at 65 is becoming a thing of the past (Brenoff, 2014).

Taking Charge Getting images of work from stereotypes, being overwhelmed by negative job market statistics, trying to meet parental expectations, and competing with friends all make the college-to-work transition a stressful one. Friends who are making good salaries (see Box 2.3), or working in the family business (and never really had to look for a job), or go on to graduate school (thus delaying the need to look for full-time work), might cause you to be uneasy about your prospects. Certainly, one cannot disregard the realities of the labor market, or be blamed for using family connections, or going on for further education if it’s appropriate. But in the end, it’s your career, and you need to develop a serious resolve and pursue a strategy that seeks to achieve your personal,

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BOX 2.3  DO I HAVE TO BE AN ENGINEER TO EARN A DECENT SALARY? Jeffrey Pryor and Alexandra Mitchell (2015), in their book, Compassionate Careers: Making a Living by Making a Difference looked to dispel the myth that those working in the not-for-profit field, where much of peacebuilding work is done, cannot make a good salary. They cite a survey by Charity Navigator that the average nonprofit CEO makes over $125,000 per year. Of course, that won’t be your starting salary, but the average administrative assistant in a nonprofit was making $14.12 per hour, as compared to $15.79, the average in all industries in 2013.

lifestyle, income, value-based, and professional goals. Shakespeare reminds us: “To thine own self be true.” It is important to assess your strengths and where you need to focus in the future. The process of finding your peacebuilding career depends on several considerations. These five factors—passion, education, activities, community, and environment—spell PEACE, which should help you remember them!

Passion For those promoting peace, preventing violence, or advancing human rights, passion is important! Rachel Wohl (personal communication, December 12, 2010), former executive director of Maryland’s Mediation and Conflict Resolution Office, which leads the state’s conflict resolution efforts, feels that “it is vital to have passion for your work. Passion will carry you through challenges and defeats, it will engage and excite others, and be the extra bursts of effort that are often needed” in the course of a workday. You need to find out what excites you. Find the cause that you are willing to work earnestly for—late at night, on the weekends, and often without a big paycheck. Those working for peace can lose themselves in their work, sometimes referred to as flow, because those experiencing it feel they are “in the flow” (Csikszentmihalyi, 1990). Finding work that allows you to be in flow can be rewarding and bring great satisfaction. But the failure to keep a work–life balance can blur reality and cause you to take risks with your health and even safety (see Box 2.4). Too much focus on work—particularly if you deal with human suffering—can be unsettling, disheartening, and even depressing. Putting limits on time spent on work will serve you well in the long run

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PROFILE 2.1 Kaeley Pruitt-Hamm: A Passion for Peace Growing up in a rural, conservative, logging town in northeastern Washington state, Kaeley Pruitt-Hamm struggled to find peers and mentors in her community who shared her views which challenged war and advocated for spending on public programs such as healthcare and education. In the wake of the 9/11 attacks, many were promoting meeting terrorism with more violence. Kaeley shared her classmates’ fear and sense of urgency that war and terrorist acts must be stopped, but growing up as a Quaker, she believed that using nonviolent tactics of solving conflict would be more effective at addressing the root causes of violence than would meeting an “eye for an eye.” Through the Western Washington Fellowship of Reconciliation’s Peace Activist Trainee (PAT) program for high school students, Kaeley found peers who shared her values and employed media as a tool for fostering community dialogue on issues of war and poverty. Kaeley went to Willamette University and created her own major in international conflict and communications where she made a film project in Rwanda on sustainable peace post-genocide and traveled to the Balkans through the Washington Semester Program at American University in Washington, DC. After graduating, Kaeley moved to Seattle and worked as the assistant director of the PAT program. She also found employment as a community organizer with Seattle CISPES (Committee In Solidarity with the People of El Salvador). Because of healthcare costs, rent, and student debt, Kaeley found it difficult to make ends meet; even working two jobs in the field she loved. She found herself asking, “Is social justice work a sustainable career?” Through luck and tenacity, Kaeley has recently found a position in an organization that has enough resources to pay and support young people to develop a vocation as a change advocate. As the Advocacy Corps Coordinator at Friends Committee on National Legislation in Washington, DC, Kaeley organizes a network of young adults who are paid to mobilize their communities across the United States to influence members of Congress on peace and justice issues.

and prevent burnout. Employers today recognize that an employee with a healthy personal life will be a more productive and content worker. Operate from your passion, but make sure that a healthy balance is present.

Education You may be reading this book for a class that piques your interest in peacebuilding. You might then decide to pursue a degree in a field where issues

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BOX 2.4  FINDING WORK/LIFE BALANCE Gary Marx (2014), author of 21 Trends for the 21st Century, recommends these five ways of bringing more balance into the workday:



1. Build downtime into your schedule. Setting aside time for friends and family is a good start. 2. Drop activities that sap your time and energy. Spend less time with people who try your patience, and less time mindlessly surfing the Internet! 3. Rethink your errands. Consider whether you can “out-source” any time-consuming chores. 4. Get moving. Exercise! 5. Remember that a little relaxation goes a long way. Enjoy events that bring you satisfaction and joy such as outdoor activities, and taking short vacations.

of conflict and peace are addressed. Or you might apply what you have learned in this course to your declared major, be it business, political science, education, or even culinary arts (see Forman, 2014). In any case, the knowledge and awareness you might obtain in this class can provide you with perspectives that can be useful in any career. The soft skills learned can be applied in most any profession. There is no single academic path to a peacebuilding career. College grads might pursue peacebuilding work in a range of fields. What is important is taking the knowledge you acquire and exploring ways in which to advance peace, violence prevention, and the resolution of conflict. As we explore specific areas, you will get an understanding of what this might look like, and as such, develop your own strategy to creating a peacebuilding perspective at work.

Activities A college education is not just about classes, of course. It is likely that you are involved in activities and co-curricular events that may relate to your field of study, or satisfy an interest that you have that is not met through classroom studies. If you’re interested in learning the skills of dialogue and deliberation, getting trained by the Sustained Dialogue Institute, which teaches engagement skills and has student chapters on college campuses worldwide, might be an option. You might consider PeaceJam, which brings together students to learn from Nobel Peace Prize winners. An interest in resolving global conflict and promoting international cooperation could lead you to

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PROFILE 2.2 Nicole Grim: Bringing Global Skills to Local Conflict When Nicole Grim graduated from George Mason University’s School for Conflict Analysis and Resolution, she had little idea of where to go next. “I was so eager to dive head-first into building peace, but I only saw a narrow lens of what that could look like.” Nicole studied conflict at a global level, including study abroad experiences in Palestine and the United Kingdom. “I became fascinated with the role of gender in conflict while studying at Oxford University, and I decided that’s where I want to focus,” she says. But after I graduated, I was only looking at these large international organizations where I didn’t have the technical skills or practice to really be effective at that level. I suddenly discovered my real passion spring of my senior year— too late for internships—so I graduated without any applicable experience in that field. I learned to be realistic, and for me, that meant finding a career within the conflict resolution field that was applicable to my current skill set with the opportunity to grow as a young professional.

Later, Nicole found her way to Fairfax County (VA) Public Schools as the Mediation Conference Coordinator, a position housed within Conflict Resolution Services. “I had a lot of event-planning experience with previous student organizations, and this was a great way to bridge the gap between the skills I already had and the experience I hoped to gain.” After a few months, Nicole expanded her role, working alongside the Conflict Resolution Specialist in program evaluation, curriculum development, strategic planning, and partnership building. “While their work is focused at a community level, I practiced the same skills I’ll need for the international arena, when the time comes.” Meanwhile, Nicole also started volunteering with her local sexual assault hotline as an advocate for survivors. Another thing I realized is that it all comes down to people—to their lives and their communities. I didn’t want to wind up in my dream job—building programs to support survivors of sexual violence in conflict—without having an intimate understanding of the people I want to help. This is a great opportunity to build that foundation, and I’m really enjoying it. Never underestimate the power of volunteer work to help move your career forward, especially early on.

Nicole now works as the Grassroots Leadership Coordinator for NARAL Pro-Choice Virginia in Alexandria, Virginia.

participate in activities such as Model United Nations, Model Arab League, or Model Organization of American States, through which you would play the role of diplomats resolving simulated problems. If human or civil rights is your passion, then volunteering or interning with a group such as the NAACP,

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BOX 2.5  THE IMPORTANCE OF VOLUNTEERING Stephanie Land, in The Idealist.org Handbook to Building a Better World, emphasizes the importance of volunteering (Idealist.org, 2009). Volunteering can take a number forms: “hit-and-run” volunteering, online volunteering, days of service, group volunteering, family volunteering, internships, term of service, international volunteering, “voluntourism,” skilled volunteering, and do-it-yourself volunteering. Regardless of the form, giving of your time, contributing your talents, and learning new skills will not only demonstrate your commitment to peacebuilding, but will allow you to make important connections, develop a professional network and outlook, and give you an insider’s view of the world of work.

which works to support African American social and political related causes, or Amnesty International, which raises awareness of human right violations globally, might be a good idea. Many groups sponsor college-based chapters. Your campus might have a peer mediation program in which you can receive training, and then offer your time to help your fellow students work out their differences. Or a class you are taking may require a service-learning component that permits you to see how the material covered in class relates to real-world work and leads to working in a community organization. Regardless of your interest, making time to volunteer, join a club, or intern provides you with the opportunity to see professionals at work, learn the culture and expectations of the field, and make important contacts and networks that can help you land your first job (see Box 2.5).

Community As you mature in your career, you will likely cultivate a cadre of friends and colleagues who share similar interests, perspectives, and values. These might be fellow classmates, or individuals who you meet at an internship site. Because of social networks, staying in contact with those who have similar interests is easy to do today. Those working for peace are often “cut from the same cloth.” The issues that are important to you may not be the same as those of your parents, or even your hometown friends. If you choose to work in the not-for-profit sector, your parents may question your ability to support yourself. How are you going to pay off a large college debt, when you are working at minimum wage at a social justice center? As a result, surrounding yourself with those who are supportive and provide you with encouragement (and, at times, a healthy dose of reality-testing) is important. Informational interviews

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with individuals who work in fields you are interested in is one way of building your community. This community will sustain you as you move from job to job, and will likely play an important role in mentoring you and providing you with opportunities you might otherwise miss.

Environment Finally, you need to consider where you might start your career. While at the U.S. Institute of Peace (USIP), I was often asked by students how to advance a career that would focus on global conflict. USIP, located in Washington, DC, focuses on international conflict resolution and peacebuilding. Many of my colleagues had worked overseas, or at Washington, DC-based non-governmental organizations and international agencies, including the State and Defense Departments. Though my senior colleagues had impressive career biographies, even my junior colleagues had worked in a variety of international settings before coming to USIP. A number had volunteered in the Peace Corps, served with the military overseas, or engaged in study abroad in college. But more importantly, being in Washington, DC was a critical aspect in advancing their careers. If you are interested in international conflict work, moving to a place where the confluence of non-governmental organizations, international organizations, policymakers, and funders are present may provide you with more opportunities than in a less internationally focused location. Washington, DC is not the only place to do this: cities such as New York, Chicago, San Francisco, or Boston offer similar environments. Even though you might start as a barista at Starbucks or waiting tables, you will have the advantage of being able to attend events, follow global affairs closely, and generally be part of the milieu that is important to advancing an international peacebuilding career. If you are focusing on domestic conflict, such as youth violence, then your own local community might be the best place to work. But if you are interested in a specific issue, such as conflict over environmental issues, it might make more sense to be located in a place where those types of conflict are more present, such as the western United States. Organizations working on conflict often locate themselves “close to the action” that they are focusing on. While USIP is in Washington, DC, an international capital where a multitude of international groups are located, the United States Institute for Environmental Conflict Resolution (see Box 2.6) is located in Tucson, Arizona, in the southwestern United States, where environmental issues are often at stake. Like the aspiring actor who wants to make it on the “big screen” or stage and moves to Hollywood or New York, you might need to fill your backpack and move to where the action is!

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BOX 2.6  UNITED STATES INSTITUTE FOR ENVIRONMENTAL CONFLICT RESOLUTION Increasingly, environmental conflicts center on issues related to land use, effects of a changing climate, energy transportation or production, transportation corridors, concerns of American Indian and non-Native groups, or on disputes regarding public land management. To help address these conflicts, Congress established the U.S. Institute for Environmental Conflict Resolution (USIECR; http://www.udall.gov/OurPrograms/Institute/ Institute.aspx) in 1998 as a program of the Morris K. Udall and Stewart L. Udall Foundation (http://www.udall.gov). The Udall Foundation is a federal agency that promotes leadership, education, collaboration, and conflict resolution in the areas of environment, public lands, and natural resources in order to strengthen Native nations, assist federal agencies and others to resolve environmental conflicts. USIECR helps federal agencies and others to address environmental conflicts and challenges through efforts that provide assessments; conflict resolution; facilitated collaboration; and capacity building, including training. Any party in a conflict involving the U.S. federal government can seek the services of the USIECR. The Udall Foundation also sponsors the Native American Congressional Internship Program in Washington, D.C., which provides American Indian and Alaska Native undergraduates and others with the opportunity to gain practical experience with the federal legislative process.

Use Your Campus Resources The college you attend will likely provide a number of resources to support your career journey. Some are well established, like a career services office (see Box 2.7). Others are not as obvious, and, at times, opportunities arise out of classroom and extracurricular experiences such as a guest speaker that you connect with and with whom you then go on to schedule an informational interview. Colleges that have well-developed programs in peacebuilding fields often have staff specifically focused on helping you think about your career future. George Mason University’s School for Conflict Analysis and Resolution (S-CAR) offers a bachelor’s degree in conflict resolution, and has staff members who help students prepare for careers. S-CAR offers a career-development course that permits students to consider the wide range of opportunities in the field, and prepare themselves for the job search including honing interview skills, writing cover letters, and devel-

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BOX 2.7  WHAT A CAREER SERVICES OFFICE CAN DO FOR YOU Christine Y. Cruzvergara Many universities and colleges have a career services office dedicated to helping students prepare and connect to internship, career, and graduate school opportunities. The career services staff is trained and has expertise on student development, career advising/counseling, industry trends, and recruiting knowledge. Through individual appointments, career programs, and online resources, career services can help individuals gain self-awareness, explore careers, develop an internship or job search strategy, improve interviewing skills, negotiate offers, and enhance professionalism on the job. For students who are unsure of what to study or what career to pursue, career services is equipped to help with the exploration phase. Through the use of career assessments, such as the Myers-Briggs Type Inventory, Strong Interest Inventory, or many others, career counselors and advisors can assist students in gaining more clarity around their interests, strengths, values, and personality. With greater self-awareness, resources can be provided to help students explore what types of industries or occupations may be the best fit. For students who know the industry or career path they’re most interested in, career services can provide assistance in developing a strong strategy for obtaining an internship or full-time position. By keeping abreast of industry trends, career advisors can provide customized advice on how best to tailor a résumé or cover letter, link to resources and alumni connections for networking, prepare for industry-specific interview questions, and help with the negotiation process. Additionally, a career services office often provides a wide range of opportunities for students to connect with employers and alumni through career fairs, educational panels, information sessions, and networking events. For students considering graduate school or professional school, career services can help a student determine if continued education is a necessary step or asset based on career goals. Career advisors are often able to provide assistance with the essay or purpose statement, connecting to resources for entrance exam preparation, and determining strong programs for the industry or field of study. So, regardless of where a student may be in his or her career development process, a career services office can provide resources and guidance on how best to prepare and connect with employers and opportunities. Christine Y. Cruzvergara is assistant dean and executive director of George Mason University’s career services office.

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BOX 2.8  YOU STILL NEED A RÉSUMÉ James Citrin (2015), in The Career Playbook: Essential Advice for Today’s Aspiring Young Professional, provides some good guidelines in developing your résumé: ◾◾ Layout matters: It must look sharp and pleasing to the eye ◾◾ Be concise and concrete in your writing ◾◾ Use action words in describing your experience: proposed, led,

developed, mastered, researched, for example Work “icebreakers” into a personal section at the end of the résumé. Identify something that is unique about you that will lead to an interview! For instance, include activities you have engaged in that advance peacerelated outcomes and relate to the organization to which you are applying.

BOX 2.9  11 TIPS FOR MILLENNIALS IN SEARCHING FOR THEIR FIRST JOB Lisa A. Colten





1. Have a good résumé and include a summary at the top. Many college graduates or those early in their career think this is not necessary since they may not have enough experience to warrant one. It is important to show some focus. Your résumé can include some type of “forward looking objective” language. Emphasize your functional strengths, interests, and personality characteristics. Probably at this stage of your life, one page is fine. Based on your current experience, think carefully about how much of your school experience you want to include; volunteering, internships, and even participation on sport teams are important to include. 2. Show your accomplishments. Don’t just talk about what you did—as in a job description. Show your impact, your results, how what you did made something better; highlight your IT and social media expertise. 3. Have your elevator pitch ready. Who are you; what are your strengths, expertise, and industry experience? Why do you want to work at this particular organization? Have a few different versions ready: a 30-second, a 60-second, and a 2-minute pitch. How will you answer the “So, tell me about yourself” question in an interview?

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4. Create a LinkedIn profile and use this social media tool to its fullest. Your profile is not just a repeat of the résumé. Show how you differentiate yourself from your peers. Make connections thoughtfully—meet and talk to these people. Join groups in your areas of interest. 5. Join professional organizations in your area. This will help you to meet others—perhaps those with more experience who can help you to make further contacts and help you think about target companies because not just any company has an opening that fits your skillsets. Many organizations even offer discounted rates to recent college graduates. 6. Utilize your university or college alumni services or the career center. Join your alumni association in your geographic area and go to events. Find alumni in LinkedIn and call/meet them. 7. Network, network, network! It may be a generalization, but most Millennials I know prefer to communicate with people either over email or text and do not want to talk to people face-to-face. Please be different and don’t fall into this trap! So much can be misconstrued that way. Set a goal and meet at least one person—in person—once a week. Learn about target companies. Follow them on LinkedIn and on their other social media venues to learn as much as you can. Use LinkedIn, Facebook, Twitter, YouTube, websites, and annual reports to find employees. Do be careful on what you put on your Facebook and other social media pages. You are beginning to build your brand, so delete anything questionable if you can. 8. As you are applying for jobs, try to network—as I like to say, “use both the back door and the front door” at the same time. Find someone in the company and ask them if they have an employee referral program and if that helps to get on the short list to get to a hiring manager more quickly. 9. Prep for the interview: Have accomplishment stories, and thoughtful questions to ask, and conduct research on the employer. 10. After the interview, send a thank you note, email here is fine. You may want to consider sending a snail mail follow-up after a week or so. Be short and sweet—reiterate your interest in the position. This gives you an opportunity to show if you have ideas from the conversation or want to clarify something you said. Pick up the phone! I get so angry when my Millennial niece complains that she has not heard from someone or when an

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interview gets cancelled or postponed and she says, “What do I do?” I say, “Pick up the phone and ask!” I can hear her wincing! She’d rather send an email and does—once or twice—with no response. Remember the definition of insanity? Try a different way and you may get better results! Some people are not email people, so remember the variety approach. Remember to show your soft skills! 11. Finally, the most important thing to remember in looking for work: Diversify your job search activities. Try lots of different methods because you never know what is going to work. As I like to say, “Use all the tools in your job search tool box.” You may like to use the hammer (applying for jobs via an external job board), but it is not the best tool for everything. By all means, apply for jobs online, but also network with people in your field, talk to professors, proactively identify target organizations and find people from those organizations to talk to either before or after you apply for a specific position. Lisa A. Colten is a career transition consultant/coach and the founder/managing principal of Éxzeto, LLC in the Washington, DC area.

oping résumés (see Box 2.8 and Box 2.9). Jane Walker (personal communication, May 19, 2015), assistant director for S-CAR’s student service office “sees a demand for critical thinking, cross cultural understanding, creative problem solving, research and writing skills, interpersonal skills, and working well in a team” in the market place. These are skills that can be gained through taking conflict- and peace-related course work, and can be applied to multiple fields and in many career paths.

Finding Your Purpose: The “Sweet Spot” In the end, a job that provides you with purpose and meaning is the goal. Purposeful work will get you up in the morning, keep you thinking and focused during the day, and even in the evenings when you are off the clock, inspire you to reflect on ways of doing your work better the next day (but still maintain your life–work balance!). Figure 2.1 shows where the convergence of passion, mission, profession, and vocation creates purpose to help your thinking about where you need to be: your sweet spot. Your goal is to find it.

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Figure 2.1  The Intersection of Passion, Mission, Profession, and Vocation is Purpose. © Hustle + Grind. Reprinted with permission.

PROFILE QUESTIONS 1. Is there a major at your school that allows you to apply your interest in peacebuilding? If not, could you, like Kaeley Pruitt-Hamm (Profile 2.1), create your own major? 2. A skill that Nicole Grim (Profile 2.2) found useful in getting work was her event-planning experience. When we think about peacebuilding skills, we often focus on interpersonal skills and knowledge of global and local conflict. But organizational skills are critical to helping a cause or group move forward with action. What organizational skills do you have that can be applied to peacebuilding work? What skills do you need to still develop? FURTHER EXPLORATION 1. Lisa Colten (Box 2.9) recommends developing an elevator pitch: a brief explanation of your career goals. Based on your interests

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2.

3.

4.

5.

6.

7. 8.

today, what would it be? What are the strengths, expertise, and experience that you might bring to an organization? SmartBrief puts out a daily newsfeed on career insights called SmartBrief on Your Career (https://www.smartbrief.com/signup System/subscribe.action?pageSequence=1&briefName=your career). Though designed for those already established in a career, by subscribing, you can get an idea of career expectations in a range of fields. Creating a community is something that you can start on now. Go to http://www.meetup.com and search a particular topic or issue, like human rights. You’ll find out about groups in your area meeting on the topic you are interested in. Visit your college’s career services office. Even if you are just starting college, it’s never too early to take advantage of the services available. A few books to look at in helping with your career search include: –– Compassionate Careers: Making a Living by Making a Difference (2015) by Jeffrey W. Pryor and Alexandra Mitchell includes a well-developed step-by-step guide to getting started. –– The Career Playbook: Essential Advice for Today’s Aspiring Young Professional (2015) by James M. Citrin. This book is a good basic career guide, designed with millennials in mind, and covers specifics such as interviewing, networks, and negotiating salary. –– The Idealist.org Handbook to Building a Better World (2009) by Idealist.org with Stephanie Land. This book has a strong emphasis on non-profits, which constitute many of the entities doing peacebuilding work. The Peace and Collaborative Development Network (PCDN) (https://pcdnetwork.org) is the largest network of professionals working to advance social change, peacebuilding, and related fields. As of 2016, over 36,000 individuals and organizations belong to the network. Started in 2007 by Craig Zelizer, PCDN attracts over 300,000 hits per month. Among the benefits of belonging to PCDN is being part of a large global peacebuilding community as well as receiving notices in your in-box on jobs available worldwide. How important is work–life balance to you? How does it compare to the view of your parents? Using PEACE, what is your (a) Passion; (b) Education (or plans right now); (c) Activities (or ones you should participate in); (d) Community (or the one you should cultivate); and (d) Environment (or the one you might move to)?

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References Asghar, R. (2014, January 13). What millennials want in the workplace (and why you should start giving it to them). Forbes. Retrieved from http://www. forbes.com/sites/robasghar/2014/01/13/what-millennials-want-in-theworkplace-and-why-you-should-start-giving-it-to-them/ Brenoff, A. (2014, December 9). Why retirement at 65 is a fairy tale. The Huffington Post. http://www.huffingtonpost.com/ann-brenoff/retirementage-a-fairy-tale_b_6295136.html Citrin, J. M. (2015). The career playbook: Essential advice for today’s aspiring young professional. New York, NY: Crown Business. Csikszentmihalyi, M. (1990). Flow. New York, NY: Harper Perennial. Daniels, G., Gervais, R., & Merchant, S. (Writers). (2005–2013). The office [Television series]. New York, NY: NBC. Forman, J. M. (with Chapple-Sokol, S.). (2014, March 2). Conflict cuisine: Teaching war through Washington’s ethnic restaurant scene. Public Diplomacy Magazine. Retrieved from http:// publicdiplomacymagazine.com/ conflict-cuisine-teaching-war-through-washingtons-ethnic-restaurantscene/ Goudreau, J. (2010, March 4). Find happiness at work. Forbes. Retrieved from http://www.forbes.com/2010/03/04/happiness-work-resilience-forbeswoman-well-being-satisfaction.html Idealist.org (with Stephanie Land). (2009). The Idealist.org handbook to building a better world. New York, NY: Perigee. Marx, G. (2014). 21 trends for the 21st century. Bethesda, MD: Education Week Press. Meister, J. (2012, August 14). Job hopping is the new normal for millennials: Three ways to prevent a human resource nightmare. Forbes. Retrieved from http://www.forbes.com/sites/jeannemeister/2012/08/14/job-hopping -is-the-new-normal-for-millennials-three-ways-to-prevent-a-human -resource-nightmare/ Pryor, J. W., & Mitchell, A. (2015). Compassionate careers: Making a living by making a difference. Pompton Plains, NJ: Career Press. Shontell, A. (2010, October 4). 80% hate their jobs: But should you choose a passion or a paycheck? Retrieved from http://www.businessinsider.com/what-doyou-do-when-you-hate-your-job-2010-10 Udall Foundation. (n.d.). Our programs. Retrieved from http://www.udall.gov/ OurPrograms/Institute/Institute.aspx .

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3 Peacebuilding Careers in Diplomacy

The thing that I learned as a diplomat is that human relations ultimately make a huge difference. —Madeleine Albright

DIYA: IS PEACEBUILDING BETTER THAN SABER RATTLING? Diya is a senior studying international relations at a West Coast university. She has always dreamed of becoming a diplomat, solving some of the world’s most pressing problems. In high school and now at college she is involved in Model United Nations (see Box 3.1), playing the roles of diplomats from such places as Sudan, France, and Nauru (one of the smallest countries in the world!). She is of Indian background, and speaks Hindi fluently, and now is learning Arabic and Urdu. Right now, she is focused on taking the Foreign Service Officer Test, a condition for diplomatic service in the U.S. Department of State. This past semester she took a course on foreign policy strategies, and was struck by the excessive use of “carrots and

Peace Jobs, pages 43–53 Copyright © 2016 by Information Age Publishing All rights of reproduction in any form reserved.

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sticks” in negotiations. She believes that finding mutual interests between disputing parties and countries is the key to peace, but all too often what seems to happen is posturing and “saber rattling.” As a diplomat, she is hoping to incorporate peacebuilding approaches as part of her work.

The Need for Diplomats It wasn’t until after World War I that nations recognized that securing world peace was dependent on professionals with highly developed diplomatic skills. With the founding of the League of Nations in 1920, there was established for the first time a venue for the international community to come together, using negotiation as a means for settling global differences. This was marked by a period of idealism, during which civil diplomatic approaches to settling disputes were sought over military ones. This period also saw the development of international agreements and treaties meant to set obligations between states on various matters including the treatment of prisoners and civilians during war, such as the Geneva Conventions. As international engagement increased, individuals trained in diplomatic skills became important and nations needed to train and prepare individuals dedicated to BOX 3.1  MODEL UNITED NATIONS An ideal way of learning about the role of diplomats and others engaged in international work is by participating in Model United Nations, or Model UN (http://www.nmun.org). In Model UN, students role-play as representatives of national governments and engage in formal and informal deliberations to reach agreement on issues, often taken from the real world. In the process, students conduct research on global topics, and develop negotiation and debating skills. Model UN participants are called delegates and are assigned to specific countries before a conference. Model UN clubs exist in many high schools as well as colleges and universities. Famous Model UN alumni include Ban Ki-moon, SecretaryGeneral of the UN; and U.S. Supreme Court Justice Stephen Breyer. In addition to Model UN, similar programs such as Model Organization of American States (http://www.oas.org/en/asg/moas/default.asp), Model African Union (http://www.modelafricanunion.org/National_Model_ African_Union/National_Model_African_Union_Conference.html) and Model Arab League (http://ncusar.org/modelarableague/) are also available at a number of colleges.

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diplomacy. Today, international agreements are more important than ever. Increasingly we are faced with a myriad of challenges where international cooperation is necessary. Consider the Paris Agreement on climate change that was adopted in 2015; the Global Action to Combat Trafficking in Persons, adopted by the United Nations in 2010 to end human trafficking; or the Ottawa Treaty, also known as the Anti-Personnel Mine Ban Convention, which went into effect in 1999. Each responds to an important global issue where international cooperation and enforcement is needed to respond to issues where conflict, violence, and war are at play. Individuals not only with knowledge of specific and complex issues are needed, but with developed negotiation skills who can apply their abilities in order to be effective. There is no lack of work for diplomats today. In the United States, the Foreign Service was created in 1924 to ensure the qualifications and training of those representing the United States overseas. After passing the Foreign Service Officer Test, aspiring diplomats are posted in American embassies. Their duties are as varied as the ways in which the United States interacts with other countries. A Foreign Service Officer might issue visas to internationals wanting to come to the United States, engage with host country citizens on topics of mutual interest, or build political and economic relationships between the United States and other countries. However, a career as a Foreign Service Officer is not the only option in working for the State Department. Those interested in foreign affairs can also be employed as a civil service officer, coordinating or supporting foreign policy and based in the United States; a foreign service specialist, providing technical or management support to embassies overseas; or a diplomatic security agent, focusing on protecting U.S. and international officials. Agencies that seek young professionals interested in global peacebuilding include not only the Department of State, but also the U.S. Agency for International Development (see Box 3.2), the U.S. Department of Defense, and the U.S. Institute of Peace.

BOX 3.2  FOREIGN AID AS A PEACEBUILDING STRATEGY: USAID’S OFFICE OF CONFLICT MANAGEMENT AND MITIGATION Founded in 2002, the Office of Conflict Management and Mitigation (CMM; http://www.usaid.gov/who-we-are/organization/bureaus/bureaudemocracy-conflict-and-humanitarian-assistance/office) is a unit of the U.S. Agency for International Development (USAID) and part of the Bureau for Democracy, Conflict, and Humanitarian Assistance. Its role is to provide

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support to USAID overseas missions that better reflect ways in which aid and assistance can be used to reduce violent conflict. CMM “analyzes the causes and consequences of violent conflict, supports early warning and early response to violent conflict, and integrates conflict mitigation and management” into USAID efforts. To date, CMM has supported over 135 peacebuilding projects in 35 countries and awarded over $115  million in grants for “people-to-people” programs. In addition, CMM has trained over 500 U.S. government, interagency, and NGO partners in approaches to peacebuilding. Working for USAID as an employee requires applying through USAJOBS (https://www.usajobs.gov). USAID sponsors both paid and unpaid internships. Requirements include being currently enrolled at a college or university.

While the approaches to peacebuilding might vary, each agency has career avenues for those looking to strengthen global peace and security. In addition, individuals working for a range of non-governmental organizations, such as the International Committee of the Red Cross (ICRC; see Box 3.3), and intergovernmental organizations, such as the United Nations, would characterize their work as diplomatic in nature. Further exploration of these organizations and their approaches is the subject of Chapter 5. BOX 3.3  THE GENEVA CONVENTIONS AND INTERNATIONAL COMMITTEE OF THE RED CROSS After seeing the carnage at the Battle of Solferino in 1859, Henry Dunant, a Swiss businessman, believed that an organization was necessary to treat those suffering from war, and that an international agreement was necessary to protect the work of that organization and others working as neutrals in battlefields to treat the injured. The idea of his organization came to be the International Committee of the Red Cross (http://www.icrc.org), founded in 1863. His proposal led to the Geneva Conventions, a series of four treaties and three additional protocols that serve to determine the manners in which military must deal with the wounded, non-combatants, and prisoners of war. Often referred to as the “law of armed conflict” or the “law of war,” the Geneva Conventions have been adopted by all countries of the world. The core principles of the conventions, which form the basis of international humanitarian law are that (a) distinction must be made between civilians and combatants during war; (b) only those means that are militarily necessary are permitted during war; (c) military objectives must be proportional (that is, not cause unnecessary harm); and

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(d) war weaponry must not cause superfluous injury or excessive suffering. The ICRC, working with nearly 200 nationally based Red Cross and Red Crescent societies, including the American Red Cross in the United States and the Canadian Red Cross in Canada, coordinate humanitarian efforts around the world. Working for the ICRC can require being assigned to its Geneva headquarters, or being deployed globally. The positions at the ICRC are wide-ranging and include health-related positions such as midwife, nurse, and nutritionist, as well as staff needed to facilitate working in conflict and humanitarian zones such as interpreters and specialists fluent in languages needed (such as Arabic) where the ICRC is doing its work.

Approaches to Peacebuilding Diplomacy Though the actual work of diplomacy that takes place on a day-to-day basis varies, some prevalent approaches help in framing the work in terms of peacebuilding. The work of those engaged in negotiations or peacemaking1 is said to operate on various “tracks.” Track one diplomacy is when representatives from national governments work with one another to resolve differences. These official representatives are presumed to speak for the many voices within a country. For most of diplomatic history, track one diplomacy was the primary means to maintaining peaceful foreign relations. Today, international affairs has become more complex, especially since the demise of the Soviet Union. With the end of the Cold War, some nations, having lost their U.S. or Soviet backers, disintegrated under the weight of internal violence compounded by the uncontrolled distribution of small arms. Many of these conflicts stemmed from long standing ethnic or religious differences that had been at times suppressed under strong-armed governments. As such, internal conflicts, sometimes leading to full-blown civil wars, continued as states struggled to free themselves from corruption, ineffective governments, and often the mass suppression of human rights. In the face of these changes, other approaches beyond track one emerged. Today, track two diplomacy involves non-state actors working to bridge differences, settle conflict, and foster peace.2 Track two efforts can take place in less public settings where frankness and risk-taking are possible. Because of the fragmented nature of conflict—with multiple parties often at war promoting different objectives—working with non-state groups who act as intermediaries for disputants is a useful strategy. Examples of

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track two groups include The Carter Center, founded by former U.S. president and Nobel Peace Prize winner Jimmy Carter, which has helped broker peace in Ethiopia, Eritrea, Haiti, and the Middle East; and the Community of Sant’Egidio, an Italian Catholic group, which worked to bring about an end to the civil war in Mozambique in 1992. Track three diplomacy brings citizens of each country in direct contact with one another. These strategies can be used to demonstrate that citizens desire peace even as governments prepare for war and are often an important first step in setting public expectations. Sometimes called “citizen diplomacy,” its use—particularly among youth—was popularized by Samantha Smith, a Maine schoolgirl, who began a correspondence with Yuri Andropov, the leader of the Soviet Union in 1982, which led to her visiting the country as a goodwill ambassador (McBride, 1987).

PROFILE 3.1 Melissa Dymek: An Aspiring Peacebuilding Professional Melissa Dymek is a young foreign affairs professional currently serving in the Bureau of International Organization Affairs at the U.S. Department of State. She has worked as an administrative assistant to the Deputy Assistant Secretary of State for Human Rights and Humanitarian Affairs and the Deputy Assistant Secretary of State for Peacekeeping and the UN Security Council. Melissa also serves as a Human Rights Action Officer in the Bureau, where she coordinates Washington guidance for negotiators on education and health resolutions run at UN Human Rights Council Sessions in Geneva, Switzerland. Melissa’s interest in conflict resolution and peacebuilding began during her undergraduate years at Franklin Pierce University, where she focused her studies on the Palestinian and Israeli conflict. After a two-week Washington Center Seminar that culminated in a mock “Camp David III” negotiation session, Melissa knew that advancing conflict resolution through diplomacy was the career she wanted to pursue. After landing an internship in the office of the Under Secretary for Global Affairs and Democracy, Melissa transitioned to the Bureau of International Organization Affairs to delve into the issue of conflict prevention through a multilateral human rights lens. Today, Melissa is grateful to play a role in the work of the U.S. government as it engages in the United Nations to develop UN Security Council resolutions to end conflict multilaterally, advance peacekeeping across the globe, pursue non-proliferation, hold perpetrators of atrocities accountable, and set international human rights standards.

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Preparation for Diplomatic Work College students considering diplomatic careers (as well as non-governmental organization careers, covered in Chapter 5) can prepare themselves through undergraduate course work and activities. Both in-class and out-ofclass experiences can not only present a realistic view of diplomatic work, but also help provide strategies to obtaining a career working on global issues. Some things one can do to prepare include the following:

Foreign Language Skills Probably the single most important way in which you can make yourself valuable in the diplomatic world is by learning a foreign language. Americans are known for their lack of foreign language skills, notwithstanding the fact that we are a country of immigrants. Luckily, this has been changing in recent years with an influx of internationals coming to the United States who maintain their native languages. Learning traditional second languages such as French and German are still valuable, but because of the conflict zones in the world that need attention, languages such as Chinese, Arabic, and Urdu might be viewed as more important (see Box 3.4).

Willingness to Volunteer Look for opportunities to expand your knowledge of foreign cultures and perspectives through volunteerism. Not-for-profits, global affairs groups, and other religious and civic organizations are often looking for BOX 3.4  CRITICAL LANGUAGE SCHOLARSHIP PROGRAM As of 2015, the U.S. Department of State has designated 13 different languages as “critical languages” for which college students can receive training. The Critical Language Scholarship Program (CLS) (http://www .clscholarship.org) is open to U.S. undergraduates, and is a fully funded overseas language and cultural immersion program. It is managed by the Bureau of Educational and Cultural Affairs. The CLS program seeks students from diverse backgrounds with a range of interests, including peacebuilding related ones. Program costs covered include overseas training, room and board (often with a host family), airfare, U.S. academic credit, and an expenses stipend. The languages for which instruction is provided in 2016 include Arabic, Bangla, Chinese, Hindi, Indonesian, Japanese, Korean, Persian, Punjabi, Russian, Swahili, Turkish, and Urdu.

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people to advance their work, both at home and abroad. It often makes little difference exactly what you might be doing as a volunteer. But your dedication, thoughtfulness, and demeanor will impress others. Even undertaking mundane tasks well can get others to notice you!

Writing Proficiency Much of the work of diplomacy is through the written word. Diplomats regularly need to report about their findings, discussions, analyses, and recommendations; so clear, fast, and concise writing is a vitally important and necessary skill. Diplomats also need to be careful about the words they use in their discussions, and writing is an important skill to refine that use of language.

Adaptability The ability to adapt to changing circumstances is important in diplomatic work. In diplomacy, assignments or postings will vary by degree of danger and often not allow for dependents or family to accompany you. Because of the nature of international affairs, events can change quickly, requiring you to make quick changes in your personal and professional circumstances.

PROFILE 3.2 Sarmat Chowdhury: Future Conflict Resolution Practitioner Sarmat Chowdhury is currently a senior at George Mason University, pursuing a BA in government and international politics, and a second BA in conflict analysis and resolution in the School for Conflict Analysis and Resolution. He served as the president of Model United Nations at George Mason University. Sarmat also serves as the student representative to the United Nations Department of Information/Non-Governmental Organization section for George Mason University, representing the University at the United Nations. Sarmat feels his education is preparing him well. After graduation from George Mason University, he hopes to enroll in graduate studies programs dealing with international relations and conflict analysis, while working with the United Nations and the State Department. Along the way, Sarmat wishes to continue mentoring students, whether it is in Model United Nations or Model Arab League, or getting kids involved in their community in grassroots politics.

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Quick and Motivated Learner The ability to learn quickly is critical. New conflicts and challenges appear rapidly, and the capacity to offer your skills and knowledge will be important. As such, if you are a quick study, you will be more in demand than someone who is not in tune with what is taking place around the world. Not only the ability to learn quickly, but the ability to learn in different ways is important in diplomatic work. For instance, self-study, which requires a high level of motivation, is important. Learning a foreign language, for example, can be a challenging endeavor. But a person who is organized and determined can get it done.

Ability to Focus High stakes are often at play in diplomatic work, and that requires professionals staying on task. Focus is critical to getting the job completed. An employee who is vacillating and indecisive will be overlooked and not be taken seriously when the work needs to be done.

Ability to Work Independently and as Part of a Group Those working in international affairs need to be self-starters. You will need to develop plans on the spot, consider their ramifications, weigh the consequences of failure or success, and execute them. Working with a group presents other challenges and opportunities. Working with local internationals may require you to “park” your preconceived notions, and be open to new ideas. By working with others, they can then witness your work ethic and vouch for your professionalism. Much can be done in college to set you on the course of a career as a diplomatic peacebuilder. Besides taking courses in languages, consider courses that allow you to immerse yourself in a new culture. More importantly, take advantage of study abroad. Today there is a renewed effort to provide undergraduates—be they at community colleges or four-year institutions—with the chance to learn overseas.

Other Agencies Where Peacebuilding Careers Can be Pursued While the U.S. Department of State focuses on international peacebuilding, there are other federal and state agencies that focus on peacebuilding and conflict resolution work in domestic contexts. The Federal Mediation

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and Conciliation Service, created in 1947, is an independent U.S. federal agency that provides mediation and conflict resolution services to industry, government agencies, and local communities. The National Mediation Board provides mediation in cases of work stoppage and strikes within the transportation industry. On the state level, some states provide mediation services through their Attorney General’s Office when a consumer is unhappy about a good or service. All of these agencies hire various staff, including investigators, mediators, and administrative support. PROFILE QUESTIONS 1. Melissa Dymek (Profile 3.1) attended Franklin Pierce University in New Hampshire, which offered a two-week seminar in Washington, DC. The experience was clearly valuable to her. Are there opportunities at your school to take a semester or even a few weeks in Washington, DC and learn about international affairs? 2. Sarmat Chowdhury (Profile 3.2) took the opportunity to participate in Model United Nations. Are there similar organizations on your campus that you can join? If not, could you ask a faculty member to help start a Model United Nations club? FURTHER EXPLORATION 1. The Association of Professional Schools of International Affairs (APSIA), an organization that represents colleges and universities offering programs in global affairs, has a Careers in International Affairs website that provides links to various sectors: public, multilateral, non-governmental, and private as well as in a range of subject areas (http://www.apsia.org/career-guide). This is a good starting point in thinking about career options. Go to the website and take some time to explore the site. 2. The U.S. Institute of Peace focuses much of its work on advancing track two diplomacy, which USIP refers to as track II peacemaking. An excellent free primer on track II work has been written by Heidi Burgess and Guy Burgess: Conducting Track II Peacemaking (2010) which can be freely downloaded (http://www.usip.org/publications/ peacemakers-toolkit). It is part of USIP’s Peacemaker’s Toolkit, which includes other free publications on mediation, internal displacement challenges, and talking with groups that use terror. 3. The publication Making Global Impact: Guide to International Jobs in Government is a freely downloadable publication published by the Robertson Foundation for Government, GovLoop, and APSIA

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(2014). It is a comprehensive examination of the full range of career opportunities in the U.S. government that focus on global affairs and peacebuilding and steps needed to apply for jobs including at the U.S. Department of State and the Peace Corps. It can be found online at the Path to Presidential Management Fellows Program (http://pathtopmf.com/international-jobs/). It’s worth downloading and exploring the steps to starting an application. 4. Are you taking a foreign language? If so, how do you see it playing a role advancing a career in diplomacy? In what parts of the world are there conflicts “in waiting” for which you might need to learn a lesser-known foreign language?

Notes 1. The terms diplomacy and peacemaking are often interchanged in considering tracks. As such, track one diplomacy might be also referred to as track one peacemaking. 2. Sometimes the negotiations between governmental and non-state actors are referred to as 1.5 track diplomacy, denoting the fact that one party comes from the track one environment and the other from the track two environment.

References Burgess, H., & Burgess, G. (2010). Conducting Track II peacemaking. Washington, DC: USIP Press. Retrieved from http:// www.usip.org/publications/ peacemakers-toolkit McBride, B. (1987, July 30). Samantha’s legacy: Kid-to-kid diplomacy. Foundation formed by her mother sponsors US–Soviet youth exchanges. Christian Science Monitor. Retrieved from http:// www.csmonitor.com/1987/0730/ hsam.html Robertson Foundation, GovLoop, & APSIA. (2014). Making global impact: Guide to international jobs in government. Retrieved from http://pathtopmf.com/ international-jobs/

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4 Enforcing Peace and Justice Through Human Rights and Law

Wherever law ends, tyranny begins. —John Locke

KURT: CAN HE MAKE A CAREER WORKING FOR HUMAN RIGHTS AND JUSTICE? Kurt always roots for the underdog. It probably reflects his own story. He started school in community college as a part-time student while supporting himself delivering pizza. Though it took him four years, once finished, he was determined to continue his education at the nearby state university, which he did. He was able to get a full scholarship, which went a long way to making it happen. He is majoring in political science because of his interest in justice issues, especially those of the LGBT community of which is he is a member. He is painfully aware that, as a gay man, he has often been on the wrong side of the justice equation, but that recent gains have

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been achieved in recognizing the rights of women and men (and increasing acceptance of transgender people) in his community and across the nation. Growing up, he hid the fact that he was gay; but now he proudly accepts his identity. Though conditions for the LGBT community may be improving in many places, gays still experience discrimination around the world. He recently learned that it is still a crime in some countries to be gay, which could lead to an extensive jail term or death if convicted. Kurt believes that for all people—gay or not—to live in peace, the law must guarantee and protect their human dignity. Now at the end of his junior year, he is considering courses that might prepare him for law school. He feels that as a lawyer, he could advocate for those whose rights are being denied. However, because of limited finances, law school might be a few years away. What can he do before law school with his undergraduate degree that will allow him to work for human rights and justice?

Using the Law to Advance Peacebuilding More than 50 years after it was first published, To Kill a Mockingbird is still one of the most popular books assigned in high school (Lee, 1960). The image of the dignified Atticus Finch advocating for a wrongly accused Black man was later brought to life through the film starring Gregory Peck (Mulligan, 1962).1 This view of lawyers as advocates of human rights and heroes of those whose rights are violated has enshrined the image of lawyers as defenders of justice. Today, fighting for justice extends to those working in international tribunals like the International Criminal Court (ICC; see Box 4.1), as well as other national and local courts. With the myriad global human rights abuses we wrestle with today, there is plenty of work for those committing themselves to advancing justice. Besides lawyers though, there are numerous non-lawyers fighting for justice. By focusing only on the role of lawyers, we might not recognize the range of other important roles that can be played by those skilled in research, advocacy, negotiation, and investigation to ensure that the rights of others are respected. Many of these individuals work as law enforcement officers, lay advocates, paralegals, and criminal investigators. Consider Erin Brockovich, who despite not having a law degree has been a tireless advocate for environmental and social justice.2 Her undergraduate degree was an associate of applied arts from a business college in Texas (“Erin Brockovich,” 2015). There are countless organizations and agencies that are using the law to promote fair treatment for marginalized populations, access to services,

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BOX 4.1  INTERNATIONAL CRIMINAL COURT The International Criminal Court (ICC; http://www.icc-cpi.int/en_menus/ icc/Pages/default.aspx) is an intergovernmental organization and international tribunal that was established by the Rome Statute, a treaty designed to bring international charges against those violating international law and signed in 1998. The ICC’s work started in 2002 and is located in The Hague, Netherlands. Its primary aim is to “end the impunity for the perpetrators of the most serious crimes.” Not part of the United Nations, the ICC is funded by its member states, as well as through contributions from other groups. As of 2015, 123 states are signatories to the Rome Treaty and thus within the jurisdiction of the Court. The United States is not a signatory, and as such, the treaty is not enforced in the United States. The ICC hires individuals who do not have a formal law degree, but are interested in international justice issues. Typical positions include operations assistant, administration officer, and freelance field interpreter. Because the ICC has six official languages, Arabic, Chinese, English, French, Spanish, and Russian, it is helpful to know one or more of those languages, and you would need to relocate to The Hague. Harry Cheng, a legal assistant with the ICC, notes that in addition to making the listed qualifications “prior field experience with nongovernmental organizations or intergovernmental organizations shows an ability to interact with people of different backgrounds, and is an important advantage in getting a job at the ICC” (personal communication, April 15, 2015).

human rights protections, ending trafficking, and a host of other human rights-related issues. Police officers, legal assistants, human rights workers, legal researchers, and others might not be as popularized as high profile attorneys, but their work is no less important and often is consequential to ensuring that peace through the law is accomplished. There is much for Kurt to do if he so chooses to take it on, both in the United States and overseas.

International Law In a world struggling with radicalized groups, rogue states, and despots, promoting human rights is a never-ending effort. At times, the extent and brutality to which war and violence is promulgated is so extreme that the resulting devastation and killing is considered a “crime against humanity” or genocide. The acts of individuals can be so egregious that international criminal action and legal accountability are demanded. This often results in charges being brought against perpetrators under international

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law, including the bringing of a case before the ICC. Though our attention might be drawn to the men and women in black robes who make arguments during a court proceeding, the case itself may rest on the work of various investigators collecting evidence that can be used to prosecute a case. Conversely, any individual charged in a court proceeding will be provided legal counsel to defend him- or herself, thus guaranteeing their rights. A defense team will employ a number of non-lawyer professionals to help show their innocence or reduce a sentence for a person convicted of a crime.

Human and Civil Rights Closely associated with those who work on international justice issues, are advocates working for organizations advancing human rights. These “watchdog” organizations spend much of their effort raising awareness of human rights violations by individuals, groups, and at times countries and governmental leaders, with the hopes of pressuring policymakers into making change and enforcing national and international legal protocols. Some groups, such as Amnesty International, Human Rights Campaign (see Box 4.2), and the Children’s Defense Fund, have long been engaged with college-age populations. Civil rights are often found in written law, but are based on human rights principles. Human rights and civil rights are frequently considered together, though human rights tend to have an international context and are often written into international law and agreements such as the Universal Declaration of Human Rights. Human rights are thought of as stemming from being human: inherent in our humanity. Civil rights are often thought of in national or domestic contexts and are afforded to individuals because of their citizenship or residency. When we think of civil rights laws, we think of BOX 4.2  HUMAN RIGHTS CAMPAIGN An organization with which Kurt might consider exploring career opportunities is the Human Rights Campaign (HRC; http://www.hrc.org/). Founded in 1980, HRC advocates for the LGBT community in the United States and raises the profile of injustices against LGBT people internationally. The organization’s mission is: “[T]he promotion of the social welfare of the lesbian, gay, bisexual and transgender community . . . HRC strives to end discrimination against LGBT people and realize a world that achieves fundamental fairness and equality for all.” HRC is located in Washington, DC. Most jobs at HRC do not require a law degree, including positions as a policy assistant or field organizer. Only a bachelor’s degree and experience is required, and, of course, a commitment to promoting human rights.

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important legislation in the United States such as the Civil Rights Act of 1964 or the Americans With Disabilities Act.

Legal Practice As we have discussed, the work of promoting peace through justice is not only the work of lawyers, but also paraprofessionals who work with and support lawyers. These individuals often outnumber attorneys in legal firms. In private legal settings as well as local and national government environments, they are often referred to as legal assistants or paralegals. Individuals attending law school can be employed as law clerks and focus primarily on research and writing. Attorneys involved in civil rights or human rights work rely on their paraprofessional staff to interview witnesses, investigate the incident bringing about the case, collect and evaluate evidence, conduct legal research, and at times, prepare drafts of legal documents. They might be working on specific applications of the law such as environmental protection, discrimination against protected classes, or police misconduct. In the growing field of alternative dispute resolution, lawyers and other professionals are using mediation and other forms of conflict resolution to promote resolution outside of the courtroom, including in divorce and custody matters. This work demands that staff become familiar with dispute and conflict resolution processes and demonstrate skills and understanding that will help assure that mediation—be it used in a case that involves the custody of young children or in an international conflict—is done professionally.

Law Enforcement Men and women working as police officers are sworn to uphold and enforce the law. They make a professional commitment to seeing that the law is fairly administered and those charged under the law have their rights protected. Often when we hear about the work of police professionals, it is in the context of an arrest or violent altercation. The reality is that most of the day-to-day work of law enforcement professionals does not involve using their weapons as much as applying their skills of persuasion and negotiation. As such, law enforcement education is increasingly focused on building skills that can be used to convince individuals to seek nonviolent outcomes of their conflicts. For instance, Valencia College in Orlando, Florida offers the course Peace, Conflict and the Police for criminal justice majors that requires that students devise an alternative framework for police action

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that emphasizes nonviolent strategies rather than coercive ones. Hostage negotiation teams made up of police who have special training are now commonplace. Today, many emergency calls deal with domestic conflict, sometimes family disputes or neighbor arguments that could escalate, in which a well-trained police professional can use strategies based on his or her powers of persuasion to ensure outcomes that are peaceful. Those involved in the criminal justice system today recognize that the vast majority of individuals convicted of crimes will either continue to live in the same community where the crime was committed during a period of probation or will return to that community after serving a period of incarceration. Therefore, efforts that “restore” relationships between those convicted of crimes and the community, sometimes referred to as victimoffender mediation, are vital to preventing further crime and providing PROFILE 4.1 Christy Reich Williamson: Promoting Justice with Youth Being intrigued with the legal system, Christy Reich Williamson graduated from North Carolina State University in 2007 with a degree in political science. Following graduation, she worked in the Juvenile Records Division of the Cumberland County (NC) Clerk’s Office and then as Cumberland County’s Teen Court Coordinator. Christy is a state-certified mediator and she now serves as a Guardian ad Litem Supervisor in Fayetteville, North Carolina. “The Guardian ad Litem (GAL) Program exists because of the dedication of selfless volunteers who promote and protect the best interests of children who have been abused and neglected,” she says. Supervisors must recruit, train, support, and retain volunteers who advocate in court on the behalf of these children to ensure that they are safe and that permanency is achieved in a timely manner. GAL volunteers independently assess the issues, collaborate with others who are involved, make recommendations to the court, and thereby empower the voices of their community’s most vulnerable children. “I consider myself privileged to advocate for peace, justice, and for children to have a safe, happy future.” She adds: Around 1,700 children in North Carolina alone do not have volunteers assigned to their cases. It is probable that the Guardian ad Litem Program or Court Appointed Special Advocate (CASA; see Box 4.3) Program in your area needs volunteers. If you’re at all interested in this type of service, contact your local GAL/CASA Program for more information on how you can lift up a child’s voice in your community.

Christy wholeheartedly believes that we all have our own unique gifts to offer and that it is our duty to share them in order to make this world a better place.

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BOX 4.3  CASA Founded in 1977, CASA (http://www.casaforchildren.org) stands for Court Appointed Special Advocates, and focuses on providing support and advocacy for youth who are often abused or neglected. From the CASA website: Every day in this country, 1,900 children become victims of abuse or neglect, and four of them will die. Every day. Court Appointed Special Advocates (CASA) for Children is a network of 949 community-based programs that recruit, train and support citizen-volunteers to advocate for the best interests of abused and neglected children in courtrooms and communities. Volunteer advocates—empowered directly by the courts—offer judges the critical information they need to ensure that each child’s rights and needs are being attended to while in foster care. Volunteers stay with children until they are placed in loving permanent homes. For many abused children, a CASA volunteer is the only constant adult presence in their lives. CASA welcomes volunteers from all walks of life and backgrounds.

opportunities for those coming out of the criminal system. Restorative justice programs are designed to work with local communities and offenders to forge a path forward. Tu Van Trieu, a restorative justice practitioner at the Justice Institute for British Columbia, Canada, defines restorative justice as a “humanistic approach to resolving crime and conflict and building community. It aims to repair the harm that was done as opposed to being punitive” (personal communication, April 20, 2015). Many law enforcement personnel are deeply invested in restorative justice practices and have been trained in using these strategies. Moreover, restorative justice approaches are being used increasingly in school environments, where there is a need for alternative approaches to dealing with student delinquency, and as such, this creates new opportunities for educators (the focus of Chapter 6) to engage in important peacebuilding approaches.

Youth Advocacy, Domestic Violence, and Trafficking Working with youth and their families to promote avenues to education and employment that promise meaningful and positive futures is critical. Unfortunately, too many young people can go astray and get involved with gangs and other criminal groups and activities. The goal of teen diversion efforts is to make sure that youth do not end up in the juvenile justice system, from which it might be difficult to leave. Working as an after-school volunteer or a court advocate for youth and families can be important

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work, and helps provide alternatives for those living lives of desperation and marginalization. In addition, women (and men) seeking shelter, medical, emotional, and legal help after domestic violence, abuse, and other forms of exploitation such as sex trafficking will be aided by groups, clinics, and safe houses

PROFILE 4.2 Rachel Zink: Using Law to Protect the Exploited Like many high school graduates, Rachel Zink did not know what she wanted to study in college. She always was a natural leader with a desire to serve and help those in need, especially sexually exploited women, but the typical majors did not seem to embrace her passions and interests. When Rachel began volunteering with the nonprofit organization When the Saints, she was further exposed to injustices happening around the globe. The summer before college, Rachel backpacked in the country of Malawi. Rachel says: A person can mentally know about extreme poverty, but they cannot fully understand it emotionally until they have spent time living with the orphan and the widow. A person can mentally know about sexual exploitation, but they cannot begin to grasp the trauma and triumph until they have held hands and looked into the eyes of the survivor.

Upon returning home to the United States, she decided to pursue clinical psychology with a special focus on counseling, trauma research, and trauma rehabilitation. She attended St. Louis Community College and served as president of the young activists’ organization, The Global Justice Project. This leadership position deepened her desire to pursue human rights advocacy in an academic setting. Rachel enrolled in a human rights course to further explore globally pressing problems and humanitarian efforts. Shortly after, one of Rachel’s college mentors connected her to a criminal justice practicum in which she searched for missing girls and victims of human trafficking on a prostitution website. Because of her experiences in Africa and her exposure to human rights violations, when Rachel discovered the career of international human rights attorney she knew in her heart this was the career that embodied her passions and her strengths. Rachel is now attending Washington University in St. Louis on a scholarship majoring in psychology with a minor in legal studies. She is preparing to go to law school to study international human rights law. “I want to professionally advocate for the poor and oppressed every day. It is a career worth getting up for,” Rachel says. She plans to continue working with nonprofit organizations, traveling the world, and following her passions.

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designed to provide protection. An example is the New Mexico Coalition Against Domestic Violence, which is an alliance of nearly 30 initiatives and groups focusing on violence prevention, trauma healing, maintaining safe houses, providing victim services, and advocacy training, all designed to help reduce instances of violence in the community. Effective community peacebuilding today, means living free of physical and psychological harm. A cadre of dedicated domestic violence and anti-trafficking advocates and volunteers, such as Yetzenia Negron (Profile 1.2), are needed to make sure these efforts are successful.

Public Policy Advocating for change in the ways in which conflict and violence are responded to is not only a matter of practice but also a matter of policy. While practice focuses on those engaged in peacebuilding work, policy is often the work of governmental and elected officials. Promoting a more peaceful society requires that laws provide for means to address differences through nonviolent ways. It also requires that governments advocate for human rights protections and peacebuilding awareness that help ensure a stable and peaceful world. This advocacy is often done by lobbying groups and not-for-profits that hire individuals passionate about specific causes. An organization that engages in policy advocacy is the Alliance for Peacebuilding (AfP) based in Washington, DC. AfP’s mission is to “help policymakers understand what the world looks like through a peacebuilding lens” (Alliance for Peacebuilding, 2015). Groups like The Peace Alliance (where Aaron Voldman [Profile 1.1] worked) and the Friends Committee on National Legislation (where Kaeley Pruitt-Hamm [Profile 2.1] currently works) advocate for national peacebuilding policy. These groups often hold lobbying events, where supporters come to Washington, DC and meet with members of Congress. In policy environments, job designations might be policy advocate, policy assistant, or even an elected official. PROFILE QUESTIONS 1. Christy Reich Williamson’s (Profile 4.1) focus has centered on helping children and advocating for them. Is there a guardian ad litem program or CASA program in your area with which you could volunteer? 2. In Rachel Zink’s (Profile 4.2) case, her experiences in Malawi helped frame what she does in the United States. What can travel-

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ing abroad offer you in perspectives to what you might do in your own community? FURTHER EXPLORATION 1. These various human rights and civil rights organizations support college chapters and offer opportunities for college students. Is your school working with these groups? If not, start a chapter or access their resources: –– American-Arab Anti-Discrimination Committee: http://www.adc.org/adcri/adc-anthony-shadid-internshipprogram/ –– Amnesty International: http://www.amnestyusa.org/resources/students-and-youth –– Anti-Defamation League: http://www.adl.org/education-outreach/ –– Asian Americans Advancing Justice: http://www.advancingequality.org/get-involved/summer-lawclerkship-program –– Human Rights Campaign: http://www.hrc.org/topic/campus-young-adult –– International Justice Mission: http://www.ijm.org/get-involved/college-students –– Journalists for Human Rights: http://www.jhr.ca/en/about-2/student-chapters/ –– Physicians for Human Rights: http://physiciansforhumanrights.org/students/ 2. Often, human rights and civil rights organizations have specific websites dedicated to job postings. Many of these jobs require only a college degree and the range of work can be from IT to administrative to outreach: –– American Civil Liberties Union: http://www.aclu.org/careers –– Human Rights Watch: http://www.hrw.org/careers –– International Organization for Migration: http://www.iom.int/recruitment –– Mobility International: http://www.miusa.org/employment –– NAACP: http://www.naacp.org/pages/employment

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–– National Council of La Raza: http://www.nclr.org/about-us/careers/ –– U.S. Department of Justice, Civil Rights Division: http://www.justice.gov/crt/employment_opportunities 3. What human rights issues are being raised in your community that you can work on? Is there a college club that you can start or join to help advocate for those issues? Contact your local human rights or civil rights office to find out.

Notes 1. Though ironically, Harper Lee, the author of To Kill a Mockingbird, in 2015 published Go Set a Watchman, which depicts Atticus Finch in later years as a racist and bigot (Lee, 2015). 2. Erin Brockovich, made famous in the movie by the same name starring Julia Roberts (Soderburgh, 2000), is an environmental and social activist who was instrumental in making a case against a major power company for polluting drinking water in California in 1993.

References Alliance for Peacebuilding. (2015). Policymaker engagement. Retrieved from http://www.allianceforpeacebuilding.org/our-work/about-our-work/ policymaker-engagement/ Erin Brockovich. (2015). Biography. Retrieved from http://www.biography. com/people/erin-brockovich Lee, H. (1960). To kill a mockingbird. New York, NY: Grand Central Publishing. Lee, H. (2015). Go set a watchman. New York, NY: Harper Collins. Mulligan, R. (Director). (1962). To kill a mockingbird [Motion picture]. USA: Universal International Pictures. Soderburgh, S. (Director). (2000). Erin Brockovich [Motion picture]. USA: Universal Pictures.

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5 Working in Conflict NGO, IGO, Humanitarian, and Military Careers This really is my life’s work, to go where there is suffering. —Kayla Jean Mueller

STACEY: WILL SHE FIND A GLOBAL PEACEBUILDING CAREER? Born in a small town in the Midwest, Stacey traveled little growing up. She remembers a trip to her state capital during high school being a significant adventure! Her community consisted of families managing small farms, running local family businesses, and being committed to building a good life for themselves. In high school, she took a world cultures class and learned about exotic smells in Asia, bright-colored costumes in Africa, and how our world was varied and enriched by different people living in distant places. In her school at the time was an exchange student from Nigeria whose family was there because her father was teaching in the Fulbright Program (see Box 5.1). They got to be good friends and her friend exposed her to jollof rice and spiced yams, and taught her some Hausa, one of the languages of Nigeria. Stacey was hooked and more determined than

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ever to travel and experience the world. She attended a private liberal arts college nearby, and when the chance to do study abroad was available to her, knew she had to do it! She was able to take a semester and study in Nigeria, and reconnect with her exchange family. Now returning to her college for her senior year, she wants a career overseas making a difference. For her senior thesis class, she is writing a paper on the work of international organizations in building peace in post-conflict environments. She hopes her scholarship and enthusiasm will help her find an international career opportunity after graduation.

BOX 5.1  FULBRIGHT PROGRAM Established in 1946, the Fulbright Program (http://eca.state.gov/fulbright) is the largest international education exchange program in the United States. The idea of the program came from U.S. Senator J. William Fulbright, who proposed that an exchange program be established after World War II from surplus war equipment. Sen. Fulbright believed that the program had the potential of increasing “the chance that nations will learn at last to live in peace and friendship” (Johnson & Colligan, 1965, p. viii). The program supports both “in-bound” and “out-bound” opportunities for faculty, practitioners, and students. As of 2013, more than 122,800 Americans have taught and studied in some 155 countries around the world. In addition, more than 202,000 internationals have experienced life in the United States. The most popular programs are the Fulbright U.S. Student Program, which permits American college graduates to study and teach overseas; the Fulbright Foreign Student Program, which brings foreign students to the United States; the Fulbright U.S. Scholar Program, which sends American faculty members abroad to teach and research; and the Fulbright Visiting Scholar Program, which brings foreign academics to the United States. Alumni of the Fulbright program include members of the U.S. Congress, Nobel Prize winners, and international leaders. The Fulbright Association (http://www.fulbright.org) is the U.S.-based association of Fulbright alumni. The association’s 60 chapters are a good resource for experts, mentors, and speakers on international careers and issues.

The Value of Study Abroad For Stacey and many students, study abroad provides their first experience to fully immerse themselves in another culture. Unfortunately, less than 10% of U.S. college students take the opportunity (Institute of Internation-

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al Education [IIE], 2013), lagging behind many other countries (United Nations Educational, Scientific, and Cultural Organization [UNESCO], 2014). Spending time in another part of the world is an essential way of testing your limits and tolerance for differences. The experience, regardless of the length of time, can provide you with a first-hand chance to see how people live day-to-day, often coping with conflict and a range of social challenges. Study abroad also allows you to hone important observational, communication, and survival skills that can be valuable in personal and professional ways. Before committing to working overseas, study abroad is a good first step. Stacey is now on her way to becoming a global professional and is focused on making a contribution to solving some of the planet’s most serious challenges.

NGOs and IGOs Peacebuilding has long been a major focus of non-governmental organizations or NGOs. The NGO world includes a wide array of organizations working often in the face of significant obstacles to eradicate poverty, promote reconciliation, improve public health, advocate for human rights, protect children, and respond to the aftermath of violent conflict, including working to resettle refugees (see Box 5.2). Examples of NGOs include faithbased humanitarian groups such as Caritas, Islamic Relief USA, and the Mennonite Central Committee; organizations such as Médecins Sans Frontières/Doctors Without Borders and the American Red Cross (a member BOX 5.2  INTERNATIONAL RESCUE COMMITTEE The plight of refugees after war is a serious problem around the world. The UN High Commissioner for Refugees estimates that there are over 46 million displaced persons, the largest number since World War II. To respond to this crisis, groups like the International Rescue Committee (IRC; http://www .rescue.org) work with those relocated by conflict and disaster to help them start new lives. IRC works in 40 countries, and assists to resettle people in 22 U.S. communities. Working for IRC, you could find yourself in a refugee camp or helping with resettled groups. IRC positions include working in areas such as water sanitation, web development, and construction management. You could be employed around the world or in the United States in such places as Phoenix, Arizona or Atlanta, Georgia. IRC headquarters are based in New York City. The International Rescue Committee was founded in 1933 at the request of Albert Einstein. The group played a major role in responding to the refugee crisis in Europe in the summer 2015.

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of the International Federation of Red Cross and Red Crescent Societies), working on improving health outcomes in conflict zones and after natural disasters; and Human Rights Watch and Amnesty International, which focus on human rights monitoring and enforcement. Annie Bishai (Profile 8.1), in Chapter 8, worked for a medical NGO while in college. There are also many smaller groups such as War Child, working with children affected by war; or SalusWorld, which works with survivors of war and psychological trauma. Many NGOs would characterize their work as humanitarian focused: providing needed aid, assistance, and training to people suffering from natural and man-made calamities, such as war. They are generally funded privately through individual donations, or large scale fundraising. Jobs positions with NGOs might include humanitarian aid or relief worker or program manager. In addition, intergovernmental organizations (IGOs) are groups whose members and funders are independent states. IGOs work toward a common goal such as regional security as with the North Atlantic Treaty Organiza-

PROFILE 5.1 Nermana Huskic: A War Survivor Working for Peace Nermana Huskic, a survivor of the Balkans conflict, is familiar with civilian casualty and wartime suffering. This life experience as well as handson activities in a human rights class inspired a passion for international humanitarian law and a career in social work. Currently, as a student at University of Missouri-St. Louis, she is finishing her last semester of a social work degree with a minor in psychology. As an intern for the American Red Cross, she helps trace family members separated by conflict or disaster, brings the news to local Bosnians when the remains of a family member are identified from a mass grave, and aids Iraqi refugees in getting the paperwork necessary to visit families and reclaim assets in their homeland. Nermana also contributes to the Red Cross Simulation Activities Project. The project educates young people on international humanitarian law and the rules of armed conflict, so they can become responsible global citizens. With an aspiration for world peace, Nermana helps educate others about her native country of Bosnia, the struggles of average Muslims in America after 9/11, and cultural diversity. Nermana says: I am not sure if my life’s journey will give me an opportunity to work at a refugee camp overseas, but I will use the skills I learned at school, during my internships and through my life experience to help those in need here in St. Louis and to mend families that have been torn apart by war.

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PROFILE 5.2 Kayla Jean Mueller: A Story of Inspiration and Selflessness The world was saddened to learn in February 2015 that 26-year-old Kayla Jean Mueller was killed in the collapse of a building in Syria where the Islamic State had held her. At the time, it was reported that the building had been destroyed as a result of a Jordanian air strike. Kayla had been kidnapped in August 2013 in Aleppo, Syria after leaving a Médecins Sans Frontières hospital. Though her death was tragic, her passion inspires young people seeking to make a difference in the world. A native of Prescott, Arizona, she graduated from Northern Arizona Figure 5.1  Kayla Jean Mueller. University (NAU) in December 2009, after Photo courtesy of Marsha just two and a half years in college. While and Carl Mueller at NAU, she taught anger management to women in the Coconino County (AZ) Detention Facility, founded a chapter of Amnesty International, and helped establish a veterans program at the New Day Peace Center. After college, she went to India to teach English among Tibetan refugees for the LHA Charitable Trust. After returning, she volunteered at the local women’s shelter and worked at the Northland Cares AIDS Clinic in Prescott. Then after going to France to work as an au pair and learn French, she found herself working in Syria for the humanitarian group Support to Life and the Danish Refugee Council. According to her parents, “Kayla was working and saving to eventually get her master’s in conflict resolution and peace studies” (personal communication, May 15, 2015). When it was confirmed she had been killed, President Barack Obama said: In how she lived her life, she epitomized all that is good in our world. She has been taken from us, but her legacy endures, inspiring all those who fight, each in their own way, for what is just and what is decent.

To continue her work and inspire other students to make a commitment to service, her family started a foundation called Kayla’s Hands (http://kaylas hands.org) and her friends have set up the For Kayla website (http://www .forkayla.org) to carry on her work.

tion (NATO); advancing global cooperation and international norms, like the United Nations; or the World Bank, established to promote economic development. They are generally created through international treaties,

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which shape their functions and mandates. Individuals working for IGOs are often collectively called intergovernmental officials. Much of the work to support marginalized populations around the world is being done by tireless individuals working for NGOs and IGOs who are often deployed in places without showers, with mosquitos, and without Internet access! Some of these environments can be insecure or dangerous. In such environments, safety is always the paramount concern, particularly for women who are, at times, more vulnerable to abuse and harm. NGOs work to help curb environmental degradation, build schools and hospitals, and advocate for women’s access to education. Pick an international issue you are interested in and there is a group working on it. This proliferation of groups often, though, presents challenges. No one wants to limit or curtail a group’s generosity and selflessness, but organizations can be formed that are not prepared to engage in the work they plan, or do not coordinate well with other groups with similar missions. As such, NGOs can at times become a burden to the countries that are their hosts. This was the case in Haiti after the earthquake in 2010, when the country was swamped with well-intentioned, but often ill-equipped, groups that did not include Haitians as part of the reconstruction process (Klarreich & Polman, 2012). Likewise, IGOs tackle some of the most pressing problems that global society faces including public health vulnerabilities, like the work of the World Health Organization (WHO); and supporting education, such as the work of UNESCO. Both groups are agencies of the United Nations. WHO played a leadership role in the effort to control and halt the Ebola outbreak in West Africa during 2014–2015, but was criticized for not responding quickly enough (Roland, 2015). The Staceys of the world need to carefully consider the work they want to do, and research organizations they want to work for to make sure they are well suited for the organization’s mission as well as for their interests, values, and skills.

Military Careers A soldier doing peacebuilding work? Some reading this might find that contradictory. But the reality is that the work of the military has been transformed in pronounced ways, especially since 9/11. Today’s military is working to counter violent extremism and terrorism by working directly with local populations. To be effective at winning the “hearts and minds” of the locals, soldiers often assist local NGOs in construction and delivering aid as the result of war-related suffering, and help make the community safer and more secure. Increasingly, the U.S. military is adopting the

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PROFILE 5.3 Ryan Stroud: A Military Pathway to Conflict Resolution After studying graphic design for two years, Ryan Stroud decided that he wanted to broaden his view of the world, so in 1999, he enlisted in the U.S. Navy. During his first year, he was stationed in Washington, DC as a member of the Presidential Ceremonial Guard. Following this, he was stationed in Monterey, California and studied Mandarin Chinese at the Defense Language Institute. On September 11, 2001, one of his former supervisors from the Presidential Ceremonial Guard was killed in the attack on the Pentagon. It was then that Ryan made a commitment to pursue work in conflict resolution. In 2008, Ryan began using his GI Bill benefits to complete an undergraduate degree in communication at Portland State University (PSU) with the intention of applying to PSU’s conflict resolution graduate program, which he entered in 2011. While a graduate student, he worked with the National Policy Consensus Center, which awarded him a Collaborative Governance Service Award in 2013 for his work in public policy. In 2012, he also began working as a conflict management consultant, and in 2014 Ryan graduated from Portland State University with an MS in conflict resolution. He now facilitates transformative personal narrative storytelling projects that bring people together from shared and diverse identity groups, including groups of military veterans. He feels that as a military veteran, he has insights that provide him with credibility and skills to do this work effectively.

language of peacebuilding, and promoting competencies that include a broad range of strategies aimed at promoting local stability including improving economic infrastructure, advancing the rule of law, and increasing the capacity of soldiers to engage in humanitarian assistance. The U.S. Army War College, for instance, supports the Peacekeeping and Stability Operations Institute, designed to advance military peacebuilding skills (U.S. Army War College, n.d.). The United Nations continues to commit peacekeeping forces to maintain peace and security around the world, often referred to as the “blue helmets” because of their distinguishable headgear. As of May 2014, there were nearly 100,000 UN troops, experts, and police (United Nations Peacekeeping, 2014) committed to 17 missions around the world (United Nations Peacekeeping, 2015). Men and women deployed in international conflict settings are at times restricted in their ability to use force in their missions and must rely on negotiation, dialogue, and problem-solving skills to promote inter-communal relations to keep order and maintain security.

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As such, many governments today are focusing on making sure their soldiers have well-developed “people skills.”

Skills and Knowledge Required For those considering working in NGO and IGO environments or in a military peacebuilding capacity, a range of skill sets is important to acquire.

Cultural and Language Competency Skills Using the wars in Afghanistan and Iraq as examples, the U.S. military had not before engaged in such a direct way with Muslim populations, and needed to know Arabic, Pashto, and other regional languages. The need to know and apply best cultural practices in dealing with local populations as well as local language skills was important in these conflicts. PROFILE 5.4 Emily Richards: Helping Those Impacted by War Emily Richards attended Bradley University to study international issues, Spanish, leadership, and gender. She loved her coursework, but was not sure how to combine her passions into a career. After a year teaching English abroad, she returned to Bradley and completed a master’s of arts in leadership in human service administration. Her vision for a career in the non-profit sector became clearer with each class, and eventually began with an internship at the American Red Cross. Emily now works at the American Red Cross managing international services and military programs. “I am constantly inspired by the commitment and compassion of volunteers who find time in their day to make a positive impact on our community, our country, and our world,” says Emily. “I feel humbled to be able to equip others with the knowledge and resources to help families during challenging chapters of their lives.” Those challenging times may include a military family experiencing a death and their service member is deployed halfway around the globe, siblings losing touch while fleeing from their war-torn country, a service member returning from a deployment burdened with anger and stress, or a veteran struggling to make ends meet. When she trains a group of college students about international humanitarian law or speaks with a service member who was able to come home for her father’s funeral, Emily feels she is building a more peaceful community that extends compassion to those who intimately know conflict and that inspires others to embrace and uphold humanitarian values.

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Negotiation and Persuasion Abilities Those working in conflict now recognize that the ability to inform local populations of the best course of action that will ensure their safety and welfare is vital to accomplishing the overall mission of ending sectarian violence and building a peaceful society. Frequently, an armed approach exacerbates a situation and leads to violence, often retaliatory in nature. Caring, compassionate, and practical solutions to challenges wins many more hearts than “shock and awe.”

NGO/IGO–Military Relations Besides developing working relations with local populations, the military today are increasingly being asked to work closely with NGO/IGOs engaged in humanitarian work. This is often referred to as “Civ-Mil” relations, and will include relationships between local governments and the military. For some, the military working with NGOs, in particular, is a troubling development in that it often leaves the impression that non-aligned and neutral humanitarians are working with a particular armed group. As a result, increasingly, humanitarian groups are targets of violence and kidnapping. Learning best practices in working with the military is essential to effective overall mission outcomes, as well as maintaining safety.

International Norms and Laws Due in part to the Abu Ghraib incident in 2003,1 it is recognized that military, as well as NGOs and IGOs, need to better understand and adhere to the legal frameworks in which they operate. In times of war, international humanitarian law applies and governs all military actions. Often, international law requires a different approach than might be optimal for purely military strategic purposes. The requirements of international law need to be respected and enforced even at the expense of a tactical need. Having the opportunity to experience the work of professionals working in conflict can be valuable in helping form career expectations. Since 2000, over 500 undergraduates have participated in the Atlantic Hope simulation held every March. Based at Indian River State College in Florida, students from Northwest Missouri State University, the University of Florida, Northern Oklahoma College and other schools spend four days role-playing as members of a fictitious NGO deployed in a conflict zone. Students in the experience are able to build skills needed in working overseas, test their

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knowledge of international law, as well as come to understand their limits in dealing with discomfort and danger (Forage, Proctor, & Smith, 2014).

A Peacebuilding Strategy Peacebuilding is a complex effort. NGOs and IGOs involved in this work need to spend much of their time in planning and assessment. What will be evaluated in the end is the good work that is accomplished, but this might not necessarily provide insight into the behind-the-scenes efforts that were needed. A number of principles govern the work of organizations, the most important of which is to “do no harm.” Groups working in other cultures want to be there to support ongoing efforts, and should not be perceived as coming in with an agenda that is counter to the wishes of the communities affected by the conflict and those working directly with the local population. Groups must be culturally sensitive to the situation on the ground, and respect the values and motivations of those in need. They need to work on developing cultural competence in languages, customs, and values from the early stages of their training. As such, NGOs and IGOs should not be working where they are unwanted, and generally should be invited in, not simply assume they can be of assistance. Local people are the experts on their own lives and futures. Building peace might be viewed in much the same way as bridge building. In considering the needs of building a bridge, we would find that a number of things are expected that also are present in peacebuilding.

The Need for Planning This would include arranging for funding, developing architectural plans and getting those plans approved by the local governmental approv-

Figure 5.2  Bridge building as peacebuilding. Graphic by Marshall Childs.

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ing body (which would include making the case as to why the structure is needed) and arranging for building, including the hiring of a construction firm, arranging for the materials, and getting various permits. In considering peacebuilding, planning would start with assessment. What is the history and source of the conflict? What are the needs of the community? What specifically can the community sustain, that is, what are the strengths and limitations including education/training levels of the local population or the ability of the economy/environment to support a specific project? Planning would also include obtaining funding and getting permission to work in the area (that might be militarily secured). Finally, peacebuilders need to consider what their goal is. Is it to train or feed the local population or is to actually do the “spade work”—such as building the local economy for them?

The Need for Qualified Labor Expertise is needed in complex bridge construction. Shoddy work could result in a final structure that is not suitable for use, and possibly dangerous to occupy. For a successful humanitarian effort, the qualifications of the people doing the training in your group will be critical. If the effort focuses on agriculture, what do your workers know about farming? Do they have skills necessary to work with local populations (do they know the local customs, for instance)? It is often important to hire local labor in these situations. Local assistants and consultants can keep you focused, authentic, and minimize errors in learning the cultural ropes.

The Need for Tools The range of tools required is considerable in construction. One reason to hire a specialist in a particular trade is that they would know which tools are best suited and how to use them. Often, individuals who see building as a hobby are not aware of the most current equipment. The admonition that “if you only have a hammer, everything is a nail” is important to keep in mind. Tools not suited for the job will limit the quality of the work. In peacebuilding, one might see tools as specific personal and professional skills. Language is an important skill. If you do not know the local language, it might be necessary for you to learn it. Cathie Witty, who has worked for the Coalition for Work with Psychotrauma and Peace in Croatia argues: “The biggest adjustment with young people working overseas is developing sufficient language and cultural skills to work with locals with grace and respect” (personal communication, April 20, 2015). A tool can also be

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Figure 5.3  A peacebuilding strategy. Graphic by Marshall Childs.

viewed as a “threshold of tolerance”: Can you manage living in an austere environment for an extended period of time—maybe sleeping on a straw mat where it rains for days on end? Can you live with electricity on for four hours and then off four hours?

Other Required Resources Every building project requires different resources. Different bridge designs require different materials: steel, concrete, or brick, and even renewable materials that are better for the environment. Peacebuilding humanitarian operations resources could be a range of things, often focusing on infrastructure including transportation needs, security assurances, food, and housing for staff.

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PROFILE 5.5 Berhane Hailemichael: From Soldier to Peacebuilder Berhane Hailemichael graduated with a justice studies degree from Northeastern Illinois University in Chicago in 2014. An émigré from Eritrea, he came to the United States for better opportunities. Before Eritrea achieved its independence in 1991 from Ethiopia, he was a freedom fighter. Then, during the Eritrean–Ethiopian border conflict (1998–2000), he served as a war correspondent. From those experiences, he learned how war is costly in terms of human life, money, and environment destruction. Through being a justice studies student, he gained a theoretical perspective into human-made suffering and is now devoting his life and career to advocating for peace, justice, equality, and human dignity. Upon graduation, Asian Human Services (AHS), where he had been interning, offered him an opportunity to work full time as a public health professional dealing with issues such as HIV/AIDS and sexual transmitted disease prevention. AHS allowed him to improve his skills by taking different public healthrelated training. He believes that education and hard work can beat poverty. In addition, he has a strong commitment to family and to community. He wants to share his experiences and to participate in their daily lives and activities. Overall, he will advocate for justice and equality as well as for expanding education and development programs in his community. “As a human being, this is my commitment, my contribution, and my moral obligation for society,” he has said. Furthermore, Berhane argues that while the world is suffering by human-made problems and natural disasters more than ever, it is striving for the younger generation to advocate for peace and to build a sustainable society. He is now taking online courses at the University for Peace in Costa Rica.

PROFILE QUESTIONS 1. Nermana Huskic (Profile 5.1) was resettled after the conflict in Bosnia in the St. Louis, Missouri area. Are there groups in your community who were resettled after conflict? If so, is there an opportunity for you to volunteer to work with them? 2. Kayla Mueller’s (Profile 5.2) story is inspiring, but also a tale of caution. The issue of danger in conflict zones is an ever-present concern, and even more so at times because of violence against women. Consider the types of precautions that women might take in working in war and violent environments. 3. How do we view the role of military working in conflict differently now than before 9/11? If you are thinking about a military

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career for yourself, how could you incorporate peacebuilding approaches to your efforts? Reflect on the change in career that Ryan Stroud (Profile 5.3) undertook. 4. Emily Richards’s (Profile 5.4) work with the American Red Cross, as well as Ryan Stroud’s (Profile 5.3) efforts, include working with veterans communities. What particular needs do you see this community having as a result of their service in Iraq and Afghanistan? Are there things you can undertake to assist this community? 5. Berhane Hailemichael’s (Profile 5.5) experiences are vast: from being a freedom fighter, to being a war correspondent, to taking classes at the University for Peace. Why and how would one’s experience as a combatant serve as a means to transforming them into an advocate of peace? FURTHER EXPLORATION 1. InterAction is an association of more than 180 NGOs engaged in humanitarian work in the developing world. Visit InterAction’s membership directory (http://www.interaction.org/memberdirectory) and identify three to four groups that are working on issues in which you have an interest. Visit their organizational websites to see the types of positions for which they hire. 2. Consider this scenario: Assume you work for PeaceWorld, an NGO that focuses on bringing about reconciliation between religious groups. A peace settlement has been achieved recently in the country of Luranzia. The basis of the conflict, which at times was violent, was differences in religious practices between the majority Murians and the minority Callonis. The Murians practice a monotheistic religion, while the Callonis are polytheistic and animists. There are also two other smaller groups, one aligned with the Murians, the Anays, and another small group aligned with the Callonis, the Alexos. Though the national language is English, each group speaks its own regional dialect. Your group has been invited pursuant to the peace agreement to work in the village of Sanyona, which is a mixed village at the crossroads of all the groups. Your project will entail developing a reconciliation effort among all the groups in order to advance a national agenda of peacebuilding. Where do you start? 3. The U.S. Institute of Peace’s Global Peacebuilding Center has developed a series of short videos featuring peacebuilders called Witnesses to Peacebuilding. They include interviews with George Mitchell, the former U.S. Senate Majority leader, who talks about

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his brokering of the Good Friday Accords in Northern Ireland; and Betty Bigombe, a Ugandan activist and government official who has worked to end the conflict with the Lord’s Resistance Army. The videos are at http:// www.buildingpeace.org/teach-visit-us-andlearn/exhibits/witnesses-peacebuilding. Watch the video about Lieutenant Colonel William Zemp of the U.S. military, and the reconciliation effort he was part of in Iraq (http://www.buildingpeace. org/teach-visit-us-and-learn/exhibits/witnesses-peacebuilding/ ltc-william-zemp-partnerships-peacebuildin). How does this demonstrate the peacebuilding potential of the military?

Note 1. During the war in Iraq in 2003, U.S. military personnel committed a series of human rights abuses against Iraqi detainees in Abu Ghraib prison near Baghdad. As a result, 11 soldiers were convicted of human rights abuses.

References Forage, P., Proctor, I., & Smith, D. (2014, March). Full-immersion simulation as a means for fostering skills for international peacebuilding: The Atlantic Hope experience. ACResolution. Retrieved from http://www.acresolutiondigital.org/acresolutionmag/winter_2014?pg=24#pg24 Institute of International Education (IIE). (2013, November 11). Open doors 2013: International students in the United States and study abroad by American students are at all-time high. Retrieved from http:// www.iie.org/Who-WeAre/News-and-Events/Press-Center/Press-releases/2013/2013-11-11Open-Doors-Data Johnson, W., & Colligan, F. J. (1965). The Fulbright program: A history. Chicago, IL: University of Chicago Press. Klarreich, K., & Polman, L. (2012, November 19). The NGO republic of Haiti. The Nation. Retrieved from http:// www.thenation.com/article/170929/ ngo-republic-haiti# Office of the Press Secretary. (2015, February 10). Statement by the President on the death of Kayla Jean Mueller. Retrieved from http://www.whitehouse. gov/the-press-office/2015/02/10/statement-president-death-kayla-jeanmueller Roland, D. (2015, May 12). Experts criticize World Health Organization’s “slow” Ebola outbreak response. The Wall Street Journal. Retrieved from http:// www.wsj.com/articles/experts-criticize-world-health-organizations-slowebola-outbreak-response-1431344306 United Nations Educational, Scientific, and Cultural Organization (UNESCO). (2014, May 5). Global flow of tertiary-level students. Retrieved from http://

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www.uis.unesco.org/Education/Pages/international-student-flow-viz. aspx United Nations Peacekeeping. (2014). Troop and police contributors. Retrieved from http://www.un.org/en/peacekeeping/resources/statistics/contributors .shtml United Nations Peacekeeping. (2015, June 30). Peacekeeping fact sheet. Retrieved from http://www.un.org/en/peacekeeping/resources/statistics/factsheet .shtml United States Army War College. (n.d.). Peacekeeping and Stability Operations Institute. Retrieved from http://pksoi.army.mil/

6 Teaching About Peace and Conflict

Establishing lasting peace is the work of education; all politics can do is keep us out of war. —Maria Montessori

BEN: DOES HE HAVE A FUTURE AS A PEACE EDUCATOR? Ben is an education major at a private university in the Northwest. He is Korean American and his grandparents came to the United States after the Korean War in the 1950s. They’ve never talked much about their experiences during the war, but Ben has visited South Korea periodically over the years to get to know his extended family. For the most part, the geopolitics of the Korean peninsula has not been something he has followed. However, he recently spent time with his grandfather, interviewing him on his life as part of an oral history project. Though reluctant at first, his grandfather shared his story of fleeing North Korea during the war, losing many members of his family, and having to start over penniless in the United States. His story had a big impact on Ben, who now feels it is important

Peace Jobs, pages 83–100 Copyright © 2016 by Information Age Publishing All rights of reproduction in any form reserved.

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to teach young people about the impact of war and violence. He sees his family’s experience as being repeated around the world more and more. He recently talked with a professor who shared with Ben about the field of peace education (see Box 6.1) and its approaches to engaging students in considering global challenges, and what they can do to make a difference. His professor recommended to him the works of Betty Reardon, Elise Boulding, Paulo Freire, and John Dewey. Ben also just finished reading Colman McCarthy’s book, I’d Rather Teach Peace, which he found inspiring. He wonders, though, would a school let him teach peace?

The Importance of Education Many argue that education has the potential for making the most long-term impact in promoting peace. The often-quoted Henry Adams remark, “a teacher affects eternity; he can never tell where his influence stops” is more than just a trite saying. Think about your own education and recall the teachers who inspired you and changed the way you viewed yourself and the greater world. Educators have important opportunities to instill in students peacebuilding awareness. If we are serious about establishing a society that is based on peaceful coexistence, it must start with education. Education for peacebuilding can dismantle structures of oppression and give rise to just and equitable systems that help individuals reach their full potential as human beings. This influence and the positive good that teachers do can be so meaningful that you might soon be considering a career as a teacher! Education today takes place in many settings and with every age group. Recently, adult learners are returning to school in large numbers. The noBOX 6.1  PEACE EDUCATION Stephanie Knox Cubbon and Katie Zanoni Peace education offers an approach to consider violence rooted in societal norms in order to foster the knowledge and skills needed to develop values required to manifest a culture of peace.1 Most peace educators work to reimagine the principal narrative that encourages violence as part of human nature to construct a “paradigm shift” in which conflicts are transformed nonviolently, human rights, and social justice are realized, and sustainable development principles are employed. Peace education approaches strive to foster a sense of self-determination in the learner and respond

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to the needs, interests, and issues related to each individual and his or her community (Bajaj, 2008). Peace educators break down barriers between students and teachers. They view themselves as learners along with the community, a term Betty Reardon (1988) has coined as “edu-learner.” Peace education is interdisciplinary and can be facilitated in formal or informal educational settings and can take shape by infusing concepts related to positive and negative peace into existing curricula or through the development of stand-alone courses focused on nonviolence, peace and conflict studies, international law, or human rights (Galtung, 1969). Peace education principles include: Community Building: It is essential to build alliances through dialogue and interactive instructional approaches to establish and maintain a positive community from the start of any peace education initiative. Horizontal Student–Teacher Relationship: In the spirit of Reardon’s “edu-learner” concept, it is believed that everyone is teaching and learning all the time. As much as possible, an equal relationship is cultivated among students and teachers (Freire, 1970). Self-Reflection: We apply what we are learning to ourselves and our daily lives. We critically reflect on our own strengths and weaknesses and our role as architects of peace to constantly improve our abilities. Critical Consciousness: We seek to engage in consciousness raising processes to understand the root causes of problems, and address issues of systemic, cultural, and structural violence. Interconnection: At all times, we seek to address and understand issues with a holistic perspective from the personal level to the global, from the past, present, and future, and see the vast interconnectedness among these spheres and among all of humanity. Transformation, Action, and Engagement: Ultimately, peace education is an effort to empower us to transform our own viewpoints and engage in practical steps to impact social change on a local as well as global level. Through fostering “transformative agency” we may increase our consciousness to engage in both individual and collective action toward the realization of positive peace in our lives and in our communities (Bajaj, 2008). Stephanie Knox Cubbon teaches peace education at San Diego City College and is the program coordinator at Teachers Without Borders. Katie Zanoni is an EdD candidate at the University of San Francisco. Her research focuses on peace and human rights education.

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tion of “life-long learning” may be noticeable in your courses with fellow students being the age of your grandparents! Educational settings can be divided between formal education such as courses in primary or secondary school settings or colleges and universities, and informal education such as lectures and workshops at community centers or places of worship. Formal education can be focused on career studies and designed to prepare one for a career. Other classes focus on the liberal arts: classes intended to promote critical thinking, global learning, and explore current issues. Peace education is a means to foster peacebuilding through education. The Global Campaign for Peace Education (2008) maintains that peace education is necessary to establish a culture of peace and is achieved: (W)hen citizens of the world understand global problems; have the skills to resolve conflict constructively; know and live by international standards of human rights, gender and racial equality; appreciate cultural diversity; and respect the integrity of the Earth.

Today, peace education is taught in many schools and promoted by ministries of education in a number of countries.2 It has been strongly advanced by the United Nations, through various agencies including UNICEF (n.d.). Ben asks whether teaching peace will be received where he might want to teach. The answer may rest on how teaching peace and conflict is framed overall. In some environments, especially those in public education settings, the focus tends to be on skill building and attitude changing in dealing with conflict and differences, often referred to as conflict resolution education. Here, the approaches taken and training teachers receive relate to helping students deal constructively with conflict. Many educators have received training from the Conflict Resolution Education in Teacher Education program, known as CRETE, which is funded through a grant by the U.S. Department of Education and trains both pre-service (students studying to become classroom teachers) and in-service teachers (those already working as teachers) in conflict-sensitive strategies. Educators for Social Responsibility, now called Engaging Schools, also offers conflict resolution education training for educators. Other teachers who see themselves as more aligned with peace education may seek their professional development through programs such as the International Institute on Peace Education, which has been held annually since 1982. At the college and university level, professors teaching about peace and conflict may emphasize either peace studies, which is often globally and theoretically focused and includes examination of the causes of war and violence and sustainable solutions; or conflict resolution, which is often more focused on the skills needed to be an effective intervener. Some aca-

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demic programs include dimensions of both and may be called “peace and conflict studies” to emphasis both theoretical and practical applications. Finally, there are graduate-level peace and conflict resolution education avenues including master’s, professional (e.g., law, social work, education), and doctoral degrees. Undergraduate and graduate education options are the focus of Chapter 10 of this book.

Basic Education as Teaching for Peace There is yet another way of thinking about teaching about peace and conflict. Many would argue that education in and of itself—especially teaching basic skills such as reading, writing, and computational abilities—constitutes teaching for peace. An educated society is necessary in order to live in a nonviolent and civically engaged way and one that champions democratic values, important tenets of peacebuilding. Vocational education, in particular, might be considered teaching to promote peace in that, if one is without necessary skillsets to find work to support oneself and their family, one may resort to violence as a means of survival. When child soldiers are removed from their life of violence and hardship and are returned to society a major focus of reintegration efforts is teaching skills that will enable them to support themselves. The failure to achieve this can leave them no option but to live off the streets and continue using violence to survive day to day. Those engaged in teaching a range of disciplines, be it in informal settings or in formal primary, secondary, or higher education levels, might rightfully claim to be teaching for peace.

Teaching Peace in Any Discipline or Field Regardless of the field you are considering, from history to physical education to biology, there are ways in which you can integrate peacebuilding concepts into your teaching. In a science course, consider how the great debates of science have been conducted and peacefully (and, at times, not so peacefully) been resolved; or in a physical education course, emphasize cooperation on the playground and promote team sports; or in a communication studies course, explore the benefits of dialogue and nonviolent communication as important approaches to considering the issues of the day. There can at times be resistance to initiatives that focus on “peace” which can be viewed as political or values-based. Often the key to teaching peacebuilding concepts is by focusing on the skills that students develop in terms of cooperation, team building, and resolving differences. Kathy Bickmore has developed ideas and approaches on how to integrate conflict resolution into a range of disciplines (see Figure 6.1).

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Figure 6.1  Curricular Infusion and Integration. Source: Peacebuilding in Community Colleges (pp. 71–73) by David J. Smith, Copyright 2013 by the Endowment of the United States Institute of Peace, Washington, DC. (continued)

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Figure 6.1 (continued)  Curricular Infusion and Integration.

(continued)

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Figure 6.1 (continued)  Curricular Infusion and Integration.

The ability to integrate notions of peace learning into a range of topics and disciplines is vast and provides great potential for any educator desiring to focus on peacebuilding education.

Sponsorship of Extracurricular Activities Many teachers sponsor clubs or engage in other extramural activities outside the classroom. For instance, some schools offer peer mediation programs that are designed to teach students conflict resolution skills, and then apply them with fellow students (see Box 6.2). Nicole Grim (Profile 2.2) from Chapter 2 helped coordinate a county-wide peer mediation effort. These

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programs need a teacher–sponsor who can devote time and energy to identifying students who are best suited as student mediators and help to select cases for mediation. Peer mediation has shown to have lasting positive impact on the students who participate (Harris, 2005). If your interest is in global affairs, you might consider lending a hand to forming or sponsoring a Model UN club, in which students play the role of diplomats and meet with students from other schools to deal with simulated world problems. Here, students learn about the skills of diplomacy and the importance of negotiation in settling differences.

BOX 6.2  SCHOOL-BASED PEER MEDIATION PROGRAMS: CLEVELAND AND ATLANTA

Figure 6.2  Members of the WAVE Program from Cleveland Public Schools. Photo credit: Antonio Sanford.

Peer mediation programs help students to develop important conflict intervention skills that they can apply in resolving conflict and differences among their fellow students. The Winning Against Violent Environments Conflict Resolution Program (WAVE) in the Cleveland (OH) Metropolitan School District (http://www. clevelandmetroschools.org) was started in 1983 and is the oldest as well as one of the few district-wide conflict resolution education programs in the United States. WAVE trains student mediators in grades 4 to 12, provides program implementation, and supports a network of school program advisors. The program design incorporates cooperative learning methods and

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democratic classroom organization theories. WAVE staff members provide workshops for teachers, school staff, administrators, parents, and community members. Rockdale County Public School District (http://portal.rockdale.k12.ga .us) is just east of Atlanta, Georgia. Its peer mediation program was established in 1996. At the beginning of each school year, the county mediation director meets with high school coordinators and conducts a two-day training. After the training, the school coordinators work with their local schools to implement the program, and then recruit students to be peer mediators. Recruited students participate in face-to-face training at the county level. Starting in the 2016 school year, the Rockdale County Peer Mediation Program will offer online mediation to students in middle and high school. In addition, the program will host a peer mediation tournament and invite high school students from across the state to participate.

PROFILE 6.1 Lauren Spaulding: Empowering Youth to Work for a Better World Lauren Spaulding attended the University of Delaware, where she majored in international relations, Latin American studies, and Spanish. Following her junior year of college, she interned at the American Red Cross National Headquarters with the International Humanitarian Law Department. In that position, she worked closely with the staff and teachers to promote the Exploring Humanitarian Law curriculum, a set of lessons designed to teach students about the protections that exist under international law during armed conflict. This experience would prove to be influential in directing her toward her present career path. Following college graduation, Lauren began teaching Spanish in Baltimore as a teacher in Teach For America. “A lot of people thought that it was strange that I decided to become a teacher; they all expected me to work in an international nonprofit organization after college,” Lauren stated. However, I believe that this career is perfectly aligned with the goals that I’ve always had for myself; I’m just working nationally, not internationally. In my first year as a teacher in a low-income community, I learned firsthand the challenges that our country faces on the road to true equality. I don’t see myself as a teacher that just aims to teach Spanish grammar and vocabulary, but rather as a leader in my classroom charged with the mission of empowering my students to better understand the world that they live in and take action to make it a better place. It is incredibly rewarding.

Lauren continues this work today as an eighth grade U.S. history teacher.

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Applying Conflict Awareness as a School Counselor Depending on the school, the duties of a school counselor can include working with students in personal counseling, academic support, or college and career planning. Peace and conflict resolution education brings much to the approaches that a professional can incorporate in his or her work. Today, for example, bullying is a major problem in schools. In 2013, nearly 22% of students ages 12–18 reported being bullied (NCES, 2014). The targeted student and the bully, as well as their families, can benefit from working with a knowledgeable and sympathetic professional. A skilled counselor can provide important peacebuilding awareness to young people on dealing with their family, classmates, teachers, and the greater world (see Box 6.3). BOX 6.3  SUPPORTING EDUCATORS The Global Campaign for Peace Education (GCPE; http://www.peaceed-campaign.org) was called for by participants of the Hague Appeal for Peace Civil Society Conference in May 1999. An initiative of individual educators and education NGOs committed to peace, the GCPE is conducted through a global network of education associations, and regional, national, and local task forces of citizens and educators who lobby and inform ministries of education and teacher education institutions about the methods and materials that now exist to practice peace education in all learning environments. The objectives of the campaign are to build public awareness and political support for the introduction of peace education at all levels, and to promote teacher training in peace education. The GCPE supports the exchange of ideas, knowledge, strategies, and successes through the publication of a monthly newsletter/journal featuring events, courses, research, articles, and news related to peace education from around the world. Based in Honolulu, Hawai‘i, Ceeds of Peace (http://ceedsofpeace.org) trains educators to integrate peacebuilding activities into existing curricula and ensure families, schools, and communities are planting “ceeds” around children and youth. According to Lisa Taylor, the executive director: “We know that there are an array of barriers to peace including unresolved indigenous rights issues, high poverty rates, persistent school violence, and a high number of reported cases of child abuse” (personal communication, May 5, 2015). The goals of Ceeds of Peace programing are to raise awareness of these challenges and provide the means of skills building and leadership for those wanting to make change. The program is funded by the Pillars of Peace Fund of the Hawai’i Community Foundation.

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PROFILE 6.2 Frannie Varker: Experiential Education as Peace Education Frannie Varker, an AmeriCorps ACCESS Project (see Box 6.4) member serving with the Center for New North Carolinians (CNNC) in Greensboro, North Carolina, studied special education as an undergraduate at East Carolina University, and later received an MS in community and therapeutic education. The project is one of the few AmeriCorps programs that has a focus on serving immigrant and refugee families. Her responsibilities include conducting experiential presentations at the University of North Carolina–Greensboro, Elon University, and Guilford College and then connecting students to families served by the CNNC. Frannie believes that peace education must be an experiential learning process, and therefore gets students involved with beginning to recognize aspects of and connections between understanding “self and other” in her workshops. She accomplishes this by engaging students in activities at the beginning of her training in order to provide space for conversations that encourage curiosity, vulnerability, and presence. She believes she is a peace and community builder by encouraging her students to stretch beyond their social comfort zone toward people with whom they might not otherwise associate. These experiences provide low-risk opportunities to practice getting to know and possibly living with all kinds of people from various cultures, backgrounds, and belief systems. By sharing experiences with each other and learning to feel comfortable in these social contexts, the students begin to understand cultural competencies, an important dimension of peacebuilding. Frannie will graduate in 2016 from the University of North Carolina–Greensboro with an MA degree in peace and conflict studies.

Conflict Resolution Training Regardless of your workplace, your colleagues might benefit from peacebuilding training and educational approaches, including those focused on working with diversity and dealing with conflict. You might be in a position to develop a training course in techniques for working collaboratively, team building, or conflict management. Studies show that a major reason individuals fail at work is their inability to resolve differences and conflict with others (PRWEB, 2014). As a result, it is in the interest of employers to offer employees the opportunity to learn how to deal with conflict in constructive ways, thereby promoting creativity, diversity, and increasing productivity.

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BOX 6.4  AMERICORPS AmeriCorps (http://www.nationalservice.gov/programs/americorps), founded in 1994, is designed to support community service work throughout the United States. Some 900,000 individuals have participated in the program. AmeriCorps consists of several programs designed for different audiences and objectives: AmeriCorps State and National, the National Civilian Community Corps—which is intended specifically for 18–24 year-olds—and Volunteers in Service to America, also known as VISTA. The peacebuilding emphasis of the program can be seen in the pledge taken by members: I will get things done for America—to make our people safer, smarter, and healthier. I will bring Americans together to strengthen our communities. Faced with apathy, I will take action. Faced with conflict, I will seek common ground. Faced with adversity, I will persevere. I will carry this commitment with me this year and beyond. I am an AmeriCorps member, and I will get things done.

Teaching in International Conflict Zones Finally, you might have the opportunity to work with those relocated because of conflict, living in refugee camps or in regions unable to support formal education. Here you can promote peace education, as well as basic literacy, which is important to ensuring those who are marginalized and oppressed can rebuild their lives. Here, educators often working for NGOs (such as CARE) and IGOs (such as UNESCO) provide opportunities for youth who are suffering through violence, conflict, and natural disasters (see Box 6.5). This might offer you the chance to work overseas. Many in the Peace Corps are engaged in educational efforts, at times in parts of the world emerging from conflict. The places where teaching peace and conflict can be done are limitless. Even if you don’t have a formal opportunity to teach, you are only limited by your own ingenuity! Nothing prevents you from approaching a community center or school and offering to teach a course on peace and conflict skill building. That’s exactly what Colman McCarthy (2002) did in reaching out to the school his children were attending and offering to teach a peace education class. In answering why we need to teach peace, he argues:

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BOX 6.5  INTER-AGENCY NETWORK FOR EDUCATION IN EMERGENCIES Katie Zanoni According to the Education Cannot Wait agenda, there are over 28 million children affected by conflict worldwide, leaving millions without access to the basic right of education (Inter-Agency Network for Education in Emergencies [INEE], 2015b). The field of education in emergencies (EiE) prioritizes the right to access equitable and quality education in conflict-affected or fragile contexts. INEE (http://www.ineesite.org/en/) is a member-based international organization that brings together various stakeholders to build consensus to develop tools, guidelines, and other resources. INEE consists of over 11,000 members from more than 170 countries and includes EiE professionals serving in government or non-government positions, acting as educational policy experts, and working as teacher trainers in schools (INEE, 2015d). INEE recently honored the 10-year anniversary of the INEE Minimum Standards for Education: Preparedness, Response, Recovery Handbook that was developed using a consultative process with over 2,000 people from around the world providing input and feedback (INEE, 2015a). In 2005, INEE joined together with UNESCO, UNHCR, and UNICEF to develop the Inter-Agency Peace Education Programme that was designed for implementation in refugee camps, development settings, and contexts of reconstruction in conflictaffected areas. In addition to this resource, INEE has developed additional guides that promote principles within peace education such as the Pocket Guide to Gender and the recently released Conflict-Sensitive Education Pack. The Conflict-Sensitive Education Pack offers six guiding principles to ensure that EiE practitioners (a) assess the situation through proper analysis of the conflict; (b) follow the “do no harm” principle to maintain neutrality and not further exacerbate existing tensions; (c) employ efforts of prevention from further attack (Global Coalition, 2015); (d) offer equitable education opportunities for all youth regardless of age or gender, and engage in pedagogy that is holistic and reinforces citizenship development; (e) support and build back the existing educational system; and (f) offer timely, coordinated, and sustainable solutions. The fourth principle directly cites the need to incorporate education for peace to work toward transforming the conflict and build resilience within the community (INEE, 2015c). In addition to these relevant tools, INEE is dedicated to the process of contextualization that ensures EiE initiatives are delivered in a way that responds to the local needs and honors the existing cultural and social norms within the context. Katie Zanoni is an EdD candidate at the University of San Francisco focusing on peace and human rights education.

Teaching About Peace and Conflict    97 Whether in our personal lives or among governments sending troops across borders, alternatives to violence do exist. Peace education is about the study of those alternatives, which should begin in the earliest of grades and be given equal academic footing with the study of science, math, history, and languages. Unless we teach our children peace, someone else may teach them violence. Unless we teach our children that moral force, truth force, and civil-disobedience force have lasting value, someone else may teach them that only the force of fists, guns, bombs, and armies matter. (Personal communication, April 22, 2015)

PROFILE QUESTIONS 1. Lauren Spaulding (Profile 6.1) has taught Spanish and history and considers herself a peacebuilding educator. Think about the range of fields where peace and conflict issues can be raised. How can you bring together an interest that you have in peacebuilding with a substantive field in which you are thinking about teaching? 2. Frannie Varker’s (Profile 6.2) focus is experiential education. In her training, she encourages her students to “stretch beyond their social comfort zone toward people with whom they might not otherwise associate.” How can peacebuilding education break down cultural, social, ethnic, and religious barriers? FURTHER EXPLORATION 1. There are a number of good foundational texts on peace education. These books provide an understanding of the theories and practices that can best advance holistic peace learning in the classroom. If you are interested in pursuing a career in education, you might consider picking up one of these books: –– Ian Harris and Mary Lee Morrison’s Peace Education, 3rd ed. (2013) is a classic primer in the field. It considers the various manifestations of peace education including human rights education, international education, and education for sustainability, as well as how to get started in the classroom. –– Loreta Navarro-Castro and Jasmin Nario-Galace (2010) are two Filipino educators who wrote Peace Education: A Pathway to a Culture of Peace. The book’s appeal includes a straightforward jargon-less presentation that includes useful charts and textboxes emphasizing important concepts. –– James Page’s Peace Education: Exploring Ethical and Philosophical Foundations (2008) is an exploration of ethical considerations and values present when exploring the field.

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–– To look for inspiration, as Ben did, read Colman McCarthy’s I’d Rather Teach Peace (2002). In the book, McCarthy talks about his experiences teaching in a range of settings, including at a public high school, juvenile justice center, university, and law school. 2. The Global Peacebuilding Center is USIP’s hub for teaching about peacebuilding and global issues. At http://www.building peace.org/educators you will find resources that support classroom activities and further learning for teachers. The Educator Network (http://www.buildingpeace.org/train-resources/educators/educator-network) is a way to connect with other like-minded educators who are focusing on peace. The Peacebuilding Toolkit for Educators (http://www.buildingpeace.org/train-resources/ educators/peacebuilding-toolkit-educators), developed by Alison Milofsky, is in both middle school (http://www.buildingpeace. org/train-resources/educators/peacebuilding-toolkit-educators/ peacebuilding-toolkit-educators-middle-sch) and high school (http://www.buildingpeace.org/train-resources/educators/ peacebuilding-toolkit-educators/peacebuilding-toolkit-educatorshigh-school) editions and can be freely downloaded. Both include lesson plans for teachers looking to incorporate conflict resolution and peacebuilding activities into their classrooms. 3. This chapter mentioned several organizations and websites that focus on supporting teachers in the classroom. The following are some of those, with a few others to explore: –– Conflict Resolution Education Connection: http://www.creducation.org –– Conflict Resolution Education in Teacher Education (CRETE): http://www.creducation.org/cre/home/about_us/about_ crete –– Educators for Social Responsibility (now Engaging Schools): http://engagingschools.org –– International Institute on Peace Education: http://www.i-i-p-e.org –– Teachers Without Borders: http://www.teacherswithoutborders.org

Note 1. In 1998, a Culture of Peace was defined by the United Nations as:

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[A] culture of peace, which consists of values, attitudes and behaviours that reflect and inspire social interaction and sharing based on the principles of freedom, justice and democracy, all human rights, tolerance and solidarity, that reject violence and endeavour to prevent conflicts by tackling their root causes to solve problems through dialogue and negotiation and that guarantee the full exercise of all rights and the means to participate fully in the development process of their society. (UN General Assembly, 1998, ¶2)

2. Including in the Philippines, Colombia, Montenegro, Serbia, and Kenya. In many places it is not called peace education, but rather goes by other names including “Learning to Live Together” or “democracy education.”

References Bajaj, M. (2008). “Critical” peace education. In M. Bajaj (Ed.), Encyclopedia of peace education (pp. 135–146). Charlotte, NC: Information Age. Freire, P. (1970). Pedagogy of the oppressed. New York, NY: Herder & Herder. Galtung, J. (1969). Violence, peace, and peace research. Journal of Peace Research, 6(3), 167–191. Global Campaign for Peace Education. (2008, April 20). Campaign statement. Retrieved from http://www.peace-ed-campaign.org/statement.html Global Coalition to Protect Education from Attack. (2015). Homepage. Retrieved from http://www.protectingeducation.org Harris, I., & Morrison, M. L. (2013). Peace education (3rd ed.). Jefferson, NC: McFarland. Harris, R. (2005). Unlocking the learning potential of peer mediation: An evaluation of peer mediator modeling and disputant learning. Conflict Resolution Quarterly, 23(3), 141–164. Inter-Agency Network for Education in Emergencies (INEE). (2015a). Celebrating 10 years of the INEE minimum standards. Retrieved from http://www .ineesite.org/en/minimum-standards/10-year-anniversary Inter-Agency Network for Education in Emergencies (INEE). (2015b). Education cannot wait advocacy. Retrieved from http://www.ineesite.org/en/ advocacy Inter-Agency Network for Education in Emergencies (INEE). (2015c). INEE guiding principles on integrating conflict sensitivity in education policy and programming in conflict-affected and fragile contexts. Retrieved from http:// toolkit.ineesite.org/toolkit/INEEcms/uploads/files/INEE_Guiding%20 principles_A3_English_3%20Sept%20(2)(1).pdf Inter-Agency Network for Education in Emergencies (INEE). (2015d). Who we are. Retrieved from http://www.ineesite.org/en/who-we-are McCarthy, C. (2002). I’d rather teach peace. Maryknoll, NY: Orbis Books.

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National Center for Education Statistics (NCES). (2014). Digest of Education Statistics. Retrieved from http://nces.ed.gov/programs/digest/d14/tables/ dt14_230.45.asp Navarro-Castro, L., & Nario-Galace, J. (2010). Peace education: A pathway to a culture of peace (2nd ed.). Quezon City, The Philippines: Center for Peace Education, Meriam College. Retrieved from http://www.peace-ed -campaign.org/resources/cpe-book-14oct2010-FINAL2.pdf Page, J. (2008). Peace education: Exploring ethical and philosophical foundations. Charlotte, NC: Information Age. PRWEB. (2014, February 23). Personality clashes found to be the major cause of workplace conflict. Retrieved from http://www.prweb.com/releases/2014/02/ prweb11608343.htm Reardon, B. (1988). Comprehensive peace education: Education for global responsibility. New York, NY: Teachers College Press. United Nations General Assembly. (1998, January 15). Resolution adopted by the general assembly: Culture of peace (A/Res/52/13). Retrieved from http:// www3.unesco.org/iycp/kits/res52-13_en.htm United Nations International Children’s Emergency Fund (UNICEF). (n.d.). Learning for Peace. Retrieved from http://learningforpeace.unicef.org/ about/learning-for-peace/

7 Activism Social Justice and Environmental Action Never doubt that a small group of thoughtful, committed, citizens can change the world. Indeed, it is the only thing that ever has. —Margaret Mead

CARLOS: IS THE LIFE OF AN ACTIVIST FOR HIM? Carlos is the grandson of migrant farm workers. Growing up, one of his family’s heroes was Cesar Chavez. During the 1950s and 1960s, his grandparents were part of the movement to improve working conditions for migrant workers. His parents benefited from this effort by completing high school. Carlos is now at a state university in California, the first in his family to go to college, and is looking forward to making his mark on the world! Carlos has never forgotten his roots, and the stories of the struggles for social justice that his family was part of seem like legend to him. He is majoring in labor studies and after graduating plans on getting a job with a group working with undocumented immigrants. He has volunteered for

Peace Jobs, pages 101–111 Copyright © 2016 by Information Age Publishing All rights of reproduction in any form reserved.

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groups advocating for migrant rights including United We Dream (see Box 7.1), which works for youth rights. Though some conditions have improved for immigrants, overall, those who arrive in the United States undocumented are discriminated against, and there is no easy path to citizenship. He is most concerned about young children who come to the United States alone to start a new life. There is an upcoming rally in his city designed to frighten immigrants and create hostility between native-born Americans and immigrants. He feels that this is wrong, and that we should make efforts to provide pathways for those coming to the United States regardless of how they get there. He and some friends have decided to organize a counter protest.

The Activist’s World Successive generations of people of passion have heeded anthropologist Margaret Mead’s words and worked, often at personal risk, to make important social and political change for the cause of peace and justice. Whether it was the Civil Rights movement of the 1950s and ’60s, the anti-war movement of the 1960s and early ’70s, the antiapartheid movement against South Africa in the 1980s, or the current movement to gain equality for gay men and women, justice causes continue to stir the hearts and engage the hands of people who want to make a difference. Carlos is following in an important tradition of grassroots activism being the precursor of national and international political and social change. If social change is important to you, the chances are your first introduction was not just talking about it BOX 7.1  UNITED WE DREAM There are many organizations with objectives to empower youth to make important social and political change, and frequently these groups are focusing on marginalized populations such as immigrants, particularly those of Latino origin. United We Dream (http://unitedwedream.org) was founded in 2009 to help advocate for the rights of undocumented individuals and promote laws that provide a pathway for citizenship for undocumented youth. Today, United We Dream consists of over 100,000 immigrant youth and 55 affiliate organizations in 26 states. The group’s mission is to: “(A)ddress the inequities and obstacles faced by immigrant youth and believe that by empowering youth, we can advance the cause of the entire community—justice for all immigrants.”

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in the classroom, but in the streets! These experiences might have helped you recognize that working as an activist could be something that would be an important part of your personal and professional life. Since this book is about careers, it might be assumed that work that provides you with a steady and livable income and matching prestige is the definition of a “good” job. But for some, a career is not about making a living in the typical sense. It’s about a life of purpose and meaning, such that provided your job helps you meet your basic needs, you can put your passion to work for a cause that is important to you. Many activists live meagerly, but have lives that are purposeful and provide them with great personal satisfaction. Working as an activist need not be an all-or-nothing proposition, and this can be comforting and allow you to have both a day job that helps you make ends meet, and a night job, often as a volunteer, that invokes your passion. It might not make a difference to you what your day job is, provided

PROFILE 7.1 Shirah Moffatt-Darko: Creating Opportunities for Empowerment Shirah Moffatt-Darko recently completed her first year at Bucknell University and is majoring in early childhood education with hopes to complement it with a second major in sociology. Shirah’s desire for social justice and a more equitable world was sparked when she started attending an elite private school and compared it with the public school that she would have attended. The product of two immigrant parents, Shirah believed that education was the path to middle-class prosperity. However, she soon noticed that the reality in how education was structured would not easily allow for that. There were large disparities in quality and big differences in the racial and socioeconomic makeups of each school. Recognizing that her success and ability to escape a bleak reality came not just from her character or intellect, but rather from compassionate teachers, Shirah decided that she wanted to teach and that as a teacher, she could change the world by equipping her future students with an education of revolutionary peacebuilding. Shirah decided to work on The Truth Telling Project—a St. Louis area based project designed to expose racism and unequal treatment of people of color and started in the wake of the Ferguson unrest—because she believes in the power of truth telling to break down systems of oppression. She sees the project as a way to help those in Ferguson empower themselves after years of disenfranchisement and marginalization.

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that in your off time you can continue to advocate for policy change, organize and protest, provide needed services and help for the disadvantaged, and do all you can to make the world a just and peaceful place. There are organizations and citizen groups that take an activist and advocacy approach to their work and provide steady employment plus a good salary. They may be focused on domestic issues such as animal rights or healthcare access, or on international issues such as ending female genital mutilation (also known as FGM) or promoting peace in conflict zones such as the Middle East. They might be located in a state capital if they deal with domestic issues, or if they deal with national or international issues, in Washington, DC. Whatever path you choose, working on justice issues is peace work. Pope Paul VI, former head of the Roman Catholic Church, reminds us, “If you want peace, work for justice.”

Social Justice Today, much of society is divided between the “haves” and “have-nots.” This gap applies to the legal system, educational and employment opportunities, and wealth. Often, we think of inequality in terms of the marginalization to which many are subjected because of ethnicity, economics, race, education, or social class. A frequent issue is examining why less than 1% of the U.S. population holds a disparate amount of the nation’s wealth (Monaghan, 2014). This gap is growing, and as a result of it we are faced with a myriad of deeper challenges including educational disparities that block social and economic opportunities for people living in poverty (Porter, 2013). Addressing these imbalances is often thought of as the essence of social justice work.1 Looking at social justice begins with looking at social injustice. By identifying inequities in society, we can then consider corrective action. Start by examining your own community. Who are the “haves?” Who are the “have-nots?” Now, consider how this came about. Social justice activism demands studying the means that bring about inequity and the accumulation of power and taking measures to correct inequalities. Working for social justice often requires looking at structural, legal, and social divisions in society. At times, institutions are constructed in ways that discriminate based on race, gender, or legal status. Often, political and social structures have been set up that promote disparity. For instance, consider the claims of racism in Ferguson, Missouri. Some have argued that the proliferation of small school districts in the St. Louis area has led to educational disparity between schools, which has, in turn, shortchanged the

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PROFILE 7.2 Melisa Ashbaugh Johnston: Promoting a World without War Melisa Ashbaugh Johnston graduated from Santa Barbara City College with an associate of arts degrees in music, philosophy, psychology, and liberal arts. She served as the president of the philosophy club and worked as a tutor for a variety of courses, while also serving as the lab director for the philosophy tutoring program. Finishing her undergraduate education at the University of California-Santa Barbara, Melisa received her baccalaureate with majors in both psychology and philosophy with an emphasis in ethics and public policy. In her philosophical studies, Melisa was fascinated by the principle of utility’s apparent duty claiming that if you can do something that is of little or no cost to oneself, but would be of great benefit for someone else or some group of people, then you ought to do it (White, n.d.). When she learned of the 2020 A Year Without War (AYWW) program, a sense of duty resonated deeply with her. Here was an opportunity to tip history, to change the course of mankind for the better by attempting to create a cease-fire for just one year—the year 2020. 2020 AYWW was different as it offers a deadline and expiration date (2020 AYWW, n.d.). 2020 AYWW also has a quantifiable goal of creating a dedicated and engaged global, online community of at least 10% of the world’s population. A dedicated and engaged global community of at least 800 million people by 2020 should tip history. Can 2020 AYWW happen? If there is a small chance of creating a global cease-fire by simply joining, then, it seemed to Melisa, she had a moral obligation to do it. Melisa is presently serving as assistant director of AYWW.

opportunities for Blacks who come disproportionally from poor school districts. As a result, some argue that there should be one unified school district in the region (Messenger, 2014). Often, when social injustice is raised, the corrective measure includes new laws to ensure the ability of the discriminated groups to access education, housing, opportunities, and the ballot box. Working for social justice has a proud history, with leaders such as Martin Luther King, Jr., Jane Addams, W. E. B. Du Bois, Cesar Chavez, and Dorothy Day advocating for change. But everyone need not be a leader of their stature. Working for social justice can be either a vocation or avocation. The first is a career, while the second is something of intense concern and interest, but might not replace a full-time job. Both are important paths to working for the greater good and eliminating injustices in society.

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PROFILE 7.3 Whitney Pratt: Food Access to Advance Peace Whitney Pratt recently graduated from Georgetown University with a degree in sociology and minors in French and justice and peace studies. Engaging through academic courses and service with the Justice and Peace Studies Program and the Center for Social Justice Research, Teaching and Service at Georgetown were pivotal in encouraging Whitney’s passion for social justice and service. While at Georgetown, Whitney became involved with the community garden and grew to love the garden and to see it as a place of healing. For Whitney, gardening offers an opportunity for therapy, healing, peace, growth, and community. After Georgetown, Whitney was accepted as a service member with FoodCorps. FoodCorps is a nationwide team of AmeriCorps leaders who connect kids to real food and help them grow up healthy. Whitney serves in Montana at three schools in the Flathead Valley in partnership with the National Center for Appropriate Technology. Through her service, Whitney has been afforded the opportunity to work toward a more just food system in which both producers (farmers) and consumers (everyone) are treated fairly. She focuses on expanding access to fresh, local foods, increasing knowledge about healthy food and where it comes from and engaging students in the garden classroom. For Whitney, FoodCorps represents a perfect combination of many of the things she loves and is most passionate about. Through her service, she is striving to help create a more just world where all children have access to fresh, healthy food and where our food system offers a fair wage to farmers and protects the environment through local, sustainable eating and growing practices.

Environmental Action Much attention today, rightfully, is focused on the ills of our planet and promoting its sustainability. We have one planet and as stewards of it, we need to maintain it for future generations. As we use its resources, we need to recognize the need to recycle, renew, and replenish. Environmental justice requires that sustainable and ethical approaches be put in practice to ensure the planet for future generations (see Box 7.2). The risk is not only to the physical environment, but also to social and ecosystems in ways we hadn’t considered before. Working to promote a healthy world is an important and critical aspect of an environmental strategy. There are two dimensions to this. Violence can be committed against the planet through the depletion of resources through overuse and misuse.

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BOX 7.2  PEACE ECOLOGY Peacebuilding encompasses the need to promote policies and practices to ensure that our environment is protected and maintained. The term ecology is used to frame the interrelationships between how living organisms and the greater society interact. Randall Amster argues that peace ecology “contemplates the way in which the same environmental processes that often drive conflict—e.g., resource depletion, anthropogenic climate change, food and water shortages—can be profound opportunities for peace engagement” (Amster, 2015, p. 8). As such, those who take an activist approach to promoting food and water security and justice, or promoting community resilience, are working for peace. A range of organizations work to promote aspects of peace ecology including activist groups such as Greenpeace, the Sierra Club, and The Nature Conservancy, or even agencies like the Environmental Protection Agency and the National Park Service. The link between peace and a sustainable planet is at the core of peace ecology. Taking actions to counter the violence that is frequently committed against the planet takes many strategies.

As the global population increases, making sure that we can sustain and do not overuse or contaminate resources will be important. In addition, as a result of the scarcity of certain resources, war and violence are more likely in the future. Governments, as well as ethnic and cultural groups within nations, may go to war over the scarcity of water and land for agricultural and national resources that can provide wealth to those who control them. An example is the fight over blood diamonds which has led to the use of child soldiers to defend guerilla leaders claiming resources. Domestically, groups may be in conflict over resource scarcity and might seek out the assistance of groups engaged in peacebuilding work such as the U.S. Institute for Environmental Conflict Resolution (see Box 2.6). In a 2013 USIP special report, Frederick Tipson (2013) wrote: The relentless assaults of our earthly habitat are heightening the global risks of deadly conflict. Climate change is just one of the ongoing trends increasing the chances that natural disasters and extreme environmental events will lead to social disruptions, aggressive competition for scarce resources, serious political confrontations, and even war. (p. 1)

Other Forms of Justice Besides social and environmental justice, there are other ways in which justice is framed. Economic justice denotes the need for all members of society

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BOX 7.3  A ROLE MODEL FOR PEACE

Figure 7.1  Jeannette Rankin, in her late 20s or early 30s. Before politics, she was a social worker. Photo courtesy of the Montana Historical Society Research Center.

For some, the work of peace will lead to running for political office. Policies that promote disarmament, child protection laws, and equal rights for women are among many social justice and peace goals. But running for office can result in successes as well as setbacks. In 1916, Jeannette Rankin was elected to Congress from Montana at the age of 36, the first women elected to federal office, but her stay in office was short-lived. In 1917, she was one of 50 House members to vote against the declaration of war requested by President Woodrow Wilson. She then vacated her seat and ran for the U.S. Senate in 1918, and lost. Two decades later, in 1940, she was once again elected to Congress from Montana. On December 8, 1941, she was the only member of Congress to vote against the declaration of war against Japan. Facing overwhelming defeat in the 1942 election, she retired from Congress, but her political bravery and activism opened the door for other women to enter Congress and promote peace and justice.

to thrive economically in the market place and in the workplace. Often in a legal context, we talk about procedural justice (sometimes equated with due process, see Chapter 4) as the notion that individuals are provided with constitutional rights including having a lawyer in a criminal trial and being read

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their “rights” upon arrest. Restorative justice, discussed in Chapter 4, refers to the process of repairing relationships between a victim and offender. Not everyone is cut out to be an activist. It requires a high level of passion and commitment often in the face of tremendous odds and frequent setbacks, and can involve personal risk and danger.2 Paul Loeb (2010), author of Soul of a Citizen and a social activist, maintains that not only persistence, but also the need for community is critical: You have to be willing to reach out and find allies, build a community. That’s true if you’re running your own project and need to gather financial support. It’s true if you’re trying to change an existing institution. You can’t do it alone. You also have to be strategic. Rosa Parks didn’t wander accidentally on the bus in Montgomery, Alabama. She was the longtime secretary of the local NAACP chapter and had taken training sessions in nonviolent resistance. These qualities apply to anyone working for change. (Paul Loeb, personal communication, May 21, 2015)

PROFILE QUESTIONS 1. Shirah Moffatt-Darko’s (Profile 7.1) experiences have led her to commit to becoming an educator. An important experience to her is The Truth Telling Project (http://www.thetruthtelling project.org), started in the wake of the Ferguson, Missouri violence and designed to encourage the sharing of stories of experiences of racism. Consider experiences you have had: How might they lead you down a specific career path? 2. For Melisa Ashbaugh Johnston (Profile 7.2), learning about a philosophical principle—the principle of utility—was so inspiring that it led her to search for a way of applying it as part of her work. Has there been a philosophy or principle you have learned in class that might be worth pursuing through a career? 3. For Whitney Pratt (Profile 7.3), peacebuilding has incorporated her interests in ecology and food sustainability. Ideally, a career should bring together your interests with work in which you can find meaning. Is there something you are passionate about that could lead to a peacebuilding career? FURTHER EXPLORATION 1. The scholar Gene Sharp is considered the father of nonviolent struggle. His list of 198 Methods of Nonviolent Action is regarded an essential road map to activism (http://www.aeinstein.org/

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nonviolentaction/198-methods-of-nonviolent-action/). Consider social justice ills in your community. Are there ways using Sharp’s methods that might make a difference? Think about additional technological-based and social media methods that can be added to the list. 2. An array of activist groups and organizations advocate for specific causes, including those related to social justice and environmental action, including the following: –– Southern Poverty Law Center (focused on fighting extremism): http://www.splcenter.org –– We Are Power Shift (focused on clean energy): http://www.wearepowershift.org –– Worldwatch Institute (focused on global sustainability): http://www.worldwatch.org –– Yes! Magazine (focused on a healthy planet and citizen engagement): http://www.yesmagazine.org/peace-justice

Note 1. Some groups have a specific definition of social justice. According to the National Association of Social Workers (2015): “Social justice is the view that everyone deserves equal economic, political, and social rights and opportunities.” 2. Consider Rachel Corrie who as a student at Evergreen State College in Washington state was working in the Palestinian territories in 2003 and was run over and killed by an armored bulldozer by Israeli military while protesting the impending destruction of a home. More information about her life can be obtained from the Rachel Corrie Foundation for Peace & Justice (http:// rachelcorriefoundation.org).

References 2020 A Year Without War (AYWW). (n.d.). What is 2020 A Year Without War? Retrieved from http://ayearwithoutwar.org/ Amster, R. (2015). Peace ecology. Boulder, CO: Paradigm. Loeb, P. R. (2010). Soul of a citizen: Living with conviction in challenging times (Rev. ed.). New York, NY: St. Martin’s Press. Messenger, T. (2014, February 18). Time for the Spainhower solution: Unify St. Louis schools. St. Louis Post-Dispatch. Retrieved from http://www.stltoday .com/news/opinion/columns/the-platform/editorial-time-for-the-spain hower-solution-unify-st-louis-schools/article_93dee4a2-f573-5a6e-919dc97e7942f703.html

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Monaghan, A. (2014, November 13). US wealth inequality: Top .01% worth as much as the bottom 90%. The Guardian. Retrieved from http://www .theguardian.com/business/2014/nov/13/us-wealth-inequality-top01-worth-as-much-as-the-bottom-90 National Association of Social Workers. (2015) Social justice. Retrieved from http://www.socialworkers.org/pressroom/features/issue/peace.asp Porter, E. (2013, July 30). Inequality in America: The data is sobering. New York Times. Retrieved from http://www.nytimes.com/2013/07/31/business/ economy/in-us-an-inequality-gap-of-sobering-breadth.html?_r=0 Tipson, F. S. (2013, February 15). National disasters as threats to peace. (USIP Special Report #24). Retrieved from http://www.usip.org/publications/ natural-disasters-threats-peace White, R. F. (n.d.). The principle of utility. Retrieved from faculty.msj.edu/whiter/ utility.htm

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8 A Healing Approach Health, Community, and Faith-Based Strategies Healing is a matter of time, but it is sometimes also a matter of opportunity. —Hippocrates

EMMA: CAN SHE BRING PEACE HEALING TO HER COMMUNITY? Emma is a nursing student at a tribal college near her home. Growing up, she was always helping others, and took an interest in others’ wellbeing, both physical and emotional. She feels this comes from her Native American background where there is an emphasis on holistic care and treatment. She was called “doc” in high school because her friends came to her with all their problems! She considered studying psychology, but felt that she needed to pursue a field that would provide her with a dependable career, and one where she could work right in her community. This semester she took a course in psychiatric nursing, and felt it provided her with the insights that she could use to build her counseling skills. She

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also did clinical work with her tribal health department. She worked in a unit that focused on community and public health, where she worked with individuals who were dealing with family violence. Most importantly, the residents needed to have a helpful professional listen to, support, and comfort them. This experience has enabled her to focus on healing, not only in a physical sense, but also in an emotional and psychological sense. She sees herself working in a community setting, bringing comfort and hope to individuals dealing with their daily needs, and assuring them that there is someone advocating for them. For her, peacebuilding means promoting both physical and emotional healing in her community.

The Healing Arts Healing takes many forms. It can focus on physical healing, where health care providers might play a primary role. Consider the monumental efforts that are often necessary in an emergency room to save the life of a person who has been the victim of gun violence. Healing can also have emotional, psychological, or social dimensions in which social workers, therapists, and caseworkers play critical roles in recovery. Psychological trauma, such as post-traumatic stress disorder or PTSD, occurs not only because of the effects of war, but because of domestic violence and other traumatic experiences (Psychology Today, 2014). Working in a local community to build bridges, create positive outcomes, and improve the quality of life for all can be viewed as community healing and a form of peacebuilding. Finally, healing can also have a spiritual context. Many individuals look to their faith as a primary source of support, comfort, and guidance. At important crossroads in life including those dealing with conflict, people may seek out a clergy person for support as well as in helping to make needed personal and community change. Those focusing on healing not only respond to pain and suffering, but also are working to build resilience in individuals and their communities. Increasingly, physical, nutritional, spiritual, emotional, and civic “care” is promoted as means to maintaining peace. Prevention is an important aspect of healing today. This includes encouraging healthy lifestyles, not only on a personal level, but also working closely with a community to recognize the indicators of increased levels of conflict and potentially destructive and violent behavior, particularly when it comes to youth. Those involved in healing—be they health care professionals, humanitarian workers, human services specialists, social workers, or members of

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the clergy—all play important roles in peacebuilding. Their specific approaches might vary, but in the end, they are responding to the effects of war, violence, and conflict.

Promoting Public, Global, and Community Health Many work to advance peacebuilding through wellness approaches, both in local and global contexts. Promoting comprehensive health care in and of itself can be considered peacebuilding work. In the United States, health care is generally available, albeit at times expensive. However, in developing countries and in places that have suffered due to violence and conflict, public health systems may be ineffectual or even nonexistent. In addition, during violent conflict, non-combatants—especially women and girls—are targets of sexual violence that will leave them with lasting mental trauma and diseases such as HIV/AIDS. Many groups including Médecins Sans Frontières/Doctors Without Borders (see Box 8.1), the International Committee of the Red Cross, and International Medical Corps focus on medical humanitarian work. BOX 8.1  MÉDECINS SANS FRONTIÈRES One of the most well-known and respected NGOs working in medical humanitarian aid is Médecins Sans Frontières/Doctors Without Borders (MSF; http://www.msf.org). Founded in 1971, MSF was created after the Biafra conflict in Nigeria by a group of French doctors who saw the importance of treating those harmed by violent conflict. MSF works in situations for which there is a medical urgency—armed conflict, epidemics, and natural disasters—where medical care is unavailable. Today, MSF consists of 5 operational centers in Europe, 24 partner sections, and a coordinating international body based in Geneva, Switzerland. MSF staff—numbering roughly 30,000 at any given time—include not only traditional healthcare workers such as nurses, midwives, and laboratory technicians, but also professionals without medical training who serve as logistics specialists, water and sanitation engineers, and financial controllers. There is no upper age limit to working for MSF. Assignments in the field are generally between 9 and 12 months, though may be shorter than that for surgeons and some other positions. Douglas Mercer, a field human resources outreach coordinator, indicates that important criteria in hiring a volunteer are “flexibility, adaptability and the ability to speak French” (S. Powers, personal communication, July 21, 2015). MSF won the Nobel Peace Prize in 1999.

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BOX 8.2  WHAT IS LATERAL VIOLENCE? Bullying doesn’t always end in childhood. We see it in social interactions and in the workplace: think of the nasty gossip in the office, or the disruptive and disrespectful boss. In the workplace, this behavior is sometimes called lateral violence. It might manifest itself as colleagues gossiping, forming cliques, giving special privileges to some, eye rolling, criticism, and sabotage. A field in which it is particularly pervasive is nursing. Studies show that 60% of new nurses leave their first job due to lateral violence (Embree, Bruner, & White, 2013). The long hours, pressure to move patients out of the hospital as soon as possible, and budget cuts lead many nurses to feel overwhelmed, exhausted, and powerless to make any changes. So, what they do instead is accuse each other, fight with each other, and blame each other. Lena Choudhary, who teaches nursing at Anne Arundel Community College in Maryland, writes: I help nursing students to develop strategies to handle the bullying by colleagues by first recognizing that the behavior is inappropriate. Awareness that eye rolling and favoritism can be forms of violent behavior and should not be tolerated is a tremendous step forward. (Personal communication, May 13, 2015)

As a health professional, you can play a role in healing others and increasing peacebuilding outcomes. A dental hygienist, nurse, or medical assistant can devote his or her time to Médecins Sans Frontières, and work overseas in a conflict zone. Promoting health can also be the work of groups striving to end poverty—viewed by some as a form of violence—and advance good nutrition. These include groups such as Oxfam, the World Food Programme, and World Vision. Engaging in peacebuilding efforts with needed groups, professionals working in the health field often need to build conflict skills and resilience capabilities to work with colleagues and within institutions. The issue of lateral violence (see Box 8.2), a form of workplace conflict likened to bullying, is an issue in many settings including healthcare. Developing conflict management skills and ways of coping with differences will make you a better professional regardless of your work environment.

Community Building as Peacebuilding Working in a community can take a number of different forms and can go by different names, including caseworker, social worker, human services as-

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PROFILE 8.1 Annie Bishai: Public Health as a Peacebuilding Objective Upon starting at Harvard University, Annie Bishai knew she wanted a career that would address social inequalities, but was unsure of how this might fit into her wide range of academic interests. She decided to major in history and literature, but maintained an active interest in global health, which she pursued during a summer of volunteer work with an HIV/AIDS clinic in South Africa. The summer after her junior year, she began an internship with the Mali Health Organizing Project, an NGO based in Boston and Mali, which supports maternal and child health in West African slums. What drew her to this organization was not only its focus on a part of the world in extreme need, but its commitment to building the self-sustaining capacity of local health systems there. During the course of several months with Mali Health, Annie has found the process of developing new initiatives and soliciting partnerships with philanthropic organizations to be vastly rewarding. She has helped the organization to develop more effective methods for community health workers to serve as liaisons between clinics and communities, and her research into building partnerships for Mali Health has opened her eyes to a multitude of approaches to public health and poverty. “What is most exciting to me is the brainstorming of new methods to improve health: the work of taking creative ideas and finding the means to realize them,” she says. Moreover, Annie has been able to integrate her experience at Mali Health with her academic studies. For her senior thesis, she is drawing on her knowledge of contemporary health systems to research colonial medicine and its impact on social, economic, and gender-based inequality in francophone Africa.

sistant, and community organizer. President Barack Obama was a community organizer helping start a job training program and working on tenants’ right issues early in his career. Anyone who works with groups or individuals to improve the overall quality of life, advocate for local residents in distress or conflict, and liaise and work with agencies and governmental groups is a community worker and a peacebuilder. AmeriCorps members are doing community work and often focus on building peaceful relations in communities. Community building groups are often localized and include community associations that represent homeowners and renters, and not-forprofits focusing on specific issues such as poverty, education, or healthcare. Many individuals who work in community settings focus on youth, often concentrating on helping young people avoid harmful relationships and providing them with positive outlets including athletic and arts-based

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PROFILE 8.2 Mary McCarthy: Peace Skills As Life Skills Mary McCarthy is at the University of Massachusetts working on her BA in sustainable communities with a focus on the inter-connectedness of economic, social, and environmental justice and how these issues affect not only individuals, but also communities as a whole. She is currently on the board of directors for the Traprock Center for Peace and Justice in Greenfield, Massachusetts, where she coordinates peace leadership workshops, with the Nuclear Age Peace Foundation. In addition, she is on the administrative committee for Climate Action NOW based out of Amherst, Massachusetts. Mary has a strong background in networking, strategic alliance building, program development, training, and outreach; and has a passion for peace, people, and our planet. It has been a combination of her studies, environmental activism, and coordinating the peace leadership workshops that are inspiring her to continue to develop programs that will also foster an online community dedicated to the sharing of ideas and actions around student-led peace, justice, and environmental education and initiatives. Mary says: If there is one thing I’ve learned is that peace skills are indeed life skills. How we communicate, the ability to resolve conflicts peacefully, how we engage with one another and within our communities, and a willingness to do the ‘inside’ work in order to do effective ‘outside’ work are all important factors for building strong community foundations. We have more power together than we do alone. And, with the challenges we are facing, we are going to need each other more than ever.

PROFILE 8.3 Julie Knopp: Creating a Peace Mission Julie Knopp studied as an interdisciplinary social science major at Kalamazoo College in Michigan, where she enrolled in the course, How to Change the World, during which students ran a successful campaign to reduce campus energy consumption. She received funding from her college to design and complete a summer internship in which she worked with administrators to manage the daily operations of a residence for the homeless in Minneapolis. She engaged in study abroad, where she spent one semester in Thailand and one semester on the U.S.–Mexico border in Texas. “I was surprised to find that studying in Texas was a more transformative experience for me than living in Thailand,” Julie says. “El Paso is a predominantly Mexican American community, and it looked and felt

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nothing like the United States I knew. So many times I felt like a foreigner in my own country.” As she reflected upon her time away, Julie developed a business plan for a non-profit that would bring the concept of study abroad to the local level by allowing Minnesotans of all colors and creeds to live with a new Minnesotan family from a different culture. After graduation, Julie worked with Spanish-speaking students and families in public schools as she gathered feedback on her business plan and rallied support. Three years later, she founded the organization, City Stay. Her responsibilities have included supervising a board of directors, recruiting host families and participants, and developing the academic curriculum. Today, City Stay is a 501c3 non-profit that engages thousands of students each year in cross-cultural encounters and conversations. Julie believes the broad nature of her college experience allowed her to excel in a job that requires a wide range of skills.

activities. Youth programs are often after school and located in areas vulnerable to high levels of crime and economically marginalized. Youth violence is both a local and global phenomenon. As a collective community, it is important that peacebuilders use their skills and resources to help young people who are at risk or remove them from troubled environments that can breed violence. As mentioned in Chapter 4, a major emphasis of many youth workers are efforts to eliminate gang activity, which is often a major source of violence in communities. One area where there is often a need for community building is in resolving local conflict. Many communities are supported by community mediation centers. Today, some 500 centers, generally not-for-profits and staffed by trained volunteers, help neighbors resolve issues around conflicting land usage, or disputes over barking dogs and fallen tree limbs (Mediation Network of North Carolina [MNNC], 2015). PROFILE 8.4 Matthew Johnson: Promoting Local Conflict Resolution Matthew Johnson graduated from the University of Maryland–College Park in 2008. While struggling to find work, he was admitted to Costa Rica’s University for Peace’s MA program in peace education, but decided to defer because he was not awarded a scholarship and did not want to go into further debt from student loans. One year later, he landed his first full-time job after college with the Maya Angelou Academy in Washington, DC, located within a youth detention center, where he worked as an assistant

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teacher. After observing the youth hold an impromptu peacemaking circle in order to resolve a conflict over music selection in one of his ‘Youth, Violence, and Society’ classes, he learned about restorative justice and sought out the work of Howard Zehr, a leader in the field, to learn more. A few months before the start of the Occupy Movement, where as a participant he attempted to introduce restorative justice as a means of dealing with infighting, he learned about the Conflict Resolution Center of Montgomery County (CRCMC), which promotes restorative practices in schools as well as provides free mediation and other services to the county, located in Maryland, northwest of Washington, DC. He interned for four months, and then was hired full time to co-manage one of CRCMC’s programs. After a nine-month sabbatical to pursue a master’s in peace and conflict studies from Hacettepe University in Turkey, he returned to CRCMC. He now manages all of CRCMC’s programs and is particularly passionate about using mediation and restorative practices in schools to reduce suspension and create a peaceful school culture.

Increasingly, community mediation is used in resolving minor criminal offenses and is even used in schools when peer mediation is unavailable. Community mediation training is often free, but does generally require a commitment to mediate for a program for a period of time after training.

Working in Faith Communities There is a rich tradition of working within faith-based communities to advocate for peace and justice. Besides iconic religious leaders such as Rev. Martin Luther King, Jr. and Rev. Daniel Berrigan, there are pastors, rabbis, priests, nuns, lay ministers, and imams who are working within their communities to advocate for building peace, both globally and in community contexts. Some religious groups, such as the Religious Society of Friends, often called the Quakers, hold peace as a central tenet of their philosophy (see Box 8.3). Because of the large number of peacebuilding programs found in religiously affiliated colleges and universities, many of those working at these programs engage in community and advocacy work as a natural extension of their missions. Nobel Peace Prize Laureate Archbishop Desmond Tutu has said: “Religion is like a knife, you can either use it to cut bread, or stick in someone’s back.” Fortunately, many individuals of faith are working to advance peace around the world using their faith to cut bread and even spread butter! (See Box 8.4).

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BOX 8.3  AMERICAN FRIENDS SERVICE COMMITTEE Organizations advancing faith-based approaches to peace have a long history. One of the oldest and best known is the American Friends Service Committee (AFSC; http://www.afsc.org). AFSC is the peacebuilding arm of the Religious Society of Friends, popularly known as the Quakers. It was founded during World War I, and engages in individual, community, and policy work to promote peace, including advocating against militarism in the United States, reconciliation and healing in war-torn societies, and international dialogue and exchange. Besides having offices and programs in nearly 40 U.S. cities, AFSC is working in some 15 countries, including North Korea, the Palestinian territories, and Myanmar. AFSC hires for a range of community organizing and education positions in the United States, international program coordinators in offices in several continents, many in its headquarters in Philadelphia, Pennsylvania, including jobs as program coordinators and program officers. For its work, AFSC was awarded the Nobel Peace Prize in 1947.

BOX 8.4  A LIFE OF SERVICE AS A LIFE OF PEACE

Figure 8.1  Mother Teresa as a young nun. Photo courtesy of Mother Teresa Center.

Though working for peace and being a peacebuilder can be viewed as a career, for some their work is a “calling.” As such, their efforts are not structured as part of a typical workday, but rather is a total commitment to a life of peacebuilding often inspired by their faith and spirituality. Albanian Anjezë Gonxhe Bojaxhiu took her vows as a Roman Catholic nun at the age of 20 and from then until her death at the age of 87 gave of herself in every way to serve the poor of India, eventually starting the Missionaries of Charity. Of course, she is known the world over as Mother Teresa. She was awarded the Nobel Peace Prize in 1979. She reminds us that: “If we have no peace, it is because we have forgotten that we belong to each other.”

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PROFILE 8.5 Michael Braeuninger: Seeking the Faith/Peacebuilding Taproot Michael Braeuninger currently works for the International Center for Religion and Diplomacy (ICRD) in Washington, DC as a grants management and development coordinator. ICRD works to prevent and resolve ethnic, tribal, and other identity-based conflicts by incorporating religious considerations as part of the solution. He received his undergraduate degree in psychology from St. Louis University and pursued graduate studies in international relations at Webster University and in peace and conflict resolution at American University. Between college and graduate school Michael worked in social work, both for the Missouri Division of Family Services and later, the American Red Cross International Services, where he worked directly with local refugee communities (especially from Bosnia) to help in the search for family members separated by war. While working for the Red Cross, he engaged in fundraising for natural disaster relief and for global health initiatives such as the Measles Vaccine Initiative. These experiences made the case in his mind that—at the very least—human nature contains both positive and negative aspects. The question for him was then: How do we draw forth and amplify the former? He felt that religion—while on the one hand, a source of zealous egoism and a justification for violence—also provides a universal and accessible taproot to that side of the human spirit that transcends ego and thereby can be used to resolve violent conflict. For Michael, the emphasis in faith-based peacebuilding is not on religion per se, but rather on faith in a common source of human dignity; not as mere “sentiment” or the object of pious belief, but rather as a living, dynamic principle on which hinges any possibility for peaceful coexistence between individuals, within communities, and the within the world.

PROFILE QUESTIONS 1. Annie Bishai (Profile 8.1) was able to make the connection between public health and peacebuilding. What are other healthrelated fields that might have a peacebuilding connection? 2. Mary McCarthy (Profile 8.2) brought a range of skills including networking, program development, and training to her work. Do a self-assessment of your skills. What organizational skills can you bring to a job? 3. Julie Knopp (Profile 8.3) recognized that peacebuilding work is important within ethnic and immigrant communities in the United States. What communities near you could benefit from peacebuilding efforts?

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4. Matthew Johnson (Profile 8.4) was inspired to work with his community after working with youth. What programs exist in your school system or community that help curb youth violence and enhance peacebuilding outcomes? 5. Michael Braeuninger (Profile 8.5) believes that religion provides a “taproot” that assists in conflict. How can religious beliefs encourage people of difference to work together? FURTHER EXPLORATION 1. Nigeria is a country divided between Muslims and Christians. As such, there has been longstanding violence and conflict between the groups. Muslim Imam Muhammad Ashafa and Christian Pastor James Wuye formed the Interfaith Mediation Centre (http:// www.imc-nigeria.org) in 1995 as a grassroots organization prepared to mediate conflict between Christians and Muslims. Two films have been produced about their work: The Imam and the Pastor (FLT Films & USIP, 2006) and An African Answer (FLT Films & USIP, 2010). What does their work tell us about ways in which faith leaders can work together? 2. The U.S. office of Médecins Sans Frontières/Doctors Without Borders (http://www.doctorswithoutborders.org) hosts a YouTube channel that includes videos about the group’s work: http://www.youtube.com/user/MSF. Watch a few of the videos to get a sense of the group’s work and its approach to responding to victims of conflict. 3. Community mediation is an ideal forum to deal with conflict and differences that arise in communities. The National Association for Community Mediation (http://www.nafcm.org) can help you locate a center near your home. Go to http://www.nafcm.org/ search/custom.asp?id=1949 and search for your location. Once you have found the nearest program, visit it to find out about their work and ways that you can get involved.

References Embree, J. L., Bruner, D. A., & White, A. (2013). Raising the level of awareness of nurse to nurse lateral violence in a critical access hospital. Nursing Research and Practice, Art. ID 207306. http://dx.doi.org/10.1155/2013/207306 FLT Films, & U.S. Institute of Peace (USIP; Producers). (2010). Religious peacemaking in Nigeria and Kenya: Launch of a film “An African Answer” (FLT Films).

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Retrieved from http://www.usip.org/events/religious-peacemaking-in -nigeria-and-kenya-launch-film-african-answer FLT Films, & U.S. Institute of Peace (USIP; Producers). (2006). The imam and the pastor [Documentary video]. Retrieved from http://www.usip.org/ publications/dvd-the-imam-and-the-pastor Mediation Network of North Carolina (MNNC). (2015). History of community mediation in the United States. Retrieved from http://www.mnnc.org/ home/history-community-mediation-united-states/ Psychology Today. (2014, November 24). Post-traumatic stress disorder. Retrieved from http://www.psychologytoday.com/conditions/post-traumatic-stress -disorder

9 Creating Peace The Arts, Science, Technology, and Media Imagine all the people living life in peace. You may say I’m a dreamer, but I’m not the only one. I hope someday you’ll join us, and the world will be as one. —John Lennon

MARCUS: CAN HE USE HIS TALENTS FOR PEACEBUILDING? Marcus is a graphic arts major at a historically Black college in the South. He has focused mostly on drawing and illustration and has done work for his church and a few non-profits. In high school, he won awards for his work, including a contest to draw the Martin Luther King, Jr. Memorial. For the most part, he has thought of his post-college career as one in commercial art and design. He is currently interning for a small firm in the town where his college is located. However, he has always been interested in social justice issues. Much of his interest comes from his faith community, which has taken a leadership role in the civil rights movement. Though his

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parents want him to have a good career, they remind him of the importance of socially conscious goals, particularly those related to civil rights and peace. This semester, he had a free elective and took a course on the history of peace movements. The course raised his awareness of people and causes that he wasn’t aware of previously. Now in his senior year, he must decide on a senior portfolio project and has decided to develop an illustrative album of contemporary peace leaders from around the world.

Creating Peace In this chapter, we will explore fields that can be overlooked when examining peacebuilding. These areas focus on the creation of an idea or innovation, a written work, film, music, or image that can invoke notions of peacebuilding. Visual and performing art as well as literature can raise our spirits, provide enjoyment, and also raise our consciousness. Scientific and technological innovations can contribute to social progress and better means of coexistence. Lastly, media help us to understand the world around us, and create images and set expectations for how we, as a people, can advance peace.

The Arts and Humanities Throughout history, there has been a link between peace and social justice movements and the arts. Folk music of the 1960s and 1970s was strongly anti-war and inspired audiences to make change, with artists like Peter, Paul, and Mary; Joan Baez; and Pete Seeger helping to galvanize protesters and activists. More recently, artists such as the Colombian performer Juanes and the Irish musician Bono have promoted peace-related causes. Artistic renditions have brought to light human rights injustices and dehumanization. Painters, photographers, and filmmakers have depicted scenes of violence and war to expose political policies that foment violence and oppression. Consider the painting Guernica, Pablo Picasso’s 1937 portrayal of the destruction of a small Basque village town in Spain during the Spanish Civil War (see Box 9.1). In addition, writers of both fiction and nonfiction (including poetry) have documented atrocities and violence, as well as peace and reconciliation. In nonfiction, consider the various autobiographies of those who have lived under oppression such as A Long Way Gone: Memoirs of a Boy Soldier (2007), which tells the story of Ishmael Beah’s life as a child soldier in Sierra Leone; and A Thousand Miles to Freedom: My Escape from North Korea, Eunsun Kim’s (2015) autobiography about her fleeing North Korea.

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BOX 9.1  PICASSO’S GUERNICA

Figure 9.1 Picasso’s Guernica located in the Collection Museo Nacional Centro de Arte Reina Sofia, Madrid. Photo courtesy of Alfredo Dagli Orti/The Art Archive of Art Resource, NY.

In 1937, Spanish artist Pablo Picasso, then living in Paris, was asked by the Spanish Republican government to create a mural for the upcoming World’s Fair. After reading a report of the bombing of Guernica, a Basque village, by German and Italian warplanes, he decided to render a colorless portrayal of the carnage. The mural depicts a number of images, including a wide-eyed bull, a grieving woman, and a wounded horse. One writer has commented that “Guernica is to painting what Beethoven’s Ninth Symphony is to music: a cultural icon that speaks to mankind not only against war, but also of hope and peace” (Escalona, 2012, ¶9).

PROFILE 9.1 Mark Wolf: Filming Peacebuilding Growing up, Mark Wolf never expected to work on peace. He had a challenged youth: had to leave home, then he dropped out of school and took up drug dealing. Eventually he was robbed and left broke and felt life was meaningless. He hit rock bottom—and hard. It was then he decided to climb up, starting by dropping out of drug dealing and going back to school. During this time, he watched many films and read stories, which helped Mark cultivate a sense of hope and gain perspectives on how to overcome emotional challenges. It also broadened his understanding of the world and educated him about many of the conflicts that existed around the world as well the beautiful people and stories that deserve happy endings. As Mark got back on track in life, he started writing stories he wanted to become films to inspire other youth to make better life choices and gain hope that they could overcome their own challenges. Mark

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attended the University of Hawai’i, studied film, and fell in love with it. He started a production company and grew inspired by Barack Obama’s message of hope and change during the 2008 campaign. He produced a film that played at the 2008 Democratic National Convention, and went on to serve in the White House New Media Department where he produced films for the Obama Administration and where he gained a new perspective on the complexities of war and conflict resolution. Afterwards Mark served as New Media Director for Hawai’i’s governor and worked for Dr. Maya Soetoro-Ng, the sister of President Obama. Mark then moved to Los Angeles to attend graduate school at the University of Southern California and study public administration with a focus on international development, where he looked to merge his passion for film and media with a passion for peacebuilding. Now he creates media for Ceeds of Peace and started Change The World Productions, a non-profit that creates films for good causes. He is now producing a feature documentary and a cartoon for kids themed around peacebuilding.

Growing up with social justice values, it seems only natural that Marcus would use his talents in advancing important causes. But for others, engagement with the arts is not a career, but a pastime and diversion. Any individual can engage in artistic creativity—music, painting, theater, acting, dance, writing, photography—and be moved by inspiration and their peacebuilding values.

Science, Engineering, and Technology Astronomer Carl Sagan (1996), a strong proponent of science advancing peaceful coexistence, once said: “We’ve arranged a global civilization in which the most crucial elements profoundly depend on science and technology” (p. 26). He was one of many scientists who, over the years, had come to question how science had been used, often in promoting war. And because of the dependence to which he refers, coming to understand how we can use science, engineering, and technology to promote peace is more important than ever. Like Sagan, chemist Linus Pauling, who won the Nobel Peace Prize in 1962, recognized that science could be used to promote violence (Severo, 1994). And Albert Einstein, came to regret his role in promoting theories that were used to build the atomic bomb, wrote: “The unleashed power of the atom has changed everything save our modes of thinking, and thus we drift toward unparalleled catastrophe” (Einstein, 1988, p. 576).

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PROFILE 9.2 Sara Potler LaHayne: Dancing for Peace A University of Virginia graduate, Sara Potler LaHayne is a dancer; not just because she danced as she was growing up, but also because dancing is a part of who she is every day. Many young people lack an outlet for creative expression. Often, students capable of transformational learning and leadership are limited or disengaged due to an atmosphere that shuts down space for self-exploration and expression. Fascinated with the growing body of evidence that connects arts education—particularly dance and corporeal awareness—to building social and emotional competencies for peace, Sara spent a year in Bogota, Colombia as a Fulbright Fellow, developing a curriculum that would promote empathy and emotional wellbeing in schools and communities. When Sara returned to the United States, she wasn’t sure whether the programs she developed would catch on at home. Students were more threatened or fearful of an attack or harm—often bullying—at school than anywhere else. Realities like these drove her to found Move This World (MTW), with the mission of inciting social change through the art of movement as well as cultivating conflict resolution and civic engagement skills. Today, MTW harnesses the power of creativity to build trust, reduce fear, and inspire change within communities, transforming conflict by cultivating social and emotional intelligence through creative expression. MTW’s programs have trained 2,500 adults and impacted over 75,000 youth in 22 cities across four continents. Ranging from a diversity dance-off with seventh graders to a poetry slam at lunchtime with coworkers, each day is a creative challenge that benefits the community. The best part? It doesn’t really feel like a job to LaHayne. “I don’t consider Move This World ‘work’ in the traditional sense,” says Sara. “When I see positive change in our students and laugh with and learn from team members who are like family, I’d get up any morning to go to ‘work.’”

Not that long ago, the major focus of international relations was on maintaining the balance of power between the United States and the Soviet Union. Each side maintaining equal and verifiable nuclear stockpiles largely achieved a balance of power. The fear of nuclear annihilation was so pervasive that there was a thriving industry in building family-sized nuclear shelters in backyards. In my community, every Monday at 1 p.m. an air raid warning would emit. For school children, this meant to “duck and cover” under our desks, apparently sufficient to withstand a nuclear attack. Today, international agreements such as the Treaty on the Non-Proliferation of Nuclear Weapons are used as a means for monitoring countries still maintaining weapons. People with science and engineering backgrounds are

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needed to support the agencies that enforce these agreements. As weapons of mass destruction evolve, we are more dependent on technical expertise for peacebuilding. As conflict and war continues, we have moved beyond conventional arms and nuclear weapons to focus on bioterrorism and computer viruses as the new weapons of harm. Today, biologists, physicists, and engineers can play important roles in conflict prevention and peacebuilding (see Boxes 9.2 and 9.3). A case in point is the 2013 Nobel Peace Prize winner, the Organisation for the Prohibition of Chemical Weapons, honored for its work in monitoring chemical weapons. Most everything we do today is shaped in some fashion by technology, and those individuals who have well-honed skills, either gained through experience or education, are in high demand. Individuals who work proBOX 9.2  WAR ENGINEERING TO PEACE ENGINEERING

Figure 9.2  Physicist Albert Einstein in his early 20s. Later in life he worried that his work would be used for war.

During the 2014 war between the Palestinian people of the Gaza strip and Israel, the concern was not only on the firing of missiles on both sides, but the need on the Israeli side to close off tunnels that Palestinians had built to cross into Israel. Because of the need for “precise operations,” it was necessary to bring in military engineering units with armored bulldozers to destroy tunnels used by the militants to infiltrate into Israel (Booth, Raghavan, & Eglash, 2014). P. Aarne Vesilind and W. Richard Bowen (2013) argue that “engineering is essential to the waging of war” (p. 4). They detail the various roles that engineers have played in warfare from designing weapons such as the trebuchet, to fortifying positions, to planning the movement of troops. However, today engineers are exploring whether their know-how can be used in ways that don’t support militarization, but rather promote

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peace. Today, using peace engineering approaches, professionals are using their skills in a range of organizations such as the Peace Corps, World Bank, and a number of NGOs. They are working to promote structurally sound buildings, working in international emergencies after conflict, and in a range of other ways to promote a more stable and peaceful society. One area in particular where peace engineers have made a difference is in conflict prevention. Engineering challenges such as irrigation and ensuring safe drinking water are areas that if not given attention to can lead to conflict (Muscat, 2013).

fessionally in tech fields are supporting industry, government, and not-forprofits in their missions. As with science, technology can be used for war craft; however, tech people also can commit their skills to supporting peacebuilding activities and outcomes. Techies can volunteer their time in their off-hours to promote peace-related causes. Every movement needs a tech person to set up the web page, manage communications and social media, and maintain the overall virtual and technological infrastructure of an organization.

Media Probably no area has changed so significantly in recent years as has the media. Traditional print media is rapidly being replaced by blogs, websites, Twitter feeds, and a host of other technologically driven and Internet hosted means of reporting the day’s events. Newspapers continue to struggle to keep their doors open and their roles relevant, as they explore new avenues for income and audiences. For peacebuilders, social media such as Facebook, YouTube, Instagram, Pinterest, LinkedIn, Google+, and Twitter can be important tools for change. Today, the vast array of both U.S.-based, but more importantly, international news outlets and broadcasts—from BBC to Al Jazeera—is overwhelming. Some feel so overwhelmed that they tune out completely from following the news and gravitate toward more opinion-based, and often decidedly politically biased reporting and shows. The nature of broadcasting continues to change, with a cafeteria of various themes and formats, many blurring the lines between objective reporting and subjective opinion. Not only do the forms of media continue to change, objectives and aims have changed, in large part, because of the challenges our society faces. An emerging approach is that of peace journalism. At the college level, courses in

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BOX 9.3  ORIGINS OF THE PEACE SIGN Michelle Rivera-Clonch Looking deeply into the historical context of the peace symbol, also known as the peace sign, its roots are in the areas of science, technology, and engineering of the early 20th century. Before World War II, scientists and engineers were primarily interested in civilian affairs and projects. Their professional culture cherished intellectual freedom and open access as a means to develop ideas and make discoveries through research. With the advent of the Manhattan Project, nuclear scientists and engineers were required to pledge an oath of secrecy and loyalty to the military. They agreed to this oath, as the military became their only resource to continue their research into the development of nuclear weaponry. In February 1958, a group of prominent British citizens, including former Manhattan Project nuclear physicist Joseph Rotblat, formed a nongovernmental organization in London called the Campaign for Nuclear Disarmament (CND). Its purpose was to protest nuclear proliferation and to raise concerns about health risks and environmental damage caused by atmospheric testing (CND, n.d.). One of the CND’s first items of business was to plan a 68-mile large-scale mass protest march from London to the Atomic Weapons Establishment in Aldermaston. Realizing that the words “Unilateral Nuclear Disarmament” would be hard to read on banners, graphic designer Gerald Holtom offered the CND a shorthand sign to broadcast its message. The sign made its debut on Easter weekend and to everyone’s surprise it was an immediate success! Reflecting upon its popularity in a 1959 Peace News article, Holtom described the image as a “little man in despair” (p. 2), a stick figure pleading with his arms out, anguished about current nuclear affairs. Later in a 1961 article, Holtom noted that the image is also a basic composite form of the semaphore signal for the letters N and D, standing for the words Nuclear Disarmament, with a circle drawn around it.

Figure 9.3  Nuclear Disarmament (ND) “peace symbol” image.

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+

N(uclear)

+

+

D(isarmament)

=

+

Circle

=

Peace Symbol

Figure 9.4  Flag semaphore for letters N and D and the peace symbol.

Unlike other peace symbols such as the dove or olive branch, the CND symbol does not have its roots in familiar Judeo-Christian or GrecoRoman traditions. To what then does the symbol owe its success? First and foremost it is a simple, easily reproducible, and un-copyrighted graphic that can be presented in a range of colors and sizes without loss to the graphic’s integrity. Another reason for its success is its fluid meaning. The symbol has the ability to represent protest, defiance, and resistance in a variety of locations and for a large range of peace and justice causes. Over the past five decades, the peace symbol has worked on behalf of a number of social issues, eventually making its way into the mainstream pop culture and onto clothing, jewelry, bumpers stickers, and toys. As a result of commercialization, its power as a meaningful symbol waxes and wanes. However, whenever the symbol is shined up and positioned in the types of contexts that give it its original meaning and power—sites of nonviolent direct action—it regains its purpose and function. In today’s sites of struggle, the symbol is still able to stand for protest, defiance, and resistance. Examples of its political renewal include the Arab Spring, the Occupy Wall Street movement, the U.S. police brutality protests of 2014 and 2015, and in more recent worldwide protests concerning Syria, Iraq, and global warming, to name but a few. The peace symbol, with its roots in the nuclear era of the 20th century, continues to be an inspiring key actor in promoting peace and justice. Michelle Rivera-Clonch is a peace scholar and currently teaches at Rollins College. She was a Rotary Peace Fellow at The Rotary Peace Center at Chulalongkorn University in Bangkok, Thailand.

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PROFILE 9.3 Christopher Neu: Connecting Peace Educators through Technology Christopher Neu, a graduate of St. Mary’s College of Maryland, is the chief operating officer of TechChange, an online education startup for international development and peacebuilding. By lowering barriers between peace educators and conflict-affected communities through technology, TechChange convenes learning communities where they are needed most. Born and raised in Jerusalem, Chris’s parents provided refugee aid in Gaza for over 30 years. Believing in conflict transformation to create effective political structures, Chris joined the International Foundation for Electoral Systems in 2005 to monitor and promote Palestinian democracy. As part of a small election monitoring team in 2005, Chris anticipated a sweeping Hamas election victory months in advance by building a model to demonstrate the effect of party strategy on the election. In 2006, Chris moved to the U.S. to pursue an MA at Georgetown University in the Democracy and Governance program. After completing his degree, Chris joined the U.S. Institute of Peace as one of the first employees in the Centers of Innovation. Tasked with studying crosscutting cleavages in conflict on issues of science and technology, he researched the power of digital tools to both oppress and liberate around the world. Convinced the barriers to technology being used for peace lie in educating end users and not developing new tools, Chris joined a small team at TechChange to develop better online education to disseminate tools and connect communities for peace. As of November 2014, TechChange has reached over 5,000 students in 106 countries.

journalism that aim to teach students approaches that they can use as reporters to improve the prospects of peace are increasing. Park University in Missouri sponsors the Center for Global Peace Journalism, which offers courses and seminars to advocate for peace, conflict resolution, and publishes a periodic journal—The Peace Journalist—that features writings by students, faculty, and activists. PeaceVoice, a project of the Oregon Peace Institute, provides a forum for peace journalists. Increasingly, media professionals are integrating conflict-sensitive reporting as part of their work (see Box 9.4). With these ongoing changes, it would be difficult to predict what the world of media will look like in a few years. With the various forms of social media replacing, modifying, and redesigning previous forms of media, it is hard to say what will constitute a “newspaper” soon. Today, those working in the field to promote peacebuilding are part of the emerging peace media field, which Vladimir Bratic (2008) at Hollins University defines as

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BOX 9.4  PULITZER CENTER ON CRISIS REPORTING Bringing a conflict-sensitive lens to the reporting of war and violence is critical to advancing peacebuilding outcomes. The Pulitzer Center on Crisis Reporting (http://pulitzercenter.org) supports journalists globally in their pursuit of under-reported topics, often those dealing with conflict. The Center’s educational programs “provide students with fresh information on global issues, help them think critically about the creation and dissemination of news, and inspire them to become active consumers and producers of information.” The Center works directly with students and educators. In middle and high schools, their journalists bring important information to students, and online a digital lesson builder and teacher community provide tools and support for teachers. In colleges and universities, the Center’s Campus Consortium program nurtures the next generation of global storytellers through campus visits and its Student Reporting Fellowships.

PROFILE 9.4 Jerry Doran: A Techie for Peace Jerry Doran works in digital communications for a human rights foundation in New York, which combines his interest in peacebuilding with his digital media skills. “Since an early age, I’ve been interested in global affairs, geography, languages, and media; but struggled at times to find activities that incorporated those while growing up,” says Jerry. In college at Northwestern University, Jerry majored in economics and German. He studied abroad in Germany on a German Academic Exchange Service scholarship and in Turkey on a U.S. State Department-funded Critical Language Scholarship. “Little did I know at the time that my experience abroad—the skills I learned and network I developed—would be immensely helpful in launching my career after college.” His language skills and interest in media led to an internship with a public relations company in Chicago, where he got his start in digital media. “From there, I was looking for jobs that would allow me to work in a very international context, but also would draw on my digital background.” Through contacts he made on study abroad, he was hired in Washington, DC to work on web and social media for the State Department’s international educational exchange programs, including the Fulbright Program. Next, he worked at the U.S. Institute of Peace to help launch and maintain a website that taught peacebuilding concepts to schoolchildren and provided teachers with peacebuilding resources. Currently, he works for the Open Society

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Foundations as an online strategist, where he uses analytics and testing to improve the digital experience for visitors and engage new audiences to become interested in human rights. Writes Jerry: My career experience has taught me that you don’t need to have a typical background—say, an international relations degree—to enter these organizations. Most organizations working in peacebuilding and related fields are looking for people who are broadly interested in their topics, but who also have the technical skills. A lot of ‘techies’ overlook these opportunities—potentially to their detriment.

“the use of mass communication channels and techniques to advance the peaceful resolution of violent conflict.” Those working to promote peace through media have yet to fully tap the potential today for change. PROFILE QUESTIONS 1. Mark Wolf’s (Profile 9.1) life experiences have provided him with important context for what he is doing today. How could your own life experiences impact you as a peacebuilder? 2. Sara Potler LaHayne (Profile 9.2) does not view what she does as “work.” Consider what peace job you could have where work wouldn’t be work. 3. What was the impact of living in a conflict zone on Christopher Neu’s (Profile 9.3) future career? Consider how where you live might have an impact on what you do. 4. How did Jerry Doran’s (Profile 9.4) language skills provide him with an opening to building a peace-oriented career? What skill sets do techies bring to peacebuilding? FURTHER EXPLORATION 1. For engineering students looking to make the connection between engineering and peacebuilding, they might want to join Engineers Without Borders USA (EWB-USA; http://www.ewb-usa .org), whose mission is to “build a better world through engineering projects that empower community to meet their basic human needs and equip leaders to solve the world’s most pressing challenges. ” The group has over 15,900 members in nearly 300 professional and student chapters. 2. Increasingly, groups are harnessing media to promote peacebuilding work. Groups such as Visual Peace Media (http://www.visualpeacemedia.org), Witness (https://witness.org), and Search for

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Common Ground (https://www.sfcg.org/our-media/) are using the power of film to prevent violence, expose human rights abuse, and build peace. Explore these and other organizations involved in media efforts. 3. USIP’s Global Peacebuilding Center (http://www.buildingpeace. org) has produced a short video that highlights the work of the Colombian musician Juanes. It can be found at http://www. buildingpeace.org/teach-visit-us-and-learn/exhibits/witnessespeacebuilding/juanes-building-peace-through-music 4. Photography often has the greatest impact in documenting the horrors of war. Images of abused victims, homes destroyed, and the deprivation caused by violent conflict can be a valuable means to motivate for peace. The Aftermath Project (http://theaftermathproject.org) is a non-profit that supports photographers in documenting the story of conflict. The photography produced as part of the Aftermath Project can be found on its website. The group has also developed curriculum that can be used to teach about specific conflicts. 5. In 2014 USIP established PeaceTech Lab (http://www. peacetechlab.org) as a space for using the power of technology and media to reduce violent conflict around the world. The goal of the effort is to bring together “engineers, technologists, and data scientists from industry and academia” to promote peacebuilding. Recently, PeaceTech Lab partnered with computer science and engineering students from Drexel University (Gross, 2015). What are ways in which technology can be used to promote peacebuilding? Does this give new meaning to the notion of peace engineering (as well as peace technology, peace chemistry, peace physics, peace science, etc.)?

References Beah, I. (2007). A long way gone: Memoirs of a boy soldier. New York, NY: Sarah Crichton Books. Booth, W., Raghavan, S., & Eglash, R. (2014, July 17). Israel launches ground invasion of Gaza. The Washington Post. Retrieved from http://www.washington post.com/world/gaza-residents-scramble-to-make-most-of-five-hourtruce/2014/07/17/e5485fce-0d7e-11e4-8341-b8072b1e7348_story.html Bratic, V. (2008, June 7). My interview at Global Media Forum. Peace media: Conflict transformation through mass media. Retrieved from https://vladob .wordpress.com/

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Campaign for Nuclear Disarmament (CND). (n.d.). The history of CND. Retrieved from http://www.cnduk.org/about/item/437 Einstein, A. (Nathan, O., & Norden, H. [Eds.]). (1988). Einstein on peace. New York, NY: Random House. Escalona, A. (2012, May 23). 75 year of Picasso’s Guernica: An inconvenient masterpiece. Huffington Post. Retrieved from http://www.huffingtonpost .com/alejandro-escalona/75-years-of-picassos-guernica-_b_1538776.html Gross, G. (2015, August 7). University technology program launched to give peace a chance. PC World. Retrieved from http://www.pcworld.com/ article/2966172/university-technology-program-launched-to-give-peacea-chance.html Holtom, G. (1959, June). ND and the artist. Peace News: The International Pacifist Weekly (June 1959), 2. Holtom, G. (1961). The ND Symbol. Peace News: The International Pacifist Weekly (June 1961), 6. Kim, E. (with Falletti, S.). (2015). A thousand miles to freedom: My escape from North Korea (D. Tian, Trans). New York, NY: St. Martin’s Press. Muscat, R. J. (2013). Peace and conflict: Engineering responsibilities and opportunities. International Journal of Engineering, Social Justice and Peace, 2(1), 3–9. Retrieved from http://library.queensu.ca/ojs/index.php/ IJESJP/article/view/3661/4710 Sagan, C. (1996). The demon-haunted world: Science as a candle in the dark. New York, NY: Random House. Severo, R. (1994, August 21). Linus C. Pauling dies at 93; Chemist and voice of peace. The New York Times. Retrieved from http://www.nytimes.com/ learning/general/onthisday/bday/0228.html Vesilind, P. A., & Bowen, W. R. (Eds.) (2013). Peace engineering: When personal values and engineer careers converge (2nd ed.). Holland, MI: Lakeshore Press.

10 Pursuing Peacebuilding Education

Education is the most powerful weapon which you can use to change the world. —Nelson Mandela

RICHARD: IS HE A PEACE SCHOLAR? Richard has enjoyed his studies at the small liberal arts institution where he has been a peace studies major. In his studies, he has focused on important global issues, engaged in community activism, and has come to recognize that he can make a difference in the world! He has always been a bit “brainy” and has excelled in doing research and writing. He was born with a hearing impairment, and as a result has always taken an interest in conflict between individuals with disabilities and the public, government, and businesses. This is an area that he would like to research more. One of his professors has suggested that he consider graduate school and pursue a master’s degree so that he can continue to research, write, and develop practical skills. After his master’s, his professor has also suggested a PhD and a career in teaching, research, and teaching. “Wow!” he is thinking,

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“That’s a big road to travel.” He is lucky in that he was in college on a scholarship so the need to pay back a huge loan is not a burden. Richard has never thought of himself as “PhD material,” but his professor is getting him to think differently. Richard’s parents only have undergraduate degrees, and so he would be the first in his family to go to graduate school! He has a lot to think about.

Seeking an Education in Peace Today, pursuing a college education is important to launching a successful peacebuilding career. For students with a bachelor’s degree, a graduate degree can be pursued part-time or full-time. Graduate school can take a number of forms: not only master’s or PhD degrees, but also going to law school or medical school could constitute a peacebuilding pathway. If you have an associate degree, pursuing a bachelor’s degree is the direction to take. Or maybe you haven’t started college. In that case, both community colleges and four-year bachelor’s degree institutions are avenues. Let’s examine some next steps.

Starting College If you are not yet enrolled in college (or might be returning to college after a period of time), you have a number of possibilities available. One choice is to attend a community college. Many of the programs offered in community colleges provide the chance to learn about peacebuilding. There is also the option of starting directly at a four-year institution. In both community colleges and four-year institutions, you can work toward a specific degree or major, or create an emphasis in a minor or undergraduate certificate. The degree or program itself is not as important as the chance for exploring approaches that address conflict and violence. There are a number of disciplines that focus on peace, conflict, and violence, including international relations (sometimes part of a political science program), sociology, psychology, and legal studies. Most every community college and four-year institution has courses in these areas. To determine if a program you are exploring includes a conflict-specific emphasis, you can easily check the course catalog to see what classes are offered. For instance, a sociology program might offer a course that looks at youth violence or an international relations program a class that explores diplomacy. In a psychology class, looking at peace psychology and understand-

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PROFILE 10.1 Caitlyn Nelson: Peacebuilding through Cheerleading Caitlyn Nelson arrived home in August 2010 from a life-altering experience volunteering in the Amazon jungle of Ecuador. She was gone a total of four weeks, which in the grand scheme of things seemed like nothing; however, her whole perception of the world and herself had changed. She came to the realization she was not in the right field of study and needed a change. In the search to find meaning and a field of study that would complement her newfound passion for the world, she found peace and conflict studies at Sault College, a community college, in Sault St. Marie, Ontario. She has found that peace can be found anywhere. She learned that anyone could be a contributor to peace and what it means to be an effective leader. Every student in peace and conflict brings different values, passions, and interests to the classroom creating a priceless learning environment. Caitlyn believes there is a need for peace in every community and in every job. No matter what field we are in, we have the power to effect change. Her background in cheerleading and gymnastics led her to start a cheerleading academy and give opportunities for kids and adults of all ages to learn and grow together. Sault College Competitive Cheerleading was started in the fall of 2011. After winning three national championships, successfully raising money for important causes like Sault College’s Student Refugee Program, and contributing to United Way events, Sault College Cheerleading has made its mark on Sault Ste. Marie. Today Sault College is proud to give a home to Sault Cheer Academy (SCA), a competitive cheerleading academy with over 90 athletes. SCA’s goal is to bring the community together through cheerleading. To be a member of SCA, all athletes make a commitment to a local and global cause. The Academy coaches and athletes strive to create a positive and supportive environment that aids youth in becoming more self-confident and goal-oriented. Caitlyn is teaching much more than a sport. Peace is built into every element of the academy and encourages its members to become more educated and active members of their community. The value of sport is immeasurable. A program that teaches about how to be a global citizen creates a ripple effect. We do not need to travel the world to create change. Change can be made in our own communities.

ing the impact of PTSD might be considered. Newer fields including global studies, women’s studies, security studies, and area or regional studies, all likely include a peace and conflict dimension. However, the chances are that you could select most any area of study and find applications dealing

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with conflict issues. Consider how fields such as business, education, engineering, nursing, criminal justice, or the arts can promote peace. In addition, there are fields that focus directly on exploring violence and advancing peacebuilding. Let’s consider two: peace studies and conflict resolution.

Peace Studies As an academic field, peace studies was established in the U.S. after World War II, with the first program started at Manchester College in Indiana in 1948. During the 1950s, the growth of programs was in response to the international emphasis on promoting global cooperation through the UN, while at the same time examining the increasing ideological divisions that PROFILE 10.2 Michelle Harris: A Road Less Traveled Michelle Harris enrolled at Tulsa Community College in Oklahoma at the age of 52. Her initial goal was to acquire an applied degree and go immediately back into the business world. However, a humanities professor suggested she consider a recently started program at her college: peace studies and conflict resolution. Michelle recognized that this was a course of study in which she could combine her interests across several disciplines, one in which her age and experience would be viewed as an asset. She saw that a peacebuilding career was a concrete way for her to use her passion, education, and experience to help people see the possibilities available to them. Michelle’s four-year journey to acquiring an associate in liberal arts degree culminated in earning the prestigious Jack Kent Cooke Scholarship that allowed her to attend any transfer school of her choice. As her peace studies emphasis was the only one of its kind in Oklahoma, Michelle’s search for an out-of-state program ultimately led her to Guilford College, a Quaker college in North Carolina. Guilford valued Michelle’s community college education, accepting nearly all of her credits. Michelle believes her desire to help build peace and create bridges in connection and communication, particularly as they pertain to social justice and women and children’s issues, can take her anywhere she wants to go in the world: Those who recognize our vested interest in humanity as a whole realize peacebuilding is essential as we go forward, in whatever capacity each person can contribute. I’m happy to have discovered peacebuilding as a course of study wherein my particular strengths and experiences are valuable contributing factors—I’ve been looking for this convergence all my life.

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were taking place because of the Cold War. In the 1960s, the emphasis shifted to domestic areas such as civil rights, the feminist movement, and the anti-war effort precipitated by the Vietnam War. Since then, the field of peace studies has experienced various influences that have impacted the curricular direction including climate change, the increasing use of nonviolent means for change, and the application of applied conflict resolution strategies in personal and professional settings. It has been suggested that the field has most recently been influenced by events outside of the U.S. such as the “revolutions of change” in many parts of the world including in the Middle East with the Arab Spring movement that started in late 2010 (Lopez, 2013, p. 22). At the four-year college level, peace studies programs are found in religious-affiliated, private, and public universities and colleges. In religious institutions, the teaching of peace might be framed by the denomination with which the college is affiliated. For instance, institutions connected to Quaker (Religious Society of Friends), Church of the Brethren, and Mennonite denominations frequently offer degrees that focus on social justice and nonviolence, which are emphasized in these faiths. In other settings, particularly public universities, there is an increasing emphasis on the connection between peace and security. Security has a number of interpretations including considering it in terms of maintaining national defenses, world order, and the lessening of threats from violent extremism. Security can also be framed in terms of human rights, food, economic, and environment protection. These notions are often viewed collectively as human security (see Box 10.2). Finally, a number of community colleges also support peace studies programs (see Box 10.1).

Conflict Resolution A related discipline to peace studies is conflict resolution. Increasingly those in the field are emphasizing not just the resolution of conflict, but its prevention (conflict prevention), management (conflict management) and transformation (conflict transformation). Conflict resolution programs at times have specific tracks within programs such as examining conflict at the micro (individual), meso (groups and organizations), and macro (national and global/ international) levels. See the discussion on these distinctions in Chapter 1. Conflict resolution efforts tend to be more applications-focused than those found in peace studies. While peace studies might emphasize world order and global values, conflict resolution looks at the role of engagement and ways in which an intervener can make a difference. As a result, typi-

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BOX 10.1  LEARNING PEACEBUILDING AT A COMMUNITY COLLEGE

Figure 10.1  Students at Richland College, a community college in Dallas, Texas, engaged in dialogue. Photo credit: David J. Smith.

Increasingly, community colleges are offering programs and initiatives that explore peacebuilding. As of 2015, there were over 40 community colleges in the U.S. and Canada with initiatives focusing on peace and conflict issues (Smith, 2015). Independence Community College is in Independence, Kansas, a town of 9,000 residents. The college offers an undergraduate certificate in conflict resolution (http://www.indycc.edu/programs-of-study/ conflict-resolution-certificate.html). Foundational courses include Conflict Analysis and Resolution, Conflict and Peacebuilding, and Conflict, Identity, and Culture. Delta College (http://www.delta.edu/gps.aspx) located near Saginaw, Michigan offers an associate degree and a certificate in global peace studies. Delta students take courses such as Introduction to Global Peace Studies, Leadership for Positive Change, and World Politics.

cal courses might include mediation, facilitation, negotiation, and problem solving; topics often not found in a peace studies program. Having said this, conflict resolution and peace studies programs are often overlapping in foci and objectives. Tom Hastings, who teaches in the undergraduate conflict resolution program at Portland State University and is on the board of the Peace and Justice Studies Association writes: We want our graduates to be prepared to obtain employment in our field or to proceed to a graduate degree. We intend for our graduates to be qualified to seek employment or academic opportunity in our field domestically or internationally. (R. Cunliffe, personal communication, May 15, 2015)

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BOX 10.2  WHAT IS HUMAN SECURITY? The notion of security has various interpretations. Typically, when the word is used, it is viewed as national security. This often relates to reducing threats that might emanate from terrorists or violent extremists. Those focusing on national security will focus on border security, intelligence, and the means to identify and prevent those who might commit violent acts against Americans or others. In response to the limited nature of national security, the concept of human security evolved. The United Nations first presented a broader notion of security through its 1994 Human Development Report that urged that freedom from fear and freedom from want were important objectives of the global community (UN Development Programme, 1994). The Human Security Initiative (2011) noted that human security not only includes addressing violence, but also human rights, good governance, health, development, and the environment, among other areas. Today, those working to advance human security are looking at a range of areas including economics, food and nutrition, health practices, the environment, and human rights. Shirin Ebadi, the Iranian human rights activist and winner of the 2003 Nobel Peace Prize, argues: Human security protects the integrity of citizens and the diversity of communities. It means a world where up to 2,000 people are not killed by arms every day. It means a world which calls on the United Nations to urge members to reduce military budgets by 10% and spend the saving on the social security of the people. (Allsop, 2015, ¶4)

Graduate Education If you have graduated with a bachelor’s degree, regardless of the field of study, then you might be ready for graduate school. For many, graduate school follows immediately after undergraduate education and leads to a master’s degree. If you found that research and higher education teaching are to your liking, then you might continue to a PhD program. At the graduate level there are often fellowships (that reduce your overall costs) you can apply for (see Box 10.3). It is important that Richard pursue graduate school for the right reasons. Attending graduate school is a major decision and commitment, and many factors come into play including expense, graduate school academic requirements, and making the overall time commitment. Graduate school can be an intense experience, and different from an undergraduate experience (see Box 10.4). For instance, most grad students live off campus and need to work

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BOX 10.3  ROTARY PEACE FELLOWSHIP PROGRAM Rotary International (http://www.rotary.org/myrotary/en/get-involved/ exchange-ideas/peace-fellowships) provides an important opportunity for young professionals to advance peace work. Up to 100 fellows are selected globally every year to earn either a master’s degree or a professional development certificate in peace and conflict studies at one of six Rotary Peace Centers at leading universities in Australia, England, Japan, the United States, Sweden, and Thailand. Both programs are open to all, including internationals. To date, Rotary Peace Centers have educated more than 900 fellows, with many of them going on to serve in government, work for NGOs, and serve in the military. Bobbie Chew Bigby, a graduate of Washington University in St. Louis and native of Oklahoma, is studying at the University of Queensland in Australia as part of the Rotary Fellows program. “I chose the Rotary Peace Fellowship as a pathway for graduate study because at the end of the day, I did not see my academic or professional paths fitting into one, neat box.” Says Bobbie: I’m never simply an educator, a social worker, a language interpreter, an arts advocate or a peace practitioner, but am all of these things at the same time and across different places, whether in Oklahoma, Burma, or Brisbane, or whether I’m working with refugees, indigenous communities, or a neighborhood association. I envisioned the Rotary Peace Fellowship as a wonderful opportunity for gaining both theoretical and practical approaches towards engaging with conflict transformation in a meaningful way and thus far, the experience has exceeded my expectations in so many different ways.

She was previously a Fulbright Fellow in Cambodia in 2009, looking at post-conflict rebuilding and economic empowerment.

BOX 10.4  10 THINGS TO CONSIDER WHEN SELECTING A PEACE AND CONFLICT RESOLUTION GRAD PROGRAM Craig M. Zelizer Graduate school can be a wonderful way to advance one’s career by developing new or improved skills, gaining practical experience and building a professional network. Here are 10 key steps to consider when looking at grad school.

1. Why Grad School? Some reasons to consider entering grad school are a strong desire to advance one’s expertise in the field, academic passion and if one sees the need to pursue advanced training to

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move to the next level in one’s career. Some reasons to wait or not pursue grad school are if one isn’t clear about the goals/purpose of pursuing an advanced degree and if there isn’t a strong sense of at least how this degree can link to increased career opportunities. At times, entering the Peace Corps or a similar type opportunity might be a good option in lieu of grad school. 2. Explore Diverse Sectors: I strongly encourage applicants to think very broadly about the types of programs that they might seek. For example, for many, peace and conflict grad programs can be a wonderful choice, but I would also encourage students to look into a broad range of programs ranging from an MBA to public policy and related fields. Find the programs that will help foster new skill sets and connections. Often applying to programs in diverse sectors (for example, several peace and conflict programs and an MBA program that has a social enterprise focus) can be a wise choice. 3. Make Sure the Program Provides a Cross-Sectoral or Integrated Approach: Most people studying peace and conflict resolution will not obtain positions that are formally in these sectors. While there are emerging career tracks, the best programs train people to think about how to take peace and conflict skills and integrate them across sectors such as humanitarian relief, international development, social entrepreneurship, and organizational development. 4. Focus on Skills: Unless one wants to pursue a PhD, ensure that the program has a strong focus on applied and practical skills critical to success in the dynamic 21st century job market. These include conflict resolution skills, but also things such as tech for social change, budgeting, and fundraising. 5. Career Centers and Mentoring are Key: One can attend the best program in the world, but if there are insufficient career services or assistance with job placement this can be a significant red flag. Make sure that programs have strong career support (as well as robust alumni networks) and are doing everything they can to help students succeed. 6. Think About Cost and Explore Diverse Funding Options: Grad school can be a very expensive endeavor and think carefully about the financial costs (and future debt) when comparing programs. While it is very difficult to obtain full funding for a master’s degree, many top programs will provide partial scholarships to the most competitive students. Apply to at least six to eight programs to increase one’s chance of getting funding. Also explore outside funding opportunities (see the resources on the Peace and Collaborative Development Network, https://pcdnetwork.org).

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7. Think Globally: While many of the top programs are in the U.S., Canada, or Western Europe, there are now strong graduate programs around the world. Consider applying for programs in diverse locations, but do research to ensure that it is a quality program and would be credible in the United States. 8. Build Your Social Media Expertise: Part of having a successful career is developing an authentic and engaging online profile through blogging, and related activities. 9. Join and Attend Professional Associations in the Field: There are a number of professional associations such as the Association for Conflict Resolution and Alliance for Peacebuilding that provide wonderful resources for students and professionals. Join one or more of these, and try to present at conferences and attend to engage in building the field and one’s network. 10. Get as Much Experience as Possible: Attending grad school will not guarantee a job (although it certainly helps). Prior to, and while attending grad school, take advantage of opportunities to develop practical experience through part-time jobs, fellowships, and related fields.

Dr. Craig Zelizer is CEO of the Peace and Collaborative Development Network and Associate Director of the Georgetown University MA in Conflict Resolution Program.

PROFILE 10.3 Katherine Bowen-Williams: Combining a Graduate Experience with the Peace Corps Katherine Bowen-Williams graduated from the University of San Francisco (USF). At USF, she majored in international studies with a focus in peace and conflict studies and European studies. After a year abroad in Hungary and spending her time studying Spanish and Tagalog, she decided upon graduation to go into the Peace Corps. She wanted to meld the Peace Corps experience with a master’s degree in a field related to peace and conflict studies. She applied to several programs that allowed the combination of a Peace Corps experience with getting a master’s degree, including the one at George Mason University, where she was admitted and decided to go. She was placed in Community Youth Development in Ulaanbaatar, Mongolia. She taught life skills (e.g., communication, relationship building, and preventative health), participatory teaching methodology, anti-violence

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seminars, conflict resolution theory, and self-reflection techniques to a wide range of students, teachers, and professionals. She viewed her work as interrupting the cycle of structural violence related to distribution of resources in the poor districts of the capital city. She has now brought back her best practices to finish the last year of her master’s degree and look for work in the federal government. The adaptability, unflappability, and global worldview she gained during her Peace Corps experience is an invaluable asset to advancing her life as a “conflict resolutionist.”

during their time in school. At times, grad students will have the chance to work as research assistants for their professors, something that can be a great opportunity for someone like Richard, who is interested in research. Similarly to undergraduate education, there are a number of fields in which you can study peacebuilding approaches. Some graduate programs are designed as professional or practitioner preparatory. Examples include professional programs to prepare public health workers (master’s in public health or MPH), social workers (master’s in social work or MSW), or lawyers (juris doctorate or JD). The range of fields in which a master’s degree can be pursued that supports peacebuilding work is vast, and includes international development, counseling, education, environmental studies, and humanitarian assistance. At the graduate level, programs focusing on conflict resolution are more common than are those in peace studies. Peace studies graduate programs tend to have an international focus and may be designed for those wishing to pursue research rather than practitioner careers. Conflict resolution graduate programs can have a domestic orientation and be intended to advance careers as conflict resolution professionals such as mediators, ombudspersons, or conflict resolution educators. Graduates from these programs are often working in local government, not-for-profits, and community service organizations to promote peaceful approaches to conflict. Besides a master’s degree, graduate certificates are offered at the graduate level. They provide students with a more concentrated examination of conflict dynamics and require less overall course work. Often those already working in a field might look to a certificate as a means of developing better skill sets in their current employment and advancing up the career ladder.

Moving From Here It is my hope that you will develop an awareness of your own capacity to commit to a peacebuilding career in a world that will increasingly face chal-

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PROFILE 10.4 Caitlin Dimino: Transforming Conflict into Peace Caitlin Dimino was brought up in a family and a community environment that valued open and honest expression and unconditional love. Over time, it became clear to her that listening, building understanding and relationships, and taking peaceful and nonviolent action were essential to create positive change in the context of direct and of structural violence. During her undergraduate studies, she developed her skills through practicing peace work on campus, in office settings, and in the field. Caitlin graduated from The George Washington University in 2010 with a degree in international affairs, focusing on peace, conflict, and security. Caitlin has worked in support of civic engagement, peace education, restorative justice, youth development, and community level peacebuilding processes. She worked with schools and communities in rural Panama and Ecuador, as well as in the greater Washington, DC area. In her work, she has concentrated on the importance of the transformation of interpersonal and group conflict. Caitlin’s employment at the Latin American Youth Center as a Lead Youth Developer/Case Manager with the Community Peacebuilding (CPB) team was a unique opportunity for her to participate in peace work. The CPB team engages youth who are involved in, or who are at risk of, gang or crew involvement, and face punitive consequences through school discipline and juvenile justice. Currently, Caitlin is a Rotary Peace Fellow at International Christian University (ICU) in Tokyo, Japan. She is a master of arts candidate in peace studies at ICU’s Graduate School of Arts and Sciences. She believes, “We have the tools we need to build peace. My hope is that we can activate these tools in our own lives and simultaneously facilitate the process for others.” Her commitment to truth telling as well as to protest for change related to ongoing conflict in the U.S. derives from the energy associated with this hope. She is honored to have the opportunity to work with The Truth Telling Project, an organization based in St. Louis, Missouri and dedicated to transparent, democratic, restorative, and peaceful truth processes.

lenges at the local, national, and global levels as a result of conflict and violence. The world of tomorrow will require transforming idealism and enthusiasm into pragmatic strategies for building resilience in communities, bringing groups together that distrust each other and may seek revenge, helping individuals who may pursue violence, and comforting victims who are dealing with the aftermath of serious conflict. Whether you are a humanitarian worker seeking to resettle those displaced by war, a high school counselor working with inner city and marginalized youth who might see

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BOX 10.5  PEACE IS EVERYONE’S BUSINESS Many of today’s businesses recognize that they have an obligation to the greater good, including promoting peace. When Starbucks and Arizona State University (ASU) announced in May 2015 their partnership to provide for a no-cost college pathway for Starbucks employees to ASU, Starbucks CEO Howard Schultz said: “The role and responsibility of a forprofit public company can’t be just about making money. It has to be about giving back, and it has to be about achieving the balance between profit and social impact” (PBS Newshour, 2015). Corporate social responsibility (CSR) is when businesses consider the impact of their practice and policies on the greater world, including how they impact the environment and human rights as well as how businesses overall can promote a better world. Arif Naqvi, founder and group chief executive of Abraaj Group, serves on the board of the UN Global Compact and was the 2013 honoree of the Business for Peace Foundation. Interviewed in Forbes, he contends: “Sustainability is no longer just something for making a company better. It’s become crucial to a company’s ability to show that it has a right to exist” (Asghar, 2015, ¶3). Asghar (2015) notes: Proponents of the “business for peace” approach argue that the future opportunities are breathtaking for those companies that seek the larger good in meaningful, demonstrable ways. But they also argue that this will require a shift from corporate social responsibility (CSR) being a discrete corporate department to becoming the very DNA of an organization. Enlightened selfinterest, they argue, will be pragmatic, urgent . . . and very profitable. (¶11)

How do you know that the company you are applying to engages in CSR? Stephanie Land in The Idealist.org Handbook for Building a Better World wrote: “You should be sure to ask the right questions whenever you’re interviewing,” including asking about the company’s record on issues such as human rights (Idealist.org, 2009). One option is to form your own business, making corporate social responsibility a core value. The increasingly popular benefit corporation or B-corporation is often formed when the founders are intent on incorporating peacebuilding values. This legal status is now available in nearly 30 states. Ben & Jerry’s Ice Cream is a B-corporation.

little hope in the future, a police officer who uses negotiation rather than a firearm, or a business owner who buys goods from communities for a fair price in order to build peaceful sustainability (see Box 10.5), you are a peacebuilder! Now go find your peace job!

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PROFILE QUESTIONS 1. Increasingly, the field is exploring the connection between sports and peacebuilding. Caitlyn Nelson’s (Profile 10.1) efforts in promoting using a cheerleading program to do good work in the community is something that can be done through many extracurricular efforts. What athletic activities are you involved in that could be used to advance peacebuilding? The UN supports an initiative called Sport for Development and Peace: The UN System in Action at: http://www.un.org/wcm/content/site/sport/home 2. Michelle Harris’s (Profile 10.2) story is evidence that learning about peace and returning to school has no age limit. Are you an older or nontraditional student? What in Michelle’s experience is useful in considering your own pathway? 3. Katherine Bowen-Williams’s (Profile 10.3) was able to able to combine a Peace Corps experience with graduate school. Often, there is the potential of bringing together two different opportunities. What kinds of combinations could you see benefiting you? 4. Could you see yourself participating in a program like the Rotary Peace Fellowship, as did Caitlin Dimino (Profile 10.4)? FURTHER EXPLORATION 1. To learn about the field of peace and conflict studies, the Peace and Justice Studies Association (PJSA) is good starting point. PJSA is the largest association of educators teaching in peace-related fields. Students frequently attend and present at PJSA conferences. There are also various organizational awards that are given to students for their academic work. Go to: https://www.peacejustice studies.org. 2. In considering graduate school, Salisbury University in Maryland has developed an online guide to graduate programs (http:// www.conflict-resolution.org/sitebody/education/grad.htm). The site features links to nearly 200 programs in conflict-related fields in the U.S. and globally.

References Allsop, J. (2015, April 28). A new narrative on human rights, security and prosperity. 50.50 Inclusive Democracy. Retrieved from http://www.open democracy.net/5050/jennifer-allsopp/new-narrative-on-human-rights -security-and-prosperity

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Asghar, R. (2015, May 7). How corporate social responsibility is moving from optional to mandatory. Forbes. Retrieved from http://www.forbes.com/sites/ robasghar/2015/05/07/how-corporate-social-responsibility-is-moving -from-optional-to-mandatory/ Human Security Initiative. (2011, February 28). Definition of human security. Retrieved from www.humansecurityinitiative.org/definition-human-security Idealist.org (with Stephanie Land). (2009). The Idealist.org handbook to building a better world. New York, NY: Perigee. Lopez, G. (2013). Challenges of building peace studies in the early twenty-first century. In D. J. Smith (Ed.), Peacebuilding in community colleges: A teaching resource (Chapter 3). Washington, DC: U.S. Institute of Peace Press. PBS Newshour. (2015, May 6). Why Starbucks is offering workers a college education, hold the debt. Retrieved from http://www.pbs.org/newshour/bb/ starbucks-offering-workers-college-education-hold-debt/ Smith, D. J. (2015, April 13). North American community college peacebuilding programs and initiatives (including peace studies, conflict resolution, social justice, justice studies, human rights, and mediation). Retrieved from http://david jsmithconsulting.com/north-american-community-college-peacebuilding-programs-and-initiatives United Nations Development Programme. (1994). Human development report. New York, NY: Oxford University Press.

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APPENDIX

A

86 Peace Jobs for College Grads

1. Actor/performance artist (promoting peacebuilding awareness themes and productions) 2. Administrative officer/assistant (in a peacebuilding organization) 3. After-school youth volunteer (in a peace education program) 4. Agricultural and natural resources worker/advocate (supporting a peace ecology strategy) 5. AmeriCorps member 6. Animal rights worker/advocate (supporting nonviolent treatment of animals) 7. Athletic coach/player (emphasizing team and cooperative goals) 8. Building trades worker (including construction, plumbing, and electrical supporting a peacebuilding or humanitarian activity) 9. Caseworker/manager (of a peacebuilding effort) 10. Child protection worker 11. Civil rights advocate/assistant/worker 12. Civil service officer (in a peacebuilding agency) 13. Clergyperson/interfaith worker (supporting peace, justice, and nonviolent action)

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14. Community banker/microfinance specialist (supporting peace and sustainability financial approaches) 15. Community educator/volunteer/organizer/worker (advancing peace and conflict solutions) 16. Community mediator 17. Conflict resolution specialist (working in a human resources office) 18. Consultant (promoting peacebuilding solutions) 19. Counselor (including school [promoting anti-bullying efforts] and addictions/substance abuse) 20. Court advocate (including Court Appointed Special Advocate/CASA) 21. Court worker/assistant (supporting alternatives to violence and alternative dispute resolution) 22. Dancer/choreographer (teaching and promoting peace) 23. Designer (of wearing apparel, furniture, and other products that promote peace themes) 24. Development worker/assistant (including in domestic and global/international conflict) 25. Diplomatic security agent (supporting security for those working in peacebuilding) 26. Disability rights advocate 27. Domestic violence, family violence or anti-trafficking volunteer/ advocate 28. Elected official (advancing peacebuilding and nonviolent policies) 29. Entrepreneur/business owner (supporting peacebuilding, fair trade, and socially responsible outcomes) 30. Environmental rights worker/activist/advocate/consultant/organizer 31. Field organizer (for peacebuilding political and social causes) 32. Film maker/producer (of films raising awareness of peace and war issues) 33. Foreign Service Officer 34. Foreign service specialist 35. Fundraiser (of peacebuilding causes and campaigns) 36. Grants manager/researcher (raising funds for peacebuilding efforts and causes) 37. Guardian ad litem worker/volunteer 38. Health and safety worker (including community, medical, nutrition, laboratory, EMT, fire/rescue, dental and other professionals working in peacebuilding situations or on trauma issues) 39. Homeless shelter worker/advocate

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40. Hospitality worker (including chefs, wait staff, and hotel staff supporting peacebuilding activities) 41. Human rights advocate/assistant/worker 42. Human services worker/assistant (for peacebuilding agencies and efforts) 43. Humanitarian aid/relief worker 44. Immigrant rights advocate/worker (of those fleeing from war and violence) 45. Information technology manager/professional/online strategist (supporting tech aspects of a peace effort) 46. Intergovernmental worker/official (in a peacebuilding organization) 47. International educator (of peace education) 48. Labor rights advocate/worker 49. Language or linguistic specialist (supporting a humanitarian, diplomatic, or peacebuilding organization) 50. Lay advocate (working on peacebuilding and justice issues) 51. Legal assistant/paralegal/clerk/investigator/researcher (supporting justice and peace legal processes) 52. Library/media specialist (maintaining peacebuilding materials) 53. Lobbyist (for peacebuilding causes) 54. Logistics specialist (for a peacebuilding or humanitarian operation) 55. Military official (any rank and service engaged in humanitarian or peacebuilding work) 56. Musician/performer/songwriter (promoting peace, justice and nonviolence) 57. Nurse (including public health, psychiatric, global health, emergency room, and community health nursing advancing peacebuilding wellness) 58. Non-governmental worker/official (in a peacebuilding agency) 59. Operations assistant (for a peacebuilding organization) 60. Peace Corps volunteer 61. Peace ecologist 62. Peace/conflict resolution educator (including in both domestic and international emergencies/conflict situations) 63. Peace engineer (including architects and those involved in promoting sustainability) 64. Peace journalist/reporter/blogger/photographer/broadcaster/ podcaster 65. Peer mediation program sponsor 66. Police or law enforcement officer (trained in restorative justice practices and using nonviolent approaches)

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67. Policy advocate or assistant (for peacebuilding policies) 68. Political activist (for candidates and causes supporting peacebuilding policies) 69. Prisoner or inmate advocate/worker/educator 70. Program coordinator/assistant/associate (in a peacebuilding organization) 71. Public health worker/official (in a humanitarian or post-conflict crisis) 72. Refugee aid worker 73. Research assistant (in a peacebuilding organization) 74. Retail worker/manager (selling fair trade and peacebuilding supported products and goods) 75. Science worker (promoting peacebuilding outcomes to reduce war/violence/use of weapons) 76. Social justice activist/advocate 77. Social worker/therapist (focusing on trauma, conflict, and violence issues) 78. Software designer (in a organization that is promoting peacebuilding outcomes) 79. Teacher/classroom aide (any subject, including youth and adult education) 80. Trainer (of conflict resolution approaches) 81. Victim support counselor 82. Visual artist (including painter, sculptor, etc. focusing on war and peace themes) 83. Web designer (supporting a peacebuilding initiative) 84. Writer/poet (of peace related themes and stories) 85. Yoga and meditation instructor 86. Youth worker or advocate (for those at risk for violent environments and behavior) If you think there are other jobs or categories that could be included, let me know! Let’s keeping adding to this list! Email me at davidjsmith@davidjsmith consulting.com

APPENDIX

B

Peace Jobs Glossary

Alternative dispute resolution (ADR): Approaches (including mediation) that are used to resolve legal disputes rather than having them decided in court. AmeriCorps: A U.S. government-sponsored program for high school and college graduates (and adults) that engages them in intensive community service and outreach. B-corporation: A business, also known as a benefit corporation, that allows for profit making, but also requires socially conscious outcomes as part of the business objectives. Civil rights: Rights that protect someone from unnecessary interference or restriction by government or organizations, and afforded to someone based on one’s citizenship or residency. Community mediation: Mediation that is applied in community and neighborhood settings. Community mediators are often volunteers. Conflict management: Efforts to manage the effects of a conflict so that it doesn’t worsen.

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Conflict prevention: Efforts at preventing the violent outbreak of conflict by examining the sources, causes, and parties to the conflict. Conflict resolution: The practice and study of approaches and strategies to resolve and settle differences of those in conflict. Conflict resolution education (CRE): An approach to education that focuses on promoting skills and awareness for students to effectively manage differences and promote cooperation and democratic practices. Conflict transformation: Viewing conflict as the opportunity to build peaceful relationships. Corporate social responsibility (CSR): When businesses act to promote socially conscious outcomes in their business practices. Direct-action job: A job for which the primary objective is engaging in activities intended to prevent, end, or deal with the aftermath of violence or conflict, or ensure continued peace. Economic justice: The ability to provide economic opportunity for all in a society to thrive. Environmental justice: The need for fairness in the distribution of benefits and burdens regarding the environment. Federal Mediation and Conciliation Service (FMCS): Founded in 1947, a U.S. federal agency that provides mediation services to government and industry often when dealing with labor-related disputes. Foreign Service: The professional staff employed of the U.S. Department of State engaged in direct diplomacy. Entrance to the Foreign Service is achieved by successfully passing the Foreign Service Officer Test. Fulbright Program: An international exchange program managed by the U.S. Department of State that provides study and working abroad for college faculty, students, and professionals from the U.S. and for internationals coming to the U.S. Geneva Conventions: A series of treaties and protocols (international rules) designed to establish treatment of civilians and military personnel during war. Human rights: Rights that are inherent in being human, often guaranteed by international treaty or agreement. Human security: A notion of security that focuses on the protection of the individual rather than the state. Aspects of human security include food, economic, and health security.

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Idealism: A political philosophy intended to make internal national policies consistent with foreign affairs and aspire to noble goals, and is often marked by the use of negotiation and diplomacy over military approaches. It is often contrasted with realism, which takes a practical approach to foreign affairs and is often achieved through military force. Indirect-action job: A job for which peace and the resolution of conflict may not be the prime objectives of everyday efforts, but can be important by-products of the work. Intergovernmental organization (IGO): An organization, often made up of member states, set up to support international policies and created by treaty. An IGO can also be called an international governmental organization. International Committee of the Red Cross (ICRC): Based in Geneva, Switzerland and founded in 1863, an international organization that promotes humanitarian efforts during times of war and violent conflict. International Criminal Court (ICC): An international organization that meets in The Hague, Netherlands, and brings charges and holds proceedings against those charged with international crimes such as genocide. International law: The law that governs relations between states and nations and enforced by international treaties and agreements. Lateral violence: Conflict, often in the form of bullying and aggressive behavior, between those in the workplace. League of Nations: An intergovernmental organization established in 1920 to maintain world peace through diplomacy. It was dissolved with the creation of the United Nations. Macro-level conflict: Large-scale conflicts that pit nations against each other, or within a nation becoming large scale, and demanding comprehensive efforts at resolving, managing, or transforming them. Mediation: A conflict resolution (and alternative dispute resolution) approach that involves the participation of a third party (mediator) who works with the opposing sides to reach a resolution. Meso-level conflict: Conflict between groups or organizations often representing ethnic, cultural, community, or religious groups. Micro-level conflict: Conflict between individuals. Examples include couples going through a divorce, disputes between employees, and neighbors in conflict over issues such as a property line.

162    Appendix B

Model United Nations (Model UN or MUN): A large-scale simulation in which students play the role of diplomats, modeling United Nations proceedings to solve international conflicts. Model Organization of American States, Model African Union, and Model Arab League are similarly designed experiences. National Mediation Board (NMB): A federal agency, founded in 1934, tasked with resolving differences using mediation in the airline and railroad industries. Negative peace: Efforts at halting or resolving overt and active physical conflict. Examples would include efforts to stop bullying, rioting, domestic violence, or war. Non-governmental organization (NGO): A private organization (though some may be funded by business and government), generally not for profit, that focuses on providing charitable work and relief to those in need. This work might also include education and technical assistance. Peace Corps: Established by President John F. Kennedy in 1961, a federal program that sends volunteers to live and work with local populations for up to two years of service. Peace Corps volunteers have worked in nearly 140 countries. Peace ecology: The interrelationship between living organisms and greater society, and how this drives conflict. Peace education: A form of education that emphasizes the values of global citizenship, tolerance, nonviolence, empathy, and social justice. Peace education stresses democratic classroom practices and centers on student-focused learning. Peace engineering: Using engineering concepts and principles to support peacebuilding outcomes such as water security, sanitation, and sustainable communities. Peace journalism: Media and news reporting that emphasizes peacebuilding aspects and outcomes. Peace psychology: A field encompassing the psychological aspects of war, violence, and peace, including post-traumatic stress disorder (PTSD). Peace studies: An interdisciplinary field that includes examination of the causes and sources of violence and conflict, as well as exploration of strategies for promoting justice, human rights, equal treatment, nonviolence, and other peacebuilding outcomes.

Appendix B    163

Peacebuilding: The range of methods, strategies, programs, and processes used to build peaceful, nonviolent, and positive sustainable relations between and among individuals, groups, and nations. Peacekeeping: Primarily efforts by military to keep combatants apart, often taking place while peacemaking efforts are underway. Can include other means of keeping peace including providing humanitarian assistance. Peacemaking: Efforts to end or decrease violence through direct interaction and meetings of those in conflict. Peer mediation: Programs, often found in primary and secondary education, designed to teach students skills that they can use to settle differences among fellow students. Positive peace: The presence of healthy relationships in which people interact in a nonviolent and harmonious way. Procedural justice: The fair administration and application of legal processes necessary to have a legal system consider a specific individual claim. Sometimes referred to as due process. Restorative justice: A process designed and used between a criminal perpetrator (often youth) and the community where she/he committed the crime. The process is meant to build a future sustainable relationship. Social justice: The fair distribution of wealth, privileges, and opportunities in a society. Structural violence: Physical and psychological harm caused by inequalities and violence that are often rooted in a society’s traditions and laws. Track one diplomacy: When official representatives of governments work to resolve differences using formal diplomatic channels. Track three diplomacy: When citizens in non-official capacities have contact with each other, often through cultural experiences, in order to improve relations. Sometimes called citizen diplomacy. Track two diplomacy: When non-state actors such as NGOs work to resolve differences through various peacebuilding strategies including mediation, problem solving, and facilitation. United Nations (UN): The largest international governmental organization, established in 1945 to guarantee global security and peace. As of 2015, there were 193 member states.

164    Appendix B

United States Agency for International Development (USAID): A U.S. government agency responsible for the administration of non-military foreign aid. United States Department of Defense: The U.S. cabinet level agency responsible for the military defense of the United States. Often referred to as “The Pentagon” because its headquarters are in the Pentagon Building near Washington, DC. It was called the Department of War until 1949. United States Department of State: The U.S. cabinet-level agency tasked with representing United States interests in foreign affairs. It was created as the first cabinet-level department in 1789. United States Institute for Environmental Conflict Resolution (USIECR): Established in 1998 to provide a neutral means for resolving environmental-related conflicts between individuals, groups, and government agencies. United States Institute of Peace (USIP): An independent federal agency established and funded by the U.S. Congress to resolve global conflict and promote peacebuilding. USIP is based in Washington, DC.

APPENDIX

C

Peace Jobs Career Resources

Are you looking for web-based sites that collect jobs from elsewhere?

Career Builder (http://www.careerbuilder.com)   Jobs from all fields Devex Job Board (http://www.devex.com/jobs)   Global development jobs DevNetJobs (http://www.devnetjobs.org)   International development and consulting jobs Eco.org (http://www.eco.org)   Jobs working with the environment Global Charity Jobs (http://globalcharityjobs.com)   Specializes in non-profit organizations Peace Jobs, pages 165–168 Copyright © 2016 by Information Age Publishing All rights of reproduction in any form reserved.

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166    Appendix C

Idealist (http://www.idealist.org)   Jobs for the public good Indeed (http://www.indeed.com/jobs)   Aggregates jobs listings from other sites Jobs for Change (http://www.change.org/careers)   Social change jobs Just Means (http://jobs.justmeans.com)   Jobs that focus on Corporate Social Responsibility and sustainability Mashable Job Board (http://findjobs.mashable.com)   Covering jobs in digital culture, social media and technology NGO Jobs Online (http://www.ngojobboard.org)   Global NGO jobs website sponsored by InterAction Reliefweb (http://reliefweb.int/jobs)   Gateway to humanitarian and development jobs Are you looking for a specific organization or peacebuilding area?

American Civil Liberties Union (http://www.aclu.org/careers)   Organization focused on defending civil liberties and rights Association of Professional Schools of International Affairs (http://www.apsia.org/career-guide)   Provides links to specific peacebuilding related fields Global Campaign for Peace Education Newsletter (http://www.peace-ed-campaign.org/subscribe/)   Subscribe to the monthly newsletter that includes job listings Human Rights Watch (http://www.hrw.org/about/employment)   Organization focused on advancing human rights

Appendix C    167

International Committee of the Red Cross (http://www.icrc.org/en/who-we-are/jobs)   Jobs working in humanitarian situations Making Global Impact: Guide to International Jobs in Government (http://pathtopmf.com/international-jobs/)   “How-to” on getting a job in global affairs Médecins Sans Frontières/Doctors Without Borders (http://www.msf.org/work-msf)   Jobs working in peacebuilding and humanitarian health emergencies Mobility International (http://www.miusa.org/employment)   Organization focusing on the rights of the disabled NAACP (http://www.naacp.org/pages/employment)   Organization focusing on the rights of minority groups and African Americans United Nations Careers (http://careers.un.org/lbw/Home.aspx)   Careers at the UN U.S. Department of Justice, Civil Rights Division (http://www.justice.org/crt/employment-opportunities)   Employment information on working for the U.S. Department of Justice U.S. Institute of Peace (http://www.usip.org/jobs)   Positions at USIP USA Jobs (https://www.usajobs.gov)   U.S. government online job search engine Are you looking for general resources?

Peace and Collaborative Development Network (https://pcdnetwork.org)   Up-to-date career resources in the peacebuilding field including advice on how to start the job hunting process

168    Appendix C

SmartBrief (http://www.smartbrief.com/signupSystem/subscribe.action?pageSequence =1&briefName=yourcareer)   Receive a newsfeed in the industry or field you are interested in

APPENDIX

D

Additional Readings

Batton, J., & Lohwater, S. (2013). Developing a conflict resolution and peace studies program. In D. J. Smith (Ed.), Peacebuilding in community colleges: A teaching resource (pp. 71–73). Washington, DC: U.S. Institute of Peace Press. Behnke, A. (Ed.). (2016). The global politics of fashion: Being fab in a dangerous world. New York, NY: Routledge. Bolles, R. (2015). What color is your parachute? 2016. Berkeley, CA: Ten Speed Press. Boulding, E. (2000). Cultures of peace: The hidden side of history. (Syracuse studies on peace and conflict resolution). Syracuse, NY: Syracuse University Press. Bruce, J. (2014, March 13). How to find purpose and meaning at work. Huffington Post Healthy Living. Retrieved from www.huffingtonpost.com/ mequilibrium/success-and-motivation_b_4943658.html Dana, D. (2005). Managing differences: How to build better relationships at work and home (4th ed.). St. Petersburg, FL: MTI Institute. Dewey, J. (1938). Experience and education. (The Kappa Delta Pi lecture series). New York, NY: Simon & Schuster. Dugan, M. A. (1996). A nested theory of conflict. A Leadership Journal, 1, 9–20.

Peace Jobs, pages 169–170 Copyright © 2016 by Information Age Publishing All rights of reproduction in any form reserved.

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170    Appendix D

Foreer, J., Fort, T., & Gilpin, R. (2012, September 7). How business can foster peace (Special Report 315). U.S. Institute of Peace. Retrieved from www. usip.org/publications/how-business-can-foster-peace Freire, P. (1970). Pedagogy of the oppressed. New York, NY: Herder & Herder. Holmes, B. (2014, May 12). Hone the top 5 soft skills every college student needs to know. U.S. News & World Report. Retrieved from www.usnews .com/education/blogs/college-admissions-playbook/2014/05/12/ hone-the-top-5-soft-skills-every-college-student-needs Keeter, S., & Taylor, P. (2009). The millennials. Pew Research Center. Retrieved from www.pewresearch.org/2009/12/10/the-millennials/ Mills, B. (2008). Peace: 50 years of protest. Pleasantville, NY: Reader’s Digest. Reardon, B. (1988). Comprehensive peace education: education for global responsibility. New York, NY: Teachers College Press. Rhudy, R. J. (2015, Spring). Looking into conflict resolution’s crystal ball: How will people build futures in our field? Dispute Resolution Magazine, 6–10. Russell, J. (2014, March 16). Capital business: Career coach. Washington Post. Retrieved from http://www.washingtonpost.com/business/capitalbusiness/2014/03/14/ccd6725c-aa21-11e3-9e82-8064fcd31b5b_story.html Safdie, M., & Solomon, R. H. (Eds.). (2011). Peace building: The mission, work and architecture of the United States Institute of Peace. Washington, DC: U.S. Institute of Peace. Smith, D.J. (2011, February 1). Starting a Career Building Peace. Career Convergence. Retrieved from http://www.ncda.org/aws/NCDA/pt/sd/news_ article/39568/_PARENT/layout_details_cc/false Wood, H. (2016). Invitation to peace studies. New York, NY: Oxford University Press.

About the Author

D

avid J. Smith is a consultant, mediator, conflict and career coach, and peacebuilding trainer. Previously, he was a senior manager and senior program officer at the U.S. Institute of Peace. He serves as president of the Forage Center for Peacebuilding and Humanitarian Education, Inc. (http://peacetrainers.org) and is the editor of Peacebuilding in Community Colleges: A Teaching Resource (U.S. Institute of Peace Press, 2013) and author of Legal Research and Writing (Cengage Learning, 1995). David is an adjunct faculty member at George Mason University in the School for Conflict Analysis and Resolution, and has taught at Georgetown University, Goucher College, Harford Community College, and as a U.S. Fulbright Scholar at the University of Tartu in Tartu, Estonia. He served as chair of the Rockville, Maryland Human Rights Commission. He is a recipient of the William Kreidler Award for Distinguished Service to the field of Conflict Resolution of the Association for Conflict Resolution, and the inaugural Global Education Award for Outstanding Voluntary Service Leadership of the World Affairs Council of Washington, DC. A graduate of American University (BA), George Mason University (MS, conflict resolution), and the University of Baltimore (JD), he can be reached through his website and blog at http:// davidjsmithconsulting.com. David is based in Rockville, Maryland.

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Index

1.5 track diplomacy, 53; see also track one diplomacy; track one peacemaking; track three diplomacy; track two diplomacy “198 Methods of Nonviolent Action” (Sharp), 109 21 Trends for the 21st Century (Marx), 23, 30, 41 2020 A Year Without War (AYWW), 105, 110 9/11, 29, 70, 72, 79

A A Long Way Gone: Memoirs of a Boy Soldier (Beah), 126, 137 A Thousand Miles to Freedom: My Escape from North Korea (Kim), 126, 138 Abraaj Group, 151 Abu Ghraib, 75, 81n Addams, Jane, 105 Afghanistan, 74, 80 Aftermath Project, 137 Albright, Madeleine, 43 Alliance for Peacebuilding, 22, 63, 65, 148

alternative dispute resolution, 59, 156, 159, 161 American Civil Liberties Union, 64 American Friends Service Committee, 121 American Red Cross, 47, 69–70, 74, 80, 92, 122 American University (DC), 29, 122 American–Arab Anti-Discrimination Committee, 64 Americans With Disabilities Act, 59 AmeriCorps, 94–95, 106, 117, 155, 159 Amnesty International, 32, 58, 64, 70–71 Amster, Randall, 107 An African Answer (FLT Films and USIP), 123 An Agenda for Peace (Boutros-Ghali), 16, 23 Anne Arundel Community College (MD), 116 Anti-Defamation League, 64 Anti-Personnel Mine Ban Convention, 45; see also Ottawa Treaty anti-war movement, 102 antiapartheid movement, 102 Arab Spring, 13, 133, 143

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174    Index Arizona State University, 151 artisanal, 13 Asghar, Rob, 27 Ashafa, Muhammad, 123 Ashe, Arthur, 25 Asian Americans Advancing Justice, 64 Asian Human Services, 79 Association of Professional Schools of International Affairs (APSIA), 38, 52 Atlantic Hope, 75, 81

B B-corporation, 151, 159; see also benefit corporation Baez, Joan, 126 Ban, Ki-moon, 44 Battle of Solferino, 46 Ben and Jerry’s Ice Cream, 151 benefit corporation, 151, 159 ; see also B-corporation Berrigan, Daniel, 120 Bickmore, Kathy, 87 Bigby, Bobbie Chew, 146 Bigombe, Betty, 81 Bishai, Annie, 70, 117, 122 Black Lives Matter, 11 Bojaxhiu, Anjezë Gonxhe, 121; see also Teresa, Mother Bono, 126 boomerang generation, 2 Boulding, Elise, 84 boundary crossers, 14 Boutros-Ghali, Boutros, 16 Bowen, W. Richard, 130 Bowen-Williams, Katherine, 148, 152 Bradley University (IL), 74 Braeuninger, Michael, 122–123 Brandeis University (MA), 7, 21 Bratic, Vladimir, 134 Breyer, Stephen, 44 Brockovich, Erin, 56, 65 Brosseau, Matt, 15 Brown, Michael, 9–11 Bucknell University (PA), 103

bullying, 2, 14–15, 17, 24, 93, 116, 129, 156, 161–162 Bureau for Democracy, Conflict, and Humanitarian Assistance (U.S. Agency for International Development), 45 Bureau of Educational and Cultural Affairs (U.S. Department of State), 49 Bureau of Labor Statistics (BLS), 6, 23 Burgess, Guy, 52 Burgess, Heidi, 52 Business for Peace Foundation, 151

C Campaign for Nuclear Disarmament (CND), 132, 138 Canadian Red Cross, 47 CARE, 95 Career Playbook: Essential Advice for Today’s Aspiring Young Professional, The (Citrin), 36, 40–41 career services, 34–35, 40, 147 Caritas, 69 Carter Center, The, 48 Carter, Jimmy, 48 Catholic Relief Services, 17 Ceeds of Peace, 93, 128 Center for Global Peace Journalism (Park University), 134 Center for New North Carolinians (CNNC), 94 Center for Public Outreach, 13 Change the World, 118 Change The World Productions, 128 Charity Navigator, 28 Chavez, Cesar, 101, 105 Cheng, Harry, 57 child soldier, 21, 87, 107, 126,176 Children’s Defense Fund, 58 Choudhary, Lena, 116 Chowdhury, Sarmat, 50, 52 Chulalongkorn University (Thailand), 133 Church of the Brethren, 143

Index    175 citizen diplomacy, 48, 163; see also track three diplomacy Citrin, James, 36 City Stay, 119 Civ–Mil relations, 75 civil rights, 31, 58–59, 64–65, 102, 125–126, 143, 155, 159 Civil Rights Act of 1964, 59 civil rights movement, 102, 125 civil society, 16, 93 Climate Action NOW, 118 climate change, 26, 45, 107, 143 Coalition for Work with Psychotrauma and Peace, 77 Coconino County Detention Facility, 71 cognitive abilities, 17–18 Cold War, 47, 143 college debt, 3, 32 Colten, Lisa, 36, 38–39 Committee in Solidarity with the People of El Salvador (CISPES), 29 community mediation, 119–120, 123–124, 159 Community of Sant’Egidio, 48 Community Peacebuilding, 63, 150 Community Youth Development, 148 Compassionate Careers: Making a Living by Making a Difference (Pryor and Mitchell), 28, 40–41 Conducting Track II Peacemaking (Burgess and Burgess), 52–53 conflict management, 45, 73, 94, 116, 143, 159 conflict prevention, 15, 48, 130–131, 143, 160 conflict resolution, 8, 14, 16–17, 22, 28, 31, 33–34, 48, 50–52, 59, 71, 73, 86–87, 90–91, 93–94, 98–99, 107, 119–120, 122, 128–129, 134, 142–144, 146–149, 153, 156–158, 160–161, 164 Conflict Resolution Center of Montgomery County (CRCMC), 120 conflict resolution education, 17, 86–87, 91, 93, 98, 160 Conflict Resolution Education Connection, 98

Conflict Resolution Education in Teacher Education (CRETE), 86, 98 conflict resolution training, 94 Cooperative Institutional Research Program, 3 corporate social responsibility (CSR), 151, 153, 160 Corrie, Rachel, 110n Court Appointed Special Advocates (CASA), 60–61, 63, 156 Critical Language Scholarship Program (U.S. Department of State), 49 Cruzvergara, Christine Y., 35 Cubbon, Stephanie Knox, 84–85 Culture of Peace, 84, 86, 97–100

D Danish Refugee Council, 71 Day, Dorothy, 105 Defense Language Institute (U.S. Department of Defense), 73 Delta College (MI), 144 Dewey, John, 84 dialogue, 7, 18, 29–30, 73, 85, 87, 99, 121, 144 Dimino, Caitlin, 150, 152 diplomacy, 41, 43, 45, 47–53, 91, 122, 140, 160–161, 163 direct-action job, 6, 160 do no harm, 76, 96 Doctors Without Borders, 69, 115, 123; see also Médecins Sans Frontières (MSF) domestic violence, 19, 21, 61–63, 114, 156, 162 Doran, Jerry, 135–136 Drexel University (PA), 137 Du Bois, W. E. B., 105 duck and cover, 129 due process, 108, 163; see also procedural justice Dugan, Máire, 10 Dunant, Henry, 46 Dustin (Kelley and Parker), 2, 23 Dymek, Melissa, 48, 52

176    Index

E East Carolina University (NC), 94 Eastern Mennonite University (VA), 19, 22 Ebadi, Shirin, 145 Ebola, 72, 81 economic justice, 107, 160 edu-learner, 85 Education Cannot Wait, 96, 99 Educator Network, 98 Educators for Social Responsibility, 86, 98 Einstein, Albert, 69, 128, 130 Elon University (NC), 94 Engaging Schools, 86, 98; see also Educators for Social Responsibility Engineers Without Borders, 136 environmental justice, 106–107, 118, 160 Environmental Protection Agency, 107 Evergreen State College (WA), 110n experiential, 18, 94, 97 Exploring Humanitarian Law, 92

F Facebook, 12–13, 22, 37, 131 Failure to Launch (Dey), 2, 23 Fairfax County Public Schools, 31 Federal Mediation and Conciliation Service, 160 female genital mutilation (FGM), 104 Ferguson, Missouri, 9–11, 23, 103–104, 109 flow, 28 food security, 26 FoodCorps, 106 Foreign Service Officer Test, 43, 45, 160 Franklin Pierce University (NH), 48, 52 Freire, Paulo, 84 Frey, Thomas, 4 Friends Committee on National Legislation, 29, 63 Fulbright Association, 68

Fulbright Program (U.S. Department of State), 67–68, 81, 135, 160 Fulbright, J. William, 68 Futurist, The, 4

G Galtung, Johan, 16 Gandhi, Arun, 5 Gandhi, Mahatma (Mohandas K.), 5, 15 Geneva Conventions, 44, 46, 160 George Mason University (VA), 31, 34–35, 50, 148 George Washington University, The (DC), 150 Georgetown University (DC), 106, 134, 148 German Academic Exchange Service (U.S. Department of State), 135 Global Action to Combat Trafficking in Persons, 45 Global Campaign for Peace Education (GCPE), 86, 93, 99 Global Justice Project, The, 62 Global Peacebuilding Center (U.S. Institute of Peace), 2–3, 21, 80, 98, 137 globalization, 12–13, 17 Go Set a Watchman (Lee), 65 Good Friday Accords, 81 Google+, 131 GovLoop, 52–53 Greenpeace, 107 Grim, Nicole, 31, 39, 90 guardian ad litem (GAL), 19, 21, 60, 63, 156 Guernica (Picasso), 126–127, 138 Guilford College (NC), 94, 142

H Hacettepe University (Turkey), 120 Hague Appeal for Peace Civil Society Conference, 93 Hailemichael, Berhane, 79–80 Haiti, 48, 72, 81

Index    177 Harbor House of Central Florida, 19 Harris, Michelle, 142, 152 Harvard University (MA), 23, 117 Hastings, Tom, 144 Hawai’i Community Foundation, 93 high concept, 14; see also high touch high touch, 14; see also high concept Hippocrates, 113 HIV/AIDS, 79, 115, 117 Hollins University (VA), 134 Holtom, Gerald, 132 human rights, 2, 6, 16, 18, 20, 28, 40, 47–48, 55–59, 61–65, 69–70, 81, 84–86, 96–97, 99, 126, 135–137, 143, 145, 151–153, 157, 160, 162 Human Rights Campaign, 58, 64 Human Rights Watch, 64, 70 human security, 143, 145, 153, 160 Human Security Initiative, 145, 153 humanitarian, 6, 16, 18, 45–48, 62, 67, 69–71, 73–75, 77–78, 80, 92, 114–115, 147, 149–150, 155, 157–158, 161, 163 Huskic, Nermana, 70, 79

I I’d Rather Teach Peace (McCarthy), 84, 98–99 idealism, 44, 150, 161 Idealist.org Handbook to Building a Better World, The (Idealist.org with Land), 32, 40–41, 153 Imam and the Pastor, The (FLT Films and USIP), 123–124 Independence Community College (KS), 144 Indian River State College (FL), 75 indirect-action job, 8, 161 Instagram, 131 Inter-Agency Network for Education in Emergencies (INEE), 96, 99 InterAction, 80 Interfaith Mediation Centre, 123 intergovernmental organization (IGO), 57, 67, 74–75, 161

International Center for Religion and Diplomacy (ICRD), 122 International Christian University (Japan), 150 International Committee of the Red Cross (ICRC), 46, 115, 161 International Criminal Court (ICC), 56–57, 161; see also Rome Treaty international education, 68, 81, 97 International Foundation for Electoral Systems, 134 International Institute on Peace Education, 86, 98 International Justice Mission, 64 international law, 20, 57–58, 75–76, 85, 92, 161 International Medical Corps, 115 International Organization for Migration, 64 International Rescue Committee (IRC), 69 Internet, 12, 14, 26, 30, 72, 131 Iraq, 74, 80–81, 133 Islamic Relief USA, 69 Islamic State, 11, 71

J Jack Kent Cooke Scholarship, 142 Johnson, Matthew, 119, 123 Johnston, Melisa Ashbaugh, 105, 109 Journalists for Human Rights, 64 Juanes, 126, 137 Justice Institute for British Columbia, 61

K Kalamazoo College (MI), 118 Kaplan, Sally, 9 King, Martin Luther, Jr., 6–7, 105, 120, 125 Knopp, Julie, 118, 122 Korean War, 83 Kroc Center for International Peace Studies (University of Notre Dame), 19

178    Index

L LaHayne, Sara Potler, 129, 136 Land, Stephanie, 32, 40–41, 151, 153 lateral violence, 116, 123, 161 Latin American Youth Center, 150 law of armed conflict, 46 law of war, 46 League of Nations, 44, 161 Lederach, John Paul, 19–20 left-brain, 14; see also right-brain Lennon, John, 125 “Letter from Birmingham Jail” (King), 7 LGBT community, 55–56, 58 LHA Charitable Trust, 71 Life Groups Ministry, 19 life-long learning, 86 LinkedIn, 37, 131 Locke, John, 55 Loeb, Paul, 109 Lord’s Resistance Army, 81

M macro-level conflict, 11–12, 161; see also meso-level conflict; micro-level conflict Making Global Impact: Guide to International Jobs in Government, 52–53 Mali Health Organizing Project, 117 Manchester College (IN), 142 Mandela, Nelson, 139 Manhattan Project, 132 Mansfield, Katie, 19–20 Marshall Plan, 16 Marx, Gary, 13, 30 Maya Angelou Academy, 119 McCarthy, Colman, 84, 95, 98 McCarthy, Mary, 118, 122 Mead, Margaret, 101–102 Measles Vaccine Initiative, 122 Médecins Sans Frontières (MSF), 69, 71, 115–116, 123 ; see also Doctors Without Borders Mediation and Conflict Resolution Office, 28

mediation/mediator, 6, 14, 16, 18, 23, 28, 31–32, 51–52, 59–60, 90–92, 99, 119–120, 123–124, 144, 149, 153, 156–157, 159–163 Mennonite, 19, 22, 69, 143; see also Mennonite Central Committee Mennonite Central Committee, 69; see also Mennonite Mercer, Douglas, 115 meso-level conflict, 11, 161; see also macro-level conflict; micro-level conflict micro-level conflict, 9, 22, 161; see also macro-level conflict; meso-level conflict Millennial, 27, 36–37, 40–41 Missionaries of Charity, 121 Missouri Division of Family Services, 122 Mitchell, Alexandra, 28, 40 Mitchell, George, 80 Mobility International, 64 Model Arab League, 31, 44, 50, 162 Model Organization of American States, 31, 44, 162 Model United Nations, 31, 43–44, 50, 52, 162 Moffatt-Darko, Shirah, 103, 109 Montessori, Maria, 83 Montgomery College (MD), 4, 23 Morris K. Udall and Stewart L. Udall Foundation (U.S. Institute for Environmental Conflict Resolution), 34, 41 Move This World (MTW), 129 Mueller, Kayla, 67, 71, 79, 81 Myers–Briggs Type Inventory, 35

N Naqvi, Arif, 151 NARAL Pro-Choice Virginia, 31 National Association for Community Mediation, 123 National Association for the Advancement of Colored People (NAACP), 31, 64, 109

Index    179 National Association of Colleges and Employers, 4, 24 National Association of Social Workers, 110n, 111 National Center for Appropriate Technology, 106 National Civilian Community Corps (AmeriCorps), 95 National Council of La Raza, 65 National Mediation Board, 52, 162 National Park Service, 107 National Peace Academy, 22 National Policy Consensus Center, 73 Native American Congressional Internship Program (U.S. Institute for Environmental Conflict Resolution), 34 Nature Conservancy, The, 107
 negative peace, 15, 85, 162; see also positive peace negotiation, 15, 35, 44–45, 47–48, 53, 56, 59–60, 73, 75, 91, 99, 144, 151, 161 Negron, Yetzenia, 18, 21, 63 Nelson, Caitlyn, 141, 152 Nepal Ministry of Peace and Reconstruction, 7 Nested theory of conflict, 10, 23 Neu, Christopher, 134, 136 New Day Peace Center, 71 New Mexico Coalition Against Domestic Violence, 63 Nobel Peace Prize, 2, 30, 48, 115, 120–121, 128, 130, 145 non-cognitive skills, 18 non-governmental organization (NGO), 46, 49–50, 67, 69–70, 74–75, 80–81, 117, 162 nonviolence/nonviolent, 7, 15, 23, 29, 59–60, 63, 84–85, 87, 109–110, 133, 143, 150, 155–157, 162 Normandy School District, 11 North Atlantic Treaty Organization (NATO), 70–71 North Carolina State University, 60 Northeastern Illinois University, 79 Northern Arizona University, 71

Northern Ireland, 11, 81 Northern Oklahoma College, 75 Northland Cares AIDS Clinic, 71 Northwest Missouri State University, 75 Northwestern University (IL), 135 not-for-profit, 28, 32 nuclear, 118, 129–130, 132–133, 138 Nuclear Age Peace Foundation, 118

O Obama, Barack, 11, 71, 117, 128 Occupy Movement, 120, 133 Office of Conflict Management and Mitigation (U.S. Agency for International Development), 45 Office, The (Daniels, Gervais, and Merchant), 26, 41 Open Society Foundations, 135–136 Orange County (CA) Peacebuilders Network, 22 Orange County (FL) Domestic Violence Task Force, 19 Oregon Peace Institute, 134 Organisation for the Prohibition of Chemical Weapons, 130 Ottawa Treaty, 45; see also Anti-Personnel Mine Ban Convention Oxfam, 116 Oxford University (United Kingdom), 31, 153

P Paris Agreement, 45 Park University (MO), 134 Parks, Rosa, 109 Path to Presidential Management Fellows Program, 53 Paul VI, 104 Pauling, Linus, 128 Peace Alliance, The, 9, 17, 63 Peace and Collaborative Development Network (PCDN), 40, 147–148 peace and conflict studies, 1, 85, 87, 94, 120, 141, 146, 148, 152

180    Index Peace and Justice Studies Association, 144, 152 Peace Corps, 25–26, 33, 53, 95, 131, 147–149, 152, 157, 162 peace ecology, 107, 110, 155, 162 peace education, 16, 20, 22, 84–86, 93–100, 119, 150, 155, 157, 162 Peace Education, 3rd ed. (Harris and Morrison), 97 Peace Education: A Pathway to a Culture of Peace (Navarro-Castro and NarioGalace), 97, 100 Peace Education: Exploring Ethical and Philosophical Foundations (Page), 97, 100 peace engineering, 130–131, 137–138, 162 peace job, 1, 3, 5–7, 9, 11, 13, 15, 17, 19, 21, 23, 25, 27, 29, 31, 33, 35, 37, 39, 41, 136, 151 peace journalism, 131, 134, 162 Peace Journalist, The, 134 peace psychology, 140, 162 peace studies, 19–20, 71, 86, 106, 139, 142–144, 149–150, 153, 162 peace symbol/sign, 132–133 peacebuilder, 7–9, 22, 26, 51, 77, 79–80, 117, 119, 121, 131, 136, 151; see also peacebuilding peacebuilding, 2–3, 8–9, 15–22, 24, 28–30, 32–34, 39–40, 43–49, 51, 53, 56, 61, 63, 65, 67, 69, 72–74, 76–78, 80–81, 84, 86–88, 90, 93–95, 97–98, 103, 107, 109, 114–117, 120–123, 125–128, 130–131, 134–137, 139–145, 147–153, 155–158, 162–164; see also peacebuilder; peacekeeping; peacemaking Peacebuilding Toolkit for Educators (Milofsky), 98 PeaceJam, 30 peacekeeping, 16, 24, 48, 73, 82, 163; see also peacebuilding; peacemaking

Peacekeeping and Stability Operations Institute (U.S. Army War College), 73, 82 Peacemaker’s Toolkit, 52 peacemaking, 16, 52–53, 120, 123–124, 163; see also peacebuilding; peacekeeping PeaceTech Lab (U.S. Institute of Peace), 137 PeaceVoice, 134 PeaceWorld, 80 peer mediation, 32, 90–92, 99, 120, 157, 163 Peter, Paul, and Mary, 126 Physicians for Human Rights, 64 Picasso, Pablo, 126–127 Pillars of Peace Fund, 93 Pink, Daniel, 4, 14 Pinterest, 131 police, 8–11, 57, 59–60, 73, 82, 133, 151, 157 Portland State University (OR), 73, 144 positive peace, 15, 85, 163; see also negative peace post-traumatic stress disorder (PTSD), 114, 124, 141, 162 Pratt, Whitney, 106, 109 Presidential Ceremonial Guard, 73 principle of utility, 105, 109, 111 procedural justice, 108, 163 Pruitt-Hamm, Kaeley, 29, 39, 63 Pryor, Jeffrey, 28 Pulitzer Center on Crisis Reporting, 135

Q Quaker, 29, 120–121, 142–143; see also Religious Society of Friends

R Rachel Corrie Foundation for Peace & Justice, 110n Rankin, Jeannette, 108 Reardon, Betty, 84–85

Index    181 Red Cross Simulation Activities Project, 70 Religious Society of Friends, 120–121, 143; see also Quaker restorative justice, 8, 61, 109, 120, 150, 157, 163 résumé, 35–38 Richards, Emily, 74, 80 right-brain, 14; see also left-brain River Phoenix Center for Peacebuilding, 22 Rivera-Clonch, Michelle, 132–133 Robertson Foundation for Government, 52 Rockdale County Peer Mediation Program, 92 rodef shalom, 8 Rollins College (FL), 133 Rome Treaty, 57; see also International Criminal Court (ICC) Rotary Peace Fellowship Program, 146 Rotblat, Joseph, 132

S Sagan, Carl, 128 Salisbury University (MD), 152 SalusWorld, 70 San Diego City College (CA), 85 Santa Barbara City College (CA), 105 Sault College (Canada), 141 School for Conflict Analysis and Resolution (George Mason University), 31, 34, 50 Search for Common Ground, 136–137 Seeger, Pete, 126 Shakespeare, 28 Sharp, Gene, 109 Sierra Club, 107 SmartBrief, 40 Smith, Samantha, 48 social justice, 7, 17, 29, 32, 56, 84, 101, 103–106, 108, 110–111, 125–126, 128, 138, 142–143, 153, 158, 162–163 social media, 13, 26, 36–37, 110, 131, 134–135, 148

Soetoro-Ng, Maya, 128 soft skills, 13, 15–16, 18, 23, 30, 38 Soul of a Citizen (Loeb), 109–110 Southern Poverty Law Center, 110 Spanish Civil War, 126 Spaulding, Lauren, 92, 97 Sport for Development and Peace: The UN System in Action (United Nations), 152 sports, 1, 87, 152 St. Louis Community College (MO), 62 St. Louis University (MO), 122 St. Mary’s College of Maryland, 134 Starbucks, 33, 151, 153 “Strategic Peacebuilding Pathways” (Lederach and Mansfield), 19–20, 22 Strong Interest Inventory, 35 Stroud, Ryan, 73, 80 structural violence, 15, 85, 149–150, 163; see also negative peace; positive peace Student Peace Alliance (The Peace Alliance), 7, 9 study abroad, 31, 33, 51, 68–69, 81, 118–119, 135 Support to Life, 71 Sustained Dialogue Institute, 30

T Taylor, Lisa, 93 Teach For America, 92 Teachers Without Borders, 85, 98 team building, 87, 94 TechChange, 134 Teresa, Mother, 121; see also Bojaxhiu, Anjezë Gonxhe terrorism/terrorist, 13, 29, 72, 145 Thomas-Kilmann Conflict Mode Instrument (TKI), 21 Tipson, Frederick, 107 To Kill a Mockingbird (Lee), 56, 65 track one diplomacy, 47, 53, 163; see also 1.5 track diplomacy; track one peacemaking; track three diplomacy; track two diplomacy

182    Index track one peacemaking, 53; see also 1.5 track diplomacy; track one diplomacy; track three diplomacy; track two diplomacy track three diplomacy, 48, 163; see also 1.5 track diplomacy; track one diplomacy; track one peacemaking; track two diplomacy track two diplomacy, 47, 52, 163; see also 1.5 track diplomacy; track one diplomacy; track one peacemaking; track three diplomacy trafficking, 45, 57, 61–63, 156 Traprock Center for Peace and Justice, 118 Treaty on the Non-Proliferation of Nuclear Weapons, 129 Trieu, Tu Van, 61 Truth Telling Project, 103, 109, 150 Tulsa Community College (OK), 142 Tutu, Desmond, 120 Twitter, 13, 37, 131

U U.S. Agency for International Development (USAID), 45–46, 164 U.S. Army War College (PA) (U.S. Department of Defense), 73 U.S. Department of Defense, 33, 45, 58, 73, 143, 164 U.S. Department of Education, 86 U.S. Department of Justice, Civil Rights Division, 65 U.S. Department of Peace, 7, 9 U.S. Department of State, 43, 48–51, 53, 135, 160 U.S. Institute for Environmental Conflict Resolution (USIECR), 33–34, 107, 164 U.S. Institute of Peace (USIP), 3, 8, 16–17, 21, 24, 33, 45, 52–53, 80, 88, 98, 107, 111, 123–124, 134–135, 137, 153, 164 UN Global Compact (United Nations), 151

UN High Commissioner for Refugees (United Nations), 69 UN Human Rights Council (United Nations), 48 UN Peacebuilding Commission (United Nations), 17 UN Security Council (United Nations), 48 UNESCO (United Nations), 69, 72, 81–82, 95–96, 100 UNICEF (United Nations), 86, 96, 100 United Nations, 16–17, 23, 31, 43–46, 48, 50, 52, 57, 69, 71–73, 81–82, 86, 98, 100, 145, 153, 161–163 United We Dream, 102 Universal Declaration of Human Rights, 58 University for Peace (Costa Rica), 79–80, 119 University of California–Santa Barbara, 105 University of Delaware, 92 University of Florida, 75 University of Hawai’i, 128 University of Maryland–College Park, 119 University of Massachusetts, 118 University of Missouri–St. Louis, 70 University of North Carolina–Greensboro, 94 University of Notre Dame (IN), 19–20 University of Queensland (Australia), 146 University of San Francisco (CA), 85, 96, 148 University of Southern California, 128 University of Virginia, 129

V Valencia College (FL), 18–19, 21, 59 Varker, Frannie, 94, 97 Vesilind, P. Aarne, 130 Vietnam War, 143 violent extremism/extremists, 13, 20, 72, 143, 145 Visual Peace Media, 136

Index    183 Voldman, Aaron, 7, 21, 63 Volunteers in Service to America (VISTA) (AmeriCorps), 95

W Walker, Jane, 38 War Child, 70 Washington Center Seminar, 48 Washington Semester Program (American University), 29 Washington University in St. Louis (MO), 62, 146 We Are Power Shift, 110 Webster University (MO), 122 Western Washington Fellowship of Reconciliation, 29 When the Saints, 62 Willamette University (WA), 29 Williamson, Christy Reich, 60, 63 Wilson, Darren, 9–11 Wilson, Woodrow, 108 Winning Against Violent Environments Conflict
Resolution Program
(WAVE), 91 Witness, 136 Witty, Cathie, 77

Wohl, Rachel, 28 Wolf, Mark, 127, 136 work–life balance, 27–28, 40 World Bank, 71, 131 World Food Programme (United Nations), 116 World Health Organization (WHO) (United Nations), 72, 81 World Vision, 116 World War I, 44, 121 World War II, 16, 68–69, 132, 142 Worldwatch Institute, 110 Wuye, James, 123

Y YES! Magazine, 110 Yousafzai, Malala, 1–2 YouTube, 13, 37, 123, 131

Z Zanoni, Katie, 84–85, 96 Zehr, Howard, 120 Zelizer, Craig, 40, 146, 148 Zemp, William, 81 Zink, Rachel, 62–63