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

The Peace Foundation embarked upon this exciting project in 2013 and the campaign launch is taking place across Canada and being demonstrated at a special...

The Peace Foundation embarked upon this exciting project in 2013 and the campaign launch is taking place across Canada and being demonstrated at a special ceremony at the White House. The project created a set of films and educational resources and the Foundation worked in collaboration with the Institute for Strategic Dialogue (ISD) and filmmakers duckrabbit. The power of testimony in Foundation programs has long been present but the films are now providing the opportunity for these stories to be heard and experienced more widely. Put simply, the courage, candour, and honesty of people who helped us with the project such as Christianne and Daniel will help to reach audiences that may never have been reached before. Their personal experiences and stories will provide a lens for the young audiences that may otherwise be unavailable. Their steps in engaging with this project have set a standard and will hopefully encourage others to follow because if we are to truly meet groups like the so-called 'Islamic State' head on - we have to occupy the online space too and make sure that the voices of those who really know are heard as loudly.   Visit the Extreme Dialogue website here 

Resources,

My Former Life

My Former Life is a multimedia educational resource that is aimed at people aged from 14-19. It is based around a documentary film that explores...

My Former Life is a multimedia educational resource that is aimed at people aged from 14-19. It is based around a documentary film that explores and shares the personal stories of four former extremists, or ‘Formers’.  The educational film explores the reasons for which these people decided to become involved in violent conflict, the consequences of their decisions, their reasons for leaving their respective groups, and finally shows how their lives have progressed since they moved on from violence. The film runs alongside a series of workshops that facilitate conversations about a challenging subject matter. The aim of this resource is take young people through a journey of understanding and learning about the causes, effects, and legacies of violent extremism. By drawing on the experiences of people who have already gone down that path, My Former Life is a unique project that allows participants to engage with first hand accounts of radicalisation, extremism and their consequences. This works to develop skills such as critical thinking at a time where schools and colleges are looking to fulfill their obligations under the Prevent Duty. 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. Follow the work of our facilitators via the My Former Life Twitter page @formers4peace

Resources,

THINK

THINK is a leadership development project to help young people manage conflict It aims to provide young people with the skills and knowledge that they...

THINK is a leadership development project to help young people manage conflict It aims to provide young people with the skills and knowledge that they need to be able to play a positive role in managing their own and other people’s conflict.Having the skills to resolve conflict peacefully and non-violently, whether that’s personal conflict or conflict in our communities, is an essential set of life skills that they will utilise for the rest of their life. Having the skills to resolve conflict peacefully and non-violently, whether that’s personal conflict or conflict in our communities, is an essential set of life skills that they will utilise for the rest of their life.Throughout the Throughout the project, they will have the opportunity to explore issues such as who they are, our motivations, our beliefs, values and identity, looking to develop an understanding of how and why we behave the way we do and the impact and consequences of our actions. The project gets you to think about where we want to be and how we can impact our self, our The project gets people to think about where they want to be and how they can impact their self, their community, and society in a bigger way, and feel confident to act rather than react when they are faced with situations of conflict. More information on our other THINK campaigns coming soon. 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. The modules look at how to develop effective messages to...

THINK+ is an Alumni capacity building project, building upon on the THINK programme of learning. The modules look at how to develop effective messages to challenge prejudice constructively, counter extreme ideas and rhetoric, and promote alternative narratives; developing the skills, confidence and capacity to participate and manage these difficult conversations in their 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 BOLT-ON: The THINK+ modules can be offered as a holistic programme or as a single module BOLT-ON to THINK or My Former Life, having a strong multiplier effect, increasing the size and duration of others programme impacts. Who’s it for? 14-19 year-olds from any background; Key Stage 4 and above; Mixed ability groups from one year or several, from one school/sixth form or several. 12 TO 15 participants per group THINK+ is for young people… who have taken part in either THINK or another Foundation project such as MY FORMER LIFE; part of a student council or student leadership initiatives; those with the potential to take a leading role in their peer groups or community; who’d benefit from further learning of how to develop effective messages to promote alternative narratives. How's it work? The programme for each module consists of: THINK+ Multimedia Production: Developing effective alternative narratives INTRO workshop at the school or sixth form. Residential 1 over three days (weekdays or weekends) Residential 2 over another three days (weekdays or weekends) post-Production planning workshop back at the school or sixth form Peer launch assemblies delivered to cross-key stage and cross-curricula peer groups THINK+ EFFECtive dialogue: learning how to manage difficult conversations with peers Half-day* Workshop at school or sixth form THINK+ Online: Understanding the role of social media in developing a democratic online citizenship Half-day* Workshop at school or sixth form The days or weeks between each part vary depending on the group’s needs. Activities include: Exercises – young people get to try out ways of managing conflict and handling extremes when doing roleplay activities and problem-solving games followed by patient processing of how and why they made the choices they have. Multimedia – exploring films, journalism, from old and new and social media Dialogue – with each other, with their teachers, with Foundation facilitators, on controversial issues from prejudice and discrimination to violent extremism. Objectives Thinking skills – critical and consequential cognitive life skills; the confidence and experience of thinking critically about one’s self and ‘the other’. An increased appreciation for values complexity and a reduced susceptibility to extremist narratives. Conflict Management – the skills, confidence and capacity to manage and resolve personal and peer conflict.  Beneficiaries acquire experience putting in to practice non-violent means of managing and resolving conflicts. Effective facilitation & communication – the skills and knowledge to confidently engage in dialogue around contentious issues. The ability to...

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 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...

Secondary Education,

Small Steps for Peace – KS2

Small Steps for Peace is aimed at primary school children and their teachers, parents & school governors. The project is based on the children’s story...

Small Steps for Peace is aimed at primary school children and their teachers, parents & school governors. The project is based on the children’s story book ‘Good Can Come from Evil’ relating to the two boys killed in the Warrington bombing in 1993.  It delivers a workshop for parents and teachers around conflict resolution followed by a number classroom sessions for the children to educate them as to how the impact of the boys’ story has resulted in the setting up of the Peace Centre in Warrington to promote non-violence. Who’s it for? Primary school teachers, parents and primary school students (Key Stage 2) Small steps for peace will offer skills for dealing with any difficult conversations that may arise in the classroom provide a bank of resources for teachers on conflict resolution parents/teachers/young people will benefit a lot from learning how to deal with conflict Its suggested that the school starts initially with Year 6 pupils before delivering it to the lower years. How’s it work? The project for each group consists of: Holding difficult Conversations workshop for teachers, parents and governors TWO one-hour classroom sessionS WILL BE DELIVERED TO Key stage 2 pupils USING RESOURCES DEVELOPED AROUND THE STORY OF THE WARRINGTON BOMBING Teachers are left with CLASSROOM resources to continue conflict resolution education through the school curriculum Activities include: Exercises – activities will be used with both young people and adults to enhance their understanding of conflict resolution. Dialogue – with each other, with their teachers, with Foundation facilitators, on controversial issues from prejudice and discrimination. resources – ‘Good Can Come from Evil’ book will be given to all young people to continue the conversations around violence, and peaceful conflict resolution. Small Steps for Peace is a stepping stone for primary school young people to encourage positive relationships among peers. It will introduce ideas of conflict resolution at an early age.