Developing Courses in Peace and Conflict Studies

7/28/2019 Developing Courses in Peace and Conflict Studies

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DEVELOPING COURSES INPEACE AND CONFLICT STUDIES

Case Study:

Sault College of Applied Arts and Technology, Ontario, Canada

Presenters: Vincent DAgostino & Patricia Golesic

[email protected]


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Course Development in Context

We offer a 2 year diploma program for college students in peace anconflict studies

The diploma requires students to successfully complete 24 courseswhich includes a significant field placement experience

Of those 24 courses, we have developed 17

The remainder of which are courses that are already offered at thcollege. They have been carefully selected by us to ensure the intand values of our program remain consistent throughout the learexperience for each of our students

e.g., Canadian Aboriginal Peoples, Global Citizenship and IntroductionCanadian Politics


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Peace is defined as therightness of relationships

with oneself, other people,other groups, other

cultures, Earth and thelarger whole of which we

are all a part.- The Earth Charter


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Culture

Of

Peace

educating for

dismantling a

culture of war

educating for

living with justiceand compassion

educating for cultural respect

human rights & reconciliation

responsibilities & solidarity

nurturing educating living

inner in harmony

peace with the earth

Indigenous Peothe World

Human RightsAdvocacy

Philosophy ofPeace

Change

Leadership

EnvironmentalEthics

SustainableDevelopment

Intro to Peaceand ConflictStudies I & II

Strategi

ConfTransform

Religions oThe History ofSocial Activism

Conflict Analysis

Gender andPeacebuilding

Service Learning

S. H. Toh, Education for International Understanding toward a Culture of Peace: A Conceptual Framework in V.F. Cawagas (Ed.) Education for International Understanding toward a Culture of Peace, Teachers Resource Book (Seoul, South Korea: Asia-Pacific Center of Education for International Understanding, 2005


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For our program and for each course, thewere at least three important elements to

development process.

1) Research

2) Transferability Considerations

3) Alignment with core peace and conflict studies theory and practice


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Peace and Conflict Studies diploma

Peace andConflict

Studies degree

InternationalDevelopment

degree

Community,Economic,

Social

Developmentdegree

SustainableDevelopment

degree

Social andRestorative

Justice degree

E


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Course Development (1)


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RE

TRANS

THEPR


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Bloom's Taxonomy

Knowledge

Comprehension

Application

Analysis

Synthesis

Evaluation


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Shorttest,

Short desmall gclass d


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Essay qureflection

an

Class di

essay qureflection

an


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Onlinesuppleme

online textavailable tlearning m

Traditional


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Here are some exaconcept of outer pdiscussed in the co

Nonviolen

Soul Force

Pleasure P

Love

SolidarityPacifism

Zeitgeist

Divine SpaSolidarity

Freedom

Ubuntu

Here are some examples ofconcept of inner peacediscussed in the course:

SerenityHappinessEudainomiaYin Yang

Wu WeiMokshaNirvanaSpecies LifeHuman FlourishingOverman

Concepts Discussed in the Course

Outer

Peace

Inner

Peace


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Course Development (2)


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Developing the Peacebuilding FieldPlacement: The process

1. Internal College consultations with like-minded pro

2. External consultations with practicum innovators

3. Clarifying concrete expectations, learning objectiveassessment strategies

4. Initiating, establishing and nurturing communitypartnerships


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Internal and External Consultation

Semester integrated or blocked? Local and/or lodistance?

Eligibility criteria: GPA, pre-requisites, police re

check, health records?College protocol: e.g., sick days, lateness,

confidentiality?


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Clarifying concrete expectations, learobjectives and assessment strateg

Two initial questions we had:

Given the comprehensive and integraapproach of our program, how do we de

concrete expectations for skill applica

Since our aim is to have a broad spectrplacement opportunities to reflect the d

breadth of the program, how can we dcourse objectives that are applicable ac

placement settings?


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List of Field Placements for 2012 & 2

Indian Friendship Centre Jade Yoga and Wellness Stu

National Democratic RidingAssociation

Missanabee Cree Circle of CArts

Phoenix Rising Womens Centre Community Soup Kitchen

YMCA Public Library

Sault Ste. Marie Innovation Centre-Water Division

International Student SuppCultural Activities

Northern Ontario Research, Ideasand Knowledge

United Way


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Practicum Learning Outcomes

Address conflict at worknonviolently and worktowards its creativetransformation

Demonstrate abeginning ability to

apply a peacestudies perspectiveto the work place

context.

Integrate the principles ofnonviolent communicationinto verbal, non-verbal andwritten communicationstrategies

Communicateeffectively in verbal,

nonverbal andwritten forms whichenhance the quality

of professionalrelationships.

Research locaresources, neinitiatives thapersonal learwork place du

Apply integrativethinking to the

development ofpersonal learning

goals and action plansfor the placement

setting.

Examine thepersonal valuactions and

Engage in on-goingself-assessment for thepurpose of enhancingpersonal development

and professionalperformance.


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Practicum Learning Outcomes one sfurther The Learning Cont

A developmental check list for basic peace related tasks and praexpectations. It is a baseline framework that the students and wplacements need to personalize for each unique context.

Students complete the learning contract with their supervisors a

submit it to Trish at the beginning of the term. From that point on they are expected to track, adjust and monitoprogress in relation to the learning contract through a series of biprogress reports.

Mid-term and formal evaluations are based on the learning cont


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e.g., Learning Contract: Student Placement withPhoenix Rising Womens Centre

Student personalized version includas organize a group of women to

attend the annual Sisters in Spirit m13thfor missing Aboriginal


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Initiating, Establishing and NurturiCommunity Partnerships

Phase 1: Cold calls, emails and crossed fingers

Phase 2: One-one meetings and making the pitch for peace pla

Phase 3: Ensuring confirmation, professional resource sharing

Phase 4: Field visits, lots of peace mentorship for field supervisoprompt phone and email communication, celebration, support expressions of gratitude


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Important lessonslearnt fromdeveloping

community supportand partnerships ascritical aspects to

the course.

1) From the start, it is critical for the studsupervisors to have as clear sense of thand contributions the students can maworkers.

2) Constant communication and mentorstudents and supervisors together andessential and valued by all parties.

3) Flexibility, initiative, integrative thinkiare key for a successful placement exp


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Conclusion

ALIGNMENT withPEACE THEORYAND PRACTICE

TRANSFERABILITY

RESEARCH


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Documents

Developing Courses in Peace and Conflict Studies