peace studies survey

7/28/2019 Peace Studies Survey

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REPORT ON THE STATE OF PEACE STUDIESIN CANADIAN UNIVERSITIES

BY

PARIS ARNOPOULOS

CONCORDIA UNIVERSITY

MONTREAL1991


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INTRODUCTION

This is a report tabulating, analysing and evaluating a national survey on the stateof Peace Studies in Canadian Universities*. The survey was undertaken to determine theinterest and involvement of the social sciences in the field of peace reseach and education.

Since its inception in the 1960's, the academic study of peace as anmultidisciplinary field is now entering its second generation. During this time, threeidentical surveys have been carried out: the first in 1970, the second in 1980 and thepresent in 1990. In another report, the diachronic comparison of three decades of peacestudies will be made, based on these three surveys.

This report will only present the responces of the 1990 survey which culminate theacademic activities of the 1980's. These should show the extent to which peace studies areestablished in institutions of higher learning throughout Canada at the present time. Onthat basis, those interested in the further development of the study of peace can see thestrengths and weaknesses of the present situation and its potential for the future.

This presentation will discuss the responses to the ten questions in the survey bydividing them into three sections. The first gives a general overview of the field, including

the scope and method of the survey, as well as its geographical and linguistic distribution.The other sections consider the two major aspects of Peace Studies: fist, education, i.e.faculty, courses, students; and second, research, i.e. projects, funding extra-curricularactivities. In this way all significant aspects of the field will be covered as succinctly aspossible.

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* Thanks are due to the Department of Political Science of Concordia Univerisity forits infrastructural support, as well as to Valentina Pollon for her assistance inadministering the survey.

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1. GENERAL

1.1. SCOPE & METHODThe survey consisted of a one page questionnaire accompanying a letter of

introduction and explanation in either English or French (see Appendix 1). These twopapers were mailed to seven social science departments (economics; education; history;philosophy; politics; psychology; sociology) in each of the fifty Canadian universities (seeAppendix 2). Since some universities have more than one campus, there were a total of400 requests for information sent out in October 1990.

By the end of the year, about a hundred replies (25% response) were received, ofwhich a third were blank. It has to be assumed that the negative replies plus the lack ofany reaction indicate an absence of peace studies in more than three hundred social sciencecentres.

This disappointing feedback should be be tempered by the knowledge that peacestudies is somewhat covered in the field of International Affairs which exists in everyuniversity. Peace as a distinct study can thus be found only in a few academic institutions,while in most it is subsumed under various other disciplines.

It is for that reason that "peace studies" was not formally defined and was left tothe respondents to determine their own definition of the field and their perceivedinvolvement in it. As it was, sixty people chose to do so and it is on their replies that allthe information of this report is based.

1.2. UNIVERSITIES & DEPARTMENTSThe fifty sources of this report have been listed in Table 1, both by university

(vertically) and discipline (horizontally). This tabulation cross-cuts 35 universities withseven departments and thus contains the totality of the responses. The geographicalbreakdown of the list is evident from the East-West sequence followed from top tobottom in the first column.

According to it, eight of the ten Canadian provinces are represented;unfortunately, Newfoundland in the East and Saskatchewan in the West are absent. Apartfrom that, the two extremities of the country (Maritimes and British Columbia) have aperfect response rate, with all 16 of their universities answering. This means that interestin Peace Studies is quite high both in the Atlantic and Pacific coasts.

Further inland, the two largest provinces are well represented by six Quebec andseven Ontario universities. In Quebec, however, only McGill is absent; while in Ontariomore than half of its universities (i.e. 10) do not seem to have any interest in PeaceStudies. On the contrary, more than half (i.e. 5) of the universities in the Prairies arerepresented.

Looking at the distribution from a departmental point of view, one can see thatmost responces (15) were received from Nova Scotia, followed by Quebec and Ontario(14 & 11 respectively). This means that the two provinces of central Canada predominatewith almost half (25) of the responses; while the rest are divided almost evenly betweenEast and West.

On the basis of language, the distribution shows a comparatively high interest bythe francophone universities: all six of which answered the call. A total of elevenfrancophone departments -eight in Quebec and three in the Maritimes- are involved insome form of Peace Studies. On the anglophone side, the ratio was much lower, with onlytwo thirds of its universities, or a fifth of its departments, responding.


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1.3. ACADEMIC INVOLVEMENTIt will be noted from Table 1 that the responces have been coded by their different

aspects. Thus, the principal dimensions of Peace Studies were determined to be: education(E), research (R), publication (P) and Action (A).

On the basis of these parameters, responses were weighed by assigning one pointfor each. A response was therefore graded from one to four, depending to the informationgiven in these categories. Accordingly, every response was translated from the letters inTable 1 to the numbers in Table 2.

This quantification of the responses changes the picture absolutely, but not thatmuch relatively. The 63 responses now weight an average of two points each for a total of134 points. The distribution, however, is uneven and favors the strong departments whichare more involved in the four aspects of Peace Studies.

In this respect, Quebec comes first with 33 points, followed by Ontario with 30.The two provinces of central Canada thus seem to share almost half the Peace Studiesactivity of the country; with three universities (Concordia, Toronto, UQAM) at the topposition.

These are followed by Nova Scotia with 25 points or the Maritimes as a wholewith almost forty points. The rest 32 points are spread in the three Western provinces.Thus the four regions of Canada are approximately equal in Peace Studies activity.Similarly, as expected, the francophone universities have almost a quarter (30) of the totalweight, most of which is in Quebec.

2. EDUCATION

2.1. FACULTY.The most important element of Peace Studies is the people involved in this

interdisciplinary field. Since the focus of peace, as it is generally understood, is in society

at large; it is in the social sciences where most of the acedemic activity must be found.Within this domain, economics, education, history, philosophy, politics, psychology, andsociology were the major disciplines involved.

The personnel in these seven disciplines varied considerably. As expected politicalscientists came in first with almost a quarter of the academics involved in Peace Education(see. Table 3). Next came education and philosophy, followed by history and sociology(between 8 and 11 people each). Finally, psychology and economics trailed with 4 each.

In addition to the seven disciplines, eighteen educators are found in specialinterdisciplinary centers listed in Appendix 4. Of these, McMaster's Centre for PeaceStudies claims the highest number (5). Nevertheless, the most important concentrations ofpeace educators are to be found in the only three major academic programs in the country.Since two of these are based in the University of Toronto, it makes the Queen City thecapital of Peace Studies in Canada, with Anatol Rapoport as its Dean.

Beyond these, there are more people teaching in other centers which do somePeace Studies as part of their mandate, either as pre-university or para-academic,continuing education or foreign policy. All these are related to the traditional universitydisciplines in various ways which puts them in some auxiliary capacity to mainstreamhigher education.

The sixty respondents (cf. Appendix 3) were included in the above breakdown,thus confirming the overwhelming plurality of political scientists among peace educators.


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The reason for this, of course, is international affairs, as the closest sub-discipline to PeaceStudies. In that sense, macropolitics is the general arena of war and peace, so itaccomodates both Peace and its obverse Strategic Studies.

This interdisciplinarity makes classification very difficult because many academicswork on it part-time. Peace education is a full-time occupation for very few people; mostdo it only as one among many other things. For that reason, the question: who are thepeace specialists in your discipline? could not be exactly answered

2.2. COURSESThe same difficulty that one has in classifying peace educators exists in

determining what they teach. Specific courses on Peace are few and far between asexemplified in Appendix 3. The eponymous courses on peace amount to hardly 20% ofthe approximately ninety related to peace education (see Table 4). "Conflict" "war" andother synonyms can be found in many more courses; thus making Peace and StrategicStudies very close relatives.

According to Table 4, most of peace-related cources can be found in politics (25)and history (19), followed by interdisciplinary studies (14), sociology (11) and Philosophy

(10). This leaves very few for the other three disciplines, which together do not add up tomore than a dozen courses.

Of course, in addition to these relatively few specialized courses, there are manymore general courses in international politics, economics, law and organization, part ofwhich is devoted to peace. Similarly, some of the content of courses in diplomatic history,moral philosophy, social psychology and cultural anthropology is given to peace. If allthese were counted, the number of peace related courses would rise to the hundreds.

As it is, a decision was made to exclude them from the main focus and simply keepthem in mind at the periphery. What is more important is the existence of course packageswhich make up Peace Education at its best. These interdisciplinary programs focusing onpeace as their operative concept are the mainstays of this developing field.

Peace Programs are interdisciplinary majors in the undergraduate curriculum oftwo universities. In this respect Toronto takes the top prize with its two programs,involving about 16 courses; followed by Calgary with its program of eight courses. Theseprograms combine a set of various cources in the seven social sciences, synthesized bysome core seminars on Peace Studies. As such they are an epitome of multidisciplinaryeducation.

2.3. STUDENTSObviously, calculating the number of students enrolled in peace education is even

harder than determining the number of professors teaching them. From what was saidabove, numbers vary widely, not only because of definitional reasons, but also because theinterests of students are notoriously ephimeral.

According to the data given in the survey, the total number of students takingpeace courses can be estimated to be about one thousand. These, however, are notspecializing in Peace Studies by any means, but may only be taking isolated or electivecourses in the field.

More significant are those students majoring in Peace Studies at any particulartime. The number of these specialists varies from a minimum of fifty to a maximum of onehundred. The Toronto and Calgary programs enroll between 25 and 50 each, during theirfour undergraduate years.


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As to graduate students, not even an estimate can be given, other than they mustbe very few indeed, since there is no such graduate program in Canada. Of course, somegraduate students are engaged in peace related research for their degrees in certain socialsciences, but that is another matter which will be discussed in the next section.

3. RESEARCH

3.1. PROJECTSMoving from the teaching to the research aspect of Peace Studies, the picture does

not change much relatively, but does get smaller absolutely. The number of academicsdoing peace research is significantly less than those teaching. In that sense, research is asecondary aspect of Peace Studies.

According to the data of Table 5, fifty research projects were reported in thesurvey. About a quarter of these were in politics, followed by education and philosophy.The rest are either interdisciplinary or equally divided among the other disciplines;showing once again that political science leads in peace research as it does in education.

Similarly, Quebec and Ontario are the main centers of research, with Concordiaand UQAM reporting four ongoing projects each. In the west, alberta and Calgary is alsowell represented, making these four universities the most active in the field.

As in the case of teaching, more peace-related research is done than is reported inthe survey, because most of it is carried out under different names. Thus some of theresearch in international affairs and strategic studies can easily be counted as peaceoriented and thus increase the total number of projects in this field.

Another way of estimating research is by its fruits in publication. From that pointof view, Appendix 5 shows the reported results of peace research in published titles.According to it, a dozen monographs directly related to peace subjects were published inthe last few years in Canada. Surprisingly, five of these originated in Montreal and seven

were in French.Of the ten periodical publications, half were really newsletters ant the other half

included other subjects in their content. In this category, the geographical spread is moreeven, therefore English language publications predominate. As a result, Toronto comesout as the center of anglophone publishing in peace as in other respects.

3.2. FUNDINGAcademic peace research and publication is carried out thanks to the financial

support of universities and other institutions. In addition to the regular university budgets,peace research benefits from special grants of certain funding sources listed in Appendix 4.

The most significant of these in the field of Peace is the Canadian Institute ofInternational Peace and Security. Since the mid-eighties, this Institute has funded morepeace research projects than any other source before or since. Thanks to it, peace researchin Canada has come of age and is recognized officially as a legitimate academic activity.

Complementing CIIPS, the Disarmament Fund of the Department of ExternalAffairs supports many peace research projects in Canadian universities. The Departmentof National Defence has also been reported to fund some peace research along with othergovernment agencies, such as CIDA.

Of course, the premier research funding source of the social sciences is SSHRCC;but only a vary small part of its largese goes to peace projects. Similarly, the Canadian


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Commission for UNESCO subsidises few small projects and that is about it for publicfinancing of peace research in the national level.

Provincial governments, of course, have their own research funds, but only Quebecwas reported as a resource for peace projects. Finally, there is private funding agencies,such as the Donner Foundation, but these only provide minor grants for peace research.

3.3. ACTIONRelated to peace research and education are various other academic activities

involving Peace Studies in university campuses. These activities are of professional as wellas political importance, thus they vary as to their academic significance. Nevertheless, theyare all a necessary and desirable complement to Peace Studies.

The most important vehicles for these activities are professional societies, such asthe Canadian Peace Research and Education Association which acts as a national coalitionfor the promotion of Peace Studies in general. For more specialized activities there areother professional associations such as Science for Peace.

In the local scene, of course, there are various study groups and peace committeesin many university campusus. These involve both faculty and students in extracurricular

activities, such as lectures, seminars and plays. Appendix 6 lists some of these groups asthey were reported in the survey.

It is groups such as these and the activities they carry out that complementacademic reseach and bring it closer to practical application. As such, they serve to bridgethe gap between the theory of Peace Studies in the university and the praxis of PeaceAction in the community at large.

CONCLUSION

This brief report now concludes with the main findings of the survey. It

undoubtedly shows the existence and activity of Peace Studies in institutions of higherlearning throughout the country. Peace research and education seem to have been wellestablished in some key universities in the four regions and two languages of Canada.Although there are still some notable gaps where Peace Studies as such is still ignored andperhaps unwanted, there appears enough peace offerings to meet the popular demand inthe main urban centers of academic activity.

In spite of the interdisciplinary nature of Peace Studies, political science is still thedominant discipline in the field, while the interest and involvement in the other socialsciences present an uneven picture at best. This is to be expected, since Peace Studies isprimarily focused on the avoidance of war in the international level.

In this respect, it is important to note not only what the survey shows but alsowhat it omits. The multidimensionality of peace makes its presence felt in all domains ofreality. In different senses, the searching and teaching for peace is carried on in manyplaces and times, formally and informally by many people in various ways. It shouldtherefore be clear that this survey only investigated one small part of all the things goingon in the maintenance and promotion of "peace", however it is defined.

Keeping that in mind, the limited findings presented in this report should reflectaccurately the state of Peace Studies as carried out by social science faculties of Canadianuniversities in 1990. This inventory shows the work done in the eighties which built thefield to where it is now and the work to do in the nineties to develop it further.


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This process of development which began a generation ago in the sixties has madesome progress but still leaves a lot to be desired in the search for improved understandingof the causes of war and the conditions for peace. More on this, however, will be said in asubsequent report which will cover the historical evolution of Peace Studies in Canadianuniversities in the last thirty years.

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TABLE 1

RESPONSE SUMMARY-------------------------------------------------------------UNIV / DEPT ECON EDUC HIST PHIL POLI PSYC SOCI MISC TOTL-------------------------------------------------------------ACADIA RP E 2CAPE BRETON EA E 2DALHOUSIE ER ERAP 2MT ST VINCENT E E E E EA 5STE ANNE ERA 1ST F.X. EA E 2STE MARY'S E 1U.P.E.I. E E 2MONCTON ERAP AP 2MT ALLISON ERA 1U.N.B. R EA 2BISHOP E EA 2

CONCORDIA ERP RPA ERP A 4LAVAL E ERAP A 3MONTREAL ERAP 1U.Q.A.M. ERAP E ERAP 3SHERBROOKE E 1LAKEHEAD E 1McMASTER ER ERAP 2OTTAWA RA 1QUEENS EA ERA 2R.M.C. ERAP 1TORONTO ERP EP ERAP 3

U.W.O. ERP 1MANITOBA RP 1WINNIPEG E E 2ALBERTA ERP A 2ATHABASCA ER 1CALGARY ERAP ERAP 2LETHBRIDGE E EAP 2ROYAL ROADS E 1SIMON FRASER ERP 1TRINITY E ER 2U.B.C. RP 1VICTORIA E 1-----------------------------------------------------------TOTALS 35 3 8 9 9 12 4 6 12 63-----------------------------------------------------------


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TABLE 2

WEIGHTED RESPONSES-------------------------------------------------------------UNIV / DEPT ECON EDUC HIST PHIL POLI PSYC SOCI MISC TOTL-------------------------------------------------------------ACADIA 2 1 3CAPE BRETON 2 1 3DALHOUSIE 2 4 6MT ST VINCENT 1 1 1 1 2 6STE ANNE 3 3ST F.X. 2 1 3STE MARY'S 1 1U.P.E.I. 1 1 2MONCTON 4 2 6MT ALLISON 3 3U.N.B. 1 2 3BISHOP 1 2 3

CONCORDIA 3 3 3 1 10LAVAL 1 4 1 6MONTREAL 4 4U.Q.A.M. 4 1 4 9SHERBROOKE 1 1LAKEHEAD 1 1McMASTER 2 4 6OTTAWA 2 2QUEENS 2 3 5R.M.C. 4 4TORONTO 3 2 4 9

U.W.O. 3 3MANITOBA 2 2WINNIPEG 1 1 2ALBERTA 3 1 4ATHABASCA 2 2CALGARY 4 4 8LETHBRIDGE 1 3 4ROYAL ROADS 1 1SIMON FRASER 3 3TRINITY 1 2 3U.B.C. 2 2VICTORIA 1 1-----------------------------------------------------------TOTALS 3 20 10 23 28 9 16 25 134-----------------------------------------------------------


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TABLE 3

ACADEMIC PERSONNEL-------------------------------------------------------------UNIV / DEPT ECON EDUC HIST PHIL POLI PSYC SOCI MISC TOTL-------------------------------------------------------------ACADIA 1 1 2CAPE BRETON 1 1 2DALHOUSIE 1 3 4MT ST VINCENT 1 1 1 1 1 5STE ANNE 1 1ST F.X. 1 1 2STE MARY'S 1 1U.P.E.I. 1 1 2MONCTON 1 1 2MT ALLISON 1 1U.N.B. 1 1 2BISHOP 1 2 3

CONCORDIA 2 1 2 1 6LAVAL 1 1 1 3MONTREAL 1 1U.Q.A.M. 1 1 2 4SHERBROOKE 1 1LAKEHEAD 1 1McMASTER 1 5 6OTTAWA 1 1QUEENS 2 1 3R.M.C. 2 2TORONTO 3 1 2 6

U.W.O. 1 1MANITOBA 1 1WINNIPEG 1 1 2ALBERTA 2 1 3ATHABASCA 1 1CALGARY 1 2 3LETHBRIDGE 1 1 2ROYAL ROADS 2 2SIMON FRASER 1 1TRINITY 1 2 3U.B.C. 2 2VICTORIA 2 2-----------------------------------------------------------TOTALS 4 11 9 11 19 4 8 18 84-----------------------------------------------------------


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TABLE 4

ACADEMIC COURSES-------------------------------------------------------------UNIV / DEPT ECON EDUC HIST PHIL POLI PSYC SOCI MISC TOTL-------------------------------------------------------------ACADIA 1 1CAPE BRETON 1 1 2DALHOUSIE 1 4 5MT ST VINCENT 1 1 1 1 4STE ANNE 1 1ST F.X. 1 1 2STE MARY'S 1 1U.P.E.I. 1 1 2MONCTON 3 1 4MT ALLISON 1 1U.N.B. 2 2BISHOP 2 1 3

CONCORDIA 2 2 4LAVAL 2 2 4MONTREAL 1 1U.Q.A.M. 1 2 1 4SHERBROOKE 1 1LAKEHEAD 1 1McMASTER 1 2 3OTTAWA 0QUEENS 1 1 2R.M.C. 3 3TORONTO 6 1 3 1 2 3 16

U.W.O. 1 1MANITOBA 0WINNIPEG 1 1 2ALBERTA 1 1 2ATHABASCA 1 1CALGARY 2 4 2 8LETHBRIDGE 1 1ROYAL ROADS 1 1SIMON FRASER 1 1TRINITY 1 2 3U.B.C. 1 1VICTORIA 2 2-----------------------------------------------------------TOTALS 2 7 19 10 25 2 11 14 90-----------------------------------------------------------


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TABLE 5

RESEARCH PROJECTS-------------------------------------------------------------UNIV / DEPT ECON EDUC HIST PHIL POLI PSYC SOCI MISC TOTL-------------------------------------------------------------ACADIA 1 1CAPE BRETON 1 1DALHOUSIE 1 1 2MT ST VINCENT 1 1STE ANNE 1 1ST F.X. 0STE MARY'S 0U.P.E.I. 0MONCTON 1 1MT ALLISON 2 2U.N.B. 1 1 2BISHOP 0

CONCORDIA 2 1 1 4LAVAL 2 2MONTREAL 1 1U.Q.A.M. 1 3 4SHERBROOKE 0LAKEHEAD 0McMASTER 1 3 4OTTAWA 1 1QUEENS 2 2R.M.C. 2 2TORONTO 1 1 2

U.W.O. 1 1MANITOBA 1 1WINNIPEG 0ALBERTA 3 3ATHABASCA 2 2CALGARY 1 3 4LETHBRIDGE 1 1ROYAL ROADS 1 1SIMON FRASER 1 1TRINITY 1 1U.B.C. 2 2VICTORIA 0-----------------------------------------------------------TOTALS 2 9 3 8 13 4 4 7 50-----------------------------------------------------------


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APPENDIX 4

INTERDISCIPLINARY CENTERS

INSTITUTE OF PEACE EDUCATION (ALBERTTA)PEACE & CONFLICT STUDIES (UNIVERSITY COLLEGE TORONTO)PEACE & CONFLICT STUDIES (ERINDALE COLLEGE, TORONTO)PEACE & WAR STUDIES (GENERAL STUDIES, CALGARY)CENTRE FOR PEACE STUDIES (McMASTER)

DEVELOPMENT STUDIES (COADY INTERNATIONAL INSTITUTE, ANTIGONISH)PROJECT PLOUGHSHARES (CONRAD GREBEL COLLEGE, WATERLOO)CONFLICT RESOLUTION STUDIES (MENNO SIMONS COLLEGE, WINNIPEG)INTERDISCIPLINARY STUDIES (ACADIA)

CENTRE FOR THE STUDY OF CURRICULUM & INSTRUCTION (UBC)HUMAN RIGHTS CENTRE (CAPE BRETON)

CENTRE FOR INTERNATIONAL STUDIES (CAPE BRETON)CENTRE FOR FOREIGN POLICY STUDIES (DALHOUSIE)

LOYOLA JESUIT INSTITUTE FOR STUDIES IN INTERNATIONAL PEACE (MTRL)

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FUNDING SOURCES

-SOCIAL SCIENCES & HUMANITIES RESEARCH COUNCIL OF CANADA: SSHRCC-CANADIAN INSTITUTE OF INTERNATIONAL PEACE & SECURITY: CIIPS

-COMMISSION CANADIENNE POUR L'UNESCO

-DEPARTMENT OF EXTERNAL AFFAIRS (DISARMAMENT FUND) DEA-CANADIAN INTERNATIONAL DEVELOPMENT AGENCY: CIDA-DEPARTMENT OF NATIONAL DEFENCE: DND

-MINISTERE QUEBECOIS DES AFFAIRES INTERNATIONALES-MINISTERE DE L'EDUCATION DU QUEBEC-CENTRALE DE L'ENSEIGNEMENT DU QUEBEC-PROGRAMME PAFAC (UQAM)

-PEACE FUND CANADA-DONNER FOUNDATION-PRIVATE DONATIONS


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APPENDIX 6

ACTIVITIES

-EDUCATORS FOR PEACE-PHILOSOPHERS FOR PEACE-PSYCHOLOGUES POUR LA PAIX-SCIENCE FOR PEACE-TOOLS FOR PEACE-UNITED NATIONS CLUB-AMNESTY INTERNATIONAL

-GANDHIAN CONFERENCE-NON-VIOLENCE CONFERENCE-CLARE POUR LA PAIX-PUGWASH CONFERENCE-ANNUAL PEACE WALK

-COLLOQUE AT SEMINAIRE PACIFISTES

-COMITE CONSULTATIF DE L'AMBASSADEUR AU DESARMEMENT DU CANADA-COALITION QUEBECOISE POUR LE DESARMEMENT ET LA PAIX-ALLIANCE CANADIENNE POUR LA PAIX-VETERANS AGAINST NUCLEAR ARMS

-PEACE & CONFLICT STUDIES COMMITTEE (HALIFAX)-PEACE & CONFLICT RESOLUTION STUDY GROUP (CALGARY)-PEACE COALITION (LETHBRIDGE)-HANDS ACROSS THE BORDERS (LETHBRIDGE)

-GROUPE DESARMEMENT ET PAIX (MONCTON)-COLLOQUE SUR LA PAIX (MONCTON)-INTERDISCIPLINARY PEACE STUDIES COMMITTEE (MT ST.VINCENT)-PEACE & CONFLICT SOCIETY (TORONTO)-COMPUTER PEACE NETWORK (HAMILTON)-MEDIATION FAMILIALE (QUEBEC)

-ASSOCIATION MONDIALE POUR L'ECOLE INSTRUMENT DE LA PAIX-INTERNATIONAL PHILOSOPHERS FOR THE PREVENTION OF NUCLEAR OMNICIDE

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APPENDIX 5

PUBLICATIONS

MONOGRAPHS:-PROSPECTS FOR PEACE (CONCORDIA)-LE QUEBEC MILITAIRE (MONTREAL)-L'OPTION NUCLEAIRE (MONTREAL)-LE MOUVEMENT POUR LE DESERMEMENT ET LA PAIX (MONTREAL)-LA PAIX COMME PROJET DE JUSTICE (MONTREAL)-PAIX SANS FRONTIERES: CAHIER PEDAGOGIQUE (QUEBEC)-BIBLIOGRAPHIE ANNOTEE SUR LA GUERRE ET LA PAIX (LAVAL)-ARTISANS DE PAIX (OTTAWA)-ROOTS OF PEACE (TORONTO)-NON-VIOLENCE IN A VIOLENT CONTEXT (McMASTER)-PHILOSOPHICAL PERSPECTIVES ON NUCLEAR WAR (QUEENS)-PEACE EDUCATION IN THE SCHOOLS (MANITOBA)

-EDUCATING FOR PEACE (ALBERTA)

PERIODICALS:-OPTION-PAIX MAGAZINE-CANADIAN JOURNAL OF PEACE STUDIES-DEFENCE NEWSLETTER (DALHOUSIE)-PEACE NEWSLETTER (LETHBRIDGE)-EXPLORATIONS IN DEVELOPMENT/GLOBAL EDUCATION (SFU)-ENVIRONMENTAL ETHICS-PEACE MAGAZINE (TORONTO)-PEACE & CONFLICT SOCIETY NEWSLETTER (TORONTO)

-ARMS CONTROL VERIFICATION PAPERS (OTTAWA)-INSTITUTE FOR PEACE EDUCATION NEWSLETTER (ALBERTA)

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APPENDIX 3

FACULTY & CURRICULUM

-------------------------------------------------------------UNIVERSITY DEPARTMENT PROFESSOR COURSE/PROGRAM-------------------------------------------------------------

ACADIA PSYCHOLOGY P. HORVATHINTERDISCIPLINE G. FISCHER PEACE

CAPE BRETON POLITICS J. GUYINTERNATIONAL B. TENNYSON DISARMAMENT

DALHOUSIE PHILOSOPHY S.A.M.BURNSPOLITICS R. BOARDMAN WORLD ORDER FOREIGN POLICY E. BORGESE WAR+PEACE

MT ST VINCENT ANTHROPOLOGY J. GORDON WAR+AGGRESSIONECONOMICS J. CEKOTA ARMS RACE

HISTORY F. EARLY WOMEN+PEACEPOLITICS L. FISK ARMS RACE

STE ANNE PHILOSOPHIE J. CROMBIE FASCISME

ST F.X. PHILOSOPHY C. BYRNE ETHICSPOLITICS S. HALLOWAY WORLD POLITICS

STE MARY'S RELIGION P. BOWLBY WAR+PEACE-------------------------------------------------------------U.P.E.I. PHILOSOPHY V. SMITHERAM ACTION+CONFLICT

POLITICS B. BARTMANN WAR+POLITICS-------------------------------------------------------------MONCTON SOCIOLOGIER. BABIN DESARMEMENT

ARTS M. RAINVILLEMT ALLISON PSYCHOLOGY C. SUMMERS MILITARISMU.N.B. ECONOMICSD. MURRELLDEFENCE

POLITICS G. BETTS ENVIRONMENT-------------------------------------------------------------BISHOP POLITICS L.T.WOODS UNITED NATIONSCONCORDIA POLITICS P. ARNOPOULOS PEACE STUDIES

PSYCHOLOGY J. RARIBEAUSOCIOLOGY K. JONASSOHN GENOCIDE

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LAVAL HISTOIRE L. MIGEOTTE GUERRE ET PAIX

PSYCHOLOGIE R. CLOUTIER

THEOLOGIE L. O'NEILL DESARMEMENT

MONTREAL SOCIOLOGIEJ.VAILLANCOURT PAIX ET ECOLOGIEU.Q.A.M. EDUCATION J. HENAIRE INTERCULTURE

HISTOIRE Y. BROSSARDGUERRE ET PAIXPOLITIQUE Y. BELANGER DEFENSE

SHERBROOKE SC. HUMAINES J.R.CHOTARD SYSTEMES

------------------------------------------------------------LAKEHEAD EDUCATIOND. POWER

McMASTER PHILOSOPHY M. VOROBES WAR+PEACEINTERDISCIPLINE G. MACQUEEN PEACE MOVEMENTS

OTTAWA HISTORY J. LEVITTQUEENS EDUCATION J. OLSON

PHILOSOPHY M. FOX SCIENCE+WAR R.M.C. POLITICS J. SOKOLSKY WAR STUDIES

ECONOMICSK. DEONNANDAN DEFENCE

TORONTO PHILOSOPHY J. BOYLE WAR+MORALITYSOCIOLOGY M. SPENCER MAJOR PROGRAMCOLLEGE A. RAPOPORT MAJOR PROGRAM

U.W.O. EDUCATION D. RAY HUMAN RIGHTS------------------------------------------------------------MANITOBA EDUCATION K. OSBORNEWINNIPEG PHILOSOPHY P. MILLER WAR+PEACE------------------------------------------------------------ALBERTA EDUCATION Y. CHENG PEACE EDUCATIONATHABASCA HISTORY B. ROBERTS COLD WAR CALGARY POLITICS J.F.KEELEY STRATEGY

GENERAL T. GOVIER MAJOR PROGRAMINTERNATIONAL H. STAM PEACE+WAR

LETHBRIDGE POLITICS A. ICHIKAWAPHILOSOPHY A. WILLIAMS

-------------------------------------------------------------ROYAL ROADS POL. ECONOMY J. BAYER PEACEKEEPINGSIMON FRASER EDUCATION R. CASE CONFLICT RESOLTRINITY HISTORY J. KLASSEN PEACE+SOCIETY

SOCIOLOGY C. SENTON SOCIAL ISSUESU.B.C. EDUCATION W. WERNER GLOBAL DEVELOPEVICTORIA HISTORY D. ZIMMERMAN WAR+PEACE-------------------------------------------------------------TOTALS 35 60 60 50-------------------------------------------------------------


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APPENDIX 2

THE FIFTY CANADIAN UNIVERSITIES

NEWFOUNDLAND: (1)-MEMORIAL, SAINT JOHNS

NOVA SCOTIA: (7)-ACADIA, WOLFVILLE-CAPE BRETON-DALHOUSIE, HALIFAX-MOUNT SAINT VINCENT, HALIFAX-SAINTE ANNE, POINT DE L'EGLISE

-SAINT FRANCIS XAVIER, ANTIGONISH-SAINT MARY'S, HALIFAX

NEW BRUNSWICK: (3)

-MONCTON-MOUNT ALLISON, SACKVILLE-NEW BRUNSWICK, FREDERICTON & ST JOHN

PRINCE EDWARD ISLAND: (1)-P.E.I. CHARLOTTETOWN

QUEBEC: (7)-BISHOP'S-CONCORDIA-McGILL

-LAVAL-MONTREAL

-QUEBEC, ABITIBI, CHICOUTIMI, HULL, MONTREAL, RIMOUSKI, RIVIERES

-SHERBROOKE


20/20

ONTARIO: (17)-BROCK, SAINT CATHERINES-CARLETON-GUELPH-LAKEHEAD-LAURENTIAN

-McMASTER-OTTAWA-QUEENS-ROYAL MILITARY-SUDBURY-TORONTO-TRENT, PETERBOROUGH-WATERLOO-WESTERN, LONDON-WILFRID LAURIER, WATERLOO-WINDSOR

-YORK, TORONTO

MANITOBA: (3)-BRANDON-MANITOBA, WINNIPEG-WINNIPEG

SASKATCHEWAN: (2)-REGINA-SASKATCHEWAN, REGINA

ALBERTA: (4)-ALBERTA, EDMONTON-ATHABASKA-CALGARY-LETHBRIDGE

BRITISH COLUMBIA: (5)-BRITISH COLUMBIA, VANCOUVER-ROYAL ROADS, VICTORIA-SIMON FRASER, BARNABY-TRINITY WESTERN, LANGLEY-VICTORIA

(ANGLOPHONE /FRANCOPHONE)

peace studies survey

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