what is this module about? · promote peace and respect for cultural diversity in schools and...

Promote Peace and Respect for Cultural Diversity in Schools and Communities 1

What Is This Module About?

“Peace is… not a passive state, it is a process which needs time, attention

and participation from all of us…And peace begins with education. The

seeds of peace need to be planted in schools, in universities, in the new

generation.”

- Uwe Morawetz

International Peace Foundation (IPF)

“If we are to teach real peace in this world, and if we are to carry on a

real war against war, we shall have to begin with the children.”

- Mahatma Gandhi

Achieving peace is a very important goal for all. The General Assembly of

the United Nations proclaimed the years 2001-2010 as the “International

Decade for a Culture of Peace and Nonviolence for the Children of

the World.” A Culture of Peace is defined by the United Nations as “all the

values, attitudes and forms of behaviour that reflect respect for life, for human

dignity and for all human rights, the rejection of violence in all its forms, and

commitment to the principles of freedom, justice, solidarity, tolerance and

understanding between people.” This culture of peace is what most educators

hope to nurture in the hearts and minds of the youth.

Indeed, peace and respect for cultural diversity are universal objectives

not only of individuals but also of social institutions such as schools.

Because of this, schools are expected to contribute towards the building

of a culture of peace and respect for cultural diversity. It may be a

challenge to prevent disputes and conflicts from happening but these can

be addressed in non-violent ways. To prevent the continued cycles of

violence and prejudice, education must play an important role as a social

institution where peace is learned. Educating for peace is a vital step

towards achieving a culture of peace. Because of this, the United Nations

has called on every country to “ensure that children, from an early age,

benefit from education to enable them to resolve any dispute peacefully and in a

spirit of respect for human dignity and of tolerance.”

As school head, your role as an instructional leader in your school includes

providing education that promotes peace and respect for cultural diversity.

Your role as school leader is integral in helping young people learn how

2 Promote Peace and Respect for Cultural Diversity in Schools and Communities

to deal with conflict creatively and non-violently by providing them the

concepts, values, and skills needed to build a culture of peace.

Nevertheless, you may ask yourself, “How is this goal achieved? What

can I do to enable myself, my teachers, and the students in my school to

become peace champions?” These are important questions that the module

will enable you to answer so that you will effectively perform your role as

school head - someone who could make the school a haven of peace, a

school where your students and teachers could become peace champions.

As the school’s leader, you have the responsibility to make sure that

everyone is working towards achieving the goal of promoting peace and

respect for cultural diversity, starting locally, then moving towards the

rest of the world.

This is the second module in the PEACeXCELS flexible learning course

aimed at providing peace education through effective school leadership

among school heads. This module focuses on your expected role as an

institutional leader in promoting peace and respect for cultural diversity

in your school. As you may have learned in the first PEACeXCELS

Module, Cultivate Peace in Oneself and Champion the Cause of Peace in

Schools, an effective school head is someone who lives a life of peace and

is also a role model for peace. He or she actively supports instructional

and related activities that promote peace processes and respect for

differences among individuals. Module 2 will build on the ideas, concepts,

and competencies developed in Module 1 by providing guides for planning

examples of activities and other suggestions that may be adopted by school

heads in promoting peace and respect for cultural diversity in their schools

and communities.

Do you want to learn more about the principles and processes involved in

promoting peace and respect for cultural diversity in a school setting?

Would you like to be a key agent of peace at school and in your community?

If so, this module is for you. It aims to help you enhance your role as

school leader by being an essential part of the peace education process.


What Will You Learn?

This module can be considered as a continuation of PEACeXCELS Module

1, Cultivate Peace in Oneself and Champion the Cause of Peace in Schools.

In that module, you learned where conflicts are rooted and how these

can be effectively addressed. You also learned basic concepts related to

peacebuilding and peace education. Based on the inputs on peace and

cultural diversity from that module, you will now learn how to apply the

peace-related concepts to actual school settings. This module is composed

of three lessons that will familiarize you with the strategies and activities

in making your school a zone of peace and respect for cultural diversity.

The lessons in this module are as follows:

Lesson 1. Promoting a Culture of Peace and Respect for Cultural

Diversity through Responsive School Policies

Lesson 2. Teaching and Learning a Culture of Peace and Respect for

Cultural Diversity

Lesson 3. Sustaining a Culture of Peace and Respect for Cultural

Diversity in School and Beyond

This module includes lessons that will help you lead the school towards

becoming an effective agent for the promotion of peace and cultural

understanding. By planning and conducting activities that empower

students, school personnel and even community members to become peace

advocates, your school can become a crucial part in the overall

peacebuilding process. The knowledge and skills you will acquire from

this module will help you guide your school towards achieving its peace

education goals.

In Lesson 1, you will study the importance of schools in promoting a

culture of peace and respect for cultural diversity. You will learn how to

review and revise your school’s policies to reflect peace as an educational

goal. Moreover, you will learn how to draft and communicate school

policies that not only support peace activities but also promote

appreciation for cultural diversity. You will also be familiarized with the

characteristics of peace-responsive school policies. Lastly, you will study


how to evaluate the implementation and operationalization of your school’s

peace policies as an integral part of your role as school leader.

Lesson 2 provides the rationale for teaching peace concepts in a classroom

setting. It also suggests ways on how you can help your teachers become

peace champions as well as active promoters of peace and respect for

cultural diversity in school. You will learn the different concepts, values,

and skills that should be integrated in the teaching-learning process. You

will study how to integrate instructional and curricular processes that

promote a culture of peace and respect for cultural diversity. You will also

learn how to develop school-based activities and supplemental learning

materials that respond to local learning needs and contexts and promote a

culture of peace and respect for cultural diversity among stakeholders.

Moreover, you will be familiarized with sample peace promotion activities

which you can adapt for use in your own school.

In Lesson 3, you will learn strategies in providing a learning environment

that promotes respect and tolerance. This lesson will also give you tips on

how to plan and organize school activities that promote peaceful processes.

You will study ways on how to foster and sustain the development of your

students as peace advocates and champions of respect for cultural diversity.

Moreover, you will learn what peaceable schools are and how these can be

achieved. Lastly, you will study ways on how to collaborate with various

stakeholders to build a community of peace.

The lessons covered in this module will provide you with the important

knowledge and skills related to the promotion of the school as a crucial

agent in building peaceful communities that celebrate cultural diversity.

Each lesson can be completed in about four hours. With its three lessons,

the entire module could be completed in about twelve hours, if you really

take time to sit down and work on it continuously. You may take short 15-

minute breaks in between lessons to give yourself time to rest, ponder, and

reflect. Each lesson in this module has activities, tests, and assignments for

you to accomplish. Make sure you work on these activities and tests to

check on your progress and find out how well you learned.

At the end of this module, you should have acquired a good knowledge of

the various ways on how to promote your school as a zone for promoting

peace and cultural understanding. You will develop knowledge and skills

in conducting activities to help your teachers, students, staff, and even

community members to value peace and work towards achieving it.


Specifically, you should be able to do the following after completing this

module:

• Discuss the importance of schools in building a culture of peace

and respect for cultural diversity.

• Describe the characteristics of peace-responsive school policies.

• Review the peace-responsiveness of existing school policies.

• Implement and operationalize school policies that promote peace


• Explain the concepts, values, and skills integral to peace education


• Develop the capability of teachers towards promoting peace and

respect for cultural diversity among students.

• Integrate peace education and respect for cultural diversity into

teaching and learning activities.

• Develop and implement peace-promoting school activities and

supplemental learning materials for students and faculty that will

promote a culture of peace and celebrate cultural diversity.

• Operationalize strategies in providing a learning environment that

promotes respect and appreciation for cultural diversity.

• Foster and sustain the development of students and teachers as

peace champions by providing peace-responsive school structures

and opportunities.

• Collaborate with stakeholders in building a community of peace.


Flow of Instruction

1. Promoting a

Culture of

Peace and

Respect for

Cultural

Diversity

through

Responsive

School

Policies

Provides the

rationale for building

a culture of peace

and respect for

cultural diversity in

schools;

Discusses how to

review and revise

existing school

policies to make

them more peace-

responsive.

Lesson Focus

• School Head’s Role in Peace

Education

• Understanding Peace Education

• Understanding CulturalDiversity

• Barriers to Respect for CulturalDiversity

• Promoting Respect for CulturalDiversity

• Policy as the Foundation ofPeace and Respect for CulturalDiversity in Schools - The PolicyContext of Peace Education

• The Characteristics of Peace-Responsive School Policies andPractices

• Conducting a Simple SchoolPolicy Analysis TowardsPromoting Peace and Respectfor Cultural Diversity

• Review, Draft andCommunicate School Policiesthat Reflect Peace and Respectfor Cultural Diversity

• Translating National Policiesinto School Activities

• Evaluating the Implementationof “Peace-Responsive” SchoolPolicies

Topics

2. Teaching

and

Learning a

Culture of

Peace and

Respect for

Cultural

Diversity

Discusses ways to

integrate and implement

school activities that

build a culture of peace

and respect for cultural

diversity in schools as

well as strategies to

develop the capability of

teachers towards

promoting peace and

respect for cultural

diversity among their

students.

• The Rationale for TeachingPeace and Respect for CulturalDiversity in the Classroom

• A Schema for Peace Education

• Integrating Peace Educationinto Teaching and LearningActivities

• Teaching-Learning Approachesand Strategies in PeaceEducation

• The Characteristics of Teachersof Peace


What Do You Already Know?

To find out how much you already know about the concepts discussed in

this module, try to answer the following questions:

1. Enumerate three characteristics of well-crafted and peace-responsive

school policies.

Lesson Focus Topics

3. Sustaining a

Culture of

Peace and

Respect for

Cultural

Diversity in

School and

Beyond

Provides ways to

operationalize and

sustain strategies in

providing a learning

environment that

promotes respect

and appreciation for

cultural diversity

within the school

and in the

community.

• Providing a Learning

Environment that Promotes

Peace and Respect for

Cultural Diversity

• Providing a Physical

Environment Conducive to

Teaching Peace and Respect

for Cultural Diversity

• Creating a Peaceable

Classroom

• Planning and Organizing

Peace-Promoting School

Activities

• Developing Students as

Peace Champions

• A Whole School Approach

• Schools Working Towards

Peaceable Communities


2. Name five factors that cause students to discriminate against other

students.

3. Give three examples of possible effects of prejudice/discrimination

on students.

4. Why is the school important in promoting a culture of peace and

respect for cultural diversity?

5. Provide three examples of school policies that promote peace and

respect for cultural diversity.


6. Enumerate five characteristics of a teacher of peace.

7. Give five examples of peace-promoting activities that you can adapt

in your school.

8. Describe a peaceable classroom.

9. Explain why the community should be involved in the school’s peace

- promotion activities.

10. Give three examples of how community members can be involved in

the school’s peace-promotion activities.


Feedback

Let us check how well you fared. Compare your answers with those on

pages 153-159. Give yourself one point for each number where your

answer is similar. For the essay part, your answers may not be expressed

in exactly the same words, but as long as the thoughts expressed are

similar, give yourself one point for each.

If you got eight or more correct answers, that’s great! It means that you

are already very familiar with the contents of this module. However, you

may still need to study the module to learn new concepts. If your score is

four to seven, you have an idea about the topics covered but need to learn

more to be competent in promoting a culture of peace and respect for

cultural diversity. If your score is less than three points, the more you

need to study this module to familiarize yourself with the topics to be

discussed.


How Do You Rate Yourself?

SELF-RATING COMPETENCY CHECKLIST

Directions: The checklist below contains a list of competencies covered in

this module. For each competency, there are four possible levels of mastery

(Novice, Apprentice, Practitioner, Expert). You will use this matrix to rate

your level of mastery of each competency prior to studying the module

(PRE) and after you complete the module (POST). For each competency,

place a check mark (ü) under the appropriate “PRE” column which best

describes your level of mastery prior to studying the lessons of the module.

You will place a check mark (ü) under the appropriate “POST” column

when you have completed the module. Comparing your two self-ratings

on the PRE and POST columns later will tell you whether you have

improved your competency level or not.

COMPETENCY

1. Discuss theimportance ofschools in buildinga culture peaceand respect forcultural diversity.

2. Describe thecharacteristics ofpeace-responsiveschool policies.

3. Review the peace-responsiveness ofexisting schoolpolicies.

4. Implement andoperationalizeschool policies thatpromote peace andrespect for culturaldiversity.

I amlearninghow todo this.

(Apprentice)

I can dothis, butI needto learn

more andimprove.

(Practitioner)

Pre Post Pre Post Pre Post Pre Post

I cannotdo this

yet.(Novice)

I can dothis very

well.(Expert)


COMPETENCY

5. Explain the concepts,values, and skillsintegral to peaceeducation and respectfor cultural diversity.

6. Develop thecapability of teacherstowards promotingpeace and respect forcultural diversityamong students.

7. Integrate peaceeducation andrespect for culturaldiversity intoteaching andlearning activities.

8. Develop andimplement peace-promoting schoolactivities andsupplementallearning materialsfor students andfaculty that willpromote a cultureof peace andcelebrate culturaldiversity.


(Apprentice)


more andimprove.

(Practitioner)


I cannotdo this

yet.(Novice)

I can dothis very

well.(Expert)

9. Implement schoolactivities that willpromote a cultureof peace andcelebrate culturaldiversity.


How did you fare? Which competencies do you need to develop further?

Keep them in mind as you study this module.

You may now proceed to Lesson 1.

COMPETENCY

10. Operationalizestrategies inproviding a learningenvironment thatpromotes respectand appreciation forcultural diversity.


(Apprentice)


more andimprove.

(Practitioner)


I cannotdo this

yet.(Novice)

I can dothis very

well.(Expert)

11. Foster and sustainthe development ofstudents andteachers as peacechampions.

12. Collaborate withstakeholders inbuilding acommunity of peace.


“The root of the interlocking crises of our times, including war, the

environment, the North-South gap, ethnic and other conflicts ... will

not be solved without a human transformation - a human revolution.

Education is our best hope.”

Daisaku Ikeda, Soka Gakkai International

What Is This Lesson About?

In 1945, the United Nations was established to “save succeeding generations

from the scourge of war,” “to reaffirm faith in the …dignity and worth of the

human person [and] in the equal rights of men and women,” “to establish

conditions under which justice and respect for the obligations arising from

treaties and other sources of international law can be maintained,” and “to

promote social progress and better standards of life in larger freedom…” Peace

education has developed as a means to achieve these goals (United Nations,

2009). This passage highlights the importance of attaining world peace

and how education can be a vital tool towards achieving this end.

Article 26 of the Universal Declaration of Human Rights describes peace

education as being “directed to the full development of the human personality

and to the strengthening of respect for human rights and fundamental freedoms”.

It should promote “understanding, tolerance and friendship among all nations,

racial or religious groups” (United Nations, 2009).

Promoting a Culture of PeacePromoting a Culture of PeacePromoting a Culture of PeacePromoting a Culture of PeacePromoting a Culture of Peaceand Respect for Culturaland Respect for Culturaland Respect for Culturaland Respect for Culturaland Respect for CulturalDiversity through ResponsiveDiversity through ResponsiveDiversity through ResponsiveDiversity through ResponsiveDiversity through ResponsiveSchool PoliciesSchool PoliciesSchool PoliciesSchool PoliciesSchool Policies

LESSON

1


As a school leader, do you know what your roles are in making your

school a provider of peace education? Are you familiar with the ways by

which you can direct your school towards producing students who are

peace-loving citizens and agents for the respect and appreciation of

cultural diversity?

In this lesson, you will study the steps on how to review your school’s

policies and make necessary revisions that reflect peace-promotion as an

important educational goal. You will also learn how to craft and

disseminate school policies that not only support peace activities but also

promote appreciation and respect for cultural diversity. Lastly, you will

study how to implement and evaluate your school’s peace policies to

ensure that in your own special way, you, your school personnel, and

students contribute to the overall building of a culture of peace and respect

for cultural diversity.

As an instructional leader in your school, you have an important role to

play in mainstreaming peace education. This process requires a solid

foundation in the form of school policies that reflect and promote peace

as an instructional and institutional goal. When a structure like a house is

built on weak ground, it has a tendency to crumble. Likewise, you need

to ensure that your school’s peace promotion activities are built on solid

ground. Having “peace-responsive” school policies provides this strong

foundation that will support and sustain future instructional and related

activities. Do you know how this “solid ground” can be built?

This lesson gives you a quick review of the concept of peace education

and the importance of having “peace-responsive” school policies. The

learnings on peace education, as a process, and cultural diversity, as a

concept, shall provide important contributions towards making your

school a haven of peace.

Do you want to know more about how to achieve these through “peace-

responsive” policies? Read on.



At the end of this lesson, you should be able to do the following:

• Discuss the importance of schools in promoting a culture of peace


• Describe the characteristics of peace-responsive school policies.

• Review the peace-responsiveness of existing school policies.

• Implement school policies that promote peace and respect for

cultural diversity.

Let’s Think About This

Remember when you were still a student in primary or elementary school.

What were the reasons that have made you angry at a student or a teacher?

Try to identify instances that made you want to get mad at someone in

your school. Write down your insights on the spaces provided below.

Share and discuss your answer with your co-learners and Flexible

Learning Tutor. Read on to further validate your answers.


Let’s Study

The School Head’s Role in Peace Education

Our world is currently bombarded by events that oftentimes can be

described as violent. In school settings, violence may also be manifested

in many forms. In fact, you yourself might have experienced some form

of violence that made you feel angry towards students or even your

teachers. Some examples of aggression in school include bullying of

students by their classmates as well as fights among students and even

members of the school staff. The actions and behaviors of some of the

youth in our schools do not seem to support peace. In fact, some of these

behaviors go against it. Great is the problem of maintaining peace within

schools in some countries or regions that the concept of “educating for

peace” seems to be a difficult task. Some would even say that it is an

overly simplified solution to a culture of violence that has characterized

some of our societies.

However, as you learned in PEACeXCELS Module 1: Cultivate Peace in

Oneself and Champion the Cause of Peace in Schools, peace education is

an important pathway in building a culture of peace. Peace and being

peaceful can be learned. As the previous quotation from Daisaku Ikeda

implies, educating for peace is our best solution in addressing the problems

of a violent culture. When children are taught to value peace, they will

more likely grow up to be peace-loving adults. Education can be a

pathway to promote peace. There is a strong recognition that educational

systems have the potential to promote peace by teaching young minds to

value social justice, respect human rights, and appreciate the differences

among peoples and cultures. In other words, education, too, can promote

a culture of peace.

Peace is more than the absence of war. It involves many other things

such as justice, freedom of expression, and cultural dignity. Peace thrives

when people have economic and environmental security. Because of this,

the study of peace requires some understanding not only of peace itself,

but also familiarity with other issues within its umbrella, including cultural

diversity, gender equality, human rights, social justice, war, nonviolence,

conflict resolution, caring for the earth, sustainable development, and

even economic or political inequalities. These are all considered to be part

of peace education.


Aside from their homes, students acquire most of their knowledge, values,

attitudes, and skills from schools. Therefore, educators need to learn how

to translate their knowledge about peace, peace promotion processes,

and peace education into actual school activities that can guide students

to pursue peace as individuals and as part of the community. And being

the head of your school, you are expected to assume the role of a leader in

peace education – in short, a peace champion.


Review the statement of Daisaku Ikeda (2009) at the beginning of this

lesson on page 14. Do you agree with the quotation? What do you think

did he mean when he said that “Education is our best hope”? Write down

your reflection on the space provided below.

Share and discuss your reflection with your co-learners and Flexible

Learning Tutor. Read on for more information and feedback.


Let’s Study

Understanding Peace Education

I am sure that as school head, you fully agree with Daisaku Ikeda’s

statement, “Education is our best hope.” Educating for peace is truly our

best solution in addressing the problems of a violent culture. If children

will be taught to value peace, they will more likely grow up to be peace-

loving adults. Education can be a pathway to promote peace. It is at

schools where the seeds of a “culture of peace” take root and get nurtured

in the hearts and minds of young learners.

Peace education is education that promotes a culture of peace. According

to Betty Reardon, a known peace educator, peace education is defined as

one that seeks to transform the present human condition by “changing

social structures and patterns of thoughts that have created it. The main

purposes of peace education are the elimination of social injustice, the rejection

of violence, and the abolition of war “(Castro & Galace, 2008). UNICEF

further describes peace education as schooling and other educational

initiatives that aim to achieve the following:

• Function as “zones of peace” where children are safe from violent

conflict.

• Uphold children’s basic rights as outlined in the Convention on

the Rights of the Child (CRC).

• Develop a school climate that models peaceful and respectful

behavior among all members of the learning community.

• Demonstrate the principles of equality and non-discrimination in

administrative policies and practices.

• Draw on the knowledge of peacebuilding that exists in the

community, including means of dealing with conflict that are

effective, non-violent, and rooted in the local culture.

• Handle conflicts in ways that respect the rights and dignity of all

involved.

• Integrate an understanding of peace, human rights, social justice

and global issues throughout the curriculum whenever possible.


• Provide a forum for the explicit discussion of values of peace and

social justice.

• Enable children to put peace-making into practice in the

educational setting as well as in the wider community.

• Generate opportunities for continuous reflection and professional

development of all educators in relation to issues of peace, justice

and human rights.

The challenge of peace education is of critical importance. As a school

head, have you done enough to ensure that your students have, in turn,

learned enough for them to value peace over violence, harmony over

discord? Answering these questions may not be easy. However, as school

head, you have a crucial role in ensuring that your school is a place where

peace is learned, appreciated, and sustained. Adopting the principles of

peace education in your own school setting is an important step towards

achieving that end.

Let’s Try This (Activity 1.1)

Read the story below, then answer the questions that follow.


Critical Incident

Amina is an eight-year-old student in a community elementary school.

Being a Muslim, she wears a “hijab” or a head scarf everyday when

she goes out of her house. One day, Amina came home crying. Her

mother, Mrs. Farah, asked her what happened. Amina replied that

some of her male classmates bullied her and made unkind remarks

about her hijab. They teased her that she was wearing one because

she had dirty hair. One of the boys even tried to pull the scarf off.

When she informed their teacher about what had happened, the teacher

just shrugged her shoulders and told Amina to just accept that as she

was the only one wearing a hijab in class.

Answer the following questions.

1. If you were Mrs. Farah, how would you have reacted?

2. Are the boys justified in doing what they did to Amina? Why/ Why

not?

3. Did the situation reflect a respect for other people’s cultures? Why/

Why not?

4. If you were the school head of Amina’s school, what would you do?


5. What would you tell Amina’s teacher?

Compare your answers with mine on page 160.

Let’s Read

Understanding Cultural Diversity

Creating a safe and comfortable learning environment in schools means

that students feel they are accepted, respected, heard, and have a right to

express themselves and be respected for their opinions, and for who and

what they are. In a changing world, more and more educators are seeing

classrooms that have a diverse profile of students. Because of migration

and social change, students in a single classroom may now come from

various backgrounds and culture. It is expectedly a challenge for teachers

to be able to respond to the various needs of their students. Teachers are

challenged to provide a safe and accepting learning environment for all

of them. On the other hand, the issue of diversity inside classrooms also

poses some difficulties to other students and school personnel. Students

may find it difficult to relate to classmates who come from another country

or cultural background. School staff may have concerns in adjusting to

the cultural differences of the students.


Think about the community you belong to right now. Are all people similar

in terms of religion and ethnicity? Do people in your community dress

alike, or do they dress differently from each other? What about the way

they live? In what ways are their cultural or religious differences

manifested?


In the Philippines, Malaysia, Thailand, Indonesia, Singapore, and other

ASEAN countries, the populations are multi-cultural — where people

coming from different cultural, religious, and ethnic backgrounds live

together in communities. This social phenomenon can also be observed in

almost all countries all over the world due to migration, immigration,

and cultural exchange. Being a citizen of an ASEAN country, chances

are, you live in a community where cultural diversity exists.

Cultural diversity refers to the existence of differences in characteristics

of individuals who belong to one group or one environment (e.g., a group

of students inside a classroom). It pertains to differences in culture, gender

and ethnicity, race, sex, socio-economic status, language, religion, ideology,

nationality, appearance and body structure, and other characteristics that

individuals may have difficulty in adjusting to when relating to others

around them.

The ideal behavior is to be able to respect, accept, and celebrate cultural

diversity. In this manner, all the needs of the individual learners are

addressed and a safe environment is assured. However, these are not

always easy to do. As an example, the teacher in the story on page 21 has

trouble understanding why students have to dress in certain ways because

of their religion. Some students may find it difficult to understand why

some of their classmates do not dress in the same manner that majority of

those in school do. This lack of understanding makes it difficult for them

to practice respect for cultural diversity.


Let’s examine your own concepts about persons based on their cultural,

religious or ethnic background. Complete the sentences below. You may

use an extra sheet as needed for your answers.

1. My idea of a Muslim person is someone who

2. My idea of an indigenous person is someone who


3. My idea of a person who believes in Communism is someone who

Feedback

After completing the sentences, examine your descriptions. Would you

describe them as positive views or negative views? Why/ Why not? Discuss

your answer with your co-learners and Flexible Learning Tutor.

This exercise illustrates that people, including you, may have existing

stereotypes or images of others belonging to particular groups based on

their religion, cultural, or other backgrounds. You need to be aware of

your own stereotypes as they may be incorrect and may lead you to behave

negatively against members of certain groups.

Let’s Read

Barriers to Respect for Cultural Diversity

According to the International Bureau of Education of UNESCO, one of

the main problems in the development of mutual understanding,

appreciation for cultural diversity, and tolerance is ethnocentrism. This

refers to the thinking of some individuals that the only “normal” way of

thinking and behaving is their own culture’s way. As such, they find it

difficult to accept other people’s cultures. In school settings, ethnocentrism

can be manifested, for example, when students make fun of classmates

from a cultural minority because of the way they speak. Another example

is when teachers do not allow students of Muslim faith to be excused

from class, even for a short while, when they need to pray. Some students

are also known to have bullied their peers who come from different ethnic

groups or impoverished socioeconomic backgrounds.

Educators are expected to be role models for the entire school body and

treat students with equal respect. This will encourage students to treat

each other with respect and dignity. Unfortunately, this is not always the

case. Ethnocentrism hinders us from accepting others as they are and


sometimes prods us to react to others in hostile or defensive ways. We

now live in a world where differences are sometimes feared, ridiculed,

discouraged, or even a cause for harm. Marginalized or minority groups

are often present in school settings; ignoring their needs may lead to

untapped potentials or even conflict.

What are other ways by which ethnocentrism may be manifested in

schools? Write your ideas on the lines below.

Read on to check your answers.

Challenges to Respecting Cultural Diversity in Schools

The International Bureau of Education of UNESCO provides some specific

examples of cultural diversity-related problems from actual school

experiences:

• A teacher is unaware of how cultural differences regarding

education influence students’ participation.

• A teacher allows certain students to dominate class discussions

and ignores other students.

• A student makes a sexist remark which alienates other

students.

• A student wears a t-shirt which bears a homophobic remark

or diagram.

• A teacher or student only addresses students of a particular

sex.

• A student denounces the gender, sexual preference, race,

ethnicity, or religion of a particular student.


In summary, the following are the possible areas of diversity-related

problems that you, as school head, have to be aware of and may need to

address in the future:

• Race

• Religion

• Ideology

• Nationality

• Ethnicity

• Appearance – body structure

• Socio-economic class

• Age

• Gender

Prejudices are often sources of problems related to cultural diversity.

Prejudices are negative feelings and attitudes towards members of a

certain group without adequate basis. Castro & Galace (2008) provide

the following list of prejudices and their corresponding definitions:

• Racism - the belief that one’s own cultural or racial heritage is

innately superior to others;

• Sexism - a system of attitudes, actions, and instructional structures

that subordinates girls and women on the basis of their sex;

• Heterosexism - negative attitudes towards lesbians and gay men;

• Classism – distancing from and perceiving the poor as inferior;

• Linguicism - negative attitudes members of dominant language

groups hold against members of non-dominant language groups;

• Ageism - negative attitudes held against the young and the elderly;

• “Looksism” – prejudice against those who do not measure up to

set standards of beauty;

• Religious intolerance – prejudice against those who are followers of

religions other than one’s own.



Before moving on, review the examples of cultural diversity-related

problems that students and educators may experience at school. Which

of the above examples have you actually encountered? Can you recall

specific details about the event? Write your ideas on the lines below.

Discuss your answers with your Flexible Learning Tutor, co-learners and

colleagues. Also discuss with them the other possible ways in which

cultural diversity problems can be manifested.


Which of the following statements show a lack of respect for cultural

diversity? Identify the situations and underline them.

1. A teacher ignores female students in her class and responds only

to male students.

2. A student makes unkind remarks about what a classmate is

wearing.

3. A teacher provides equal consultation time to all students,

regardless of their personal characteristics.

4. A student hits another student because s/he thinks s/he acts weird.

5. A teacher calls a student’s parent to a meeting to understand why

she does not seem to be attentive in class.

6. A student writes anti-Muslim remarks on the school’s bathroom

walls.

7. A teacher makes remarks about a student having an unusual name.


Compare your answers with mine on page 161. Discuss with your co-

learners and Flexible Learning Tutor how the statements that show non-

respect for diversity can be corrected or how these can be manifested in

more culturally sensitive ways.


Educators have a responsibility toward their students. As school head,

you have the bigger responsibility of ensuring that your school is a haven

of peace and a place where students from culturally diverse backgrounds

feel safe and secure. How are you going to achieve this? Write your ideas

on the lines below.

Read on to see how your ideas compare with current researches and best

practices pertaining to promoting respect for cultural diversity.

Let’s Read

Promoting Respect for Cultural Diversity

For your first step, you need to start with yourself. You need to develop

an awareness of your own biases and how these affect your role

as a school head. This was already discussed in PEACeXCELS

Module 1, Cultivate Peace in Oneself and Champion the Cause of Peace

in Schools.


Some suggestions provided by the International Bureau of Education of

UNESCO for teachers or school heads in promoting the understanding,

acceptance, and appreciation of cultural diversity in schools include the

following:

• Initiate and attend regular discussions for educators that allow

diversity-related issues to be discussed and understood.

• Monitor conflicts that arise in the classroom. Pay attention to

the factors that lead to unwanted incidents.

• Create a venue for ongoing discussions where students and

teachers can participate to discuss diversity-related issues.

• Arrange and conduct training programs on the understanding

and appreciation of cultural diversity for students and teachers,

using actual cases from your school.

• Document and discuss specific complaints arising from

diversity-related issues.

• Initiate experiential workshops for teachers and students to

allow them to confront their own ethnocentrisms on certain

issues.

• Design curriculum and select reading materials and other

resources that reflect the different backgrounds and needs of

the students.

• Observe “power struggles” in class by identifying which

students seem to dominate discussions or activities more than

others and what causes these.

• Reach out to silent students.

• Make an issue of conflict a “teachable moment.”

• Treat each student as an individual deserving of respect and

not as a representative of a group.



The table below contains a list of suggested activities for further promoting

respect for cultural diversity. Check the column that corresponds to your

possible status as far as implementing the activities is concerned.

1. Organize regulardiscussions ondiversity-relatedissues.

2. Participate in regulardiscussions ondiversity-relatedissues.

3. Arrange andconduct trainingprograms forstudents andteachers on theunderstanding andappreciation ofcultural diversity,using actual casesfrom your school.

4. Participate intraining programsthat promote theunderstanding ofcultural diversity.

5. Document anddiscuss specificstudent complaintsarising fromdiversity-relatedissues.

SUGGESTED

I can do this,but

I need tolearn

more andimprove.

I cannot dothisyet.

I can do thisvery well.


Discuss your answers with your co-learners or Flexible Learning Tutor,

especially focusing on the activities that you cannot do to find out what

you can do about it.

SUGGESTEDACTIVITY

I can do this,but

I need tolearn

more andimprove.

(Practitioner)

I cannot dothisyet.

(Novice)

I can do thisvery well.(Expert)

6. Design curriculathat reflect thedifferentbackgrounds andneeds of thestudents.

7. Select learningmaterials thatreflect the differentbackgrounds andneeds of thestudents.

8. Monitor conflictsthat arise in theclassroom.

9. Reach out to silentor non-participativestudents.

10. Treat each studentas an individualdeserving of respectand not as arepresentative of a

group.



Remember the story on page 21? Mrs. Farah, the mother of Amina, felt

bad for her daughter. She felt that Amina’s cultural background of being

a Muslim was disrespected not only by Amina’s classmates but also by

her teacher. She asked for an appointment to discuss this matter with Mr.

Kunaporn, the school head of the community elementary school.

Mrs. Farah: Good morning, Mr. Kunaporn. Thank you for seeing me. I

came here to talk to you about what happened to my daughter

Amina yesterday.

Mr. Kunaporn: Good morning, Mrs Farah. It’s nice of you to drop by. Would

you like to tell me about it?

Mrs. Farah: She came home crying because her classmates had teased her

for wearing her hijab. In fact, one of them even tried to pull her

hijab. What makes me more concerned is that her teacher just

told her to ignore those boys and learn to accept such ridicules

as a consequence of her being the only one wearing a hijab.

Mr. Kunaporn: Is that so? This is the first time I am hearing of such

discriminatory behavior happening. I am sorry about this. Will

you let me discuss this first with Amina’s teacher to find out

what happened?


Mrs. Farah: I hope you can do something about this. I hope that there is

something written in the school’s policy that such an act of

prejudice is unacceptable.

Mr. Kunaporn: You are right, Mrs. Farah. I assure you I will get to the bottom

of this and will update you tomorrow. (In his mind: “I know

what happened was wrong. Students should not be

discriminated against because of their cultural background. But

does our school have a written policy on this? I’d better check.”)

Answer the following questions:

1. If you were Mr. Kunaporn, what would you do to answer your own

question? Write your answer on the lines below.

2. Is it important to have written policies that support respect for cultural

diversity in a school setting? Why/Why not?


3. To support the promotion of respect for cultural diversity in the school,

what kind of written policies should be in place? Write your ideas on

the lines provided below.

Feedback

If you answered that you will check if your school’s policies reflect

intolerance for prejudice and discrimination, you are correct. Other

sections of this lesson will give you ideas on how this can be done.

It is important to have written policies that support respect for cultural

diversity in a school setting. A school that promotes this provides an

environment where students coming from varied backgrounds acquire

learning without fear of harm or prejudice.

Read on to check your answers.


Let’s Read

Peace and Respect for Cultural Diversity in Schools -The Policy Context of Peace Education

Some schools in the ASEAN region have already acknowledged the

importance of having written school policies that support respect for

cultural diversity. Some of these policies include reminders and sanctions

against teachers who ignore the needs of specific groups of students

because they come from different religious, cultural, or ethnic

backgrounds. These policies are essential especially in making guided

decisions when cases such as those of Amina’s occur.

A policy is defined as a document or issuance that serves as a guideline or

mandate on certain issues. Policies are issued by an authority (example is

the Ministry of Education) that directs the contents of the policy to be

observed within its governed units. In support of international peace

education efforts, policies have been issued by many Southeast Asian

governments which promote peace education, specifically the promotion

of human rights and cultural understanding. Examples of these are the

following: Thailand’s National Education Act of 1999 (B.E. 2542),

Cambodia’s National Education Policy and the Philippines’ Basic

Education Act of 2001 (RA 9155). You may refer to this module’s annexes

to learn more about these policies. Brief descriptions of these policies are

provided below.

Thailand National Education Act of 1999 ( B.E. 2542)

(Office of the National Education Commission, 2009)

• This Act prescribes a new national curriculum that emphasizes

learning about neighboring countries, the region, the world,

the UN, human rights, and universal values.

• The curriculum aims to promote independent thought, self-

reliance, and national and international cooperation. It stresses

learning about local and national values and culture.

• The schools have also been asked to include global-related

content in their curricula, such as environmental protection,

AIDS prevention, anti-drug abuse, human rights and

nonviolence in schools, etc.


Cambodia’s National Education Policy (Chen, 2006)

• The Cambodian national education policy focuses on providing

skills to all students. One of the adopted general education

reform policies is the development of curriculum based on

concepts of humanization, localization, regionalization, and

universalization.

• The philosophy of the curriculum extends from the philosophy

of the National Goals and Aims of Education of Cambodia,

which seek to develop human resources holistically—

simultaneously with the mind, emotions, and body. This

approach ensures the development of knowledge, skills,

experience, morality, tolerance, cooperation, solidarity,

national unity, national consciousness, love of justice, respect

for law, respect for human rights, environmental preservation,

identity, and valuing of national culture and civilization, self-

reliance, self confidence, ability to solve daily problems,

creativity, industry, responsibility, ability to promote one’s

family’s well-being, and participation in national rehabilitation

and development based on democracy and pluralism

Republic of the Philippines’ Basic Education Act of 2001 or RepublicAct (RA) No. 9155 (Department of Education, 2009)

• This Act states that it is the policy of the country to ensure that

the values, needs, and aspirations of a school community are

reflected in the program of education for children, out-of-

school youth, and adult learners.

• In support of RA 9155, the Philippines’ Department of

Education issued (DepEd) Order No. 53, s. 2001. This is a policy

that supports the constitutional guarantee of the right of

citizens to freedom of religion and non-discrimination on the

basis of sex, religion, creed, or color.

• Specifically, the DepEd encourages all schools to re-evaluate

their policies to ensure that these are sensitive enough to respect

the plight of Muslim students who attend their schools. The

policy was very specific to allowing Muslim school children to

wear their veils or headdresses (hijabs) inside the school campus.

Furthermore, in physical education classes, Muslim girls will


not be required to wear shorts and instead wear appropriate

clothing in accordance with their religious beliefs. The policy

also indicates that Muslim students should not be required to

participate in non-Muslim religious activities.

You can read more about the three national policies cited in Annexes A,

B and C, respectively at the end of this module.


As school head, you are expected to help implement national policies in

your own local setting. Are you familiar with similar national policy

issuances from your own country? The various policies that support peace

and human rights education from Thailand, Cambodia, and the

Philippines require that school heads like you play an active role in

implementing the nation’s educational goals. Aside from identifying and

implementing school-based activities that will translate these policies into

actual learnings, one of the crucial roles that you need to perform is to

ensure that your school’s own policies reflect national policies that promote

peace education. What school polices do you have that promote peace

and respect for cultural diversity? Write your answers on the lines

provided.

_________________________________________________________________________________

____________________________________________________________________________________

_________________________________________________________________________________

______________________________________________________________________________________

Share and discuss your answers with your co-learners and Flexible

Learning Tutor.


Let’s Read

Do you know how to assess the peace-responsiveness of school policies?

Do you have an idea about the characteristics of school policies that

promote peace and respect for cultural diversity? Read on to find out

more about this.

Characteristics of Peace-Responsive

School Policies and Practices

It is hoped that you, as school head, and like Mr. Kunaporn, will take the

initiative to review and revise your school policies and practices to ensure

the promotion of peace and respect for cultural diversity. According to

Caldwell and Sprinks (1993), the following characteristics are inherent in

good school policy statements that promote peace and repect for cultural

diversity:

1. Are based on a clear statement of belief or purpose of building a

culture of peace in the school.

2. Contain guidelines on the promotion of peace and respect for

cultural diversity.

3. Explain what is wanted of sectors or individuals as agents of peace

in the school.

4. Provide reasons why units and individuals in a school are required

to promote peace and respect for cultural diversity.

5. Provide a clear basis for the preparation and implementation of

rules and procedures related to the building of a culture of peace.

6. Provide direction for teachers and administrators on how to build

a culture of peace.

7. Permit administrators and teachers to interpret directions in such

a way as to adjust for changing conditions without making any

basic change in the policy.


8. Provide a standard for evaluating performance.

9. Are written in a style that is readily understood by all members of

the school community.

10. Must include statements that promote peace and respect for all

school members regardless of race, culture, religion, gender,

nationality, ethnicity, appearance, and other personal

characteristics.


Try to answer the questions that follow. Write your answers on the lines

below.

1. After reading the characteristics listed above, do you think your school

policies promote peace and respect for cultural diversity? Why/Why

not?

2. For school policies to promote peace and respect for cultural diversity,

why do they need to be based on a clear statement of belief or purpose?

3. Why is it important to have a clear description of the roles of various

sectors or individuals as peace agents in the school?


Feedback

The characteristics of well-crafted and peace-responsive school policy

statements may or may not be reflected in your school’s policy documents.

Knowing these characteristics will help you review and revise them, when

necessary.

For school policies to promote peace and respect for cultural diversity,

they must be based on a clear statement of belief or purpose. This provides

specific directions that guide your school’s educational activities. It is also

important to have a clear description of the roles of various sectors or

individuals as peace agents in the school, for them to know exactly what

is expected of them in the process.

Do you have answers different from mine? You may discuss those with

your Flexible Learning Tutor and co-learners.

Let’s Study

Conducting a Simple School Policy Analysis TowardsPromoting Peace and Respect for Cultural Diversity

As mentioned earlier, if a school head is to promote peace and respect for

cultural diversity in his/her school, he or she needs to have a good

foundation to support this. This foundation refers to the school’s policies.

Do you remember what school policies are? School policies refer to

written documents that describe the school’s philosophy as well as

guidelines for operations. They also include documents referring to how

members of the school are to behave and consequences for inappropriate

behavior. Examples of these include the school’s mission, vision, and goal

statements. These policies are also reiterated in other school documents

such as student handbooks, faculty manuals, and the school curriculum,

which should reflect the system-wide policies issued by the country’s

Ministry of Education. If peace and cultural diversity are to be promoted

as part of the school’s efforts to provide peace education, these documents

and guidelines have to be reviewed to check if they support endeavors

towards peace-building and promoting cultural respect.


To conduct a simple policy analysis in the context of peace education, a

school policy document needs to be evaluated if it supports peace efforts

and promotes respect for cultural diversity. This analysis starts with an

evaluation of the school’s statement of belief or purpose, often written as

the school’s Mission, Vision, and Goal statements. The rest of the steps

involved in the process will be discussed later.


Review the story on page 21 about the incident in Mr. Kunaporn’s school

that prompted him to find out if his school’s policies promote respect for

cultural diversity.

In his research, Mr. Kunaporn discovered that his country’s Ministry of

Education has issued a national policy similar to the Philippines’ Executive

Order (EO) No. 570 “Institutionalizing Peace Education in Basic Education

and Teacher Education.” Because of its mandate to review existing local

school policies and ensure that these are respecting of the rights of

students, particularly those with different religious backgrounds, Mr.

Kunaporn decided to do a review of the Community Elementary School’s

(Mr. Kunaporn’s school’s) vision and mission statement, as well as the

school’s list of core values and institutional objectives. This policy document

is presented on the next page.


What do you think of the Community Elementary School’s Mission, Vision,

and Goal Statements and its list of core values? Do you think they are

adequate in promoting peace and respect for cultural diversity? Why or

why not? Write down your answer on the spaces provided below.

Community Elementary School

VISION STATEMENT

We envision ourselves to be a community of learners that are

prepared for life challenges, embodying the spirit of excellence and

integrity.

MISSION STATEMENT

The Community Elementary School provides education to students

to make them productive and peaceful members of society.

CORE VALUES

The Community Elementary School upholds:

1. Excellence in education

2. Integrity and honesty

3. Preparedness for life’s challenges

INSTITUTIONAL GOALS

1. Develop the students’ knowledge and skills to prepare them for

work.

2. Help students become responsible persons in the future.

3. Instill among students respect for the environment.


Feedback

If you answered that it is inadequate, you are correct. It is inadequate

because it lacks specific provisions that focus on the promotion of peace

and the respect for cultural diversity. A review of this school’s policy

document shows that there are insufficient statements that support the

development of a peace-oriented studentry respectful of cultural

differences. Specifically, there are no provisions or guidelines on how the

attainment of peace and respect for cultural diversity will be accomplished.

Let’s Study

To conduct a more organized way of reviewing the peace-responsiveness

of an existing school policy, you may use a simple policy analysis table

similar to the one below. Filling out this table may help you identify areas

that need to be revised or clarified.

To use this table, first select a specific policy document in your school, for

example, its vision statement. Read the document, and based on your

observation, write either Yes or No in the second and third columns. If the

answer is No or the policy could be further improved, write your proposed

revisions in the fourth column. These revisions may include adding lines

that specifically indicate support for peace efforts and the encouragement

of respect for social diversity in your school.


To help you learn how to use the simple policy analysis table, study the

sample that follows which depicts the vision-mission-goal statements of a

school in the Philippines (Makati Hope Christian School, 2009). Relevant

statements to peace and cultural diversity are underlined.

Simple School Policy Analysis Table

SpecificSchool Policy

Document

Does thedocument have

specificprovisionspromoting

peace?Yes or No



respect for cul-tural diversity?

Yes or No

ProposedRevisions


SAMPLE SCHOOL VISION-MISSION-GOAL

STATEMENTS

(Adapted from Makati Hope Christian School, 2009)

VISION

As a Filipino educational institution, we envision ourselves to be a

community of life-long learners that embodies peace, harmony,

respect, excellence, and integrity.

MISSION

XXX School exists to provide holistic education for students from

different cultures and backgrounds to be peace-loving, innovative

and responsive to the needs and challenges of the times.

CORE VALUES

To effectively carry out its goals , XXX School as a community

upholds:

RESPECT for people regardless of their culture, religion, and other

backgrounds; EXCELLENCE in body, mind, and spirit by

practicing healthy living, developing creative and critical thinking,

effective communication skills, technological proficiency, and

entrepreneurial skills; and INTEGRITY by demonstrating courage

to do what is right.

INSTITUTIONAL GOALS

1. To develop in the students respect for people of other faith,

race, and culture;

2. To help students develop an appreciation for the humanities

and the arts, their unique cultural heritage and social identity,

as well as those of others;

3. To instil in students civic and environmental responsibility;

4. To provide opportunities for students to develop creative and

critical thinking skills;

5. To develop students’ interpersonal skills towards being agents

of peace;

6. To provide opportunities for physical development;

7. To empower students to be responsible citizens, taking an

active part in nation-building.


A simple policy analysis table for the example given follows. Note that as

described earlier, the last column requires that proposed revisions to the

specific peace-promoting or cultural diversity provisions be provided when

necessary. The proposed revisions can be a product of discussions with

your teachers, community representatives, and even school district

representatives. The proposed revisions need to 1.) include specific

statements on peace-promotion and the promotion of cultural diversity;

and 2.) removal of statements that go against the latter.

Example of Simple School Policy Analysis Table

VisionStatement

Yes (Theword “peace”wasmentioned)

Yes (The word“respect” isindicated whichmay indicaterespect for culturaldiversity)

To put moreemphasis on respectspecific to culturaldiversity, it could berestated to indicatethe whole word“respect for culturaldiversity.”

MissionStatement

Yes (thewords “peace-loving” werementioned)

Yes ( Part of itmentions theprovision of holisticeducation forstudents fromdifferent culturesand backgrounds tobe peace-loving,innovative andresponsive to theneeds andchallenges of thetimes.)

NONE

SpecificSchoolPolicy

Document

Does thedocument

have specificprovisionspromoting

peace?Yes or No



respect for cul-tural diversity?

Yes or No

Proposed Revisions


Core Values No Yes (i.e., RESPECTfor peopleregardless of theirculture, religionand otherbackgrounds)

May add the line:PEACE andHARMONY in thehome, school, andcountry byinstilling family-oriented values,responsiblecitizenship,loyalty,and appreciationfor the humanitiesand the arts.

InstitutionalGoals

Yes (i.e., 5. Todevelopstudents’interpersonalskills towardsbeing agentsof peace)

Yes (i.e., 1. Todevelop in thestudents respect forpeople of otherfaith, race, andculture; 2. To helpstudents develop anappreciation for thehumanities and thearts, their uniquecultural heritageand social identityas well as those ofothers)

NONE

Example of Simple School Policy Analysis Table (Continuation)


Document

Does thedocument


peace?Yes or No

Does thedocument havespecific provi-

sions promotingrespect for

cultural diversity?Yes or No

ProposedRevisions

What do you think of the analysis above? Does the table reflect that the

school’s mission-vision-goal statements promote peace and respect for

cultural diversity? What other comments can you provide? Write your

answers on the lines below. Afterwards, discuss your answers with your

Flexible Learning Tutor and your co-learners.



Study the policy document of Mr. Kunaporn’s school once again.

Now, based on the policy document from the Community Elementary

School, fill out the table below following the pattern described earlier.

You may re-copy the blank table on another sheet of paper to provide

you more spaces for your answers. The first row to be answered had been

done for you as an example.


VISION STATEMENT

We envision ourselves to be a community of learners who are

prepared for life challenges, embodying the spirit of excellence and

integrity.

MISSION STATEMENT

The Community Elementary School provides education to students

to make them productive and peaceful members of society.

CORE VALUES

The Community Elementary School upholds:

1. Excellence in education

2. Integrity and honesty

3. Preparedness for Life’s Challenges

INSTITUTIONAL GOALS

1. To develop in the students knowledge and skills to prepare

them for work

2. To help students become responsible persons in the future.

3. To instil in students respect for the environment.


Were you able to accomplish the table correctly? Compare your answers

with mine on page 51. Discuss your answers with your Flexible Learning

Tutor and your co-learners.

No We envision ourselvesto be a community oflearners who areprepared for lifechallenges, embodyingthe spirit of excellence,integrity, peace, andrespect for culturaldiversity.

Core Values

InstitutionalGoals


VisionStatement

MissionStatement


Document

Does thedocument


peace?Yes or No



culturaldiversity?Yes or No

Proposed Revisions

No


Let’s Read

Steps in Analyzing a School’s Policy Documents

In conducting an analysis of your school’s policy documents in the context

of peace education, the following steps can be undertaken:

1. Identify what school policies exist in your institution. School policies

are written documents that serve as guidelines on what principles

or values the school upholds and how members of the school are

supposed to conduct themselves in reference to the principles.

Examples of documents embodying school policies are mission,

vision, and goal statements, teacher’s manuals, student guidebooks,

and the actual school curriculum.

2. Identify and gather together all of your school’s policy documents

for review. Form several working groups among the faculty and

school personnel. Assign the different policy documents to the

groups. Each group will go over the written statements, discuss

and decide if they are adequate or inadequate in terms of promoting

peace and respect for cultural diversity.

3. You may use sample policy documents from other schools or get

examples from the internet or written sources as reference.

4. For policies deemed inadequate, suggest revisions that input

concepts of peace promotion and respect for cultural diversity.

From a list of proposed revisions, select the most appropriate

revision based on discussions with the group.

5. In conducting Steps 2, 3, and 4, you may use the sample table

provided on the previous page as a guide, depending on the policy

document being reviewed.

6. Draft the revised policy document and present to school district

supervisors, community members, and other significant individuals

for their comments and approval.

Do you think you can follow the steps described above? What challenges

or difficulties do you expect in each of the steps? Discuss your insights

with your Flexible Learning Tutor and co-learners.


Let’s Study

Review, Draft, and Communicate School Policies that Reflect

Peace and Respect for Cultural Diversity

The table below shows some suggested revisions to Mr. Kunaporn’s original

Simple School Policy Analysis Table, based on the Community Elementary

School’s Mission, Vision, Goals, and Core Values Statements.

Simple School Policy Analysis


Document

Proposed Revisions

VisionStatement

No No

MissionStatement

No Community ElementarySchool provides educationto students to make themproductive and peacefulmembers of society whorespect life, are globally andecologically concerned,socially responsible, andrespecting of other cultures.

Core Values No No Add: Peace and respect forcultural diversity

InstitutionalGoals

No No Add: 1. To develop in thestudents the value of peaceand respect for diversity

2. To teach peace conceptssuch as tolerance,nonviolence, humandignity, and justice

No

We envision ourselves to bea community of learnerswho are prepared for lifechallenges, embodying thespirit of excellence,integrity, peace, and respectfor cultural diversity.

Does thedocument


peace?Yes or No

Does thedocument

have specificprovisionspromotingrespect for

culturaldiversity?

Yes or No



Let’s practice your skill in evaluating whether a school policy is peace

responsive and promotes respect for cultural diversity. Using the Simple

Policy Analysis Table, evaluate your school’s existing mission, vision, goals,

and values statements. Discuss your work with your co-learners and

Flexible Learning Tutor.

The same process can be done to include peace and respect for cultural

diversity concerns in other school policy documents, such as student

handbooks or teachers’ manuals. What other policy documents does your

school have? It’s about time that you reviewed and revised them so that

the provisions will be more oriented to peace and respect for cultural

diversity.

Let’s Study

A student handbook is a document that describes rules and regulations

that the school wants its students to observe. Although not all schools

have a student handbook, working on one is a good exercise in learning

skills related to reviewing school policies. A student handbook can be

considered a school policy document as it is referred to by both students

and school administrators to guide them on the school’s policies, rules,

and regulations. Some student handbooks also indicate the grading system,

expectations from the students, class schedules, as well as a list of sanctions

corresponding to offenses that students may commit.



A school head reviewed his school’s student handbook. In his review, he

filled in another version of the Simple School Policy Analysis Table for

Long Documents. This table is very useful for long documents that need

to be analyzed individually such as student handbooks and teachers’

guides. This table is shown below. His entries are shown in italics.

Imagine that you are the school head who made the observations. Respond

to the observations indicated by writing down your suggested revisions

in the second column.

Simple School Policy Analysis Table for Long Documents

Type of School Document: Student Handbook

Observations related to the promotion ofpeace and respect for cultural diversity

Proposed Revisions

The handbook has no specific provisions thatmention the school as an institution thatpromotes peace and cultural diversity.

As the school has a required uniform, it has noprovision that provide some flexibility forstudents who may have to dress differentlybecause of religious or cultural reasons such aswearing a hijab in class and exempting femaleMuslim students from wearing shorts during P.E.class.

There are no guidelines provided for teachers onhandling concerns related to differences instudents’ cultural, religious, or ethnicbackgrounds.

There are no specific provisions that promotecultural appreciation and the celebration ofdiversity.

There are no specific provisions againstbullying and discrimination.


Feedback

Compare your answers with mine on page 162. Are your answers similar?

You may also discuss your responses with your Flexible Learning Tutor.

In order for student handbooks to promote peace and respect for cultural

diversity in schools, they should provide appropriate guidelines regarding

issues such as those indicated in the table. If the handbook has no specific

sections that mention the school as an institution that promotes peace

and cultural diversity, these should be provided. Specifically, the handbook

may be revised to clearly state that the school allows students to dress or

behave in ways that reflect their cultural, religious, or ethnic backgrounds.

Guidelines should state how school authorities will address concerns

related to cultural diversity such as assigning selected teachers per grade

or year level that students can approach when they experience

discrimination, bullying, or other similar concerns.

Let’s Read

Do you find your school wanting in policies that will ensure the promotion

of peace and respect for cultural understanding? The following are some

suggested steps in drafting such school policies.

1. Identify what school policy needs to be drafted. Look for templates

or samples that can be used for formatting purposes for that

policy/document.

2. Draft the school policies following the suggested format.

3. In drafting the policy, ensure that specific provisions for the

promotion of peace and respect for cultural diversity are

mentioned. The amount of detail needed depends on the type of

policy document.

4. Review the draft and revise as needed.

5. Subject the revised draft to a consultation with concerned

stakeholders such as the teachers and staff, students, and members

of the community.


6. Finalize the document and have it ready for approval by the higher

authority of your school (for example, the school district office).

7. Once approved, ensure that the policies are made known to

everyone in the school through meetings, distribution of copies,

and other related activities.

Do you think you can follow the above steps? If so, you may now start

the process of ensuring that your school’s policies are peace-responsive

and promote respect and appreciation for cultural diversity.

Let’s Study

Translating National Policies into School Activities

Policies, on their own, are of no value unless implemented in actual settings.

National policies that promote peace and respect for cultural

understanding, even when translated into local school policies, will be

meaningless unless they are actually implemented.

In the Philippines, where the movement for peace education has been set

into an Executive Order and implemented in many schools across the

country, several examples of how policies are operationalized into actual

peacebuilding and respect for cultural diversity-promoting activities are

available. In compliance with RA 9155, the Philippines’ Department of

Education (DepEd) Order No. 53, s. 2001, and as parallel efforts to the

Philippine Department of Education’s’ Executive Order (EO) No. 570

“Institutionalizing Peace Education in Basic Education and Teacher Education”

(Depatment of Education, 2006), several schools have undertaken specific

activities to promote a culture of peace. Read some examples of these

activities in the vignette that follows.


The School of Peace: The Story of J. Marquez Elementary and High

School in Cotabato City (Valenzuela, 2007)

The J. Marquez Elementary and High School located in an inner city

settlement in Cotabato City (in Mindanao, Southern Philippines), is

comprised mostly of Maguindanaon Muslims. It is probably the only School

of Peace (SOP) in the country. Before the launching of the SOP Project, the

community where the school is located was a haven for lawless elements.

Vandalism was a common occurrence and lack of discipline among the

students was the biggest challenge that confronted teachers and

administrators. Because of the determination of the school’s leaders, the

school decided to develop an intervention program embodied in it school’s

mission, vision, and goals.

The J. Marquez Elementary and High School adopted a mission statement

that embodied the spirit of peacebuilding. It aims to contribute to conflict

resolution and peacebuilding in Southern Mindanao by supporting dialogues

on cultural diversity and human rights through quality education. It aims

to improve access to education and basic services by confronting teacher’s

capacities and promoting a culture of peace and respect for multicultural

diversity.

Some of the best practices of the school include:

• Protecting the religious rights of Muslim learners, including respecting

the religious right of students to wear their school uniforms within

the context of their religions;

• Promoting a culture of peace in all school activities. Peace concepts

are introduced into all subjects, lessons, and activities. For example,

discussions on the circulatory system are weaved skilfully by trained

teachers into the importance of the human heart in promoting peace.

The school also conducts regular Saturday activities that allow

students to develop a deeper understanding of each other’s cultures

through sharing and discussions;

• Conduct of teacher training programs that promote the understanding

of the various cultural and religious backgrounds of the students;


• Partnering with NGOs (non-government organizations) allowed for

a mosque to be built inside the school compound, where Muslim

students are allowed to pray five times a day as their religion requires;

and

• Providing access to education for disadvantaged Muslim learners by

conducting house visits and talking to their families about the

importance of sending their children to school.


Answer the questions below. Write your answers on the lines provided.

What do you think of the example provided on operationalizing peace

policies by J. Marquez Elamentary and High School? Are these applicable

to your own context? Why or why not? Write your answers on the spaces

provided below. Discuss your answers with your Flexible Learning Tutor

and co-learners, afterwards.

______________________________________________________________________________________________________________________

_______________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

_____________________________________________________________________________________


Let’s Read

Evaluating the Implementation of “Peace-Responsive”

School Policies

Once goals for school policies are identified and the actual policies are

drafted, these can be implemented within a given period. These policies

can then be evaluated at a later time in terms of their being able to

effectively achieve their goals.

As mentioned in the guidelines on reviewing the peace-responsiveness of

school policies on pages 38 and 39, one of the characteristics of good

school policies is their provision of a standard for evaluating performance.

“Peace-responsive” school policies are evaluated on two grounds. The

first is the evaluation of the “form and content” of the policy itself. This is

what you should have achieved as of this point after learning how to

conduct a policy analysis, as well as the related activities of revising the

policies and communicating these to members of the school body (students,

administrators, and teachers) and to community members. The second is

the evaluation of the actual implementation of the policies. You have

learned earlier how peace-promoting policies can be implemented into

actual school activities. For this purpose, it is essential to set, early on,

target goals that the policies and their related activities are supposed to

have achieved. The setting of these goals will vary from school to school,

meaning that the goals depend on what the school decides as essential

targets to address on its unique identified needs. In this case, please

remember that our target is to build a culture of peace in our school.

To finalize their school policies, Mr. Kunaporn had a consultation meeting

with the teachers and some community members. He suggested that the

revised school policies, to promote peace and cultural diversity, must have

implementing rules that are well-defined and properly disseminated to

ensure their implementation. During the meeting, the group decided to

have the following goals for their school:


What do you think of these goals? Do you think they can also be done in

your school? Discuss your thoughts with your Flexible Learning Tutor.

Sample GOALS for the New and Revised

Peace-Responsive School Policies

1) Conduct of at least 4 school-wide events that focus on the

promotion of peace and respect for cultural diversity.

2) Reduction of verbal confrontations and physical fights from a

previous baseline of 10 per month to 3 per month based on

reports at the guidance office.

3) Reduction of bullying (in its many forms stemming from the

lack of tolerance for differences) from a previous baseline of

10 per month to 3 per month based on reports at the guidance

office.

4) Completion of one cultural sensitivity training each for teachers

and students.

5) Integration of peace concepts, values, and skills in the

curriculum.

6) Completion of a workshop on peace education for teachers

and administrators.

7) Completion of a workshop on conflict resolution for students,

faculty and staff.

8) Conduct of at least 3 meetings of faculty members with

representatives from minority groups to discuss peace and

cultural diversity concerns within the school and within the

community.



It is important to remember that the goals you set for your school need to

be SMART. Are you familiar with this acronym? SMART refers to the

characteristics of targets or goals that will allow for easier and more

effective evaluation. According to Nikitina (2009), SMART goals have

the following characteristics:

S - SPECIFIC

This refers to the characteristic of having specific outcomes that are

limited and clearly defined.

M - MEASURABLE

This means that the goals can be measured as quantifiable results.

A - ATTAINABLE

This implies that the goals can be achieved based on the school’s

available resources and other realities.

R - REALISTIC

This suggests that the goals are doable and can be evaluated within a

given time period. The evaluation can be made at certain times of the

year based on a pre-set schedule by school leaders.

T - TIMELY

This means that the goals are relevant to the issue being promoted. In

this case, the goals should support peace and promote respect and

appreciation of cultural diversity in a school setting.

What do you think of the goals set by Mr. Kunaporn and his teachers?

Are the goals SMART? Why or why not? What do you suggest as possible

additional goals? Discuss your answers with your co-learners and Flexible

Learning Tutor.


Let’s Study

The goals prepared by Mr. Kunaporn and his teachers were officially

approved by the school body. To prepare for the evaluation which they

scheduled one year after the start of the implementation of the revised

school policies, Mr. Kunaporn formed an evaluation team composed of

selected teachers and school administrators. When evaluation time came,

which in most schools occur a few weeks before the school closes, he

asked the evaluators to use the simple evaluation table below. Entries

were made by the evaluation team on the STATUS and PLANS columns.

Their entries are shown below.

Evaluation of GOALS for the New and Revised Peace-Responsive

School Policies for Community Elementary School

GOALS PlansStatus

1) Conduct of at least 4school-wide eventsthat focus on thepromotion of peaceand respect forcultural diversity

Achieved

4 school-wide eventscompleted

2) Reduction of verbalconfrontations andphysical fights from aprevious baseline of10 per month to 3per month based onreports at theguidance office.

Achieved

Only 12 peaceviolations werereported in 1 year.This means anaverage of one permonth.

3) Reduction of bullyingin its many formsstemming from thelack of tolerance fordifferences from aprevious baseline of10 per month to 3 permonth based onreports at theguidance office.

Achieved

Only 10 violationsfor respect forcultural diversitywere reported in oneyear. This means anaverage of less thantwo per month.


Note that aside from stating whether the goals were achieved or not, it is

also important to keep in mind that the quality (the outcomes of the events

conducted, for example) and level of behavior (for example of fights being

severe, etc.) need to be assessed to ensure the effectiveness of the evaluation

process. This can be done as an additional layer of evaluation and written

down as notes or narratives if an assessment report will be produced.

6) Completion of aworkshop on peaceeducation forteachers andadministrators

Achieved

A workshop wasconducted.

7) Completion of aworkshop on conflictresolution forstudents, faculty, andstaff

Not Achieved

Workshop waspostponed.

8) Conduct of at least 3meetings of facultymembers withrepresentatives fromminority groups todiscuss peace andcultural diversityconcerns within theschool and withinthe community

Achieved

Four meetings wereconducted.

Evaluation of GOALS for the New and Revised Peace-responsive


GOALS PlansStatus

5) Integration of peaceconcepts, values, andskills in thecurriculum

Achieved

Peace-buildingactivities in the schoolcurriculum for allgrade levelsincorporated.

4) Completion of onecultural sensitivitytraining each forteachers andstudents.

Partially Achieved

Only one culturalsensitivity training forteachers was conducted.Separate training forstudent not yetimplemented.



What can you say about the results of the evaluation of the implementation

of school policies that promote peace and cultural diversity at Mr.

Kunaporn’s school? Do you think they have achieved their goals well?

Would you rate the school’s overall performance as satisfactory? Why/

Why not? Write down your answers on the lines provided.

If you answered that they have achieved a majority of their goals and

gave them at least a satisfactory rating, you are correct. Note that in their

case, four out of six goals were adequately achieved, one goal was partially

achieved, and one goal was not achieved. Hence, their performance could

be considered satisfactory or above average. This finding implies that the

implementation was in a way successful.

Note that the column on PLANS was not filled out. Fill in this column. If

you were Mr. Kunaporn, what plans would you suggest to achieve the

goals that were not achieved within the evaluation period? Write your

answers below.

Compare your answers with mine in the succeeding pages.


Feedback

Suggested entries for the PLANS column are shown below. Your answers

may not be worded exactly like mine.

Continue activities toreduce incidents ofbullying and lack oftolerance ofdifferences. Set anobjective of having lessthan 5 violationsreported in the schoolfor the whole year.

Make this a regularactivity of theschool by includingthem in the list ofyearly schoolactivities.

Continue activities toreduce cases of peaceviolations. Set anobjective of having afurther 50% reductionof verbal violencereported in the schoolfor the whole year,about a maximum of 6violations.

Ensure culturalsensitivity training forstudents is conductedwith follow-upenhancement trainingfor teachers.



GOALS PlansStatus

1) Conduct of at least 4school-wide eventsthat focus on thepromotion of peaceand respect forcultural diversity

Achieved

4 school-wide eventscompleted

2) Reduction of verbalconfrontations andphysical fights from aprevious baseline of10 per month to 3 permonth based onreports at theguidance office

Achieved

Only 12 peaceviolations werereported in 1 year.This means anaverage of 2 permonth.

3) Reduction of bullyingin its many formsstemming from thelack of tolerance fordifferences from aprevious baseline of10 per month to 3 permonth based onreports at theguidance office

Achieved

Only 10 violationsfor respect forcultural diversitywere reported in oneyear. This means anaverage of less thantwo per month.

4) Completion of onecultural sensitivitytraining each forteachers andstudents

Partially Achieved

Only culturalsensitivity trainingfor teachers wasconducted.


Using a similar table to identify the goals, status and plans of your school’s

activities in promoting peace and respect for cultural diversity can help

you regularly evaluate how well your school is doing. Remember that the

effort to promote peace and respect for cultural diversity in schools is a

continous process that needs to be carefully planned and implemented.

Learning from this lesson is one important step towards becoming a peace

champion for your school. Congratulations!

Make this a regularactivity of theschool. Conductregular reviews onhow the curriculumcould be furtherimproved towardspromoting peaceand culturaldiversity.

Make this a regularactivity of theschool.

6) Completion of aworkshop on peaceeducation forteachers andadministrators

Achieved

A workshop wasconducted.

7) Completion of aworkshop on conflictresolution forstudents, faculty andstaff

Not Achieved

Workshop waspostponed.

8) Conduct of at least 3meetings of facultymembers withrepresentatives fromminority groups todiscuss peace andcultural diversityconcerns within theschool and withinthe community

Achieved



5) Integration of peaceconcepts, values, andskills in thecurriculum

Achieved

Peace-buildingactivities in the schoolcurriculum for allgrade levelsincorporated.

GOALS PlansStatus

Work towards theconduct of aworkshop onconflict resolution.

Make this a regularactivity of theschool.


Let’s Remember

In this lesson, you learned that:

• Peace education is education that promotes a culture of peace.

It is defined by Betty Reardon (2002) as one that seeks to

transform the present human condition by “changing social

structures and patterns of thoughts that have created it.” The

main purposes of peace education are:

§ Elimination of social injustice;

§ Rejection of violence; and

§ Abolition of war.

• Cultural diversity refers to the existence of differences in

characteristics of individuals who belong to one group or one

environment. One of the main stumbling blocks to achieving

respect for cultural diversity is the existence of prejudice and

discrimination. Ethnocentrism, for example, refers to individuals

who think that the only “normal” way of thinking and behaving

is their own culture’s way of thinking and behaving, making it

difficult for them to accept other people’s cultures.

• School policies refer to written documents that describe the

school’s philosophy as well as guidelines for operations. The

school’s mission, vision, and goal statements, student handbooks,

faculty manuals, and the school curriculum itself are some of

examples of documents that reflect school policies. A good

“foundation” of peace-responsive school policies is needed in

these policy documents if peace and respect for cultural diversity

are to be promoted as part of the school’s efforts to build a culture

of peace. National policies in support of peace education have

been issued by Ministries of Education across ASEAN countries.

These need to be fully implemented and translated into actual

school activities and practices if peace and respect for cultural

diversity are to be promoted in school settings and communities.

• School policies should be reviewed based on the characteristics

of well-crafted and peace-responsive school policy statements.


• The review and revision of policy documents towards the

promotion of peace and respect for cultural diversity should be

done in consultation with various stakeholders from within and

from outside the school.

• Peace-responsive school policies are evaluated on two grounds.

The first is the evaluation of the form and content of the policy

itself. The second is the evaluation of the actual implementation of

the policies. For this purpose, it is essential to set target goals

that the policies and their related activities are supposed to have

achieved. It is important that the set goals are SMART (Specific,

Measurable, Attainable, Realistic, and Timely). An evaluation

table may be crafted and used based on these ideal characteristics.

How Much Have You Learned From This Lesson?

To see how much you have learned from the lesson, try to answer the

following questions.

1. Enumerate five characteristics of well-crafted and peace-responsive

school policy statements.

2. Why is the promotion of peace and respect for cultural diversity

important in school settings?


3. Provide three examples of school activities that promote peace and


4. What are possible biases (personal characteristics, and others) by which

students can be discriminated against by their fellow students or other

members of the school?

5. Study the vision-mission statements of a school below. Using this as

reference, complete the Simple School Policy Analysis Table provided.

You may also copy the table on another sheet of paper to give yourself

more space for answers.


VISION STATEMENT

We envision ourselves to be a group of learners

committed to excellence and peace.

MISSION STATEMENT

Our mission is to provide education to develop students

who will be productive members of society.

GOALS

1. To develop the students’ basic knowledge.

2. To provide students essential skills for work.

3. To help students become active in addressing social

concerns.


Feedback

How did you fare? You may compare your answers with those on pages

163-166. If your answers are similar to what is in there, you are doing

great. If not, review the parts that you missed. Then, review and revise

your answers before proceeding to the next lesson.

This lesson emphasized the importance of building a culture of peace and

respect for cultural diversity in your school as well as how these can be

supported through peace-responsive school policies. As school head, you

can take the lead in implementing peace education efforts in your school.

Studying the next lesson will give you suggestions on how this can be

done. You may now proceed to the next page to start Lesson 2: Teaching

and Learning a Culture of Peace and Respect for Cultural Diversity.

InstitutionalGoals


VisionStatement

MissionStatement


Document

Does thedocument


peace?Yes or No




Proposed Revisions



Educating for peace is considered a very important aspect of education in

many countries. As school head, you have an important role to play in

this global endeavor. It is your mandate to meet the goals and objectives

stipulated in your school policies in terms of providing effective peace

education. In Lesson 1, you learned how to set up a “strong foundation”

for your school’s peace effort. Do you remember what this foundation

refers to? If you answered “school policies,” then you are correct. Having

peace-responsive policies in your school is essential as these provide the

background and basis for rules and guidelines that will be implemented.

Once the foundation is adequately prepared, the next task, of course, is to

actually build the “house” that will serve the purpose of nurturing those

who “live” there.

In the context of peace education, this “house” refers to various

instructional and curricular activities that will provide the essential

knowledge, attitudes/values, skills, and practices that are supportive of

the peace-building process. Much like a house where the daily life functions

of the family are held, it is important to have guidelines and corresponding

activities that can be followed in order for the goals of peace education to

be achieved.

When your school policies already promote peace and respect for cultural

diversity, it is important to think of the actual activities and materials

needed to deliver the message of peace to the school’s main target, the

students. However, in this process, teachers, staff and even community

members are expected to be also involved as they are vital links towards

the achievement of your school’s peace education goals.

2LESSON Teaching and LearningTeaching and LearningTeaching and LearningTeaching and LearningTeaching and Learning

a Culture of Peace and Respecta Culture of Peace and Respecta Culture of Peace and Respecta Culture of Peace and Respecta Culture of Peace and Respectfor Cultural Diversityfor Cultural Diversityfor Cultural Diversityfor Cultural Diversityfor Cultural Diversity


In Lesson 1, you completed a review of your school policies and studied

examples of how national peace education policies can be operationalized

into actual school activities. This lesson, Lesson 2, further provides more

specific suggestions on how to adopt instructional and curricular processes

that promote a culture of peace and respect for cultural diversity. You

will also learn how to develop school-based activities and supplemental

learning materials that respond to local learning needs and contexts and

promote a culture of peace and respect for cultural diversity to

stakeholders. Moreover, you will be familiarized with examples of peace

promotion activities which you can adopt for your own school.

According to the website of the Cultivating Peace Initiative (2009), the

awareness of peace and its importance alone is not enough. Students need

to have a level of optimism and confidence that their actions towards

achieving peace can actually make a difference. As school leader, you

need to reassure them as well as your teachers that there is no one “right”

way to take action. Regardless of the various efforts that they take to

promote peace, educators are in a position where they can make a

significant difference in the lives of the youth – the future members of the

global citizenry. Achieving this requires “baby steps” involving day-by-

day school activities, which will slowly but surely inculcate the message

of peace and cultural diversity among the minds of the young. You, as

school leader, are expected to take part in this process of creating and

moulding future peace champions not only for your locale but for the

global stage as well.

Do you want to know more about how to implement various peace

education initiatives in your school? Read on.



At the end of this lesson, you should be able to do the following:

• Explain the concepts, values, and skills that have to be integrated

in the teaching-learning process.

• Develop the capability of teachers in promoting peace and respect

for cultural diversity among students.

• Integrate peace education and respect for cultural diversity into

teaching and learning activities.

• Develop and implement peace-promoting school activities and

supplemental learning materials for students and faculty that

promote a culture of peace and celebrate cultural diversity.


Read the following statements. Encircle the number of those statements

that you think are true.

1) Prejudice among students and between school staff and students

have no effect on the students’ academic achievement.

2) Those students who experience prejudice and discrimination at

school have a higher chance of dropping out of school.

3) Only the psychological health of students is affected when they

experience prejudice and discrimination at school.

4) Students who experience prejudice often feel isolated.

5) Students who come from different cultural or religious

backgrounds have more chances of being harassed or physically

harmed by their peers.


Feedback

The following statements are true. Their numbers should be encircled.

2) Those students who experience prejudice and discrimination at

school have a higher chance of dropping out of school.

4) Students who experience prejudice often feel isolated.

5) Students who come from different cultural or religious backgrounds

have more chances of being harassed or physically harmed by their

peers.

Statements 1 and 3 are incorrect because prejudice among students and

between school staff and students have effects on the students’ academic

achievement, both on their psychological and physical health as well.

Before a school head can implement school activities that promote a culture

of peace and respect for cultural diversity, it is important that he or she

knows why doing this is important in the general context of learning.

When school heads are aware of the basic principles behind peace

education and their importance, they can be more convinced that, indeed,

educating for peace and respect for cultural diversity is essential. Ensuring

this will help provide an environment that is safe and conducive for

learning. The previous exercise examines your views on the impact of

peace education on learning. Realizing the value of peace education can

help you provide a good context for your efforts to promote it in your

school.


Let’s Read

The Rationale for Teaching Peace and Respect

for Cultural Diversity in the Classroom

Studies have consistently provided evidence on the importance of

addressing the issues of prejudice and discrimination, especially in school

settings. Prejudice among students and between school staff and students

has been found to have a negative effect on students’ academic

achievement (Ancis, et al., 2000 in Castro & Galace, 2008), as well as

drop-out rates in schools (Kistner, et al., 2000 in Castro & Galace, 2008).

The psychological and even physical health of the “victims” is also

adversely affected when prejudice is experienced by students (Neville, et

al., 1997, in Castro & Galace, 2008). “Victims” of school prejudice are

often isolated, harassed or even physically harmed (Castro & Galace, 2008).

Given these findings, teaching peace and respect for cultural diversity

within classroom settings protect students who come from minority

groups. It also helps them cope with school-related challenges and achieve

better academically. Although people have stereotypes and prejudices

borne out of the socialization process (B. Harro, 1982 in Castro & Galace,

2008), peace education can help bring about the needed changes in their

attitudes towards achieving a more peaceable and cultural diversity-

respecting school environment.

Rani Gagliardi (1994) stated that effective learning cannot occur in a

classroom where tensions arise and are overlooked in silence. Educators

must become role models by embracing their students’ differences and

creating an atmosphere of mutual respect. By taking a proactive approach

in diversity, school heads and teachers can communicate their commitment

in supporting all members of the classroom regardless of their cultural

background and move away from the ethnocentric attitudes that have

dominated many educational institutions. He further added that educators

must make it their mission to identify areas of resistance and silence, raise

awareness about different identifies and communities and encourage

mutual understanding and respect. As an educator, you can help yourself

and your students overcome ethnocentricism by developing an

appreciation for and understanding of the larger contextual issues of

gender, race, cultures and ethnicity. In the long run, the appreciation of


cultural diversity will be embraced. This would help enrich the lives not

only of your students but also your own professional life as an educator.

Being a school head, you are expected to take an active role in diminishing,

if not eliminating, prejudice in your school. However, you cannot do this

alone. You need the help and cooperation of your teaching staff in

providing peace education, for they are the ones who are directly in the

frontline of the instructional process.

Let’ Try This (Activity 2.2)

Read and reflect on the questions below. Write your answers on the lines

that follow.

1. In relation to the findings of the studies mentioned earlier, what other

obstacles might you encounter in your efforts to address the issues of

prejudice and discrimination?

2. How might you be able to overcome these obstacles?

Discuss your answers with your co-learners and your Flexible Learning

Tutor.


Feedback

Aside from the stereotypes of people of certain groups, some of the

obstacles in addressing issues of prejudice and discrimination include:

school policies that do not or inadequately promote peace and respect for

cultural diversity, lack of interest among school administrators and

teachers in addressing such concerns, and the absence of systems for

addressing grievances (e.g., having assigned teachers that student can

approach if they encounter diversity-related problems).

To overcome obstacles, it is important that school policies are crafted to

provide clear directions and support to peace initiatives. A system must

also be set up to assist students who experience discrimination or bullying

at school. In addition, school activities may be designed to incorporate

peace and respect for cultural diversity across the various school subjects.

Examples of these will be provided in this lesson as well as in Lesson 3.

Let’s Study

Schema for Peace Education

Peace education refers to a process where learners are guided to develop

key knowledge, skills, and attitudes/values (KSA/Vs). These knowledge,

skills, and attitudes/values provide a schema that can be used to guide

instructional processes and other activities that promote peace-building

efforts. A schema is similar to a framework that helps you visualize the

components of concepts and how they relate to each other. In

PEACeXCELS Module 1: Cultivate Peace in Oneself and Champion the

Cause of Peace in Schools, you were introduced to the Schema for Peace

Education by Castro and Galace (2008). The same schema is reproduced

below and will now be explored in more depth.


The figure shows the core attitudes and values that need to be promoted,

the essential knowledge that can help learners understand the importance

of peace, and the specific skills needed to put these to practice. These

KSA/Vs are integral to peace education and needed to incorporated in

efforts to promote peace and respect for cultural diversity. Note that the

figure also indicates that the KSA/Vs are in close interaction with one

another. Providing learners with peace-related concepts can help them

develop corresponding peace-promoting attitudes and encourage them

to work towards enhancing their peace-promoting skills. Educators can

use this schema to guide themselves in preparing the school curriculum,

identifying specific school activities, and developing corresponding

learning material, as part of the larger peace education process.

Figure 1. Schema for Peace Education (Castro & Galace, 2008)

Knowledge

1. Holistic concept of peace

2. Conflict & violence – causes

3. Some peaceful alternatives

a. Disarmament

b. Non violence- philosophy

and practice

c. Conflict resolution,

transformation and

prevention

d. Human rights

e. Human solidarity

f. Development based on

justice

g. Sustainable development

Skills

1. Reflection

2. Critical thinking &

analysis

3. Decision-making

4. Imagination

5. Communication

6. Conflict resolution

7. Empathy

8. Group-building

Attitudes/Values

1. Self-respect

2. Respect for others

3. Gender equality

4. Respect for life/non-violence

5. Compassion

6. Global concern

7. Ecological concern

8. Cooperation

9. Openness & tolerance

10. Justice

11. Social responsibility

12. Positive vision



Answer the following questions.

1. Based on the Schema for Peace Education, will providing students

knowledge related to peace and cultural diversity lead to the

development of desired attitudes and values? Give an example.

2. How will learning conflict resolution skills help students become active

promoters of peace?

3. How can school heads apply the schema to the promotion of peace

education efforts in their schools?


Feedback

The Schema for Peace Education of Castro and Galace (2008) indicates that

skills are directly affected by and interact with knowledge and attitudes/

values. Because of this, providing students with knowledge related to peace

and cultural diversity, such as information on human rights, would likely

lead to their developing desired attitudes and values. Knowledge of the

rights of human beings, in turn, can help students develop respect for the

rights of others as individuals and a more tolerant attitude towards cultural

diversity. When students learn to develop their conflict resolution skills,

they would be better able to respond to disagreements with others through

non-violent and more peaceful means.

By referring to the Schema for Peace Education, school heads can identify

which activities need to be conducted as part of the students’ learning to

help them develop appropriate peacebuilding attitudes and skills. There

are many ways by which concepts of peace and respect for cultural

diversity can be incorporated in teaching and learning. Read on to learn

more about teaching and learning activities related to peace education

and how they can be implemented.

Let’s Read

Integrating Peace Education into Teaching

and Learning Activities

Nelson Murray (2005) stated that peace education can be introduced into

the school’s curriculum and instructional processes in many other ways

aside from directly revising the curriculum document. This is especially

true given that most educational policies come from national agencies,

such as the country’s Ministry of Education. The process of integration of

peace education into teaching and learning materials may also involve

the adoption or development of appropriate materials, establishing

educational networks, developing programs at the local level, and

conducting workshops for educators, parents, administrators and the

general community. These imply that curricular and instructional

processes related to the introduction of peace and cultural diversity

learnings actually overlap or are very closely related.


Let’s Study

There are almost infinite ways by which concepts of peace and respect

for cultural diversity can be incorporated in instruction. Can you name

some of them? A basic principle to remember is that peace education can

be “woven” into existing school subjects. Below are some suggestions on

how “Education for Peace” can be integrated across the school curriculum.

Write your additional suggested activities on the spaces provided.

Afterwards, discuss your answers with your Flexible Learning Tutor and

co-learners.

English

• Students could write a script and perform a play, or write a short

story, about the experiences of a young refugee.

• Discussions and other cooperative activities could be held on the

issues of child soldiers, nuclear weapons, and other peace-related

issues.

• Newspaper articles about war or political turmoil could be analyzed

in terms of messages that get said directly or indirectly. These

activities would increase understanding and awareness of war

and peace issues; develop skills of empathy; illustrate links between

the personal, local and global events; and promote honest talk and

sensitive listening.

• Students could write essays on cultural celebrations from all over

the world and why cultures should be celebrated and respected.

Additional suggested activities for English:

Mathematics

• Students may be guided in calculating the amount spent on the

military in one particular country, region, continent or conflict.

Then, they may be guided in calculating the amount spent on socio-

economic services annually.


• Military spending figures could be compared to Gross Domestic

Product (GDP), education or health spending, or how much it

would have cost to resolve a conflict in a non-violent way. Graphs,

charts and so on could be produced to display some of the

relationships.

• Students may also be asked to compute the population ratios and

percentages of different cultural or ethnic groups in one’s local

community, in the country, Asia, and the World.

Additional suggested activities for Mathematics:

Science

• The effects of war on the environment could be discussed in natural

science subjects such as Biology and Chemistry. Lessons could

consider how the atmosphere and water resources are affected by

war and how this in turn affects plants and animals.

• A discussion of nuclear technology would provide an opportunity

to examine the ethics of scientific research and how scientific

knowledge can be used for both peaceful and non-peaceful

activities.

• The use of alternative forms of energy production such as wind

and solar energy also has implications for the social and political

events in a country. Discuss how such can help reduce global

warming, especially when countries work together.

• Start a project to conceptualize an environment-friendly house or

clothing with built-in safety features and communications

technology that can be used to promote peace.

• Students can discuss how the living environment (i.e., local plants

and wildlife) shapes the culture of people from different countries.

A good example would be the use of medicinal plants widely

available in the area.


Additional suggested activities for Science:

History

• War is studied in History lessons. However, the focus is usually on

the events that took place such as battles, sinking of ships,

declarations of war and declarations of peace. To integrate more

peace-responsive activities, add discussions on how we can avoid

the same terrible mistakes of war in the future.

• To promote respect for cultural diversity, introduce learners to the

history of other countries and how these affect their current way

of life. Discuss how historical events helped shape a country’s

culture, language and even religion.

• Discuss with students how different countries respond to crises

such as internal strife, wars or economic depression based on their

culture. For example, the Thais’ high level of respect for their King

further reinforces his stabilizing role in setting conflicts and

disputes among people of different ideologies in Thailand.

Additional suggested activities for History:

Geography

• Aside from the study of physical and political geography, students

can also be introduced to social geography. This area of study

focuses on issues such as famine, food distribution, refugees,

underdevelopment, environmental pollution, natural resources

(oil, diamonds, water, etc.), trade flows, and migration.

• The negative effects of war on the human and physical geography

of the world may also be covered.


• To help promote the appreciation of cultural diversity, students

can discuss how the physical environment (e.g., local terrain)

shapes the way people live as well as their cultural practices. For

example, the Badjaos, a cultural group in the Philippines, live in

“houses on stilts” above the water, as they live in aquatic

environments.

Additional suggested activities for Geography:

Art & Design

• The art world is full of images of conflict, death, and anger and

also of peace, serenity, and cooperation. By studying ‘peaceful’

images and ‘violent’ images, students, can learn how thoughts and

emotions can be expressed through image and form.

• Signs and symbols have been used for centuries to promote war or

peace. Students could design their own symbol or logo to promote

a culture of peace.

• Guide students in appreciation of various art forms from different

parts of the world. To promote the appreciation of cultural diversity

through art, discuss the influence of a country’s culture on its visual

arts. Explore how a country’s multi-ethnic backgrounds get

reflected in its various art forms.

• Other art forms such as music and dance may also be used as a

venue to integrate peace concepts. Ask students to prepare a dance

number or a musical piece that focuses on issues around peace

and cultural diversity.

Additional suggested activities for Art & Design:


Citizenship, Government and Civic Studies

• Human rights and the responsibility of peoples and nations to

respect them may be discussed in this subject. Lessons may be

focused on topics such as the right to life and responsibility not to

kill; on the role of the UN Security Council and its members in

armed conflict; and on the failure of war and many ‘peace’ treaties

to bring a lasting end to conflict.

• To help promote the appreciation of cultural diversity, discuss

specific laws or issuances that promote the protection of equal

rights for all, regardless of one’s cultural, religious or ethnic

backgrounds.

Additional suggested activities for Citizenship, Government and Civic

Studies:

The examples given provide ideas that you can use to integrate peace and

respect for cultural diversity in your school activities. Note that these

activities can be tailored to fit into the different subjects taught at various

educational levels. You may choose activities based on their

appropriateness, level of difficulty, resource requirements, and relevance

to current concerns.

In introducing peace and cultural diversity concepts in teaching students,

Desillas (1994) suggested the following key principles to remember:

• Constantly look for opportunities to “weave in” or introduce peace

and cultural diversity concepts in existing lessons being used in

classrooms;

• Use creative approaches to make learning fun and enjoyable for

both teachers and students;

• Introduce unique instructional approaches aside from the usual

“talk and chalk” strategy; and

• Specifically cover conflict resolution as a learning or skills area for

development.



For the given subjects below, provide four activities that integrate peace

and respect for cultural diversity. You may refer to the examples given

earlier as guide.

Information & Communication Technology (ICT)/ Computer Class

1.

2.

3.

4.

Foreign Languages

1.

2.

3.

4.

Feedback

Compare your answers with mine on page 167. Your answers may not

be exactly the same, but as long as the activities fit into the general “theme”

of the academic subject, you’re doing fine. Discuss your answers with

your co-learners and your Flexible Learning Tutor.

The activity provided an opportunity for you to think of creative ways to

integrate peace and respect for cultural diversity in class. As mentioned

earlier, it is important to use creative approaches to make learning fun

and enjoyable for both teachers and students. Do you want to learn other

kinds of activities that can be used to teach students about peace and

respect for cultural diversity? There are several more options for you.

Read on to find out what these are.


Let’s Read

Teaching-Learning Approaches and Strategies

in Peace Education

There are many ways by which policies that promote peace and cultural

diversity can be translated into school activities. It is important to

remember that for these activities to work, they need to have the following

characteristics:

• Participatory – The activities need to be inclusive, not exclusive.

All those present must be able to participate and be given equal

opportunities to join the activities and express themselves freely.

For example, teachers may use the method of using metacards to

allow all students to participate by writing their thoughts on the

cards and posting them for discussion.

• Dialogical - The activities must encourage dialogue and support

open communication. Conflict resolution is possible only when

dialogues are encouraged in an atmosphere that is accepting and

non-judgmental. For example, the teacher may present a conflict

situation to the students who will then discuss the merits and

demerits of the situation and decide on the best solutions after

dialogues.

• Holistic - The activities allow the exploration of various ideas and

issues from different viewpoints. They must also consider the larger

contexts, such as the community and the society. For example,

students may be asked to provide examples of the topics being

discussed (e.g., use of medicinal plants) based on their community’s

experience.

These principles can help you develop further your planned activities for

integration. To provide you with more examples, Castro & Galace (2008)

suggest the following specific activities that are compatible with peace

education efforts:

• Small group discussions – Students form small groups to discuss

topics related to peace. Examples: Discussions on World War 2, its

causes and outcomes (for History classes); Discussion on how wars

have affected the quality of air through emissions from explosives

and related devices (for Science classes).


• Pairing up with a discussion partner - Student pairs are formed

to discuss peace and diversity-related issues in more detail.

• Visualization /Imagination Exercises – Participants are asked to

visualize conflict situations and potential solutions to solve them.

• Perspective-taking - Learners are asked to understand and

appreciate where the other person is coming from, as part of

problem-solving skills. Example: Students can be assigned to discuss

how clean and honest elections can be achieved, coming from the

perspective of young voters, civic groups, religious groups, and

other sectors of the community.

• Role-playing – Allows participants to role play a situation to

promote understanding and empathy by being exposed to various

vantage points. Example: Students can re-enact a session of the

local council to decide how various cultural events can be supported

by the local government as well as members of the community.

• Simulation Games – Simulates situations of violence to enable

learners to feel a situation of peacelessness. Example: World Fact

Game- The class will be divided into groups who will form 4 sets

of world fact quiz questions related to peace which other teams

need to answer.

• Games – Allows fun learning to take place. Examples: Create a

cultural game by assigning students to prepare activities to help

people discover and understand ways by which people from other

cultures think and act. Authentic culture-based games (which the

students themselves can demonstrate) may also be done for

everyone to participate.

• Problem-solving - Enables students to solve problems through

more creative techniques. Example: Create a scenario where a

problem needs to be solved. For example, how to demand the

return of a borrowed item from a friend without resorting to non-

peaceful words or actions.

• Considering issues/Issue poll - Surfaces the differing opinions of

learners on an issue. Example: Ask students to provide reasons

why human rights need to be universally respected, regardless of

the persons’ cultural or other backgrounds.


• Encouraging action - Learners are asked to express a resolution or

commitment to an issue.

• Reading or writing a quotation - Reading and discussing a peace-

related quotation at the start of a lesson. Example: “Be the change

you wish to see in the world.” (Mohandas K. Gandhi).

• Web charting - A word association activity. Example: Write the

word RESPECT FOR DIVERSITY on the board and ask students

to associate words to it. Explore the associated words through a

discussion.

• Use of film and photographs - Example: Peace Corner - The class

creates a corner of the room to be labelled Peace Corner. They can

put up photographs, clippings, posters , and others, to reflect peace

and respect for cultures here.

• Telling or writing stories, including personal stories –

Encourages recall of important peace concepts through personal

sharing. Example: Writing peace-related short stories or

“Peacelets.” These are creative writing exercises to encourage

students to think of “crazy” possibilities for peace and unusual

ends to war.

• Song/Poem analysis - Peace-related messages are analysed in songs

and poems. Example: Select a song about peace or the effects of

war (e.g., “Imagine” by John Lennon inspired by the Vietnam War

of the ‘70s). Listen to it as a class. Discuss the lyrics afterwards.

• Sentence completion – Learners are asked to complete unfinished

sentences. Example: Peace is possible because ___________. War

creates . Respecting other cultures will .

• Art - Making of anti-war posters or paintings that promote peace

and unity.

• Journal writing/individual reflection - Example: Writing a one-

page article/essay on “My Personal Commitment to Peace,” which

encourages students to identify ways on how they can help

promote peace and respect for cultural diversity on a personal

level.

• Go rounds - opinions of everyone are briefly asked in one round.

Example: “Human Peace Boards” – for this activity, students tape


a blank sheet of paper on their backs for their classmates to write

peaceful and appreciative messages.

• Teachable moments – The teacher uses opportunities to discuss

peace-related concepts based on a “hot issue” identified for the

day. Example: During a class discussion of current events, some

countries were reported to have low numbers of children who go

to school. The teacher can use this as an opportunity to discuss

that war or conflict is a possible cause for this problem.

• Interview-research – Learners are asked to gather data on the

beliefs and values of minority groups in the community.

• Expert resources - Peace advocates and key personalities are

interviewed by students.

• Reciprocal teaching – Students are given a chance to take turns

in facilitating discussions.

• Twinning projects - Partnerships are formed between schools in

conducting a specific peace activity. Example: The twinning

between Miriam College (a private Christian school based in Metro

Manila, the capital city of the Philippines) and the Rajah Mudah

High School (a public school in a conflict-ridden area in Mindanao,

Southern Philippines). You can read more about this project in

the Annex at the end of this module.

• Dialogues - Learners converse rather than debate on a current

issue. Example: Students can be asked to form pairs and pick from

a list of issues and topics to discuss. Each pair can discuss this in

front of the class but have the specific instruction not to debate or

argue. They are encouraged to talk about the issue in a more

peaceable manner without a need to have a “winner” as in a

debate.

• Exposure trips – Learners are given an opportunity to personally

see situations and interact with persons who are victims of injustice.

A variant of this activity is visiting a natural place that is

conveniently available. Ask the students to spend one hour in

silence. Simply observe nature and “be”.


• Use of globes and maps – Helps in visualizing diversity-related

topics. Example: Using the globe, illustrate why people have

different manners of dressing because of their geographical

locations. This activity can be enhanced by having students bring

pictures of different costumes from all over the world.

• Brainstorming – Letting ideas flow with comments from others.

Example: A student can present his/her vision of a peaceful solution

to the issue of discrimination against ethnic minorities. After

talking, the opinions of the other students are solicited without a

need to come up with a decision as a group.

• Reading quotations – Students are asked to ponder on peace-

related quotations from personalities. Example: “In a world where

people settle issues ‘an eye for an eye,’ everyone will be blind”(Mahatma

Gandhi).

• Use of charts and graphs – Use of figures to help learners visualize

better the impact of peacelessness. Example: Graphs on maternal

deaths, food supply, level of education, health etc. from a war-

torn country.

• Case studies – In depth studies of cases of injustice and the like

• Collage-making and other art activities – Creative expressions of

peace concepts and messages.

• Show and tell – Allows students to showcase their own

backgrounds to others. Example: Organize a “Show and Tell Your

Culture Day” when students are assigned to present their cultural

background to the class in a “show and tell” fashion. They can

wear their national costumes or bring something that can represent

what they are. The class can discuss similarities or differences

afterwards.

• Reflective moments – Example: Talking in class will not be allowed

for a few minutes, but the students have to be grouped and assigned

to perform a task. Insights on the activity can be discussed

afterwards.

• Peace Camps - The school can organize a peace camp. Given one

weekend, a series of discussions on peace-related topics can be

undertaken. This can be done inside the school or off-campus.



The approaches and strategies you read in the long list are just some of

what you can do to operationalize school policies into actual activities for

students and teachers that promote peace and respect for cultural

diversity. Which strategies do you think are appropriate for your own

school setting? Why/ Why not?

Write down your answers in the spaces provided below.


Tutor.


As of this point, you already are familiar with the many school activity

options available for promoting peace and respect for cultural diversity.

The next challenge is how to integrate them well into the various academic

subjects at school. This can be done through the weaving of “themes”

across various learning areas. Do you know how this is done?

To find out if you are ready to “weave” peace and cultural diversity inputs

into school activities, work on the table that follows. The first table identifies

a subject area. Under this subject, indicate a topic related to peace and

cultural diversity that you want to introduce. Fill in the second column to

provide suggestions for teaching strategies appropriate for the topic

proposed. You may refer to the earlier sections of this lesson for a listing

of suggested activities. The first row was done for you as an example.



Tutor. You may also refer to the Table on pages 93-94 for ideas on how

other school teachers filled out the table.

Subject: Social Studies

The Cambodian War

Subject: Science

Subject: Art

Subject: Music

Class discussions on how the war

started and its outcomes. Focus the

discussion on the impact of war on

children.

Ask students to reflect on the effects of

war on children and imagine how

they would feel if they experienced a

similar situation.

Suggested Teaching StrategiesPeace and cultural diversitylessons or activities to beimplemented at school


Let’s Study

The previous activity showed you that there are many teaching and learn-

ing strategies that can be adapted to promote peace and respect for cul-

tural diversity in school settings. Activities that use creative approaches

can help in imparting to students the knowledge, skills, and attitudes

needed to become peace champions. In many schools, existing activities

can be refocused or enhanced to make them more peace responsive. Do

you know how this can be done? Read on to find out.

Focusing on the peace education topic of the negative effects of war, the

following were suggestions provided by teachers of Mr. Kunaporn on

how the topic can be successfully “woven” across the subjects. This table

is a little bit different from the one you worked on earlier. As their school

already have existing activities, another column was added to the table to

provide suggestions for improvement for teaching strategies and materials.

Suggestions forImprovement of

Teaching Strategiesand Materials

Aside from classdiscussions, the teachermay also introduceactivities such as readingpeace-related short storiesor “Peacelets” such as thestory of Sadako Sasakiwho was affected by thebombing of Hiroshimaduring World War II andwhose story inspiredpeople from around theworld to campaign fornuclear disarmament.

Role playing of a localcouncil session to developamong students the skillfor peaceful conflictresolution.

Peace and CulturalDiversity Lessons orActivities Currently

Implemented at School


Currently BeingUsed

Subject: Social Studies

Discussions on WorldWar 2, its causes andoutcomes, and itsimpact on the localschool community.

Discussions on howdisputes in thecommunity can bepeacefully settledthrough the localcouncils.

Class discussions


Subject: Science

Discussion on how non-peaceful activities such aswars or armed conflicthave affected the localenvironment and thepeople who live there.

Class discussions

Film showing - awar movie - withdebriefingafterwards

The students can havemore active participationin the learning process byputting up an exhibit onthe “Perils of War.” Theycan also look for warveterans in the communityand interview them to gettheir personal recollectionson the horrors of war.

Subject: Art

Making of anti-warposters.Creating bannersthat promote peace andrespect for culturaldiversity.

Poster-makingmaterials

Students can make posterspromoting peace andrespect for culturaldiversity and post themwithin the school and inthe community. Theseposters should reflect theircultural backgrounds(based on design, use ofcolor, patterns, etc.)

Subject: Music

Listening to music thattells of the effects ofdiscrimination

Class discussions

Listening to musicthat calls for hope inthe midst ofdiscrimination e.g.,“We ShallOvercome,”popularized by theCivil RightsMovement in theUnited States ofAmerica

Discuss the lyrics of theselected song and explorethe students’interpretation of theselyrics.

Ask students to bringsamples of local songsrelated to peace andpresent them to class.Discuss the message ofthese songs.

Suggestions forImprovement for


Peace and CulturalDiversity Lessons orActivities Currently

Implemented at School


Currently BeingUsed


What can you learn from the table? The table shows that single peace-

related concepts such as “war and its negative effects” can be successfully

woven into various subjects in school. This is sometimes referred to as

thematic integration, where themes are identified (e.g., promoting peace)

and incorporated across various subject areas through specially designed

activities. It simply takes careful planning, skill, and creativity on the part

of the teacher or facilitator to make things work. This way, peace-

promoting school policies can be translated into actual activities in and

outside the classroom that promote peace education efforts.


Mr. Kunaporn, through the use of the internet, was able to study examples

of peace activities adopted by schools all over the world to enhance their

curriculum and instructional processes. He was also able to examine new

learning materials that can be used to make the activities more effective.

However, he had difficulty thinking about how these activities can be adapted

to the realities of his school.


What suggestions would you give to Mr. Kunaporn on what he can do to

adapt peace activities for his school, given that they have only limited

resources? Write your answers below.


Tutor.

Let’s Study

Localizing School Activities and Teaching-Learning

Materials in the Teaching of Peace and Respect

for Cultural Diversity

In the earlier part of this lesson you learned that peace-responsive school

activities can be introduced in many ways. However, to make these

activities more meaningful to the students, these should be related to their

own experiences. This strategy of starting with local issues will also help

encourage students to participate in discussions because of their familiarity

with the topic being discussed. It is, therefore, important to localize school

activities and teaching-learning materials in the teaching of peace and

cultural diversity. Like Mr. Kunaporn, you may ask, “How can this be

achieved?”

In the earlier examples, it was suggested that students discuss how

different countries respond to crisis such as internal strife, war, or

economic depression based on their culture. If students at the community

elementary school experience difficulty conceptualizing this issue, how

can the activity be adopted to the children’s life realities? What

modifications can you suggest?


Mr. Kunaporn suggested that instead of discussing about different

countries, the students can discuss how their families’ cultures influence

the way the family members handle conflicts among family members and

conflicts with outsiders. For example, if a student’s family espouses the

belief based on religious teachings that no one should let the day end

without amicably settling disputes with his/her siblings, family members

would definitely have to discuss and resolve conflicts with one another as

soon as possible.

Such discussions could focus first on a social issue that is both familiar

and relevant to the students, such as local conflicts within the family, and

then, local conflicts in the community and their impact on social

relationships. Later on, the discussions may move from local experiences

towards regional and worldwide contexts.

Indeed, it is important to use local issues as anchors for school-based peace

activities (at least at the initial stage of peace education for students). This

can go a long way in supporting the students’ as well as the teachers’

commitment to become local champions for global peace efforts.


Do you remember your teachers when you were in primary school? Select

one from among them that you think would best exemplify a Teacher of

Peace. What are his/her characteristics? List five of these characteristics

or traits in the spaces provided below.


Tutor. Read on to find out more about the characteristics of a Teacher of

Peace.


Let’s Study

The Characteristics of Teachers of Peace

One cannot give peace to others if one does not have it within oneself. In

response to the challenge of peace education, teachers must serve as models

for the qualities and skills they are helping students to develop within. To

achieve this, teachers must undergo a personal transformation towards

becoming champions of peace. This way, they can become credible bringers

of the peace message.

Being a peace educator is a noble calling. It poses a challenge to everyone

in the school system, especially to teachers who directly interact with the

students. Betty Reardon (2001), a well-known peace educator, provides

these attributes of Teachers of Peace (from Castro & Galace, 2008):

Attributes of Teachers of Peace

1) The Teacher of Peace is a responsible global citizen, an agent of

the culture of peace who has the vision and hope towards the

achievement of positive change. S/He understands that education

should be a means towards constructive change.

2) S/He is motivated by service and is actively involved in the

community. S/He is a responsible person in the society s/he

belongs to.

3) S/He is a lifelong learner who continues to improve his/her own

learning abilities and to keep abreast of the field;

4) S/He is both a transmitter and transformer of values. S/He is a

critical and reflective agent of social and cultural transformation;

5) S/He is a seeker of mutually-enhancing relationships that nurture

peace and a sense of community.

6) S/He is gender-sensitive and alert to any possibility of gender bias

in self or students.


7) A Teacher of Peace is constructively critical. S/He uses criticism

as a tool towards constructive change.

8) A Teacher of Peace intentionally develops the capacity to care

among students by knowing their learners as individuals. This

enables him/her to respond to the differences in students’

learning styles as positively as s/he is expected to respond to

other human differences.

9) A Teacher of Peace is an inquirer. S/He is more a raiser of

questions than a giver of answers. S/He poses instructive

questions into the conditions that impede and those that enhance

possibilities for achieving a culture of peace.

10) S/He has the skills of reflective learning through which s/he

applies what is learned from teaching to deepen his/her own

understanding of the students and the learning process.

11) A Teacher of Peace has the skills of effective communication

(such as emphatic listening and processing of ideas), as well as

conflict resolution. These are essential attributes for community-

building and peace-making.

12) S/He practices cooperative learning by encouraging school tasks

that enable students to work together. S/He discourages negative

competition or in-group – out-group behavior (exclusion) among

students.

13) A Teacher of Peace inspires understanding of alternative

possibilities for the future and for a culture of peace. S/He helps

students plan and act to achieve such a culture.


There are other attributes that can be ascribed to “Teachers of Peace.”

Nevertheless, all these characteristics support the school’s peace education

efforts through the cultivation of knowledge, attitudes, and practices that

promote peace and respect for cultural diversity. According to The

Canadian Centres for Teaching Peace (2000), peace education is about

empowering people with the skills, attitudes, and knowledge to be able

to achieve the following:

• build, maintain, and restore relationships at all levels of human

interaction

• develop positive approaches towards dealing with conflicts -from

the personal to the international

• create safe environments, both physically and emotionally, that

nurture each individual

• create a safe world based on justice and human rights

• build a sustainable environment and protect it from exploitation

and war

To achieve these, teachers must become more than just sources of academic

knowledge; they must also become facilitators of the peace process, starting

with their own personal transformation. To become “Teachers of Peace,”

educators need to develop personal values and skills in various areas,

which include the following: communication, listening, understanding

different perspectives, cooperation, problem solving, critical thinking,

decision making, conflict resolution, and social responsibility.



Work with one teacher in your school for this exercise. Ask a teacher to

fill out the Teacher of Peace Self-Assessment Questionnaire below based on

Betty Reardon’s list of the attributes of a teacher of peace ( Castro & Galace,

2008). Ask the teacher to place check marks on the corresponding level of

knowledge, values, and skills that s/he possesses. An overall score can be

tallied after filling out the table.

1. I am a responsible globalcitizen. I understand thateducation should be ameans towardsconstructive change.

2. I am motivated by serviceand am actively involvedin the community.

3. I am a lifelong learnerwho continues toimprove my ownlearning abilities.

4. I am both a transmitterand transformer ofvalues. I am a critical andreflective agent of socialand culturaltransformation.

5. I am a seeker ofmutually enhancingrelationships that nurturepeace and a sense ofcommunity.

6. I am gender-sensitive. Iam alert to any possibilityof gender bias in self orstudents.

Teacher of Peace Self-Assessment Questionnaire

Characteristics

I have this/ I am this(3 points)

I may havethis /I maybe this(2 points)

I do nothave this/I am not this(1 point)


Total Score: = + +

7. I am constructivelycritical. I use criticism as atool towards constructivechange.

8. I intentionally develop thecapacity to care amonglearners.

9. I am an inquirer. I ammore a raiser of questionsthan a giver of answers.

10. I have the skills ofreflective learning throughwhich I apply what islearned from my teachingto deepen my ownunderstanding of thestudents and the learningprocess.

11. I have the skills ofcommunication andconflict resolution.

12. I practice cooperativelearning by encouragingcooperative learning tasksand discouraging negativecompetition or in-group –out-group behavior(exclusion) amongstudents.

13. I inspire theunderstanding ofalternative possibilities forthe future and for aculture of peace. I helpstudents plan and act toachieve such a culture.

Teacher of Peace Self-Assessment Questionnaire (Continued)

Characteristics

I have this/ I am this(3 points)

I may havethis /I maybe this(2 points)

I do nothave this/I am not this(1 point)

Source: Betty Reardon’s list of the attributes of a teacher of peace (in Castro

& Galace, 2008).


As school head, how do you envision to help the teachers in your school

become Teachers of Peace? Write down your suggestions in the space

provided.


Tutor. Read on to find out more about how you can help your teachers

become “Teachers of Peace.”

Let’s Read

Here are some suggestions to help develop your teachers into Teachers of

Peace:

1. Assist your teachers to develop “inner peace.” Inner peace is

characterized by self-respect and by recognition of one’s own dignity

as a human being. Promoting this sense of “inner peace” is essential

towards assuming the role of a peace champion.

2. Guide them towards the process of self-discovery. Helping them

become aware of their own prejudices and how these affect the

way they view and interact with others.

Add all the scores according to the checked columns. A score of 26 and

above indicates that the teacher possesses the attributes of a teacher of

peace. A score of 25 or less indicates that the teacher needs more help

and guidance towards becoming a Teacher of Peace.



3. Through informal discussions and formal trainings, open

discussions on peace and peace education, their importance and

how these can be achieved in a school setting through curricular

and instructional activities.

4. Provide teachers with opportunities to practice teaching skills in

relation to peace education and the respect for cultural diversity.

5. Provide training workshops for the teachers to be familiar with

the peace concepts, values, and skills that should be taught or

integrated in their teaching.

6. Support the teachers throughout the process, within and outside

school.


The suggestions given are just some of the possible activities and strategies

that you can adopt to help your teachers become effective Teachers of

Peace. Can you think of other strategies to add to the list? On the spaces

provided, write other strategies that you think can also be done.

Discuss your answers with your Flexible Learning Tutor and co-learners.


Let’s Remember


• Teaching peace and respect for cultural diversity in schools is

important as it is an ethical imperative, a legal obligation, a

practical alternative, and a must for effective learning. Studies

have shown that prejudice in school has a negative effect on the

learners’ psychological and physical health, as well as their

academic achievement.

• Peace education refers to a process where learners are guided to

acquire/develop key knowledge, skills, and attitudes/values

(KSA/Vs) that promote peace and respect for cultural diversity.

Based on a schema for peace education, these sets of KSA/Vs

interact closely with one another. They are integral to peace

education and need to be incorporated in efforts to promote

peace.

• In introducing peace and cultural diversity concepts in teaching

students, it is important to:

a. Constantly look for opportunities to “weave in” or

introduce peace and cultural diversity concepts in existing

lessons being used in classrooms.

b. Use creative approaches

c. Introduce unique instructional approaches

d. Specifically cover conflict resolution as an area for

development.

• There are more than 30 examples of teaching-learning

approaches and activities that can be “thematically woven” into

the various subjects given in this lesson. Some of these activities

are: small group discussions, pairing with a discussion partner,

visualization imagination exercises, perspective talking and role-

playing.


• Creative activities that enhance student participation can be

developed by yourself and your teachers. It is important,

however, to use local issues as anchors for school-based peace

activities (at least at the initial stage of peace education for

students). This strategy helps support the students’ as well as

the teachers’ commitment to become local champions for global

peace efforts.

• There are thirteen key characteristics of Teachers of Peace, as

identified by Betty Reardon. To become Teachers of Peace,

instructors need to develop personal values and skills in various

areas, which include the following: communication, listening,

understanding different perspectives, cooperation, problem-

solving, critical thinking, decision-making, conflict resolution,

and social responsibility.

• Suggestions to develop your teachers into Teachers of Peace are:

§ Help your teachers develop “inner peace.”

§ Open and continuously support the discourse on peace and

peace education.

§ Foster the development of their peace KSA/Vs through

sustainable teaching and learning programs as well as self-

evaluations.

§ Provide an atmosphere of support throughout the process,

within and outside school.


How Much Have You Learned From This

Lesson?

To review how much you have learned from this lesson, try to answer the


1. Why is there a need to use local issues as anchors for school-based

peace and cultural diversity activities?

2. Give six examples of strategies that can be used to integrate peace

and respect for cultural diversity in school activities.

3. Provide three examples of creative ways to introduce the issue of peace

and cultural diversity in the subject of Art/ Fine Arts/ Arts & Design.


4. Why is peace education important in a school setting?

5. Explain the Schema for Peace Education by discussing the relationship

of knowledge, skills, and attitudes/values (KSA/Vs) in teaching and

learning peace and respect for cultural diversity.

Feedback

Are your answers the same as mine? Compare your answers with mine

on pages 168-170. If your answers are similar to mine, you did well. If

not, you may need to review the parts you missed or work again on the

activities described in this lesson. After doing so, you may continue with

the next lesson.

Now that you are more familiar with some of the principles of peace

education and how these can be introduced through school activities,

you are ready to learn how to develop and support peace-responsive

learning environments. The next lesson will provide you with additional

inputs on how to sustain the development of your teachers and students

as peace advocates and champions of respect for cultural diversity, both

within and outside the school setting. You may proceed to the start of

Lesson 3 on the next page.



As school head, your efforts towards creating a peace-responsive school

based on sound policies and instructional activities need to be sustained.

After all, the school is a student’s second home. It is the venue where they

learn the necessary knowledge, skills, and attitudes that would enable

them to become local peace champions.

Do you have an idea on how your school’s peace efforts can be sustained?

If not, reading this lesson will help you acquire new ideas to help you in

your efforts towards being a peace education advocate not only for your

own school but also for the local community. Your role as a local champion

of the global quest for peace can be transferred to your teachers, students

and members of the community in many ways. This lesson will help

strengthen and sustain your peace efforts.

This lesson provides strategies on how you can develop a learning

environment that effectively promotes respect and tolerance for cultural

diversity. It will also give you suggestions in planning and organizing

school activities that promote peaceful processes. Lastly, you will study

ways on how to foster and sustain the development of your teachers and

students as peace advocates and champions of respect for cultural

diversity.

Sustaining a Culture of PeaceSustaining a Culture of PeaceSustaining a Culture of PeaceSustaining a Culture of PeaceSustaining a Culture of Peaceand Respect for and Respect for and Respect for and Respect for and Respect for CulturalCulturalCulturalCulturalCultural

Diversity in School and BeyondDiversity in School and BeyondDiversity in School and BeyondDiversity in School and BeyondDiversity in School and Beyond 3LESSON



At the end of this lesson, you are expected to be able to do the

following:

• Operationalize strategies in providing a learning environment

that promotes peace and appreciation for cultural diversity.

• Foster and sustain the development of students and teachers

as peace champions by providing peace-responsive school

structures and opportunities.

• Collaborate with stakeholders in building a community of

peace.


Miss Lai is a Social Studies Teacher at the Community Elementary School.

Because she regularly participates at the meetings called by Mr. Kunaporn

to promote peace education in their school, she is aware that she needs to

weave peace-responsive concepts, activities, and learning materials into

her instructional activities. However, she is confused as to where to start.

She noted that her class was quite diverse in terms of culture and religion.

She had students whose parents originally came from other countries. She

also counted Catholic, Muslim, and Buddhist students in her class. She

realized that in order for her to implement peace education and help her

students become peace champions, she needed to prepare herself well for

the lessons. She decided that it was best to know more about the cultures

and religions of her students to gather background information to base her

lesson plans on. She asked for a meeting with Mr. Kunaporn.


Mr. Kunaporn: Good morning, Miss Lai. I am glad you have actively

participated in our school’s peace education efforts. I hope

you find the idea of peace promotion exciting and beneficial to

our students.

Ms. Lai: Good morning, Mr. Kunaporn. Yes, sir. I truly do. I think

peace education is very important and I can’t wait to start.

Mr. Kunaporn: What can I do for you this morning, Miss Lai?

Ms. Lai: I would like to know more about my class before I start

developing my lesson plans and activities. You see, my class

is quite diverse. I have students coming from other countries

and from different religions, too. I wanted to ask your

suggestions on how I could help them better appreciate cultural

diversity.

Mr. Kunaporn: That’s an interesting scenario you’ve got there, Ms. Lai. I

agree with you totally. It is important to find out more about

our students so that we can help them learn about each other

better so they can develop an appreciation for each other’s

unique backgrounds. My suggestion is for you to involve your

students in learning about each other’s cultures. Through this,

they can better understand other cultures and gain insights

on their own.

Answer the following questions using the spaces provided.

1. Do you agree with Mr. Kunaporn’s suggestion? Why/Why not?

2. What specific activities would you suggest Ms. Lai to conduct in

her class to promote the appreciation of cultural diversity?


3. Would you say that Mr. Kunaporn is helping Ms. Lai to better

perform her role as a facilitator of peace education among her

students? Why/ Why not?

Feedback

Mr. Kunaporn’s suggestion to Ms. Lai to find out more about her students

is a good one. This is an excellent way to start the process of students

learning about and developing a better appreciation of each other’s unique

backgrounds as well as gain insights on their own. Ms. Lai can also conduct

several types of creative and fun activities in her class to promote the

appreciation of cultural diversity. Doing this would be a good way to

help her become a better facilitator of peace education among her students.

Indeed, learning more about other cultures can help promote appreciation

for cultural diversity. This can be achieved through curricular activities

that integrate the components (KSA/Vs - Knowledge, Skills and

Attitudes/Values) of the Schema of Peace Education, which was discussed

on page 77. Integrating peace concepts and activities in the various school

subjects help facilitate the peace-building process educators aim to instill

among the students.

In many countries, having citizens from various cultural, ethnic, and

religious backgrounds is slowly becoming the norm. This translates into

schools being multicultural as well. We now see a lot of schools with

students coming from different religions and various cultural-ethnic

backgrounds. Catholic, Muslim, and Buddhist students, for example, may

need to learn more about each other’s religions to help them adjust to

each other’s needs. In essence, teachers are now faced with the challenge

of having to provide education to learners who may have different needs

as a result of these cultural differences. A Teacher of Peace needs to be

prepared to address these concerns through his/her lessons and other

activities. What strategies can teachers adopt in response to these

challenges? Read on to find out.


Let’s Study

Providing a Learning Environment that Promotes Peace

and Respect for Cultural Diversity

In Lesson 2 of this module, you learned the characteristics of an ideal

teacher of peace. You also studied how teachers can be helped by school

administrators like you towards becoming an effective teacher of peace.

However, there are still additional strategies and activities that can be

done to ensure that the learning environment in your school is one that

promotes respect and tolerance for cultural diversity. This lesson will

provide you with more information on how these can be achieved.

According to the Integrated Model of Teacher Training for Cultural/

Intercultural Education of the Bureau of International Education (UNESCO)

(in Gagliardi, 1994), it is necessary that educational research be conducted

to help peace education efforts to succeed. One form of educational

research in the context of peace education is the establishment of a data

gathering system regarding information on the students’ demographic

characteristics and ethnic-cultural backgrounds. Knowing more about

the students can help teachers in their development of instructional plans

or learning activities.

An ideal multicultural/intercultural teacher is someone who values

research and puts effort into finding more about his/her students. In effect,

school heads who support their teachers’ initiatives in finding out more

about their students’ background are, in a way, providing teachers with

a supportive environment where peace education and respect for cultural

diversity is nurtured.

Aside from creating an information/data base of the students, the

following research-related activities may also be conducted to promote

an environment that supports peace and respect for cultural diversity.

• Conduct an analysis of the possible reasons for difficulties in

learning by students coming from specific backgrounds such

as the concerns of bilingual students in specific subjects or

students from financially less-privileged families.


• Collecting local cultural materials, tales, and proverbs to be

used as basis for developing learning materials.

• Comparing various teaching methods in terms of their

effectiveness for instructing students from different cultural

backgrounds.

There are other strategies and models that can be utilized to implement

peace education policies into actual teaching and learning activities at

school. You may read about these other strategies and models in peace

education books if you want to know more.


Would you like to know what Ms. Lai did after her meeting with Mr.

Kunaporn? Read the vignette below.

In response to Mr. Kunaporn’s suggestion to include students in gathering

data about their background, Ms. Lai asked her students to form pairs.

They were asked to find out more about each other’s culture, nationality,

religion and other backgrounds. They then set aside time to discuss their

findings in class. Ms. Lai suggested that they bring pictures or articles

such as pieces of clothing that describe their background and explain these

to the class during their presentations. The class was asked to express what

they liked about their culture and other things they wanted to find out

more about each other.

Answer the following questions using the spaces provided.

1. What do you think of the activity conducted by Ms. Lai for her class?

Do you think that the activity can help her in teaching peace and respect

for cultural diversity to her students? Why/Why not?


2. What positive effects might this activity have on the way the students

view each other’s cultures?

Feedback

Ms. Lai’s activity is a good example of how cultures and the appreciation

of their diversity can be taught to students. As the Schema of Peace Education

proposes, one’s knowledge is linked to one’s attitudes and skills. If the

students are directed in knowing more about other cultures in a guided

teaching environment, they can be encouraged to develop more favorable

attitudes towards cultures different from their own.


Would you agree that a learning environment that respects cultural

diversity can be made possible? Why/Why not? What are the essential

requirements for this to become a reality? Write your answer on the space

below.

Read on to find out if your answers are correct.


Let’s Study

Providing a Physical Environment Conducive to Teaching

Peace and Respect for Cultural Diversity

Given that the teachers are in the frontline of learning, it would be helpful

to provide them with skills as facilitators of peace education and respect

for cultural diversity as they pass on appropriate knowledge, skills, and

attitudes to their students. For students to become peace champions, they

need teachers and school heads who personally know them and who

will implement learning activities that respect and build on their unique

characteristics. An effective learning environment for peace education is

provided by teachers and school heads who are able to do the following:

• Continuously gather background information about the

students.

• Explain their own views while respecting those of others.

• Listen to students’ concerns and act on them appropriately.

• Manage classroom discussions in a respectful manner,

providing equal opportunities for all students to participate.

These examples suggest that a learning environment that respects cultural

diversity can be made possible when teachers are given the mandate or

structures (such as policies, curriculum, organizational roles) and the tools

(such as learning materials and instructional activities) to implement them.

Aside from developing peace-responsive teachers, school heads also need

to assess the school’s physical environment whether it is conducive to

peace education process. School heads need to ensure that their school’s

physical environment is both culture-fair and peace-promoting. This is

possible through the provision of services that equitably address the needs

of students.



Mr. Kunaporn has instituted several training activities for the teachers in

his school to help prepare them in providing peace education to their

students and become peace champions themselves. Aside from this, he

also realized that he has to ensure that the physical environment in the

school is fair to various cultural groups to the farthest extent possible and

that students’ needs (including culturally dictated needs such as a place

for worship) are adequately provided for.

He developed the table below to help him examine his school’s physical

and non-physical environment for culture fairness, implying equal

treatment of students regardless of their cultural, ethnic, or religious

backgrounds. The table has four columns. The first column identifies the

specific group/background that is present in his school. The second column

identifies specific physical and related needs for this group. The third

column provides a simple assessment of whether these needs were

addressed by the school. The last column provides a space where peace-

responsive plans can be indicated. Study the example provided by Mr.

Kunaporn below.

Table for Planning Activities to Address the Needs of Students from Diverse Backgrounds

Groups/ Communities

Muslims/Islam Space forprayers

No specific spacedesignated asMuslimPrayerRoom

Look for availablespace within theschool to beconverted into aprayer room

Time for prayers With provisionin school policyto allow Muslimstudentssometime fortheir prayers, asneeded

Continuemonitoring ifadequatelyimplemented

SpecificStudent Needs

Addressedor Not

Plans


You may use a table similar to the one on the previous page as a tool to

organize your evaluation of the school’s culture fairness. Fill in the columns

as required, following the instructions provided earlier. For example, if

there are Hindu students in your school, you may indicate that on the

first column. Then fill out the rest of the columns. Use the blank table

provided below.

Table for Planning Activities to Addressthe Needs of Students from Diverse Backgrounds

Groups /Communities

SpecificStudent Needs

Addressedor Not

Plans

Review your answers and discuss these with your Flexible Learning Tutor

as well as your co-learners. Read on to find out more on how this can be

done.


Let’s Study

Characteristics of a Peaceable Classroom

Since wars begin in the minds of men, it is in the minds of

men that the defences of peace must be constructed.

- Preamble, Constitution of UNESCO

Going back to the example provided by Mr. Kunaporn, note that Muslim

students in his school require a physical environment that allows them to

pray in a way their religion requires. He then made a simple assessment

of whether the needs are addressed adequately or not and provides plans

to address these needs, as appropriate. This simple tool provides a more

organized way to identify the needs of students that remain unaddressed

and what can be done about them. Filling out this tool is a step towards

achieving a “peaceable school.” But before a peaceable school can be

achieved, peaceable classrooms need to be established.

Aside from ensuring that you and your teachers are aware of the diverse

socio-cultural backgrounds of your students and that the physical

environment in school is supportive of peace promotion activities, you

should also focus on creating classrooms that actually promote peace.

What is a peaceable classroom? The concept of a peaceable classroom was

first coined by William Kreidler, an elementary school teacher and conflict

expert who saw that conflict in the classroom was caused by many factors

such as miscommunication, exclusion, inability to express feelings

appropriately, and lack of care and respect for each other (Castro & Galace,

2008). A peaceable classroom is characterized by the following:

• Affirmation - Goodenow (1992, in Castro & Galace, 2008) has

forwarded that belonging and acceptance are potentially

important factors in learning. A peaceable classroom is where

students are affirmed regardless of their backgrounds. For

example, teachers provide positive constructive feedback to all

students who do well in class, regardless of their cultural

background.


• Cooperation - A peaceable classroom is where students of difrent

backgrounds are given a chance to cooperate and work together

in teams. For example, students are assigned to their religious,

cultural, or ethnic backgrounds.

• Communication - Schitzer, et al. (in Castro & Galace, 2008) said

that one of the vital tasks related to a successful academic

experience is being able to establish successful interpersonal

relationships in campus. A peaceable classroom is one that

allows students to express their ideas through effective

communication. For example, students are all given an

opportunity to share their comments on the topic being

discussed regardless of their religious, cultural, or ethnic

backgrounds.

• Appreciation for diversity - A peaceable classroom encourages

students to develop an appreciation for each other’s cultures.

For example, the study of cultures is integrated into the various

subjects. The teachers guide the students in developing an

appreciation for the richness and value of different cultural

practices.

• Appropriate expression of feelings - A peaceable classroom is one

that provides all students an opportunity to voice out their

feelings or opinions and participate in discussions without fear

of judgement or reprisal. For example, students who have

different opinions on an issue being discussed because of their

religious, cultural, or ethnic backgrounds are given an

opportunity to share their views in class.

• Peaceful conflict resolution - A peaceable classroom promotes the

respect for opinions and supports the resolution of differences

through nonviolent means e.g., inter-faith dialogues.

The above characteristics are important factors in the academic success

of students. All these support the notion that a learning environment

that is “peaceable” is essential in the process of learning.



In creating a peaceable classroom, the following are essential: affirmation,

cooperation, communication, appreciation for diversity, appropriate

expression of feelings, and peaceful conflict resolution. For each one,

provide specific activities that you can do in your own school. Fill in the

table below.

Affirmation

Cooperation

Communication

Appreciation for diversity

Appropriate expression of

feelings

Peaceful conflict resolution

Characteristics of Peaceable

Classrooms

Proposed Activities


Let’s Read

Creating a Peaceable Classroom

In creating a peaceable classroom, there are several activities that school

heads and teachers can conduct. Examples of these activities were provided

in Lesson 2. To achieve a peaceable learning environment, students may

be guided by their teachers to discuss a current issue in peaceful and non-

violent ways (i.e., avoiding arguments or debates). There is no limit to

what activities can be done in and around the classroom. The important

thing to remember is to make these activities creative and fun for students.

A peaceable classroom is a learning environment where students and

teachers respect and help each other, regardless of their differences. Castro

& Galace (2008) provides additional suggestions on how to create

peaceable classrooms in your schools:

• Classrooms may be declared as a zone of peace. Establish rules with the

students on how to achieve it. On the first few days of school, teachers

can introduce to their students the concept of a peaceful classroom.

They can ask students what they can do to create an atmosphere

of peace in their classroom. Working with their students to prepare

a poster similar to that below and displaying it in a prominent

part of the classroom would be a good start.

THIS CLASSROOM IS A ZONE OF PEACE

1. Listen when someone is talking.

2. Do not exclude anyone.

3. Say only kind words.

4. Speak gently.

5. Show respect to one another.

• Affirm students. Say something positive to someone when an

opportunity comes up. Recognize ideas when they are contributed.

Show interest in what learners have to say. Nod or look them in

the eye when communicating.


• Express your feelings appropriately and encourage students to do the

same. Students may be asked to make a list of “feeling words” that

they can use to effectively communicate what they feel. Daniel

Goleman (1995) posited that to develop Emotional Intelligence

(EQ), one must be able to learn how to express his/her feelings

well. To do this, draw up a functional “Vocabulary of Feeling

Words.” The box below provides a list of feeling words that

students can use to express themselves. Students may be asked to

add more words as they progress in their learning. Words may

also be picked and discussed in class every now and then.

Today I feel…

accepted hopeless competent

rejected discouraged incompetent

abandoned encouraged jealous

left out afraid sad

criticized respected lonely

lectured to disrespected ignored

preached to motivated important

judged unmotivated unimportant

discriminated against free proud

mocked controlled confident

appreciated obligated worthy

unappreciated burdened deserving

supported needy unworthy

unsupported in control underserving

uncomfortable out of control excited

optimistic validated fulfilled

pessimistic invalidated rewarded

• Encourage teachers to think, feel, and act peace. You can guide them

towards thinking of themselves as vessels of peace. Teachers who

smile often, speak kindly and gently, resolve their conflicts

peacefully, and treat others respectfully model peaceable behaviors

to their students.

• Encourage respect for and acceptance of differences. A peaceable

classroom is one where students feel a sense of belongingness and

acceptance. In this light, it is important for teachers to examine

their own biases.Reviewing the lessons in PEACeXCELS Module 1


can help refresh your memory on how this can be achieved. An

example of activities that encourage respect and acceptance of

differences is asking older students to be big brothers/sisters to

younger ones. Remind students that people differ in many ways

and these differences do not give anyone a right to tease, exclude,

bully, or hurt another.

• Employ more cooperative than competitive activities. Cooperative

activities encourage working together towards a goal. This fosters

peace and understanding more than activities that make the

students compete with one another. When cooperative activities

are encouraged, students tend to learn how to solve problems

together while relying on each other’s unique abilities, talents, and

skills.

• Teach students how to resolve conflicts peacefully and constructively.

You may review Module 1 on strategies for peaceful conflict

resolution so you can guide your teachers on the process involved

in conflict management. Following the guide questions below may

also help.

I. What happened?

Describe the preceding events

in detail

II. What do you need?

Write here what the people

involved in the conflict need

( e.g., need to express feeling,

need to be acknowledged,

need to achieve a target, etc.)

III. What possible solutions

are there?

List here the potential

solutions to or alternatives in

addressing the conflict

IV. Which solutions are the

best?

Identify the solution that

offers the least negative

impact to those concerned.

A compromise solution may

also be considered.


• Help students improve their communication skills. Many conflicts arise

because of one’s inability to express his/her emotions in a

constructive way. People sometimes have a tendency to speak

before they think. Help students in turning negative statements

into positive ones. Examples are provided on the next page.

Changing negative statements into positive ones:

1. Shut up!

Alternative: Please keep quiet.

2. You are irritating.

Alternative: I am bothered when you …

3. You are too noisy!

Alternative: May we have some peace and quiet, please?

4. You are a bad person!

Alternative: Please stop. I am bothered.


Is the suggestion of declaring classrooms as zones of peace possible in

your school setting? Would this be difficult or easy to achieve? Discuss

your answers with your colleagues and Flexible Learning Tutor.

Castro & Galace (2008) highlight the fact that the strategies discussed are

but a few of what you and your teachers can do to make your classroom

a zone of peace. Possibilities are only limited by your own and your

colleagues’ level of imagination and creativity as Champions of Peace.

A peaceable classroom is one where students feel safe and secure. It is a

place where students and even teachers feel secure, valued, and

appreciated. As school head, you would have contributed immensely to

the local as well as global peace-building effort by providing an

environment that promotes peace and better learning for your students.



Encircle the number of the described activities that promote peace inside

the classroom. For those that are not encircled, suggest ways on the spaces

provided on how these can be changed to become activities that promote


1. The teachers start the class by detailing mistakes students had

committed the previous day.

2. Students are asked to make various “peace posters” to be put up

in the classroom or designated places in the school.

3. The teacher ignores individual students that he/she feels do not

share the same beliefs and cultural practices of the majority of the

class.

4. Students are encouraged to work together as a group for a class

project.


5. The teacher smiles at students as a way of greeting them.

6. Students are encouraged to express their feelings using appropriate

feeling words.

7. Teachers do not do anything when students hit each other.

8. A teacher takes sides in an argument.

9. A student’s opinion on an issue is put down by the teacher as

lacking in value.

10. Competition is highly encouraged.


Compare your answers with mine on pages 170-171. Are our answers

similar? If not, make the needed corrections. Share your answers with

your Flexible Learning Tutor and co-learners in one of your meetings.

A peaceable classroom is a zone of peace. It is a place where students and

teachers feel safe, secure, and appreciated. Affirmation, cooperation,

communication, appreciation of diversity, appropriate expression of

feelings, and peaceful conflict resolution characterize peaceable

classrooms. As school head, ensuring that your school has peaceable

classrooms is an important contribution to local peace efforts as well as

the global efforts towards peacebuilding.

Let’s Study

Based on the data gathered regarding the background of the students as

well as the teachers, Mr. Kunaporn created a calendar that took note of

important events and occasions for each community. For example, he

took note of the Holy Ramadan Week for Muslims and Christmas for

Christians. He also noted important national events such as the

independence day of each country and other significant historical events

for each community. For social studies classes, he suggested that teachers

and students find out more about their governments and leadership

structures. Then he plotted corresponding school activities that highlighted

these important events and occasions. He declared that the school come

up with activities that celebrate the diversity that they have within their

ranks. A portion of Mr. Kunaporn’s calendar of activities follows.


Thai SongkranFestival(Variable date,usually aroundsummer time)

• Declare a Thai CultureAppreciation Week

• Organize a program to showcaseThai music, dances and other arts.

• Highlight Thai culture in aspecially designed bulletin board

• Conduct a film showinghighlighting the life and works ofthe revered King of Thailand andthe Thai Royal Family

Community Event andSchedule

Activities

Muslim Ramadan(Variable date,usually aroundAugust/September ofevery year)

• Declare a Muslim CultureAppreciation Week

• Encourage teachers to discussIslam-related issues in class

• Organize a training for teachers toget to know Muslim-related issues(social issues and learning issues)to help them work with theirMuslim students more effectively

• Set up a special bulletin board forMuslim-related concerns

Christian Christmas(December 25)

• Declare a Christian CultureAppreciation Week

• Guide teachers to discussChristianity-related issues in class

• Organize a training for teachers toget to know Christianity- relatedissues (social issues and learningissues) to help them work withtheir Christian students moreeffectively

• Instruct the school canteen toprepare special meals in celebrationof Christmas

Filipino PhilippineNationalIndependenceDay (June 12)

• Declare a Filipino CultureAppreciation Week

• Organize a venue for students ofFilipino heritage to present theirdances, songs, etc.

• Set up a special bulletin boardthat showcases Filipino culture

• Instruct the school canteen toprepare Filipino food



Using Mr. Kunaporn’s calendar of activities as a guide, draw up a similar

calendar of activities that celebrates cultural diversity in your own school.

Use the sample matrix provided. In the first column, identify existing

communities or cultural groups represented by the students in your school.

In the second column, write important events for the communities or

cultural groups and the schedule when they celebrate these. In the third

column, write the activities you can implement in your school that will

show recognition and celebration of the groups and their important events.

Fill in the table as best as you can.

What learnings did you derive from preparing the calendar? Write them

in the space provided below. Discuss your answers with your Flexible

Learning Tutor, colleagues, and co-learners.


Activities



Planning and Organizing Peace-Promoting School Activities

The activities conducted by Mr. Kunaporn in his school are just some of

the possibilities towards making the school a zone of peace. The important

thing to remember is to take advantage of every opportunity to celebrate

cultural diversity through school-wide activities that focus on various

groups. It is essential that background research be done to ensure that all

groups are given the opportunity to showcase their respective cultures.

As community involvement is important, activities that require going

outside the school such as parades (e.g., a United Nations or ASEAN

parade showing students in various national costumes throughout the

community) would be meaningful. Another good example is putting up a

“Peace Village” or “Peace Camp,” a venue where young individuals can

explore peace-related ideas and participate in structured activities such as

the “Shower of Peace,” “Peace Congress,” “Peace Art/Peace Wall and Peace

Reflections.” You can read more about a sample “Peace Village” initiative in

the Philippines in Annex F.

Remember, however, organizing any activity requires effort and resources.

As school head, you are expected to take a lead role in ensuring that the

activities are successful and that they positively depict the diverse cultures

of the community.



How can you ensure the success of your school activities that promote

peace and respect for cultural diversity?

To check if your answer is correct, read on.


The process of instilling the appreciation of peace and respect for cultural

diversity among students is a challenge for all educators. So far, you have

learned various teaching and learning strategies that can help promote a

culture of peace. What has been started must be maintained for peace

education to be truly effective. How can you sustain your students’

commitment as peace champions? Write your answers on the space

provided.


Let’s Read

Fostering and Sustaining Students as Peace Champions

The following are some important steps in sustaining your students’ and

teachers’ commitment to championing peace and respect for cultural

diversity.

1) Ensure that they are aware of the importance of peace education

and supporting efforts to promote respect for cultural diversity.

2) Provide avenues for regular discussions to address concerns and

issues that may arise.

3) Establish support systems (such as peace clubs and regular

discussion groups).

4) Specifically for teachers, regularly involve them in planning and

implementing activities, as well as in assessing completed activities.

You may also read the vignettes of good practices in peace education in

this module’s Annex D, E and F to get some ideas.

Sustaining the commitment of teachers and students as peace champions

may be a demanding task that requires continued efforts. Your role as

school head in guiding these efforts towards the school’s goals in promot-

ing peace and respect for cultural diversity is crucial. Working with ev-

eryone in your school as well as your school’s community will help you in

fulfilling these goals.


Now that you already know the importance of creating and sustaining

peaceable classrooms, do you think it is essential to expand the school’s

peacebuilding efforts by involving the whole school? Why is this so? Read

on to find out more about the whole school approach and how you can

make this a reality in your own setting.


Let’s Study

A Whole School Approach to Peace Education

In the earlier parts of this module and this lesson, you learned how teachers

and individual students can contribute towards building a culture of peace.

This section explains the concept of the whole school approach in peace

education which was introduced in PEACeXCELS Module 1. Castro &

Galace (2008) explain that in a whole school approach, we try to engage all

the learning areas, all the members of the school community (students,

faculty, and staff) and the wider community. This approach also includes

other aspects of teaching and learning such as policies, schools structures,

and interpersonal relationships.

The Miriam College in the Philippines has adopted this framework in

building a whole school approach to peace education (Castro & Galace

2008).

Figure 2. Miriam College’s Whole School Approach

to Peace Education

Peace-relatedMaterialsEnrichment Program

for Staff on Peace andConflict Resolution

VISIONAND

MISSION

Peace-orientedCurriculum

ContentPeace Action/Activities of

Social Concern

ParticipativeStructures and

CaringRelationships

Co-curricularProgram

CooperativeDialogical

Teaching-LearningMethods


The Miriam College Peace Education Framework indicates that peace is

explicitly stated in the school’s Vision and Mission statements. To achieve

the goals of peace education, the Miriam College tapped various areas to

contribute to the school’s overall efforts to promote peace and respect for

cultural diversity. Short descriptions of these areas are provided below.

Peace-Oriented Curriculum Content

• Peace perspectives and themes are integrated across the

curriculum.

• Sessions on non-violent conflict resolution are part of the regular

high school, college and adult education/development programs

for students.

• Peace education topics and courses are introduced at various levels.

Cooperative Dialogical Teaching-Learning Methods

• Teachers strive to use teaching methods that are cooperative,

participatory, dialogical, and experiential.

Co-curricular Program

• Out-of-classroom student activities such as peace clubs, peace

camps, peace programs, etc., are encouraged and supported by

the school.

Peace-Related Materials

• Books and publications on peace are produced or made available.

• Peace gardens are introduced within the school compound.

Enrichment Program for Staff on Peace and Conflict Resolution

• Seminars/talks on peace education are organized.

• Faculty members are trained on peace topics as well as teaching

and learning strategies for peace promotion among students.

• A peace core group of teachers and staff is organized to oversee

peace education activities within the school.


Participative Structures and Caring Relationships

• Students actively participate in selection of student leaders.

• Special events are organized such as Family Day where peace

within the home can be highlighted.

Peace Action/Activities of Social Concern

• Special outreach activities targeting disadvantaged members of

society (out of school youth, orphans, etc.) are organized to promote

the appreciation of peace among the students

• Students are also encouraged to participate in various peace actions

such as letter writing, exposure trips, lobbying activities, joining

public actions to protest or support an issue, and other activities.

The Miriam College Peace Education Framework operationalizes the peace

context provided by key school policy documents through various areas

such as the integration of peace across the curriculum and the use of

peace-promoting teaching methods and materials. Programs for school

personnel are also provided as well as outreach activities that promote

peace. This framework may be used if you want to integrate peace in

various areas and relationships in the school.


Using the table that follows, identify ways of involving the general

community in activities that promote peace and respect for cultural

understanding. The first row was completed for you. Work on the last

column for rows 2 and 3. Fill in the last column with your suggested

activities to involve the community corresponding to the specific activities/

themes described. You are encouraged to add additional rows and

corresponding columns for other ethnic/community groups present in

your school.



Activities

Muslim Ramadan(Variabledate, usuallyaroundAugust/September ofevery year)

• Declare a MuslimCultureAppreciation Week

• Encourage teachersto discuss Islam-related issues inclass

• Organize a trainingfor teachers to getto know Muslim-related issues(social issues andlearning issues) tohelp them workwith their Muslimstudents moreeffectively

• Set up a specialbulletin board forMuslim-relatedconcerns

Christian Christmas(December 25)

• Declare a ChristianCultureAppreciation Week

• Guide teachers todiscussChristianity-relatedissues in class

• Organize a trainingfor teachers to getto knowChristianity-related issues(social issues andlearning issues) tohelp them workwith their Christianstudents moreeffectively

• Instruct the schoolcanteen to preparespecial meals incelebration ofChristmas

Ways to Involve theCommunity

• Invite communitymembers (Muslimand non-Muslim toattend preparatorymeetings for theactivities).

• Involve communitymembers in thetraining.

• Invite communitymembers to view theposters which thestudents have put upat school.



Tutor.

This activity highlights the notion that the community can be involved in

efforts that promote peace and respect for cultural diversity. As the school

is a part of the larger community, peace efforts can be naturally extended

to include this bigger sphere. Read on to find out more about how this

can be done.


Activities Ways to Involve theCommunity

Filipino PhilippineNationalIndependenceDay (June 12)

• Declare a FilipinoCultureAppreciation Week

• Organize a venuefor students ofFilipino heritage topresent theirdances, songs, etc.

• Set up a specialbulletin board thatshowcases Filipinoculture

• Instruct the schoolcanteen to prepareFilipino food

Thai SongkranFestival(Variabledate, usuallyaroundsummer time)

• Declare a ThaiCultureAppreciation Week

• Organize aprogram toshowcase Thaimusic, dances andother arts.

• Highlight Thaiculture in aspecially designedbulletin board

• Conduct a filmshowinghighlighting the lifeand works of therevered King ofThailand and theThai Royal Family


Let’s Read

Schools Working Towards Peaceable Communities

In the above exercise, you were given an opportunity to explore how

school-based activities can be “extended” to include community members.

This practice is essential as local peace efforts can create more impact as

an integral part of the global efforts to promote peace through the design

and implementation of activities that involve community stakeholders.

There are several ways on how this can be achieved. The core principle to

follow is “Think of what peace activities in the school can be enriched by

inviting community members to participate.” As the home is where learning

is first acquired and where it is sustained as the student grows, it is essential

to involve parents, relatives, and the community members in general if

peace education is to be sustained. The home and the community are also

locales where peaceable behaviors and attitudes are reinforced and

encouraged.

Here are some suggestions to involve the community in the peace activities

of the school:

1. Invite community representatives to join discussions and meetings

in school, especially when peace-related topics are covered.

Community elders may be involved in school meetings related to

educating learners on peace and respect for cultural diversity that

require decisions to be made.

2. Invite community members to peace-related activities. During the

school’s Peace Week celebrations, members of the community can

serve as guests or judges depending on the activity.

3. Enlist community members in tasks that require more energy such

as the construction of structures, peace bulletin boards and the

like.

4. For United Nations Day parades and similar events, arranging a

route that goes around the community will drum beat the issues

being promoted.

5. Produce materials such as pamphlets and posters that can be

distributed to community members or posted in key spots within

the locale.


Global peace efforts indeed start with local initiatives. Involving the

community will be an important step in truly creating your school as a

zone of peace. Read Annexes E and F of this module to gain more insights

on how the school can be involved in promoting peace and respect for

cultural diversity in the larger sphere of the community.


In involving the community in the peace activities of your school, what

challenges do you think would come up? How would you address the

challenges? Write your answers in the columns provided. The first row

was filled out to provide you with an example.

Challenges in Involving the

Community

Means of Addressing the

Challenges

Community members are not

interested in participating in

peace-related activities.

Invite community members

during school meetings and

involve them in preparations

for peace-related activities.


Feedback

Compare your answers with mine in the Key to Correction on page 172.

Your answers may not be exactly the same as mine, but as long as the

thoughts expressed are similar, give yourself a point for each answer.

The challenges that may be encountered in engaging communities to

participate in school-initiated peace activities may be due to several factors.

Examples of these are lack of interest by community members, not knowing

how to participate, or having inadequate resources to support activities.

Community members may feel that helping in the promotion of peace

and respect for cultural diversity is not important because it does not

affect them directly. Even if they are aware of the value of peace and are

eager to participate in peace-promoting activities, they may not know

how to start. Some of them may be afraid that they have limited resources

or nothing to contribute to the activities. These are just some of the

challenges that you might encounter in involving the community. How

can you address them?

The first step is by inviting community members to meetings or discussions

to engage them in conversations on peace education issues at the local

level. These dialogues would help them realize the importance of the

activities and encourage them to explore ways on how they can

participate. With your guidance and perseverance, community members

could be more actively involved and may even become “peace champions”

themselves.

Do you have answers not mentioned in here? Discuss your answers with

your Flexible Learning Tutor.


Let’s Remember


• For peace education efforts to succeed, it is necessary that

educational research at the local level (on the cultural and other

backgrounds not only of students but also of teachers) be

conducted. The information can be effectively inputted into

whatever instructional plans or learning activities are to be

implemented in the future.

• An ideal multicultural/intercultural teacher is someone who

values research and puts effort into finding out more about her

students. School heads who support their teachers in their

initiatives to know more about their students’ background are

providing them a supportive environment where peace

education is nurtured.

• The Integrated Model of Teacher Training for Multicultural/

Intercultural Education helps provide a learning environment that

is supportive of peace through the appreciation of cultural

diversity. Given that the teachers are in the frontlines of

instructional provision, providing them with skills as facilitators

of peace education and respect for cultural diversity will help

create a learning environment where these are promoted.

• A learning environment that promotes cultural diversity is

possible when teachers are given the policy support (school

policies, curriculum) and the tools (learning materials and

instructional activities) to implement them. There is almost no

limit as to what activities can be done to support the sustainability

of peace education efforts.

• A peaceable classroom is characterized by affirmation,

cooperation, communication, appreciation for diversity,

appropriate expression of feelings, and peaceful conflict

resolution. It is a learning environment where students and

teachers respect and help each other, regardless of their

differences. To create peaceable classrooms in your schools:

– Encourage your teachers to declare their classrooms as

zones of peace and establish rules to achieve it.


– Affirm students.

– Express feelings appropriately and encourage students

to do so.

– Help your teachers think, speak, and act peace.

– Encourage respect for and acceptance of differences.

– Employ more cooperative than competitive activities.

– Teach students how to resolve conflicts peacefully and

constructively.

– Practice students’ skills of communication.

• A whole school approach to peace education where peace

concepts are integrated in various areas, such as that done by

Miriam College, may be taken. The said school has the following:

– Peace-oriented curriculum content

– Cooperative dialogical teaching-learning methods

– Teachers who strive to use teaching methods that are

cooperative, participatory, dialogical, and experiential

– Peace activities in the co-curricular program

– Peace-related materials

– Enrichment program for staff on peace and conflict

resolution

– Participative structures and caring relationships

– Peace action/activities of social concern

• School-based activities can be “extended” outside the school to

include community members. This practice is essential as local

peace efforts can create more impact as an integral part of the

global goal of peace through the design and implementation of

activities that involve community stakeholders.


How Much Have You Learned From This

Lesson?

To see how much you have learned from this lesson, try to answer the


1. Give three strategies to support a physical learning environment that

promotes respect and tolerance for cultural diversity.

2. Why are school-wide peace activities important in sustaining peace

education efforts?

3. Name four strategies in involving the community in the school’s peace

activities for the promotion of peace and respect for cultural diversity.

4. Why is it important to involve the community in peace education

efforts?


5. Describe four ways to create peaceable classrooms.

Compare your answers with those on pages 172-174. How did you fare?

If your answers are similar to mine, you have done really well. If not,

review the parts you missed. Then, revise your previous answers before

proceeding to the next page.

Let’s Sum Up

This module provided you with information on how to apply the

concepts and needed activities for peace education in your actual

school setting.

• In Lesson 1, you studied the importance of schools in promoting

a culture of peace and respect for cultural diversity. You learned

how to review and revise your school’s policies to reflect peace

as an educational goal. You also learned how to draft and

communicate school policies that not only support peace

activities but also promote appreciation for cultural diversity. In

addition, you were familiarized with the characteristics of peace-

responsive school policies. Lastly, you studied how to evaluate

the implementation and operationalization of your school’s peace

policies as an integral part of your role as a school leader.

• Lesson 2 provided the rationale for teaching peace concepts in a

classroom setting. It also suggested ways on how you can help

your teachers become peace champions as well as active

promoters of peace and respect for cultural diversity in a school

setting by teaching the necessary concepts, skills, and values

integral to peace education. You studied how to integrate

instructional and curricular processes that promote a culture of

peace and respect for cultural diversity. You also learned how


to develop school-based activities and supplemental learning

materials that respond to local learning needs and contexts and

promote a culture of peace and respect for cultural diversity.

Moreover, you were familiarized with sample peace promotion

activities which you can adopt for your own school.

• In Lesson 3, you learned strategies in providing a learning

environment that promotes respect and tolerance for cultural

diversity. This lesson also gave you tips on how to plan and

organize school activities that promote peaceful processes. You

studied ways on how to foster and sustain the development of

your students as peace advocates and champions of respect for

cultural diversity. Moreover, you learned what peaceable schools

are and how they can be achieved. Lastly, you learned ways on

how to collaborate with various stakeholders to build a

community of peace.

• The lessons covered in this module provided you with the

essential knowledge and skills related to the promotion of the

school as a zone of peace and respect for cultural diversity, a

vital agent in building peaceful communities that celebrate

cultural diversity.

How Much Have You Learned From This Module?

To find out how much you have learned from this module, answer the


Part 1

1. Why is the school important in promoting a culture of peace and

respect for cultural diversity?


2. Enumerate the characteristics of a peace-responsive school curriculum.

3. Give three examples of strategies for implementing and

operationalizing school policies that promote peace and cultural

diversity.

4. Give five characteristics of teachers of peace.

5. Give five ways to integrate peace education into teaching and learning

activities. Provide a short description for each one.

6. Give three examples of ways to implement a peaceable classroom.



activities.

Part 2

Mrs. Nguyen is a school head. When she first heard of the concept of the

school being an important place for young minds to learn about peace

and respect for cultural diversity, she became very interested and wanted

to make her own school a Zone of Peace.

Answer the questions that follow.

8. Which of the following are school policies that she needs to review, if

available? Draw a circle around the letters of the correct answer.

a. School’s mission, vision, and goal statements

b. List of Core Values that the school aims to instill upon its students

c. Student handbook

d. Faculty manual

e. School curriculum

9. Mrs. Nguyen also has to ensure that the revisions she made on her

school policies are peace-responsive. Peace-responsive school policies

are evaluated on two grounds. What are these? and

.


10. Which of the following is not a way to introduce peace and cultural

diversity concepts in teaching students? Encircle the letter of the correct

answer.

a. Constantly look for opportunities to “weave in” or

introduce peace and cultural diversity concepts to existing

lessons being used in classrooms.

b. Use only tried and tested approaches.

c. Introduce unique instructional approaches

d. Specifically cover conflict resolution as an area for

development.

11. Mrs. Nguyen wanted to introduce teaching-learning approaches and

activities into the various subjects being taught in her school by

“thematically weaving” them in. Give five examples of these activities:

12. To develop her teachers into Teachers of Peace, which of the following

can she do? Draw a circle around the letter of the correct answer.

a. Help her teachers develop “inner peace.”

b. Open and continuously support the discourse on peace and

peace education.

c. Foster the development of their peace KSA/Vs through

sustainable teaching and learning programs, as well as self

evaluations.

d. Provide an atmosphere of support throughout the process,

within and outside school.


13. To create peaceable classrooms in her school, which of the following

should Mrs. Nguyen not do? Encircle the letter of your answers.

a. Encourage her teachers to declare their classrooms as

zones of peace and establish rules to achieve it.

b. Affirm students.

c. Restrict the appropriate expression of student’s feelings.

d. Help her teachers think, speak, and act peace.

e. Discourage the acceptance of differences among

students.

f. Employ more competitive than cooperative activities.

g. Teach students how to resolve conflicts peacefully and

constructively

h. Practice students’ communication skills.

14. What collaborative activities with stakeholders in the community can

Mrs. Nguyen implement and how can she ensure that these activities

are sustained? Give three answers/examples. Use the table provided.

Feedback

Compare your answers with those on pages 175-182. If the required

answers are in essay form, they may not be worded exactly the same, but

as long the thoughts expressed are similar, you may give yourself a point

for each.

If you have answered all questions correctly, that’s great! This means that

you have learned a great deal from this module and are well-prepared to

1.

2.

3.

Proposed collaborative activity withstakeholders in the community

How to ensuresustainability of the activity


champion peace in your school. If not, review the parts that cover the

questions you missed. Revise your answers after your review.

This module provided you with concepts, principles, activities, and

strategies to help you implement and sustain efforts that promote peace

and respect for cultural diversity in your school. Remember that as school

head, you have an important role in helping your teachers and students

as well as members of your school’s community to become peace

champions. This is a good opportunity for you and those around you to

become part of the bigger, worldwide effort to promote peace and respect

for cultural diversity through local initiatives with the school as the anchor.

You deserve to be commended for having gone this far and for a job well

done. You are now well on your way towards becoming the leader of

peace champions in your school and your community!

How Do You Rate Yourself Now?

Congratulations. You have done well in finishing this lengthy module. I

hope you have gained a lot of learning and insights on how to better

promote peace and respect for cultural diversity in your school.

However, for a final check, may I invite you to return to the Self-Rating

Competency Checklist on pages 11-12. Review the list of competencies

again and place another check mark (ü) in the “Post” column that best

describes your level of mastery of each competency now that you have

completed the module. Compare your competency level before and after

studying the module and reflect on how much you have learned. Write

your thoughts on the space below.

All the best in your work as a practicing peace education leader in your

school!


Let’s Apply What You have Learned(Module Assignment)

As school head and peace champion, you should exemplify how peace

and respect for cultural diversity can be integrated into the lessons by the

teachers. Towards this end, prepare a sample lesson plan that uses one or

more peace education strategy/ies. Afterwards, call a meeting with your

teachers. Share with them your learnings on peace education and present

your lesson plan.

Ask the teachers to prepare their own lesson plans using the various

strategies for promoting peace and respect for cultural diversity. Provide

feedback on these lesson plans.

Prepare a report about this activity using the following questions as guides:

1. What peace education concepts did you share with the teachers?

2. What were your teachers’ reactions to the peace education

concepts you showed them?

3. What was your sample lesson plan about? Describe it.

4. How would you describe the lesson plans submitted by the

teachers?

5. Based on the teacher’s reactions and submissions, do you think it

will be easy to get their support in promoting peace and respect

for cultural diversity in your school? Explain your answers. Submit

a 500-word text and photo documentation report on the activity

to your Flexible Learning Tutor for review and feedback. Don’t

forget to attach your sample lesson plan as an Annex.


Key to Correction

What Do You Already Know?, pages 7-9

1. Enumerate three characteristics of well-crafted and peace-responsive school

policies.

You may provide any three of the following answers. Your answers


Characteristics of well-crafted and peace-responsive school policies:

• Are based on a clear statement of belief or purpose and arises from

goals aimed at building a culture of peace which have been adopted

for the school.

• Contain guidelines which provide a framework for achieving

clearly stated purposes on the promotion of peace and cultural

diversity.

• Explain what is wanted of sectors or individuals in a school as

agents of peace.

• Provide reasons why units and individuals in a school are required


• Provide a clear basis for the preparation and implementation of

how to build a culture of peace and respect for cultural diversity.

• Provide direction for teachers and administrators, and guide them

on specific methods for arriving at an end result.

• Permit administrators and teachers to interpret in such a way as

to adjust for changing conditions without making any basic change

in policy.

• Provide a standard for evaluating performance.

• Are free of jargon, being written in a style which is readily

understood by all members of the school community.

• Should include statements that promote peace and respect for all



characteristics.


2. Name five factors that cause students to discriminate against other students.

You may provide any five of the following answers.

• Race

• Religion

• Ideology

• Nationality

• Ethnicity

• Appearance – body structure

• Socio-economic class

• Age

• Gender

3. What are the possible effects of prejudice / discrimination on students? Give

three examples of these effects.



• Prejudice among students and between school staff and students

has a negative effect on the learner’s academic achievement and

may lead to higher rates of droping;

• It has negative effects on both the psychological and physical health

of the “victims”;

• “Victims” of school prejudice are often isolated, harassed, or even

physically harmed.

4. Why is the school important in promoting a culture of peace and respect for

cultural diversity?

Education is an important pathway to promote peace. It is at schools

where the seeds of a “Culture of Peace” take root and get nurtured in

the hearts and minds of young learners. When children are taught to

value peace at an early age, they will more likely grow up to become

peace-loving adults.


5. Provide three examples of school policies that promote peace and respect


You may provide examples similar to the following answers.

• A school’s vision statement

VISION

As an educational institution, we envision ourselves to be a

community of lifelong learners that embodies peace, harmony,

respect, excellence, and integrity.

• A school’s list of core values

CORE VALUES

To effectively carry out its goals, the school upholds:

a. RESPECT for people regardless of their culture, religion,

and other backgrounds

b. EXCELLENCE in body, mind, and spirit by practicing

healthy living, developing creative and critical thinking,

effective communication skills, technological proficiency,

and entrepreneurial skills; and

c. INTEGRITY by demonstrating courage to do what is right.

• Sample provisions of a school’s student handbook

a. All students will be treated with respect regardless of their

religious, ethnic, or cultural backgrounds.

b. The school will actively support efforts towards the

promotion of peace and respect for cultural diversity.

c. Discrimination, in any form, will not be allowed in the

school.

d. The school will allow modifications on the school uniform

to accommodate the needs of students coming from

different religious or cultural backgrounds.


6. Enumerate five characteristics of a teacher of peace.

You may provide any five of the following answers.

• The teacher of peace is a responsible global citizen, an agent of the

culture of peace who has the vision and hope towards the



• S/He is motivated by service and is actively involved in the

community. S/He is a responsible person in the society s/he

belongs to.

• S/He is both a transmitter and transformer of values. S/He is a

critical and reflective agent of social and cultural transformation;

• S/He is a seeker of mutually enhancing relationships that nurture


• S/He is gender-sensitive and alert to any possibility of gender bias


• A teacher of peace intentionally develops the capacity to care by

knowing the learners as individuals. This enables him/her to

respond to the differences in students’ learning styles as positively

as s/he is expected to respond to other human differences.

• S/He has the skills of reflective learning through which s/he


understanding of the students and the learning process

• A teacher of peace has the skills of communication and conflict

resolution. These are important characteristics for building a

community and peace-making.

• S/He practices cooperative learning by encouraging cooperative

learning tasks and discouraging negative competition or in-group

– out-group behavior (exclusion) among students.

• A teacher of peace inspires understanding of alternative


students to plan and act to achieve such a culture.

• A teacher of peace is constructively critical. S/He uses criticism as

a tool towards constructive change.


• S/He is a lifelong learner who continues to improve his/her own

learning abilities to keep abreast of developments in the field;

• A teacher of peace is an inquirer. S/He is more a raiser of questions

than a giver of answers. S/He poses instructive questions into the

conditions that impede and those that enhance possibilities for

achieving a culture of peace.

7. Give five examples of peace-promoting activities that you can adapt for use

in your school.

You may provide any five of the following answers. Your answers



diversity-related issues to be discussed and understood;

• Monitor conflicts that arise in the classroom. Pay attention to the

factors that lead to unwanted incidents;

• Create a venue for ongoing discussions where students and teachers

can participate to discuss diversity-related issues;

• Arrange and conduct trainings on the understanding and

appreciation of cultural diversity for students and teachers, using

actual cases from your school;

• Document and discuss specific complaints arising from diversity-

related issues;

• Initiate experiential workshops for teachers and students to allow

them to confront their own ethnocentrisms on certain issues;

• Design curriculum and select reading materials and other resources

that reflect different backgrounds and meet the needs of the student

body;

• Observe “power struggles” in class by identifying which students

seem to dominate discussions or activities more than others and

what causes these disparities;

• Reach out to silent students;


• Make an issue of conflict a “teachable moment”;

• Treat each student as an individual deserving of respect and not

as a representative of a group;

• Declaring a “peace consciousness week” or a “cultural diversity

week” in support of the school’s efforts to build a culture of peace

and respect for diversity;

• Integrate peace concepts in various school subjects;

• Engage students in peace-promoting activities such as a “Twinning

Project”;

• Conduct special activities like workshops, seminars, and programs

that promote peace concepts;

• Address immediately concerns that come up which violate the

school’s peace policies.

8. Describe a peaceable classroom.

A peaceable classroom is characterized by affirmation, cooperation,

communication, appreciation of diversity, appropriate expression of

feelings, and peaceful conflict resolution. It is a learning environment

where students and teachers respect and help each other, regardless

of their differences.


promotion activities.

Efforts to promote peace start within the person, moving outwards to

involve his/her immediate surroundings and, later on, the community

that he/she is a part of. When the community is involved in peace

promotion activities, community members become active participants

of the peace process. This also allows the peace-related learnings that

students acquire in schools to be further reinforced when they go

outside their communities.

School-based activities can be “extended” outside the school to include

community members. This practice is essential as local peace efforts

can create more impact when community stakeholders are involved.


10. Give three examples of how community members can be involved in the

school’s peace-promoting activities.



• Community members can join discussions and meetings in school,

especially when peace-related topics are covered.

• Community elders may be involved in school meetings related to

educating learners on peace and respect for cultural diversity that

require decision-making skills.

• During the school’s Peace Week celebrations, members of the

community can serve as guests or judges, depending on the activity.

• Community members can act as volunteers in doing peace-related

work organized by the school, such as construction of physical

structures, peace bulletin boards, and the like.

• They can participate in the production of materials, such as

pamphlets and posters, that can be distributed in the community

or posted in key spots within the locale.

Other examples may also be considered. Discuss your answers with

your Flexible Learning Tutor and co-learners.


Lesson 1: Promoting a Culture of Peace and Respectfor Cultural Diversity through ResponsiveSchool Policies

Let’s Try This (Activity 1.1), pages 20-22

1. If you were Mrs. Farah, how would you have reacted?

If I were Mrs. Farah, I would feel hurt for my daughter, Amina. I

would find it difficult to understand why students could be so unkind

and unaccepting of the differences they see in their classmates.

2. Are the boys justified in doing what they did to Amina? Why/ Why not?

The boys were not justified in doing what they did to Amina. There is

no justification for any form of prejudice and discrimination, especially

in a school setting.

3. Did the situation reflect a respect for other people’s cultures? Why/ Why

not?

No, it did not. The situation showed how prejudice can be unkindly

manifested even by young students.

4. If you were the school head of Amina’s school, what would you do?

If I were the school head of Amina’s school, I would address the

situation right away. I would talk with the teacher to discuss with

her, her reaction to Amina’s complaint, and better ways of handling

it. I would also examine ways by which I can make my school promote


5. What would you tell Amina’s teacher?

I would tell her that being a teacher, she should make her classroom

safe and secure for all students. This way, learning can be encouraged.

Students who feel hurt and rejected would find it difficult to cope

and learn.


Let’s Try This (Activity 1.3), page 27

Which of the following statements show a lack of respect for cultural diversity?

Identify the situations and place a line under them.

1. A teacher ignores female students in her class and responds only

to male students. Teachers who promote peace and respect for cultural

diversity treat all students in their class equally.

2. A student makes unkind remarks about what a classmate is

wearing. People shouldn’t make unkind remarks about the differences

observed in other people based on their cultural, religious, or other

backgrounds.

3. A teacher provides equal consultation time to all students,

regardless of their personal characteristics. This example shows


4. A student hits another student because s/he thinks s/he acts weird.

People shouldn’t practice violent behavior in general. In particular, they

should not hit or make unkind remarks because others do not look, think,

talk or act like them. Diversity should be celebrated and appreciated,

not feared or reprimanded.

5. A teacher calls a student’s parent to a meeting to understand why

she does not seem to be attentive in class. This example shows respect


6. A student writes anti-Muslim remarks on the school’s bathroom

walls. Writing or making remarks against a group of people because

they come from other cultural, religious, or other backgrounds goes

against the principles of peace and respect for cultural diversity.

7. A teacher makes remarks about a student having an unusual name.

People shouldn’t make unkind remarks about the differences observed

in other people based on their cultural, religious, or other backgrounds.



Imagine that you are the school head who reviewed your school’s student

handbook. Write down your suggested revisions on the second column of the

Simple School Policy Analysis Table for Long Documents.

Simple School Policy Analysis Table for Long Documents

– for longer documents such as students’ handbook, teachers’ guide etc.

Type of School Document: Student Handbook

Observations related to thepromotion of peace and respectfor cultural diversity

Proposed Revisions

The handbook has no specificprovisions that mention the school asan institution that promotes peaceand cultural diversity.

Include specific statements thatidentify the school as aninstitution that promotes peaceand cultural diversity.

As the school has a required uniform,it has no provision that provide someflexibility for students who may haveto dress differently because ofreligious or cultural reasons such aswearing a hijab in class andexempting female Muslim studentsfrom wearing shorts during P.E.class.

Review the provisions of thestudent handbook and revise asnecessary so that some flexibilitywill be allowed for students’differences based on theirreligious or cultural background.Specific cases such as allowingthe wearing of a hijab in classand exempting female Muslimstudents from wearing shortsduring P.E. class may beincluded.

There are no guidelines provided forteachers on handling concernsrelated to differences in student’scultural, religious, or ethnicbackgrounds.

Provide teachers with guidelinesfor handling concerns related todifferences in students’ cultural,religious, or ethnic backgrounds.

There are no specific provisions thatpromote cultural appreciation andthe celebration of diversity.

Include provisions that promotecultural appreciation and thecelebration of diversity in thestudents’ handbook.

There are no specific provisionsagainst bullying and discrimination.

Prohibit bullying anddiscrimination, and providestrategies towards behaviormodification.


How Much Have You Learned From This Lesson?, pages 67-69

1. Enumerate five characteristics of well-crafted and peace-responsive school

policy statements.


may not be worded exactly the same as mine.

Well-crafted and peace-responsive school policy statements:



for the school.



diversity.


agents of peace.

• Provide reasons why units and individuals in a school are required




• Provide direction for teachers and administrators on how to build

a culture of peace and respect for cultural diversity.



in policy.




• Must include statements that promote peace and respect for all



characteristics.


2. Why is the promotion of peace and respect for cultural diversity important

in school settings?

When children are taught to value peace at an early age, they will

more likely grow up to become peace-loving adults. Education is an

important pathway to promote peace. It is at schools where the seeds

of a “Culture of Peace” can take root and get nurtured in the hearts

and minds of young learners.

3. Provide three examples of school activities that promote peace and respect





diversity-related issues to be discussed and understood;


factors that lead to unwanted incidents;


can participate to discuss diversity-related issues;



using actual cases from your school;


related issues;


them to confront their own ethnocentrisms on certain issues;


that reflect different backgrounds that meet the needs of the

student body;



what causes these disparities;

• Reach out to silent students;


• Make an issue of conflict a “teachable moment”;


as a representative of a group;

• Declaring a “peace consciousness week” or a “cultural diversity


and respect for diversity;

• Integrate peace concepts in various school subjects;

• Engage students in peace-promoting activities such as a “Twinning

Project”;

• Conduct special activities like workshops, seminars, and programs

that promote peace concepts; and



4. What are possible biases (personal characteristics and others) by which

students can be discriminated against by their fellow students or other

members of the school?

Students can be discriminated against by fellow students or other

members of the school because of their race, religion, ideology,

nationality, ethnicity, appearance and body structure, socio-economic

class, age, and gender.

5. The table that follows contains a sample answer. Your answer/table may

not be worded exactly like mine. As long as it contains similar ideas, then

give yourself a point. You may also discuss your answers with your Flexible

Learning Tutor for additional feedback.


InstitutionalGoals


VisionStatement

MissionStatement

SpecificSchool Policy

Document

Does thedocument


peace?Yes or No




Sample ofProposed Revisions

Yes. Peacewasmentionedbut notelaborated.

No We envisionourselves to be agroup of learnerswho are prepared toface challenges tothe building of aculture of peace,embodying the spiritof excellence andintegrity.

No No Our mission is toprovide educationthat will helpstudents becomeproductive andpeaceful members ofsociety who respectlife, globally andecologicallyconcerned, sociallyresponsible andrespecting of othercultures.

No No 1. To develop in thestudents the valueof peace andrespect for diversity

2. To teach peaceconcepts such astolerance,nonviolence,human dignity,and justice


Lesson 2: Teaching and Learning a Culture of Peaceand Respect for Cultural Diversity


For the given subjects below, provide four activities that integrate peace and


Your answers may not be exactly like mine.

Information & Communication Technology (ICT)/ Computer Class

1. ICT has greatly increased the potential for global cooperation but

has also changed the way wars are fought. Students could use the

internet to do research on peace.

2. They can also design a multimedia presentation to present their

hopes for greater cooperation and understanding in the future.

3. Discussions can be held on the increased potential of war to kill

indiscriminately due to advanced technology and remote controlled

weapons.

4. Discussions on how technology can be used to promote peace and

respect for cultural diversity may also be conducted.

Foreign Languages

1. Students need to practice the language they are learning. You may

focus around issues of peace and war during their practice

exercises.

2. Being able to communicate across political and cultural borders

easily is a good way of ensuring that relations between and within

states do not deteriorate to violence. Learning to listen is another

key skill required for a more peaceful world. These can be practiced

in discourses held during language class.

3. To encourage the appreciation of diversity among the languages,

guide learners in tracing the development of languages through

time and the inter-relationships among the different languages.

4. Discuss contributions of specific languages on the language being

used by the majority in the community.


How Much You Have Learned From This Lesson?, pages 107-108

1. Why is there a need to use local issues as anchors for school-based peace

and cultural diversity activities?

Using local issues as anchors for school-based peace and cultural

diversity activities makes the topic interesting for students. This

encourages them to participate and become active in the task. Using

local issues also stresses the point that global efforts for peace start

with smaller, local initiatives.

2. Give six examples of strategies that can be used to integrate peace and

respect for cultural diversity in school activities.

You may provide any six of the following answers.

• Small group discussions

• Pairing with a discussion partner

• Visualization /Imagination Exercises

• Perspective-taking

• Role-playing

• Simulation games

• Problem-solving

• Considering issues/Issue poll

• Encouraging action

• Reading or writing a quotation

• Web charting

• Use of film and photographs

• Telling stories, including personal stories

• Song/Poem analysis

• Sentence completion

• Journal writing/individual reflection


• Go rounds

• Teachable moments

• Interview-research

• Expert resources

• Reciprocal teaching

• Twinning projects

• Dialogues

• Exposure trips

• Use of globes and maps

• Brainstorming

• Use of charts and graphs

• Case studies

• Collage-making and other art activities

• Show and tell

3. Provide three examples on creative ways to introduce the issue of peace and

cultural diversity in the subject Art/ Fine Arts/ Arts & Design.



• Making of posters and flyers

• Painting or drawing peace symbols or objects

• Decorating the classroom with peace-promoting materials

• Organizing a peace dance festival

• Writing slogans, poems, and stories about peace


4. Why is peace education important in a school setting?

Education is an important pathway to promote peace. It is at schools


the hearts and minds of young learners. When children are taught to

value peace at an early age, they will more likely grow up to become

peace-loving adults.

5. Explain the Schema for Peace Education by discussing the relationship of

knowledge, skills, and attitudes/values (KSA/Vs) in teaching and learning


The Schema of KSA/Vs shows that it is not only the knowledge or

content area that is important. Holistic development is necessary. We

have to develop in our students the values and attitude that would

prod them to do the same thing about the situation of peacelessness

or violence.

Lesson 3: Sustaining a Culture of Peace and Respectfor Cultural Diversity in School and Beyond

Let’s Try This (Activity 3.5), pages 126-127

The corresponding number of the underlined items should be encircled.

These are just some of the activities that promote peace inside the

classroom.

1. The teachers start the class by detailing mistakes students had committed

the previous day. The class should start with a message of peace

and a peace-related activity. Harsh and unkind words as well as

focusing on mistakes without encouragement for improvement

should be avoided by teachers.

2. Students are asked to make various “peace posters” to be put up in the

classroom or designated places in the school. This activity promotes

peace inside the classroom by providing peace-related knowledge

to students. This, in turn, is expected to also have a positive impact

on their developing attitudes and values that promote peace and



3. The teacher ignores individual students that he/she feels do not share

the same beliefs and cultural practices of the majority of the class. This

does not promote peace inside the classroom. When a teacher does

not give students equal attention because he/she favors the belief

and cultural practice of the majority of the class, that teacher is

sending the message that some people have more value than

others. This may create tension among the students, as well as

between students and the teacher. To promote peace, all students

need to be respected and given equal attention by their teachers to

the best extent possible.

4. Students are encouraged to work together as a group for a class project.

This activity promotes peace inside the classroom by providing

students guided opportunities to interact with each other and work

cooperatively towards a common goal.

5. The teacher smiles at students as a way of greeting them. This activity

promotes peace inside the classroom by sending a nonverbal

message of acceptance, respect, and appreciation to students

regardless of their backgrounds.

6. Students are encouraged to express their feelings using appropriate

feeling words. This activity promotes peace inside the classroom

by enabling students to understand their own feelings as well as

others’.

7. Teachers do not do anything when students hit each other. Teachers

should immediately address the issue and help the involved

students resolve their conflict in non-violent ways.

8. A teacher takes sides in an argument. Teachers should treat all

students equally and must model among students the peaceful

way of resolving an argument.

9. A student’s opinion on an issue is put down by the teacher as lacking in

value. All students need to be respected and given equal

opportunities to express their opinions in a non-threatening

environment.

10. Competition is highly encouraged. Cooperation, not competition,

needs to be encouraged if the classroom is to promote peace and



Challenges in Involving the

Community

Means of Addressing the

Challenges

Community members are not

interested in participating in


Invite community members

during school meetings and

involve them in preparations for


Potential resistance from

community leaders.

Invite community leaders during

school meetings and involve them in

preparations for peace-related

activities.

Fear of community members to

incur additional costs

During the meetings, ways can be

discussed on how costs can be

minimized through sponsorships

from companies or businesses as

well as other means.

Disagreement of some

community members with the

planned activities.

Issues and concerns of the

community members can be

discussed and addressed during

the meetings.


In involving the community in the peace activities of your school, what challenges

do you think would come up? How would you address the challenges? Write

your answers in the columns provided.

How Much Have You Learned From This Lesson?, pages 144-145

Your answers may not be worded exactly as mine. Give yourself a check

mark when the thoughts expressed are similar.

1. Give three strategies to support a physical learning environment that

promotes respect and tolerance for cultural diversity.

a. Identify the socio-cultural backgrounds of your studentry

b. Examine the school environment if it is conducive to the expressions

of the student’s diverse cultural and religious backgrounds.

c. Create physical changes that would allow for inclusion of students

regardless of their socio-cultural and religious backgrounds.


2. Why are school-wide peace activities important in sustaining peace education

efforts?

A whole school approach for peace education engages all the learning

areas, all the members of the school community (students, faculty and

staff) and the wider community. This approach also includes other

aspects of teaching and learning such as policies, schools structures

and interpersonal relationships. Having a school-wide approach in

peace education allows members of the school and even the community

to be part of the peacebuilding efforts. This way, peace promotion

activities and attitudes can be reinforced in many areas of school

function.

3. Name four strategies for involving the community in the school’s peace

activities.

You may provide any four of the following answers. Your answer

may not be worded exactly like mine. Other answers are also possible.

Consult with your Flexible Learning Tutor.

• Invite community representatives to join discussions and meetings

in school, especially when peace-related topics are covered;

• Invite community members to activities such as programs and the

like. During the school’s Peace Week celebrations, members of the

community can serve as guests, critics, or judges depending on

the activity;

• Enlist community members in tasks that require more energy such

as the construction of structures, peace bulletin boards and the

like;

• For United Nations Day parades and similar events, arranging a

route that goes around the community will drum beat the issues

being promoted;

• Involve community elders in school meetings related to educating

learners on peace and respect for cultural diversity that require

decision-making skills; and

• Produce materials such as pamphlets and posters that can be

distributed to community members or posted in key spots within

the locale.


4. Why is it important to involve the community in peace education efforts?


community members. This practice is important as local peace efforts

can create more impact as an integral part of the global effort to build

a culture of peace. Communities also experience various threats to

peace. Schools and the communities can engage in collaborative

activities to address these threats.

5. Describe four ways to create peaceable classrooms.

You may provide any four of the following answers. Your answer


To create peaceable classrooms in your schools, you may do the

following:

• Ask your teachers to declare their classroom as a zone of peace

and establish rules to achieve it.

• Affirm students.

• Express feelings appropriately and encourage students to do so.

• Help your teachers to let peace begin in them.

• Encourage respect for and acceptance of differences.

• Employ more cooperative than competitive activities.

• Teach students how to resolve conflicts peacefully and

constructively

• Practice students’ skills of communication.


How Much Have You Learned From This Module?, pages 146-150

To find out what you have learned from this module, answer the


1. Why is the school important in promoting a culture of peace and respect for

cultural diversity?

When children are taught to value peace at an early age, they will

more likely grow up to become peace-loving adults. Education is an

important pathway to promote peace as it is where “teaching” and

“learning” of knowledge, skills, and attitudes happen. It is at schools


the hearts and minds of young learners.

2. Enumerate the characteristics of a peace-responsive school curriculum.





for the school.



diversity.


agents of peace.

• Provide reasons why units and individuals in a school promote




• Provide direction for teachers and administrators on how to build

a culture of peace and respect for diversity.



in policy.





• Should include statements that promote peace and respect for all


nationality, ethnicity, appearance and other personal

characteristics.

3. Give three examples of strategies for implementing and operationalizing

school policies that promote peace and cultural diversity.




diversity-related issues to be discussed and understood.


factors that lead to unwanted incidents.


can participate to discuss diversity-related issues.



using actual cases from your school.


related issues.


them to confront their own ethnocentrisms on certain issues.


that reflect different backgrounds that meet the needs of the

student body.



what causes these disparities.

• Reach out to silent students.

• Make an issue of conflict a “teachable moment.”



as a representative of a group.

• Declare a “peace consciousness week” or a “cultural diversity


and respect for diversity.

• Integrate peace concepts in various school subjects.

• Engage students in peace promoting activities such as a “Twinning

Project”

• Conduct special activities like workshops, seminars and programs

that promote peace concepts.



4. Give five characteristics of teachers of peace.



• The teacher of peace is a responsible global citizen, an agent of the

culture of peace who has the vision and hope towards the



• S/He is motivated by service and is actively involved in the

community. S/he is a responsible person in the society s/he belongs

to.

• S/He is a seeker of mutually enhancing relationships that nurture


• S/He is gender-sensitive and alert to any possibility of gender bias


• A Teacher of Peace is constructively critical. S/He uses criticism

as a tool towards constructive change.

• A Teacher of Peace intentionally develops the capacity to care by

knowing the learners in their change as individuals. This enables

him/her to respond to the differences in students’ learning styles

as positively as s/he is expected to respond to other human

differences.


• S/He has the skills of reflective learning through which s/he


understanding of the students and the learning process

• A Teacher of Peace has the skills of communication and conflict

resolution. These are important characteristics for building

community and peace-making.

• S/He practices cooperative learning by encouraging cooperative

learning tasks and discouraging negative competition or in-group

– out-group behavior (exclusion) among students.

• A Teacher of Peace inspires understanding of alternative


students to plan and act to achieve such a culture.

• S/He is a lifelong learner who continues to improve one’s own

learning abilities and to keep abreast of the field.

• A Teacher of Peace is an inquirer. S/He is more a raiser of questions

than a giver of answers. S/He poses instructive questions into the

conditions that impede and those that enhance possibilities for

achieving a culture of peace.

• S/He is both a transmitter and transformer of values. S/He is

critical and reflective agent of social and cultural transformation.

5. Give five ways to integrate peace education into teaching and learning

activities. Provide a short description for each one.

Your answers may not be worded exactly like mine.

• Constantly look for opportunities to “weave in” or introduce peace

and cultural diversity concepts in existing lessons being used in

classrooms;

• Use creative approaches to make learning fun and enjoyable for

the teachers and the students;

• Integrate peace-concepts into lessons across subjects and other

activities;


• Introduce unique instructional approaches aside from the usual

“talk and chalk” strategy; and

• Specifically cover conflict resolution as a learning or skills area for

development.

These are but some of the suggestions on how to integrate peace into

teaching and learning activities. There are many other creative

approaches that can be explored depending on the specific needs and

available resources of the school. Discuss your answers with your

Flexible Learning Tutor and co-learners.

6. Give three examples of ways to implement a peaceable classroom.

You may provide any three of the following answers. Your answer


To create peaceable classrooms in your schools, you may do the

following:

• Ask your teachers to declare their classroom as a zone of peace

and establish rules to achieve it.

• Affirm students.

• Express feelings appropriately and encourage students to do so.

• Help your teachers to let peace begin in them.

• Encourage respect for and acceptance of differences.

• Employ more cooperative than competitive activities.

• Teach students how to resolve conflicts peacefully and

constructively.

• Give opportunities for students to practice their communication

skills.



activities.


community members. This practice is important as local peace efforts

can create more impact as an integral part of the global goal of peace

through the design and implementation of activities that involve

community stakeholders.

Part 2

8. Which of the following are school policies that she needs to review, if

available?

All the letters should be encircled.

The school’s mission, vision and goal statements, list of core values

that the school aims to instill upon its students, student handbooks,

faculty manuals and school curriculum are all important school policy

documents. These should be reviewed as they as they provide the

principles and guidelines on how the school functions as a provider

of learning and as an institution. When these documents specifically

support peace efforts and promote the respect for cultural diversity,

they can be used as reference or bases for developing peace-responsive

teaching and learning activities for students.

9. Mrs. Nguyen also has to ensure that the revisions she made on her school

policies are peace-responsive. Peace-responsive school policies are evaluated

on two grounds. What are these?

These are 1.) Form and 2.) Content.

Form refers to the physical appearance of the documents whether

they follow the correct format and other policy guidelines. Content

refers to the actual messages or the written instructions, guidelines

and principles provided by the documents.

10. Which of the following is not a way to introduce peace and cultural diversity

concepts in teaching students? Encircle the letter of the correct answer.

Option b. Use only tried and tested approaches is the correct answer.

Using only tried and tested approaches may not be effective. It is

suggested that creative and updated strategies be used. These may be

improvements on the learning approaches currently being used.


11. Mrs. Nguyen wanted to introduce teaching-learning approaches and

activities into the various subjects being taught in her school by

“thematically weaving” them in. Give five examples of these activities:

Some of these activities are: small group discussions, pairing with a

discussion partner, visualization/imagination exercises, perspective

talking, and role-playing.

12. To develop her teachers into Teachers of Peace, which of the following can

she do? Draw a circle around the letter of the correct answers.

All the answers/letters should be encircled.

Helping teachers develop “inner peace” is important as peace starts

within oneself. Providing an open and continuous support to discourse

on peace and peace education allows peace to be constantly discussed

and reinforced. It is also important to foster the development of their

peace KSA/Vs through sustainable teaching and learning programs

as well as self-evaluations. Lastly, it is crucial to provide an atmosphere

of support throughout the process, within and outside school, as peace

efforts need to involve the school’s community as well.

13. To create peaceable classrooms in her school, which of the following should

Mrs. Nguyen not do?

You should have encircled the letters of the following options:

c. Restrict the appropriate expression of student’s feelings.

The appropriate expression of feelings should not be restricted as

open communication is essential to peaceable classrooms.

e. Discourage the acceptance of differences among students.

Peaceable classrooms promote the acceptance, respect, and

appreciation for cultural diversity.

f. Employ more competitive than cooperative activities.

Peaceable classrooms promote cooperation and discourage

competition.


14. What collaborative activities with stakeholders in the community can Ms.

Nguyen implement and how can she ensure that these activities are

sustained? Give three answers/examples.

You may have identified other collaborative activities to engage community

stakeholders. Discuss these with your Flexible Learning Tutor.

Proposed collaborative activity withstakeholders in the community

How to ensure sustainabilityof the activity

1. Community members can joindiscussions and meetings in school,especially when peace-related topicsare covered.

Ensure that communitymembers get invited todiscussions and meetingswhere their presence andinputs would be importantor necessary.

2. Community members can act asvolunteers in doing peace-relatedwork organized by the school suchas construction of physicalstructures, peace bulletin boards andthe like.

Create a pool of activecommunity volunteers forpeace and involve them inactivities. Regularly updatethe list.

3. They can participate in theproduction of materials such aspamphlets and posters that can bedistributed in the community orposted in key spots within the locale.

Create a pool of activecommunity volunteers forpeace. Regularly involvethem in peace-relatedactivities of the school.Regularly update the list ofvolunteers. Conduct a specialprogram or activity toexpress the school’sappreciation for thecommunity peace volunteers.


Suggested Readings and Websites

Asia-Pacific Centre of Education for International Understanding (2001).

Education for a Culture of Peace: Source Book for Teacher Training on EIU.

Seoul, Korea: APCEIU.

Peace Education Center, Teachers College Columbia University. Website:

http://www.tc.edu/PeaceED/index.html

Reardon, Betty A. and Cabezudo, Alicia (2002). Learning to Abolish War:

Teaching Toward a Culture of Peace (Book 1). Website: http://

www.haguepeace.org/index.php?action=resources


Teaching Toward a Culture of Peace Sample Learning Units (Book 2).

Website: http://www.haguepeace.org/index.php?action= resources


Teaching Toward a Culture of Peace Tools for Participantion (Book 3).

Website: http://www.haguepeace.org/index.php?action= resources

United Nations (2009). The Universal Declaration of Human Rights. Website:

http://www.un.org/en/documents/udhr/index.shtml/ap

University for Peace. The UN-Mandated Graduate School of Peace and

Conflict Studies. Website: http://www.upeace.org

Glossary

Advocate – promoter, one who works on or fights for something

Anchors - provides a foundation for, supports

Appropriately - fittingly

Arbitrary - based on decisions

Baby steps - small steps

Bullying - when persons intimidate others through harsh words or actions


Collaborate - work together

Conceptualize - think about

Critical incident - an event or activity that makes a significant contribution

either positively or negatively to an activity or phenomenon.

Crucial - important

Cultural exchange - sharing of cultural experiences

Curricular - refers to the curriculum

Curriculum – an important school document that provides information

on knowledge, skills, attitudes/values to be taught per academic subject

Demographic - refers to characteristics related to age, sex, gender, and

other basic information

Denounces - puts down, Strongly disagrees with

Discrimination – when people treat others negatively because of their

characteristics or background

Disseminated – announced, broadcasted, shared with many

Diversity – state of having difference

Elimination – process of removal

Equity - getting a fair share based on one’s needs and capabilities

Ethical - adheres to good/accepted principles

Ethnicity – refers to race or geographic affiliation

Ethnocentricism - state where individuals believe that the only “normal”

way of thinking and behaving is their own culture’s way of thinking

and behaving

Exploitation - abuse

Forum – venues for discussion, meeting

Foster - take care of, sustain


Gender bias – discrimination based on gender, usually against females.

Gross Domestic Product - abbreviated as GDP - a measure of a country’s

economic output or value based on income and other resources

Haven - home, safe place

Highlighted – placed emphasis or focus on

Hijab - headscarf worn by Muslim women/girls

Homophobic - fear or hatred of homosexual persons

Humanization - process of promoting respect for and kindness to people

Ideology - system of belief, way of thinking

Immigration - permanent transfer to a new place of residence, usually

across countries.

Imperative - requirement

Integral – important

Interlocking - closely linked

Isolated - alone, separated from a group

Lawless – does not follow accepted codes of conduct or laws

Localization - focusing on local activities; making locally relevant

Marginalized - treated differently (usually negatively) from the majority

of the population

Maguindanaon - a Muslim ethnic group in the Philippines

Migration – movement of people

Multicultural - referring to many cultures

Nurture - take care of, sustain

Operationalize - work towards implementation

Passive - weak, opposite of active


Personnel - staff members, workers, employees

Plotted – planned

Ponder – think about, reflect on

Power struggles - fighting for authority, superiority

Prejudice - negative attitudes, feelings towards members of a certain group

without adequate basis

Proactive approach - anticipatory

Psychological health - mental health

Regionalization - focusing on a geographical region

Schema - framework

Social Phenomenon - social reality, important event or movement in a

society

Stakeholders - persons affected by an issue, relevant people

Supplemental – additional, extra

Sustainable – can be made to last through time

Thematic integration - putting together, linking based on themes

Twinning - pairing

Turmoil - state of disorder or disarray

Universalization - focus on global concerns

Vandalism - inappropriately writing on surfaces such as walls

Vignette - short story, anecdote, case study

Vital - important, essential


References

Abid-Babano, Estrella (2009). Power Point Presentation on Peace Village.

Asia-Pacific Centre of Education for International Understanding (2007).

EIU Best Case Study, Series No. 5: Peace and Human Rights Education

through Education for Sustainable Development: Lesson from Four Case

Studies in the Philippines. Seoul, Korea: APCEIU.

Caldwell, B. & Spinks, J. (1993). The Self-Managing School: Education Policy

Perspectives. United Kingdom: Falmer Press.

Castro, Loreta Navarro- & Galace, Jasmin Nario- (2008). Peace Education-

A Pathway to a Culture of Peace. Center for Peace Education, Miriam

College, Quezon City Philippines.

Churarat Sangboonnum (2003). The Associated Schools Project Network in

Thailand. http://www.hurights.or.jp/pub/hreas/5/03churairat.htm

Cultivating Peace (2009). Website: http://www.cultivatingpeace.ca/

main.html.

Daisaku Ikeda (2009). Daisaku Ikeda Quote Site. Website: http://

www.daisakuikeda.org/

Department of Education (2009). The Governance of Basic Education Act of

2001 (RA 9155). Metro Manila: Congress of the Philippines.

Department of Education (2006). Executive Order No. 570: Institutionalizing

Peace Education in Basic Education and Teacher Education. http://

elibrary.judiciary.gov.ph/index

Desillas, S. (1994). Managing Diversity: Strategies for Effective Education in

a Diverse Classroom. UNESCO International Bureau of Education -

Papers on teacher training and multi-cultural/intercultural education

Module # 36.

Gagliardi. R. (1994). An Integrated Model for Teacher Training in Cultural

Contexts. UNESCO International Bureau of Education - Papers on

teacher training and multi-cultural/intercultural education Module#1.

Goleman, D. (1995). Emotional Intelligence. New York: Bantam Books.


Goleman, D. (1998). Working with Emotional Intelligence. New York:

Bantam Books.

Makati Hope Christian School (2009). Mission and Vision. Website:

http://makatihope.edu.ph/content/view/18133/

Mayer, J., Salovey, P., & Caruso, D. (2004). Emotional Intelligence: Theory,

Findings, and Implications. Psychological Inquiry 15, 197-215.

Morawetz, Uwe (2008). Peace Education. Website: http://peace-

foundation.net.7host.com/article.asp

Murray, N. (2005). Peace Education: Personal Reflections Amid a Field of

Research in School Curriculum. (from EDUCATION RESEARCHES

INFORMATION CENTER in http://eric.ed.gov/ERICWebPortal/custom/

p o r t l e t s / r e c o r d D e t a i l s / d e t a i l m i n i . j s p ? _ n f p b = t r u e & _ &

ERICExtSearch_SearchValue_0=ED284803&ERICExtSearch_Search

Type_0=no&accno=ED284803)

Nikitina, A. (2009). SMART Goal Setting: A Surefire Way To Achieve Your

Goals. Website: http://www.goal-setting-guide.com/smart-goals.html

Office of the National Education Commission (2009). Thailand National

Education Act of 1999 (B.E. 2542). Website: www.edthai.com/

The Canadian Centres for Teaching Peace (2000). Peace Education Theory.

http://peace.ca/peaceeducationtheory.htm

ThinkExist (2009). Ghandi Quotes. Website: http://thinkexist.com/

quotation/if_we_are_to_teach_real_peace_in_this_world-and/

14282.html

United Nations (2009). Charter of the United Nations: Preamble. Website:

http://www.un.org/en/documents/charter/preamble.shtml

Yahan Chin (2006). The Cambodian National Curriculum and Human Rights

Education. Website: http://www.hurights.or.jp/pub/hreas/6/

06Cambodia1.htm


ANNEXES

ANNEX A

The Associated Schools Project Network in Thailand - A Response

to the Call to Promote International Understanding, Human Rights,

Tolerance, and Peace in Thai Schools

By Churarat Sangboonnum

School curriculums in Thailand have been reformed many times since

World War II. Based on the Thailand National Education Act of 1999, the

new national curriculum emphasizes learning about neighboring countries,

the region, the world, the UN, human rights, and universal values. The

curriculum aims to promote independent thought, self-reliance, and

national and international cooperation...In the past decade, schools have

been asked to include globally-related content in their curriculums, such

as environmental protection, AIDS prevention, anti-drug abuse, human

rights and nonviolence in schools, etc. At the same time, schools have

always stressed learning about local and national values and culture.

Cooperation through the Ministry of Education with the UN and its

agencies such as UNESCO, United Nations Children’s Fund (UNICEF),

United Nations Fund for Population Activities (UNFPA), etc. has inspired

many new ideas and changes in education.

Thailand became a member of the United Nations (UN) in 1946 and joined

United Nations Educational, Scientific, and Cultural Organization

(UNESCO) in 1949. In 1958, Thailand joined the UNESCO Associated

Schools Project in Education for International Understanding and

Cooperation. The Associated Schools Project Network (ASPnet) aims to

promote international understanding, human rights, tolerance, and peace

under the framework of UNESCO which supports the network. ASPnet

is under the External Relations Division of the Ministry of Education,

which serves as the Secretariat of the Thai National Commission for

UNESCO and as the coordinator of ASPnet.

Topics suggested by UNESCO—the UN and its agencies, human rights,

and countries of the world—were introduced into the schools’ curriculums,


and extracurricular activities such as exhibitions, debates, role play,

exchange of letters and documents, and special programs to celebrate

important days such as UN Day, etc. were encouraged. As one of ASPnet’s

key objectives is to establish a network of schools to develop new

approaches, methods, and resource materials to build a culture of peace,

it conducted the following activities related to the promotion of peace

and human rights:

• International youth seminar to conserve the cultural and natural

heritage (1994);

• Culture-of-peace festival for children in Asia (1995);

• Panel discussions on Education Toward Peace to commemorate

the 50th anniversary of UNESCO (1996), and on Human Rights

Education in Thailand to commemorate the 50th Anniversary of

the UDHR (1997), by ASPnet schools and the Center for

International Understanding;

• A students’ drawing and motto contest on the Culture of Peace

and a national seminar for ASPnet teachers (in 2000, the

International Year for Culture of Peace);

• National workshop to introduce the Peace Package (UNESCO’s

primary-school kit), including human rights education and child

rights, to ASPnet teachers (2001)

The ASPnet helps promote environmental protection, human rights

education, peace, and tolerance. The 21st-century programs and activities

of ASPnet schools are based on the four pillars of learning advocated by

UNESCO: learning to know, learning to do, learning to be, and learning

to live together.

Source: Churarat Sangboonnum (2003). The Associated Schools Project

Network in Thailand. http://www.hurights.or.jp/pub/hreas/5/

03churairat.htm


ANNEX B

The Cambodian National Curriculum and Human Rights Education

By Yahan Chin

After the conduct of free and universal elections under United Nations

supervision, Cambodia has achieved national reconciliation and political,

social, and economic stability, and opted for economic liberalization and

participation in the international free market. Foreign investment is now

flowing into Cambodia, which needs a labor force with technical skills at

all levels. The Ministry of Education Youth and Sport (MoEYS) has to

meet this need as soon as possible. In the National Rehabilitation and

Development Program submitted to the International Committee for

Rehabilitation in Cambodia at its second conference held on 10–11 March

1994 in Tokyo, the government focused on the quality of education, since

it is the most important factor in consolidating national unity and identity,

and social and economic development. MoEYS created 19 programs and

72 priority action points. Committees were established to develop urgently

needed curriculums and textbooks.

The Cambodian national education policy focuses on providing skills to

all students. MoEYS thus started developing curriculums for primary and

secondary schools. Considering the Constitution, MoEYS strategies, and

the national situation, the committees adopted general education reform

policies, some of which are listed below:

• The subject areas will include as many competencies as possible

on human rights, tolerance, peace, hygiene, health, food,

environment, tourism, economy, business, computers, AIDS, civics,

etc.

• The curriculum will be based on concepts of humanization,

localization, regionalization, and universalization.

• Attention will be given to knowledge, skills, attitudes, and values,

with emphasis on… problem-solving skills, cooperation, and

induction/deduction) to create competent, dignified citizens,

creative people, environmentalists, and other socially useful people.


• The student-centered approach to learning/teaching will be used

parallel to the educational philosophy of “progressivism,” which

is applied by most countries, and gradually give up the teacher-

centered approach.

• Life skills and vocational education to develop labor with

appropriate skills for all areas will be promoted.

The philosophy of the curriculum extends from the philosophy of the

National Goals and Aims of Education of Cambodia, which seeks to

develop human resources holistically—simultaneously with the mind,

emotions, and body. This approach ensures the development of knowledge,

skills, experience, morality, tolerance, cooperation, solidarity, national

unity, national consciousness, love of justice, respect for law, respect for

human rights, environmental preservation, identity, and valuing of

national culture and civilization, self-reliance, self confidence, ability to

solve daily problems, creativity, industry, responsibility, ability to promote

one’s family’s well-being, and participation in national rehabilitation and

development based on democracy and pluralism. The education system,

therefore, has to train students in all levels of skills to meet social needs,

as well as train intellectuals in management, administration, and science

under the motto, “Nation, Religion, King.”

The national curriculum supports the goal of developing knowledge, skills,

values, personality, work experience, life experience, and useful habits of

learners so that they can take active part in national development in the

spirit of national unity and liberal pluralistic democracy.

Source: Yahan Chin (2006). The Cambodian National Curriculum and

Human Rights Education. Website: http://www.hurights.or.jp/

pub/hreas/6/06Cambodia1.htm


ANNEX C

Towards Peace Education – The Philippines’ Policy Context

The Department of Education - DepEd (formerly the Department of

Education, Culture and Sports [DECS]) - of the Republic of the Philippines

governs basic education in the country as provided for in the Basic

Education Act of 2001 or Republic Act (RA) No. 9155. This Act states

that it is the policy of the country to ensure that the values, needs, and

aspirations of a school community are reflected in the program of

education for children, out-of-school youth, and adult learners. The DepEd

was vested with the authority to ensure that peace and values education

is provided to school children.… The administration of President Gloria

Macapagal-Arroyo issued Executive Order (EO) No. 570 on September

2006 entitled, “Institutionalizing Peace Education in Basic Education and

Teacher Education.” This policy mandated the DepEd to mainstream

peace education in the basic formal and non-formal education curricula;

utilize existing peace education exemplars and other peace education

modules; and enhance the knowledge and capabilities of supervisors,

teachers and nonteaching personnel on peace education through conduct

of in-service trainings. It also supported the mainstreaming of peace

education into teacher education programs. The DepEd encourages all

schools in the country to be culturally sensitive and exude awareness of

the religious rights of students. In support of RA 9155, it issued DepEd

Order No. 53, s. 2001. This is a policy that supports the constitutional

guarantee of the right of citizens to freedom of religion and non-

discrimination on the basis of sex, religion, creed, or color. Specifically,

the DepEd encourages all schools to re-evaluate their policies to ensure

that these are sensitive enough to respect the plight of Muslim student

who attend their schools. The policy was very specific to allowing Muslim

school children to wear their veils or headdresses (hijabs) inside the school

campus. Furthermore, in physical education classes, Muslim girls will not

be required to wear shorts and instead wear appropriate clothing in

accordance with their religious beliefs. The policy also indicates that

Muslim students should not be required to participate in non-Muslim

religious activities.

Source: Asia-Pacific Centre of Education for International

Understanding (2007). Peace and Human Rights Education through

Education for Sustainable Development: Lesson from Four Case Studies

in the Philippines. Seoul, Korea: APCEIU.


ANNEX D

Building Bridges for Understanding and Peace, The Case of the

Center for Peace Education, Miriam College (2007)

By Helen Sophia Cha-Balderrama

Peace is a core value expressed in Miriam College’s Vision-Mission

statement as an educational institution. In 1991, the school committed

itself to becoming a Zone of Peace. In its declaration, the community

pledged to promote caring relationships, cooperation, non-violence to

conflict resolution, a simple lifestyle, and activities related to promoting

peace and social concerns. In 1997, the Center for Peace Education (CPE)

was formally established at Miriam College. Since then, the CPE became

instrumental towards the more systematic training of Miriam College

faculty members on peace education. Its mission was to help advance the

Culture of Peace through Education wherein the culture was defined as

a set of values, modes of behavior and ways of life that reflects respect for

life and human dignity; rejects violence in all forms; prevents violent

conflicts by tackling their root causes; and recognizes the importance of

cooperation, tolerance and dialogue.

Some of the “best practices” of the CPE in promoting a Culture of Peace

include:

Bringing Peace to the Heart of the Learning Process

The CPE is active in peace education circles mainly on teacher training

on peace education, student development, peace advocacy, and

networking (national and global). The students undergo training and

development in conflict resolution and peer mediation through trainings

and youth conferences. The CPE has formally launched the Peer

Mediation Program and published materials such as the Peer Mediation

Sourcebook and the Peace Education Teacher Training Manual. The CPE

was also instrumental in initiating peace education networks in the country

and actively participates in international groups for peace such as The

Global Campaign for Peace Education of the Hague Appeal for Peace

Events. In addition, it was the CPE which initiated the twinning project

between Miriam College and the Rajah Mudah High School which you

were introduced to in Lesson 1.


To encourage students towards becoming peace champions, the twinning

between Miriam College (a private Christian school based in affluent Metro

Manila, the capital city of the Philippines) and the Rajah Mudah High

School (a public school in a conflict-ridden area in Mindanao, Southern

Philippines) was initiated. The theme of the project is “building bridges of

understanding and peace” and its long term goal is to enable both schools

to become Schools of Peace. As a preliminary objective, the project sought

to enable both Miriam College and Rajah Mudah High School students to

a gain better understanding of each other’s culture and break down

barriers of prejudice that currently exist between Muslims and Christians.

The Twinning Project supported the following activities:

• Letter Exchange —simultaneously launched in 2004 in the two

schools, the exchange of letters between students has been going

on for three years. It basically involves 6 to 7 monthly

correspondences among student participants that serve as a

venue for intercultural and interfaith understanding.

• Student- teacher outreach—during the Mindanao Week of

Peace celebrated every year, the CPE organizes the selling of

rice porridge to raise funds for the project. The proceeds from

the activity lead to the putting up of simple structures at Rajah

Mudah High School. School alumni also help in raising funds

for the project.

• Joint publication—the first joint newsletter of the project

(named “Pag-Asa,” a Filipino word which means hope) was

published in 2005. It featured reflection essays, poetry, and

drawings submitted by students from both schools. Their

contributions showed how much they appreciated the

experience of writing to and developing friendships with one

another as well as a deeper appreciation of the need for peace

across cultures. Since then, 44 essays, 25 poems, and one short

story written by students have been published in the newsletter.

• Joint seminar and sharing of experiences—In May 2005,

administrators and teachers from both schools worked together

in a seminar which provided a venue for exchange on peace


concepts and effective peace education teaching strategies. This

informal interaction also produced a joint plan of peace-

promoting activities for the coming year.

• Workshop on Youth Peace—held in November 2005, this

activity aimed to develop the capacities of students as agents

of peace in their respective spheres and encouraged schools to

become Schools of Peace. This activity also led to the formation

of the “Saura no kalilintad” (Voices of Peace) Club, a peace

club among Rajah Mudah High School Students.

The twinning project was evaluated to be effective in promoting the

appreciation of peace among the students of both schools. In addition, it

has also developed among the students participants the values of

cooperation, non-violent conflict resolution, and appreciation of the

diversity of cultures present in Philippine society.

Source: Asia-Pacific Centre of Education for International

Understanding (2007). EIU Best Case Study, Series No. 5: Peace

and Human Rights Education through Education for Sustainable

Development: Lesson from Four Case Studies in the Philippines.

Seoul, Korea: APCEIU.


ANNEX E

Peace Clubs

(Power Point Presentation on Peace Village

by Estrella Abid-Babano, 2009)

In the Philippines, several schools have put up such peace clubs. Members

of the club plan and implement peace-building activities in line with the

school’s peace education goals. They also regularly conduct activities that

promote appreciation for cultural diversity through exchanges, dialogues,

and programs. They also support art and literature activities (e.g., poster-

making, poetry-writing, short story-writing, orations, and even dance

shows) in their school. These peace clubs even organize programs in

collaboration with other learning institutions.


ANNEX F

Peace Village

(Power Point Presentation

by Estrella Abid-Babano, 2009)

Background

• UNESCO’s goal of promoting international understanding and

peace through education;

• 1996 Final Peace Agreement;

• In consonance with the EFA and MDG Goals 2015;

• Education can only be effectively attained in an environment of

PEACE.

Peace Education Initiatives

• Arabic Language & Islamic Values Education Program (ALIVE)

• Indigenous Peoples Education Center

• Peace Education Council

• Peace Campaigns

• Peace Fora and Interfaith Dialogues

• Peace Bulletins

• Peace Trainings

• Schools of Peace

- Peace Class

- Peace Parks within the school

- Lesson Exemplars

- Community Service and Immersion


Peace Village Objectives

1. Revisit values and attitudes towards diversity, cultural differences,

tolerance, and human dignity;

2. Manifest behaviors showing camaraderie and brotherhood with

fellow participants regardless of culture, tribe, creed, and socio-

economic status;

3. Promote the spirit of respect and understanding of one’s cultural

beliefs in a complex and culturally diverse society;

4. Develop social interaction skills to promote peaceful relations

among people of diverse groups and communities;

5. Demonstrate that there are alternatives to violence and develop

positive approaches to dealing with conflicts.

Peace Village Themes

Theme 1: Discovering Me. Getting in touch with “ME” to get a sense

of what one feels and thinks about non-violence and

violence and where lies one’s strength, potentials, and

weaknesses. Activities that leave the child feeling good

about himself or herself.

Theme 2: Living for Others. Developing social skills and abilities for

harmonious living. Activities that foster empathy and

understanding and respect – for others, diversity, and the

environment. Activities that develop or hone thinking,

listening, talking, and writing skills.

Theme 3: Committing to the Ways of Peace. Knowing and

understanding one’s rights, duties, and responsibilities,

committing to abide by them. Activities that develop

awareness of what is right and wrong, fair and unfair, and

encourage making choices and decisions, and assuming

responsibility for them.


Peace Village Key Activities

Shower of Peace

The peace advocates start the day with a “clean heart” devoid of biases

and prejudices, by taking a collective shower. It’s a symbolic gesture

of oneness in their vow to create a culture of peace.

Peace Congress

This event allows the young to learn how to solve problems and think

critically on issues of peace, conflict, and violence. They also develop

camaraderie and interpersonal relationships.

Peace Learning Hubs

Combining a place that serves as a center of activities that promotes

peace and respect for cultural diversity, learning, and fun. These

activity centers allow ample space for children to explore, express

themselves, discover, and learn with fellow learners. These hubs

promote activities that blend peace education with curricular content.

Peace Art/Peace Wall

The Peace Wall is an outdoor gallery of children’s art about conflict

and non-violence. The children render their visions of peace and their

ideal world in words and in drawings.

Peace Reflections

The young villagers cap the day with introspective contemplation on

peace. They share their musings on peace, recall experience, and

express their feelings toward peace – all as an exercise in self-

awareness.

Celebrating Cultural Diversity

The event offers a venue for cultural exchange to celebrate diversity.

The children showcase their rich cultures and traditions in the form

of dance, drama, songs, and rituals.


Kids Say No to Guns

Children bring and surrender their toy guns in exchange for seedlings.

The activity symbolizes the conversion from “ARMS to FARMS” and

the children’s care for the environment.

Implications

– Promotion of the Culture of Peace, respect, and tolerance in a

multi-cultural diversity.

– Healthy co-existence regardless of cultural differences, religious

beliefs, and multi-racial ethnicity

– Establishment of a sense of unity and belongingness

– Develops leadership skills, other talents, and potentials of students

Challenges and Future Directions

� Institutionalization of peace education in all levels of basic

education institutions;

� Strategies integration of peace education in the school curriculum;

� Development of peace education instructional materials;

� Peace education training courses;

� Comprehensive and multi-sectoral approval to institutionalize

peace;

� Full support from local government units/ stakeholders;

� Massive advocacy through tri-media exposure;

� Logistical support;

� Establishment of linkages and tie-up on related programs with

NGOs, GOs and International Civic Organizations.