Education

Learning together through doing – we offer non-formal, experiential, collective, participatory programmes for individuals and communities to learn to live together. We believe that we learn from others and it is when working together that some of the best solutions are achieved. We’ve trained 590 practitioners. We’ve educated over 3,200 people. We have influenced research, policy and practice chairing EU body on Preventing Violent Extremism and addressing policy makers at high level International conferences.

Education Categories

Extreme Dialogue

Extreme Dialogue is a unique project for young people that supports the development of critical thinking skills about, and resilience against, extremism in all its...

Extreme Dialogue is a unique project for young people that supports the development of critical thinking skills about, and resilience against, extremism in all its different forms. High quality films are accompanied by supplementary activities and discussion sessions, which provide a cross section of reference points helping to develop confidence in talking about difference, community tensions and extremism. It provides a suite of unique and engaging resources, including compelling first-person video testimonies from people who have been profoundly impacted by prejudice, marginalisation, hate, and violence. These videos are supported by tools that enable facilitators, and those working with young people to open-up discussion and debate on this challenging subject-matter and help interrogate this issue critically. Uniquely, the project looks at extremism ‘in the round’; ensuring young people understand the challenges extremism poses today. Extreme Dialogue cultivates essential critical thinking skills amongst young people that are universally transferable to other subject-matters and areas of their lives; ensuring it has a longevity outside the classroom and beyond project delivery. Extreme Dialogue can be delivered by teachers to students or, via a student-led delivery model and offers a modular approach that can be tailored to fit the different needs of groups or to a curriculum. Face-to-face training is a core part of the project and is designed to enable teachers to make the most of the resources and give them the confidence to use them. To find out more information about Extreme Dialogue or to enquire about commissioning opportunities please contact us at commissions@foundation4peace.org and a member of the commissions team will be in touch with you as soon as possible.   Visit the Extreme Dialogue website here 

Higher & Further Education, Resources,

My Former Life

My Former Life is a multimedia educational resource based around a documentary film that explores and shares the personal stories of four former extremists, or...

My Former Life is a multimedia educational resource based around a documentary film that explores and shares the personal stories of four former extremists, or ‘Formers’. The lives and stories of our subjects are paralleled, allowing the audience to draw comparison between the circumstances and even ideologies followed by people who could once have been sworn enemies. The film and accompanying educational resource explores the reasons for which these people became involved in violent conflict, the consequences of their decisions, their reasons for leaving and disengaging with their respective groups, and finally showing how their lives have progressed since they moved on from violence. The film runs alongside a series of sessions that facilitate conversations about a challenging subject matter. As a resource, My Former Life is a catalyst for important conversations and awareness-raising around prejudice, division, and extremism. The workshops within the resource allow the participant to raise their awareness of the issues, but also of themselves. Games and exercises expose habitual responses to provocation and conflict and highlight better ways of managing things. Discussions around values help build understanding and acceptance that we can hold different world views but still co-exist. The film and its resources have become an important feature in a range of Foundations’ educational programme. The Foundation has now developed this important resource into classroom and curriculum friendly package, helping educators everywhere tackle this important topic with a resource that enables deep and meaningful dialogue. To find out more information about My Former Life or to enquire about commissioning opportunities please contact us at commissions@foundation4peace.org and a member of the commissions team will be in touch with you as soon as possible.

Resources,

THINK

THINK is a tailored programme for young people aged 13 to 19. It develops young people’s skills, knowledge and understanding around values, beliefs and their management...

THINK is a tailored programme for young people aged 13 to 19. It develops young people’s skills, knowledge and understanding around values, beliefs and their management of conflict so that they are equipped to THINK critically and confidently about their place in the world. The project aims to reduce vulnerability and increase resilience to the threat of radicalisation leading to violent extremism.  Participants will gain benefits in the following areas: Thinking Skills: Critical and consequential cognitive life skills; the confidence and experience of thinking critically about one’s self, ‘the other’, as well as personal, social and political conflict and its consequences.  An increased appreciation for values' complexity and a reduced susceptibility to extremist narratives follows Self-awareness: The ability to recognise how beliefs and values directly affect attitudes and behaviour; increased emotional intelligence and associated skills, with greater understanding of the effects of one’s own attitudes and behaviours on others, as well as confidence in belonging to multiple communities ‘Other’-awareness: An increased capacity for cognitive, emotional and compassionate empathy, and an ability to analyse the motivations’ for peoples’ behaviours, viewing things from a different perspective and overcoming fear of ‘the other’ Conflict Resolution: The skills, confidence and capacity to manage and resolve personal, social and political conflicts. Participants will acquire experience putting into practice non-violent means to manage and resolve conflicts Countering Violent Extremism: The knowledge and power to challenge simplistic narratives, air grievances constructively, interrogate complex arguments, as well as develop confidence in confronting persuasive and emotive rhetoric with autonomously generated alternative narratives A Network of Leaders: Membership of a network of graduate peace builders, where they will find peer and Foundation support to act in their own communities to counter despairing violent narratives and find personalised, constructive ways to effect change Visit the THINK website here 

Secondary Education,

THINK Case Study – Rubie Muggleton

Comments from Rubie Mugglestone and her mum. Rubie:  “I think it really surprised me. I never expected what I got out of it, it was...

Comments from Rubie Mugglestone and her mum. Rubie:  “I think it really surprised me. I never expected what I got out of it, it was one of the most amazing things I have ever done. It really inspired me, seeing the simple but effective ways people can help to change the world. We were showed perspectives we are not normally shown. We saw ex-extremists trying to turn their bad in to good, as well as people affected by extremism trying to get over experiences they have had. What also made this an even more unforgettable experience, was the way everything was explained. We played games to learn new things instead of writing things down or listening to a presentation. This really stood out to me, as I loved this way of learning.”   Rubie’s Mum:        “I know that from our perspective we saw that she came home from it so energised and excited and that her enthusiasm was as much about how things were 'taught' as what they were 'taught'. I am writing 'taught' like that because she knew she was learning and she was absolutely loving it but I think she felt that they learnt without being talked at and with respect for their ability to be responsible for their own learning. …. I know that she felt totally accepted there which is vital for all children and young people. Without experiences like this, young people like Rubi can easily become disengaged and sometimes disruptive but she came home enthused and inspired. Thanks so much.”

Case Studies,

THINK Plus

THINK+ is an alumni capacity building project, building upon on the THINK programme of learning. THINK+ is made up of a number of modules looking...

THINK+ is an alumni capacity building project, building upon on the THINK programme of learning. THINK+ is made up of a number of modules looking at how to develop effective messages to challenge prejudice constructively, counter extreme ideas and rhetoric, and promote alternative narratives to prejudiced, violent and extremist material offline and online. The modules develop the skills, confidence and capacity to participate and manage these often-difficult conversations in peer groups and online and offline communities. THINK+ is made up of three modules: THINK+ MULTIMEDIA PRODUCTION: Developing effective messages to promote alternative narratives THINK+ EFFECTIVE DIALOGUE: Developing effective dialogue to promote alternative narratives THINK+ ONLINE: Understanding the role of social media in developing online citizenship To find out more information about THINK+ visit www.think4peace.org or to enquire about commissioning opportunities please contact us at commissions@foundation4peace.org and a member of the commissions team will be in touch with you as soon as possible.

Secondary Education,

Project K

The Peace Foundation is a leader in developing projects that work with different groups of people in the prevention, resolution and response to violent conflict...

The Peace Foundation is a leader in developing projects that work with different groups of people in the prevention, resolution and response to violent conflict (terrorism, political violence and war). A particular focus, in this regard, is the work we do with young people. We have developed a number of projects that work with young people, such as one called THINK, and another called My Former Life. Our aim is to link all people who participate in our projects as alumni and to create a social movement for change – peace builders and people who are enabled to undertake conflict resolution in their personal lives, families, workplaces, their communities and beyond. This need will be enabled through the use of technology. Noreena Hertz, an Economist and futures analyst at University College London classifies this group of young people as Generation K (those born between 1995 and 2000 - pre millennium). “This is a generation who grew up through 9/11, the Madrid bombings, the London bombings and Islamic State terrors. They see danger piped down their smartphones and beheadings on their Facebook Page. Data showed very clearly how anxious they are about everything from getting into debt or not getting a job, to wider issues such as climate change and war – 79% of those who took part in a survey worried about getting a job, 72% worried about debt, and you have to remember these are teenagers. “In previous generations teenagers did not think in this way. Unlike the first-era millenial’s [classed as those aged 20 and 30] who grew up believing that the world was their oyster and ‘Yes, we can’, this new generation knows the world is an unequal and harsh place.” They are ‘hyper-aware and supremely anxious.” This is a generation of ‘Insta-danger, Facebook envy and austerity’; a generation where 75% of teenage girls Noreena Hertz surveyed, stated that they are worried about terrorism, which is not surprising with the content that is streamed and accessible on their devices.  Not withstanding the importance of these formative years (ages 11-25) moreover, which sees multiple hormonal changes; social; familial; and academic pressures also. In other sources, it is cited that this generation has not surprisingly, transcended traditional verbal and visual learning processes, responding above all to virtual technologies. The success of future education depends on commensurate learning and teaching styles. To truly engage this audience, to not condescend to them and enable them to be active in their own learning processes, we must engage with them on the same platform and with the same mentality; ‘Students now expect a rich, interactive, and even “playful” learning environments’. Whilst the internet poses a double-edged sword scenario, plethora of negative prospects, it also affords people a wealth of information 24/7. Connectivity is fundamental to their existence and identity.  A need for ‘internet savviness’ is a must if we are to effectively and safely equip and engage Generation K. What must not be exaggerated is the extent to which this is a despondent generation. On the contrary, the pragmatism of these young people, driven by their desire (90% of the females surveyed by Hertz) for high-paying careers or professions, with a disinterest in alcohol and drugs, compels these young people to high expectations and outputs. Their desire to learn and be ahead in the game gives them a...

Higher & Further Education, Secondary Education,

THINK Again

THINK Again was a pilot project in Manchester focussed on asking what issues young people faced. In its pilot phase, this project asked: what issues do...

THINK Again was a pilot project in Manchester focussed on asking what issues young people faced. In its pilot phase, this project asked: what issues do young people want to address, how will they communicate these messages, how will they communicate with their peers about these issues, and what are the most effective ways of facilitating conversations on difficult topics. To find out more information about THINK Again visit www.think4peace.org or to enquire about commissioning opportunities please contact us at commissions@foundation4peace.org and a member of the commissions team will be in touch with you as soon as possible.

Secondary Education,

THINK About It

What is it? An interactive assembly for young people UP TO ONE HOUR. Following the release of the single “Think About It” by R&B Band...

What is it? An interactive assembly for young people UP TO ONE HOUR. Following the release of the single “Think About It” by R&B Band Mr Meanor after the Paris attacks in November 2015, the band will perform at 10 schools over a week-long period. The aim of the #THINK About It campaign is for the band to interact with young people at the live appearances, and through social media, with the aim of inspiring them to play a part in peacefully confronting challenges we face in the world today, such as conflict and violent extremism. Who’s it for? 11-16 year-olds from any background; Key Stage 3 and above; The assemblies can include young people from one year group or several. Total number ATTENDING be subject to the available capacity of the school assembly hall (recommended 350-400 students). #THINK About It campaign is for young people who want to find out more about non-violence. How’s it work? The song ‘Think About It’ was written as the band’s response to the horrific terror attacks that took place in Paris in November 2015. After hearing the news, they experienced an overwhelming sense of emotion and as musicians felt compelled to act in the best way they know how – by recording their thoughts in the form of a song. The lyrics aim to reflect the pain and suffering being caused by violent extremism today, but also offers a positive message about how everyone, particularly young people, can make a real difference if we bring about a change of thinking. #ThinkAboutIt campaign is all about encouraging young people to think critically about their place in the world and the consequences of their actions. Whilst conflict exists in many walks of life, there is never an excuse to resort to violence. People should always seek to resolve conflict peacefully. The band approached the Foundation for Peace because of its shared desire to wage peace on all fronts and at every opportunity. The lyrics of the song link to their THINK campaign, which aims to challenge thinking that could lead to radicalisation and violent extremism. The band will initially perform the song #THINK About It in front of the young people during the school assembly. They will then take part interactive discussion, in groups work during the assembly, exploring key messages about non-violence through the song’s lyrics, and challenging them to think about positive alternatives. The assembly can be adapted from 20 minutes to 1 hour. The school will receive a class room pack to enable the students to continue the DIALOGUE to explore different ways of tackling all kinds of extreme behaviours. Objectives Main objective is for young people to know that they can make a difference. Music can transform attitudes and change behaviour.  The song can inspire a change in thinking that will challenge the cycles of violence and hatred that we see today. It also encourages young people to try to make a difference in their own way, whether that’s through writing...