.

A selected list of UNESCO practical and reference materials related to education for peace

Education Sector Division for the Promotion of Quality Education

Paris, June 2001

ED-2001/WS/l2

Index

1. Basic Sources ..................................................................................................................... 4

2. Teaching materials ............................................................................................................. 5

3. Curricula and textbook guidelines.. .................................................................................. 11

4. Documents, specialised studies, bibliographies, directories ............................................ 11

5. In preparation ................................................................................................................... 19

6. List of Abbreviations.. ...................................................................................................... 21

NB : The declarations, resolutions and documents of the UNESCO and United Nations General Conference are available on the UNESCO website : www;unesco.org under the heading UNESDOC. The other documents are available on request from the relevant sectors or the documentation and information department of the Education sector (cf address on page 21). The books are on sale in the UNESCO bookshop.

‘Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms. It shall promote understanding, tolerance and friendship among all nations, racial or religious groups, and shall further the activities of the United Nations for the maintenance ofpeace ’ Universal Declaration of Human Rights, art. 26, para. 2, (1948)

’ Member States should promote, at every stage of education, an active civic training which will enable every person to gain a knowledge of the method of operation and the work of public institutions, whether local, national or international ; and to participate in the cultural life of the community and in public affairs. Wherever possible, this participation should increasingly link education and action to solve problems at the local, national and international levels. Student participation in the organization of studies and of the educational establishment they are attending should itself be considered a factor in civic education and an important element in international education ’ Recommendation concerning Education for International Understanding, Co- operation and Peace and Education relating to Human Rights and Fundamental Freedoms (Paris, 1974)

‘We, the Ministers qf Education , strive resolutely...

to pay special attention to improving curricula, the content of textbooks, and other education materials including new technologies with a view to educating caring and responsible citizens committed to peace, human rights, democracy and sustainable development, open to other cultures, able to appreciate the value of j?eedom, respectful of human dignity and differences, and able to prevent conflicts or resolve them by non-violent means; (..) it is necessary to introduce, at all levels, true education for citizenship which includes an international dimension ’ Declaration and Integrated Framework of Action on Education for Peace, Human Rights and Democracy (Paris, 1995)

At the levels of formal and non-formal education, the modalities of action for promoting a culture of peace and non-violence include (..) production and dissemination of educational materials and textbooks on education for a culture of peace and human rights with a view to providing guidelines to teachers and educational personnel. International Decade for a Culture of Peace and Non-Violence for the Children of the World. Report of the Secretary-General of the United Nations (12 September 2000)

1. Basic Sources n International Decade for a Culture of Peace and Non-Violence for the Children of the

World (2001-2010) Resolution adopted by the General Assembly on 29 January 2000 - 3 pages A/RES/55/47. English, French.

n International Decade for a Culture of Peace and Non-Violence for the Children of the World Report of the Secretary-General of the United Nations. 12 September 2000. 10 pages A/55/377. English, French.

n United Nations General Assembly: Declaration and program of action on a culture of peace, 6 October 1999. 11 pages. A/RES/53/243.

n Advisory Committee on Education for Peace, Human Rights, Democracy, International Understanding and Tolerance: Final Report 7 October 1998. UNESCO, 1998, 17 pages. English, French. Dot. Code : ED.98/CONF.501/CLD. 3.

n United Nations General Assembly: Resolution adopted by the General Assembly: International Decade for a Culture of Peace and Non-violence for the Children of the World 2001-2010. 3 pages. A/RES/53/25.

1 Human Rights, international instruments: 3 1 may 1998. United Nations, 5’h rev. Ed., 32 pages. English, French.

n Declaration and Integrated framework of Action on Education for Peace, Human Rights and Democracy, UNESCO, 1995, colour brochure, 14 pages. Arabic, Chinese, English, French, Russian and Spanish. Available on request. The brochure is also available on the UNESCO Internet site (www.unesco.org) as well as on CD-ROM accompanying the Education Sector’s publication entitled “50 Years for Education”.

This policy document should be better and more widely known among educators and the public at large, and its translation promoted into various national languages. Preparation of national, local and institutional programs for its implementation should be foreseen. This document is also part of the Practice of Citizenship kit.

n Declaration of Principles on Tolerance, adopted by the General Conference of UNESCO at its eighth session, Paris, 16 November 1995. (28 march 2000: 25 linguistic editions).

n The Seville Statement on Violence, Preparing the Ground for the Construction of Peace, disseminated by decision of the General Conference of UNESCO at its twenty-fifth session, Paris, 16 November 1989. UNESCO, 1991, 47 pages. English, French and Spanish.

The Seville Statement is directed to teachers, educators, and those responsible for the associations for the youth, who work for the construction of peace, while challenging the myths utilised to justify violence and war. The Seville Statement is the result of a team of scientists from all over the world, brought together in 1986 by the UN0 to promote the international year of peace.

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W Recommendation concerning education for international understanding, co-operation and peace and education relating to human rights and fundamental freedoms, UNESCO, 1974, 11 pages. Arabic, Chinese, English, French, Russian and Spanish. Available on request.

2. Teaching materials

n The Peace Package, UNESCO/ASP , 2000. This educational kit, designed by the UNESCO Associated Schools Project (ASPnet) to promote education for a culture of peace within the primary school system comprises a teacher’s handbook, activity cards, a peace poster, Appeals to all world leaders, a colouring book on the life of Ghandi, a poster of the Universal Declaration of Human Rights as well as various United Nations publications. In English, French and Spanish. On-line version exists : www.unesco.org/education/asp

. La non-violence des l’ecole. IRNCKJNESCO, 2000. Practices in conflict resolution for children aged 6 to 11. Video film by Patrick Chesnet and Allan Wisniewski, and brochure, 35 pages, written by Alain Refalo and Claudine Braun. Information and distribution through IRNC, 14 Rue des Meuniers, 93100 - Montreuil and www.multimania.com/irnc. French.

The film shows several experiences carried out at primary school level to show pupils how to resolve their conflicts without the use of violence. This film is aimed at all members of the education community.

l I have a right A pedagogical kit for the promotion of peace education. EI, Education International (in co-operation with UNESCO), 2000. English, French, Spanish. Available on request from Education International 5, bd Roi Albert II, 1210 Brussels, Belgium. E- mail: educint@ei-ie.org

l Guia metodologicas y bibliograficas para Cursos de Seminario coma Herramienta para una Cultura de Paz. UNESCO/Proyecto Cultura de Paz en Guatemala, MINEDUC, Italian co-operation, 2000. Spanish. Available on request from (( Proyecto Cultura de Paz en Guatemala )) Edificio Etisa, oficina 5-C Plaza EspaAa, zona 9. CP 01009 Guatemala, CA E-mail : Cultureofpeacegua@hotmail.com

W Education Ir la Culture de la Paix. A teacher’s guide. UNESCO, Bangui 1999, 69 pages. French.

This guide is the fruit of a co-operation between UNESCO and the Central African Republic, dedicated to the Culture of Peace. It was made by a team of teaching experts from the Ministry of National Education. The aim of the guide is to introduce the concept of Culture of Peace in the school environment in order to promote ethical, civic and cultural values in favour of peace.

n Education for Human Rights & Democracy in Southern Africa. A Teacher’s Resource Manual. UNESCO, 1999, 148 pages. English. A Portuguese version for Mozambique is being printed.

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This manual was developed within the framework of the pilot project “Education for Human Rights and Democracy in Southern Africa” financed by DANIDA, in Mozambique, Namibia and Zimbabwe, and is currently being tested in Namibia and Zimbabwe. This project aims to place human rights, democracy, peace and related topics prominently in the mainstream curricula of southern African states. The manual is accompanied by instructional materials that help to tailor it to the specific needs of countries and schools.

W Penser la non-violence, Ramin Jahanbegloo, UNESCO, Paris 1999. French. This publication, written by the Iranian philosopher Ramin Jahanbegloo, is the first in a series entitled “les classiques de la Tolerance” prepared by the Peace and Tolerance Unit of the Social and Human Sciences Sector. Intended for students and teachers, this series encourages the reader to take a historical look at non-violence.

4 The Practice of Citizenship: pedagogical kit UNESCO-ED/ECP, Paris, 1999. The listed publications are also described in detail under points 2, 3 and 4 of this document.

The kit contains: Declaration and integrated framework of Action on Education for Peace, Human Rights and Democracy, UNESCO, 1995, colour brochure, 14 pages. All human beings . . . Manual for human rights education, UNESCO, 1998, 173 pages. ABC Teaching human rights - Practical activitie.s.for primary and secondary schools, Office of the United Nations Centre for Human Rights, Geneva 1989, 56 pages. Tolerance: the threshold of peace, Betty A. Reardon, UNESCO, 1997, 3 volumes, approx. 120 pages each. Culture of democracy: a challenge.for schools, P. Meyer-Bisch, UNESCO, 1995, 143 pages. Human Rights: Questions and Answers, Leah Levin. Illustrations by Plantu, UNESCO, 1996, 3rd ed., 148 pages. Tolerance in$lms, UNESCO, 1997, 84 pages. Guidelines ,for Curriculum and Textbook Development in International Education, UNESCO, 1995,22 pages. School eflectiveness and education ,for democracy and non-violence, Clive Harber, UNESCO, 1997, 10 pages. A selected list of UNESCO practical and reference materials related to education for a culture ofpeace, UNESCO, Paris, 2001. Violence Prevention: An Important Element of a Health-Promoting School, WHO Information Series on School Health, WHO/UNESCO, 1999, 52 pages.

The UNESCO and UN documents and publications selected in this kit offer basic learning materials; some of which can be directly used by teachers. Others can give impetus to the development of specific teaching aids and programmes at national and local level. UNESCO hopes that they can be translated into national languages in accordance with the needs of the different countries. (This kit is available in English, French, Portuguese and Spanish.)

W All human beings. Manual for human rights education, Savolainen, Kaisa,; Best, Francine; Meyer-Bisch, Patrice; Reardon, Betty. Paris, UNESCO, 1998, 173 pages, illus. ISBN: 92- 3- 1035 12-6. The Teacher’s Library - English, French and Spanish.

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This Manual for Human Rights Education provides ideas for educational activities to be developed in primary and secondary schools, with due attention to the developmental state of pupils and students, in order to make human rights principles meaningful to their daily lives and experience. The manual is addressed to primary- and secondary-school teachers and to instructors in non-formal education for children and adults. It is a teaching aid providing both theory and practical advice. However, parts of it can be used directly, without any teacher, by young people from the age of 14 upwards. This book is also part of the Practice of Citizenship kit.

n Images de l’autre: La difference: du mythe au prejuge, par Katerina Stenou, 1998 Editions UNESCO/ Seuil. ISBN : 92-3-203462-X. French.

A fascinating journey through representations as fabulous as they are frightening, depicting how Europe has seen other peoples and cultures from antiquity to the renaissance. A highly topical reflection about deeply rooted myths, nourished by fears and prejudices and too often causing exclusion. With its rich iconography Images de 1 ‘autre is an excellent book for students and teachers who want to deepen their knowledge about the roots of exclusion, racism and intolerance.

W Learning to live together in peace and harmony: values education for peace, human rights, democracy and sustainable development for the Asia-Pacific Region; a UNESCO/APNIEVE sourcebook for teacher education and higher education, Bangkok, 1998, 182 pages. English.

The book, published by the UNESCO Principal Office for Asia and the Pacific, is based on the perspective of international and values education with emphasis on peace, human rights, democracy and sustainable development which should be applicable to the Asia and the Pacific region.

n Tsigane, heureux si tu es libre! Alan Reyniers, UNESCO, 1998, book with CD-ROM. ISBN: 92-3-203239-2. French.

If ignorance is the source of prejudice, then this publication is an excellent example of how to awaken curiosity and to facilitate a historical and cultural look at a people very few are familiar with. The subjects dealt with are as various as migration, economy, identity, language and art illustrated with 300 photographs and an audio tape allowing for an individualised discovery of the world of the Gypsies.

W Key words for participating in the UNESCO Associated Schools Project - Practical manual, UNESCO, 1997, 82 pages. English, French and Spanish. Available on request.

The UNESCO Associated Schools Project (ASP) is a network of schools designed to strengthen the commitment of children and young people to striving actively to promote international understanding and peace. This manual has been produced to facilitate participation in the ASPnet.

H Tolerance in films, UNESCO, 1997,84 pages. English, French and Spanish.

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This publication is an updated version of the guide, that was prepared in 1995 for the Centenary of the Cinema and for the United Nations Year for Tolerance, in co-operation between the Education and Culture Sectors. It aims to strengthen the cultural dimension of education by promoting the use of film classics and selected contemporary films for educational purposes. Index of archives. This publication is also part of the Practice of Citizenship kit.

n Tolerance : the threshold of peace, Betty A. Reardon, UNESCO, 1997, 3 volumes, approx. 120 pages each. ISBN: 92-3-l 8 1003-O. English, French and Spanish. Available at the UNESCO bookstore.

This publication should be seen in the context of UNESCO’s action in the field of education for peace, human rights and democracy, and as a contribution of the Organization to the United Nations Year for Tolerance. It consists of three units focusing, respectively, on teacher training, primary education and secondary education. This publication is also part of the Practice of Citizenship kit.

W Human Rights : questions and answers, Leah Levin, Illustrations by Plantu, UNESCO, Third edition, 1996, 147 pages. ISBN: 92-3-103261-5. English, French and Spanish. Available at UNESCO bookstore.

In its first part the book presents a brief description of the scope and meaning of international human rights law. Special attention is paid to the development of procedures in the field of human rights protection as well as to the importance of human rights education. The second part deals with the meaning of each of the thirty articles of the Universal Declaration of Human Rights. This publication is also part of the Practice of Citizenship kit.

n Culture of democracy : a challenge for schools, P. Meyer-Bisch. UNESCO, 1995, 143 pages. ISBN: 92-3-103093-o. English, French, Spanish. Available at the UNESCO bookstore.

The book gives an idea of the experimental work carried out by some Associated Schools in different parts of the world. It is meant to be a source of inspiration for all teachers involved in education for democracy and to facilitate the preparation, particularly at national level, of teaching materials which correspond to the needs and aspirations of various cultures. This publication is also part of the Practice of Citizenship kit.

n Introducing Democracy : Eighty Questions and Answers, D. Beetham-K. Boyle, Illustrations by Plantu, UNESCO, 1995, 152 pages. English, French and Spanish. Available at UNESCO bookstore.

Eighty questions and answers dealing with the basic concepts and principles of democracy, free and fair elections, open and accountable government, individual rights, democratic society, the future of democracy.

W Derechos humanos, UNESCO, 1995. Audio-cassettes and booklets. Spanish. Available on request from the UNESCO Office- San Jose, Costa Rica

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A collection of four radio broadcasts produced for the United Nations Year for Tolerance, and devoted to four different subjects : the Universal Declaration of Human Rights, women’s rights, children’s rights and indigenous peoples. Each series comprises 3 cassettes and one booklet.

n The life of Mahatma Gandhi, colouring book, UNESCO, 1995, 48 pages. Trilingual version English/French/Spanish. Available on request.

A colouring booklet about the life of Mahatma Gandhi and his action to resolve conflicts and help his country gain independence through non-violence. Produced by an ASP school in Spain for the United Nations Year for Tolerance.

n Living together with our differences, NGOKJNESCO Standing Committee, 1995. English, French.

Published for the United Nations Year for Tolerance, this book recounts the experiences of NGOs in official relations with UNESCO.

n Handbook Resource and Teaching Material in Conflict Resolution, Education for Human Rights, Peace and Democracy, UNESCO/IPRA, 1994, 184 pages. Arabic, English, French. Available on request. English version out of print.

A work produced by the International Peace Research Association which reflects an effort to identify a common human responsibility for reconciliation and mutual understanding of how each of us conceives conflict resolution mechanisms, democracy and peace. The manual sets out the criteria for consolidating the participation and contribution of each citizen to reconstruction and peace-building in a post-conflict society. It contains several practical exercises.

n A new partnership : indigenous peoples and the United Nations system, Judith P. Zinsser, UNESCO, 1994, 120 pages. English, French. Available on request.

This is a guide to teaching about the rights of indigenous peoples in both primary and secondary schools. Part 1 aims to shed light on indigenous peoples themselves ; part 2 relates to the different phases of the interaction between indigenous communities and the United Nations system ; part 3 provides examples of some recent educational approaches introduced by Associated Schools, to remove barriers of prejudice and intolerance between peoples.

n The Sovereign Citizen. Education for democracy, Philippe Augier, UNESCO, 1993, 118 pages. English, French, Spanish. Available on request.

The booklet is centred on questions concerning the objectives and content of education for democracy, the ways to dispense it, how to educate while fostering a critical approach and preserving cultural identities.

n A Sense of Belonging. Guidelines for values for the humanistic and international dimension of education, UNESCOKIDREE, 1993, 29 pages. English, French, Russian and Spanish. Available on request.

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The principal aim of the document is to help European education authorities and teachers realise the objective of instruction, education, and intellectual, moral and vocational training by creating a better perception of the values, thinking and behaviour which derives from the recognition of the humanistic, cultural and international dimensions of education. The approach is European, but could be adapted to other regions.

n Tu amigo, tu vecino, UNESCO/UNICEF/OEA, 1992. Three audio-cassettes and a booklet. Spanish. Available on request from the UNESCO Office- San Jose, Costa Rica

A series of 18 radio broadcasts for children which aims to contribute to the integration of the American continent. Boys and girls from the different countries tell their neighbours about their culture, their traditions, their values and hopes.

l The Art of living in peace, Pierre Weil, UNESCO, 1990. ED/91 WS119. An education for peace manual for teachers. English, French (re-edition)

This manual, written by founder of the International HolisticUniversity of Brasilia (UNIPAZ), joint winner of the UNESCO Education for Peace Prize in 2000, seeks to combine theoretical data with recommendations from which educational action plans for peace can be developed.

n ABC Teaching Human Rights. Practical activities for primary and secondary schools, United Nations, Centre for Human Rights, Geneva 1989, 56 pages. This publication is part of the Practice for Citizenship kit.

n Education for International Understanding, Co-operation, Peace and Human Rights, UNESCO Principal Regional Office for Asia and the Pacific, 1989, 97 pages. English. Available on request from UNESCO Office- Bangkok (PROAP)

The book presents an overview of experiences in the field of international education and analyses the curricular framework for this form of education, while providing over 60 pages of sample teaching materials for international education.

n International Understanding Through Foreign Language Teaching, German Commission for UNESCO, 1989, 395 pages. English. Available on request.

A handbook on foreign language teaching as one of the most effective means for international understanding, and for fulfilling UNESCO’s mandate in the field of education. The book presents methods and content which are likely to contribute to international understanding through the teaching of foreign languages, and contains examples for elementary, intermediate and advanced levels, as well as extra-curricular activities.

n Seeds for Peace - The Role of Pre-school Education in International Understanding and Education for Peace, UNESCO, 1985, 123 pages. English, French. Available on request.

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The book reflects some experiments in education for international understanding and peace carried out in pre-school establishments. It particularly focuses on the roles of families, educational establishments, leisure activities and media in this type of education.

3. Curricula and textbook guidelines

n Guidelines for Curriculum and Textbook Development in International Education, UNESC0,1995, 22 pages. One trilingual version : English, French and Spanish. Available on request.

Guidelines and criteria for the development, evaluation and revision of curricula, textbooks and other educational materials in order to promote an international dimension in education, and to make textbook authors and curriculum designers aware of the humanistic, cultural and ethical values they transmit through education. This publication is also part of the Practice of Citizenship kit.

n International practical guide on the implementation of the Recommendation concerning education for international understanding, co-operation and peace and education relating to human rights and fundamental freedoms, UNESCO, 1994, 73 pages. English. Available on request.

This practical guide covers the whole content of the 1974 Recommendation and aims at providing support to teachers and educational administrators in the performance of their responsibilities with regard to various aspects of international education. The work presents different ways to approach international education and sets out various activities, presenting some successful examples which can be adapted to different situations.

4. Documents, specialised studies, bibliographies, directories

n Males’ roles, masculinities and violence, a culture of peace perspective. Edited by Ingeborg Breines, Robert Connell and Ingrid Eide. UNESCO, 2000. English.

n Asian Women for a Culture of Peace. Hanoi Declaration and Asian Women’s Plan of Action for a Culture of Peace and Sustainable Development. Vietnam 2000. UNESCO/ESCAP, 2000. English

n Women organize for peace and non-violence in Africa : Zanzibar Declaration and the Women’s Agenda UNESCO 2000. Arab, English, French, Portuguese, Swahili.

n Mission: To Build Peace. Federico Mayor. UNESCO, 2000. English and French.

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Federico Mayor’s important speeches as Director-General of UNESCO, from 1987 to 1999, presented thematically.

n World Directory of Peace Research and Training Institutions, UNESCOSHS, 2000, Trilingual English/French/Spanish.

n World Education Report 2000. The right to education for all throughout life. UNESCO, 2000. 178 pages. ISBN: 92-3-l 03655-6. English, French.

This edition of the World Education Report retraces the steps taken in 1947 and 1948 in drawing up article 26 of the Universal Declaration of Human Rights concerning the right to education and presents a broad review of the world wide development of education since then, in the perspective of the provisions of this Article and subsequent related international conventions.

n Living Values : an educational programme . Values Activities for Young Adults by educators and for educators. Diane Tillman, Living Values programme Inc. NY, 2000, in co-operation with UNESCO /ED/BAS.

A book resource for values-based educational purposes. Available on request to : Living Values program, 866 UN Plaza, Suite 436 New York, NY 10017 USA or : uk@livingvalues.net

n Les fondements endogitnes d’une culture de la paix en Afrique. UNESCO, 1999, 98 pages. French.

Traditional mechanisms of preventing and resolving conflicts. With a preface by Federico Mayor and an introduction by Edouard Matoko. Contributions by Thierno Bah, Doulaye Konate, Ali Moussa Iye, Philippe Ntahombaye.

n Letters to Future Generations, Federico Mayor in collaboration with Roger-PO1 Droit. UNESCO, 1999. ISBN: 92-3- 103641-6. English French.

Upon the suggestion of the Director-General of the UNESCO, personalities from all over the world address a letter to the future generations and formulate ideas they feel essential in the fields of education, science and culture for a culture of peace. Among them: Kofi Annan, Tahar Ben Jelloun, Adolf0 Perez Esquivel, Danielle Mitterand.

n Towards a woman’s agenda for a culture of peace, edited by Ingeborg Breines, Dorota Gierycz, Betty Reardon. UNESCO, 1999. ISBN: 92-3-103559-2. English.

This book analyses issues and problems related to the roles of women in times of war and in times of peace. It reviews peace and security policies and practices from the feminine point of view and women’s actions and initiatives for peace. It combines the visionary and the practical that has infused the legacy of the International Women’s Decade and the “Beijing Process”.

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n Women say no to war UNESCO, 1999, 84 pages. ISBN: 92-3-0035 10-6. Bilingual English/French.

Women speak up against war. This book supports their voices. Photographs from all corners of the world and short comments by key spokespersons of the peace movement illustrate women’s rejection of war and violence. The camera is used to catch the impact of war on women; to observe their courageous resistance and, above all, their desire to live in peace. By speaking up, women are becoming the new agents of change.

l Mineps III, Third International Conference of Ministers and Seniors Officials Responsible for Physical Education and Sport. Final report UNESCO, 1999. ED- 99/CONF.209/CLD. 11 English, French and Spanish.

This publication contains the Punta de1 Este Declaration as an integral part of the education for peace framework.

n Children and Media Violence. Ulla Carlsson and Cecilia von Feilitzen. Yearbook from the UNESCO International Clearinghouse on Children and Violence on the Screen. UNESCO, 1998,387 pages. ISBN : 91-630-6358-l. English.

The thematic focus of this yearbook rests on research concerning the influences of children’s exposure to violence on television. Articles discuss findings on children and televised violence resulting from research undertaken in different parts of the world. A number of shorter articles describe the media landscape as it relates to children in a variety of countries. The documentary section presents statistics on children and the media, international declarations and resolutions, information about non-governmental organisations and a selected bibliography.

n Learning : The Treasure Within, Report to UNESCO of the International Commission on Education for the Twenty-first Century, UNESCO, 1998, 266 pages. ISBN: 92-3-l 03470-7. English, French and Spanish. Available at UNESCO bookstore.

The report is the result of a worldwide three-year process of consultation and analysis carried out by a distinguished panel of specialists under the chairmanship of Jacques Delors. The book addresses such issues as: From the local community to a world Society ; From economic growth to human development ; The four pillars of education ; Learning throughout life ; International co-operation : educating the global village.

n Mahatma Gandhi and Martin Luther King Jr. The Power of Non-violent Action. Mary King. UNESCO, 1998. 600 pages, black and white photographs. ISBN 92-3-10343 l-6. English.

Gandhi’s wisdom and strategies have been employed by many popular movements. Martin Luther King Jr. adopted them and changed the course of history of the United States. This book reviews major twentieth-century non-violent theorists and their struggles.

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n << Peace, Security and Conflict Prevention. )) Sipri-UNESCO/handbook/Paris : Oxford University Press, UNESCO, 1998, 230pages.

n Taking action for Human Rights in the Twenty-first Century. Original texts selected and compiled by Frederic Mayor in collaboration with Roger-PO1 Droit. UNESCO, 1998, 181 pages. ISBN: 92-3-103553-3. English, French and Spanish.

The Director-General of UNESCO invited eminent personalities from various fields - peace Nobel Prize laureates, writers, politicians, scientists, philosophers - to suggest concrete proposals for action in support of human rights in the coming years. No school of thought or official line can be discerned in these hitherto unpublished texts. On the contrary, this collection of ideas reveals a real diversity and freedom of tone which, in its way, marks a new departure for human rights.

n (< The Universal Declaration of Human Rights )), a history of its creation and implementation 1948-1998. M. Glen Johnson, Jaanusz Symonides, preface by Federico Mayor. UNESCO, 1998. 160 pages. ISBN : 92-3-103513-4. English.

Fifty years after its adoption, the Universal Declaration of Human Rights remains a landmark document. Millions of people around the world lay claim to it every day even though they may not know the exact text or content. This publication is intended as an act of empowerment. It traces in detail the history of the creation of the declaration, adopted by the General Assembly of the United Nations on 10 December 1948, and UNESCO’s contribution to its implementation. Also included is an important bibliography of publications on human rights issued within the United Nations system.

n World directory of human rights research and training institutions 1948/1998, UNESCO, 1998, 285 pages. ISBN: 92-3-003489-4. One trilingual version : English, French et Spanish. Available at UNESCO bookstore.

The celebration of the fiftieth anniversary of the Universal Declaration of Human Rights was the opportunity, for those who promote human rights, to give a new impetus to their action, taking into account recent developments and trends in the field. This directory, prepared on the basis of information received by UNESCO in response to a questionnaire, includes lists of regional, national and international institutions, co-operation programmes, human rights periodicals, specialists and institutions providing scholarships.

n A Culture of Peace : the Role of Civic Education, CIVITAS at work : Civic Education & the International Agenda. A meeting of the CIVITAS International Steering Committee. Address by Federico Mayor, UNESCO, 1997, 17 pages. English. Available on request.

n Implementation of 28CIResolution 1.15 concerning reform and renewal of education in Central and Eastern Europe, document 15 l/EX 7 of the Executive Board of UNESCO, April 1997, 5 pages.

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n Innovation Newsletter no 90, March 1997, Project What Education jbr what Citizenship ? : First lessons on the Research Phase. English, French and Spanish. Available on request from the Publication Unit, IBE, Switzerland.

n Our Creative Diversity, Report of the World Commission on Culture and Development, UNESCO, 2nd edition, 1997, 309 pages. ISBN: 92-3-103423-5. English, French and Spanish. Available at the UNESCO bookstore.

The report is the result of a three-year study by the Commission, which gathered a distinguished panel of specialists under the chairmanship of Javier Perez de Cuellar. It responds to a crucial question : Is culture the last frontier of development ? The book provides fresh perspectives on the interactions between culture and development and puts forward proposals to help the world’s communities forge their own paths towards development without losing their identity.

W Report on the implementation of the transdisciplinary project ‘Towards a culture of peace’, document 15 1 EX/43 of the Executive Board of UNESCO, April 1997,12 pages.

n School effectiveness and education for democracy and non-violence, by Clive Harber, UNESCO, 1997, 10 pages. Arabic, Chinese, English, French, Russian and Spanish. Available on request.

This review of international evidence shows that democratic schools tend to be more effective at achieving the conventional goals of schooling such as examination success and can help to shape democratic individuals. This paper provides ideas for civic education. They are also part of the Practice of Citizenship kit.

W Citizenship Education in Central Asia. Status and Possibilities of Co-operation, Alexander N. Kanaev- Ingemar Fagerlind, UNESCO/Institute of International Education, Stockholm University, 1996, 66 pages. English. Available on request.

The book is the report of the meeting held in Turkmenistan, from 23 to 27 April 1996. The workshop was the first attempt to bring together experts and practitioners in the field of civics education in the sub-region, as well as a number of international experts, to discuss questions concerning the place and aims of citizenship education within the restructuring process in the sub-region.

W Education et culture de la paix : selection bibliographique mondiale, Shapour Rassekh, IBE, 1996, 330 pages. ISBN: 92-3-285001-X. French. Available at UNESCO bookstore.

This bibliography, prepared on the occasion of the 44’h session of the International Conference on Education, presents an analysis of some 120 to 130 documents and publications, most of them recent, dealing with peace, human rights and democracy.

H Education for International Understanding : An idea gaining ground, Lucie-Mami Noor Nkake, IBE, 1996, 48 pages. English, French. Available on request from the Publication Unit, IBE, Switzerland.

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The brochure is part of the follow-up to the 44th session of the International Conference on Education, held in Geneva in 1994. While drawing extensively from conference material, the brochure is fairly direct in style, enabling the author to put across a diversity of ideas, experience and opinions on matters such as human rights, peace and democracy. The chapters also contain boxes presenting ‘actions’ or ‘viewpoints’ on innovative, original experiments

n Examples of school-based programs involving peaceful conflict resolution and mediation oriented to overcome community violence, Ying Ying Lim and Morton Deutsch, International Center for Cooperation and Conflict Resolution, Teachers College, Columbia University, UNESCO, 1996, 75 pages. English. Available on request.

In different parts of the world there are school programmes dealing with conflict and providing examples on teaching about peaceful conflict resolution and mediation to overcome violence in schools and local communities. UNESCO commissioned a study conducted by the Teachers College, in order to gather some of the examples, which could be recommended for those preoccupied with similar problems.

n Prospects no 100, 1996, Citizenship and Education : Towards Meaningjtil Practice. English, French. Available at UNESCO bookstore.

The open tile in this issue of Prospects deals with the complex subject of citizenship today. It tries to identify some of the foremost characteristics that are influencing the emergence of different images and practices of democratic citizenship throughout the world, and suggests that there is no single strategy to build up democracy. Thus, no definitive set of educational contents may be promoted. The issue also deals with educational strategies to develop a more relevant and efficient citizenship education.

W Regional Conference on Civic Education and Culture of Peace. Final Report, UNESCO, 1996, 46 pages. English. Available on request from the UNESCO Chair on Civic Education, Sofia University ‘St. Kliment Ohridski’, 224 bd. Tsar Boris III - Sofia 16 19 Bulgaria

Report of the meeting held in Primorsko, Bulgaria, from 23 to 28 September 1996. The Conference focused on issues such as the exchange of experience and concepts among the representatives of the Eastern European countries as regards the development of curricula on intercultural understanding, human rights and peace ; the strengthening of regional co- operation in civic education, and the building up of a culture of peace.

W Report of the Director-General of UNESCO on educational activities in the framework of the UNESCO transdisciplinary project entitled ‘Towards a culture of peace’, document A/51/395 of the General Assembly of the United Nations, September 1996.22 pages.

H Teacher Training and Multiculturalism : National Studies, Edited by Raoul Gagliardi, IBE, 1996, 227 pages. ISBN: 92-3-103234-8, English. Available at UNESCO bookstore.

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This book publishes the outcomes of a project which analysed the training of teachers in eight countries at different levels of development in different regions of the world, but who are faced with a common challenge to educate for cultural diversity.

W Toward the city of solidarity and citizenship, UNESCO, 1996, 23 pages. English, French. Available on request from MOST Programme.

The background paper for the dialogue on ‘Democracy and citizenship in the city of the 21”’ century’, HABITAT II, Istanbul, 1996, which is the result of a meeting of experts held at UNESCO, Paris, in October 1995.

W Values Education through History. Peace and Tolerance, L. R. Quisumbing and F.P. Santa Maria, UNESCO National Commission of the Philippines, 1996, 334 pages. English. Available on request from the UNESCO National Commission of the Philippines

The book focuses on the need for values education centred on tolerance because education is at the heart of any peace-building strategy, and it is through education that the individual acquires the values, skills and knowledge needed to build a solid basis of respect for human rights and democratic principles and completely reject violence, intolerance and discrimination.

W Education for Human Rights and Citizenship in Central and Eastern Europe, Human Rights Education Centre of Charles University, Prague/UNESCO, 1995, 200 pages. English. Available on request from Human Rights Education Centre, Charles University, Kaprova 14 - 11000 Praha 1, Czech Republic.

The volume includes the Final Report and written contributions presented at the International Seminar on Education for Human Rights and Citizenship in Central and Eastern Europe. The purpose of the seminar was to exchange information and strengthen co-operation in the field of education for democracy and tolerance.

n Education for Human Rights: An international perspective, Douglas Ray, IBE, 1995, 304 pages. ISBN: 92-3-103039-6. English. Available at UNESCO bookstore.

The folly of humans makes disaster more deadly, whether through war, natural catastrophes or disease. The book presents theoretical studies and national experience on how education might respond, thereby making people more aware and successful in managing difficult situations. The 15 authors, from different parts of the world, deal with human rights (especially those of women, children, minorities and indigenous populations), equality of educational opportunity, cultural values, social responsibility, international understanding, co- operation and peace.

W European Conference on Curriculum Development : Civic Education in Central and Eastern Europe, Vienna, 12-14 October 1995, UNESCO/Austrian Minister of Education and Cultural AffairsKulturKontakt, 32 pages. English.

The conference focused on the problems of civic education at the secondary level, with particular emphasis on : civic education in the institutional system of the respective countries ;

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civic education in the educational programmes for teachers and civic education and curriculum development in schools.

n The humanities and culture education in the South Pacific : curriculum issues and trends, G. Withers, UNESCO/PROAP, 1995, 56 pages. English. Available on request from PROAP.

The paper consists of two sections. In the first, the proposition is made that the term ‘the humanities’ might be re-conceptualised. Such re-conceptualisation might assist nations in attaining national goals, maintaining and developing national cultures, at the same time as better equipping their citizens to cope with ongoing social, political and economic change. In the second section of the paper, attention is paid to various aspects of culture education as it currently occurs within various South Pacific nations.

w Innovation Newsletter no 82, March 1995, Project What education for what Citizenship ? . A Conceptual Framework for Research. English, French and Spanish. Available on request from the Publication Unit, IBE, Switzerland.

n Citizens of tomorrow. What fundamental education for an active citizenship ?, UNESCO, 1994, 253 pages. English, French. Available on request.

Proceedings of the Congress organised by UNESCO and the NGOs, from 6 to 8 December 1993, to discuss the ways and means for citizenship education.

n Valores en Educacibn, UNESCO/REDUC/SIRI, 1994, 168 pages. Spanish. Available on request from UNESCO Office- Santiago (OREALC)

A very extensive bibliographic research project commissioned by UNESCO in an attempt to catalogue materials existing in all the Spanish-speaking countries of Latin and Central America.

H Values Education in Europe : a comparative overview of a survey of 26 countries in 1993, UNESCOKIDREE, 1994, 207 pages. English. Available on request from CIDREE Secretariat, Scottish Consultative Council on the Curriculum, Gardyne Road, Brought Ferry, DUNDEE DD5 1NY - Scotland, UK

The overview records and reflects on the areas of values education specific to the various contributing countries and on the important common themes and concerns which emerge from differing perspectives on the enhancement of the humanistic, cultural and international dimensions of education.

n Values Education in Europe : a select annotated bibliography for 26 countries (1985 1992), UNESCOKIDREE, 1994, 226 pages. English. Available on request.

The purpose of this bibliography was to support the UNESCO Medium-Term Plan for 1990- 1995. The plan strongly propounded the enhancement of the humanistic, cultural and international dimensions of education as a contribution to peace, human rights and the elimination of all forms of discrimination in education.

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n Human, ethical and cultural values in non-formal education, Alphonsine Bouya, UNESCO/BREDA, 1993, 29 pages. English, French. Available on request from the UNESCO Office- Dakar (BREDA)

The book analyses the different problems of education in the African continent, dealing, in its second part, with the human, ethical and cultural values and their influence on non-formal education programmes.

n Bibliographie annotee et commentee sur les valeurs dans l’education en Afrique, UNESCO/ACIVA, 1992, French.

This bibliography was commissioned by UNESCO in the framework of a programme to facilitate exchange of information among its Member States on humanistic, cultural and international values, particularly with regard to cultural pluralism, tolerance and democracy. It catalogues books and magazines, research studies, meeting reports, manuals.

n Alfabetizacion y Education Civica. Experiencias con mujeres campesinas en Peru, UNESCO/OREALC, 1990, 85 pages. Spanish. Available on request from UNESCO Office- Santiago de Chile. (OREALC)

This booklet is a report on a literacy and civic education project involving peasant women in Peru.

n Violence and Terror in the Mass Media, George Gerbner, 1990 (Studies and documents about communication, 102) 50 pages. ISBN : 92-3-102603-8. English, French and Spanish. The English version is out of print.

n Aportes para una pedagogia de la paz, Esther de Zavaleta, UNESCO- OREALC, 1986, 130 pages. Spanish. Available on request from the UNESCO Office - Santiago de Chile

The book falls within the framework of UNESCO’s action to promote education for international understanding. The work analyses the pedagogy of peace from the philosophical, sociological and psychological points of view, and presents some practical classroom activities in an annex.

5. In preparation

l Examples of Best Practices for non violent resolution of conflict at school (provisional title) UNESCO/ED/PEQ, to be published during 2001. French, English. This document, aimed at primary and secondary school teachers and trainers, offers a collection of contributions from a variety of training organisations and schools on the most effective practices used to resolve conflicts in the classroom.

l The ABC of non-violence (provisional title), Jean-Marie Mullet-, to be published during 200 1, UNESCO publications. French, English. This book aims to provide a glossary of the most frequently used terms and concepts in education for non-violence and

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l Education for a culture of peace in a gender perspective : a study unit for teacher preparation (provisional title) drafted by Beatty Reardon in collaboration with

UNESCOISHSI HRSIWCP and UNESCO/ED

l Promoting women’s participation in conflict resolution to build a culture of peace. A training module UNESCO/FAWE. English

n Learning citizenship, (provisional title) UNESCO/ED/OAI, forthcoming in 2001, 2 CD- ROM, Trilingual version English/French/Spanish.

Designed for pupils at pre- and primary school level and educators. CD 1 which will be used by the educators is consulted through a graphic interface in the language chosen by the user. Access to the information works through five entries: “UNESCO and the Culture of Peace”, “Dictionary of Peace”, “methodology examples”, “direct access to content”, “search”.

CD 2 which will be used by the children is mainly visual with graphics adapted to the children’s developmental state, and spoken commentaries in the chosen language to guide the children through navigation. The pedagogic approach is based on the concept of learning by playing: interactive games, electronic documents, music and sounds, videos and pictures.

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6. List of Abbreviations - UNESCO

- ED/ECP

- ED/SD1 :

- ED/SVE/SED

- SHS/PHD :

- SHSIMOS

- IBE

- UNESCO Bangkok

- UNESCO Dakar

- UNESCO Harare

- UNESCO Philippines

United Nations Educational, Scientific and Cultural Organisation, 7, Place de Fontenoy, 75352 Paris 07 SP, France

Department of Education for a Culture of Peace www.unesco.org/ecp

Documentation and Information Service Education Sector fax : (33) 1 45.68.56.24 www.unesco.org/education

Section for Secondary and Teacher Education fax: (33) 1 45 68 56 22

Department Peace, Human Rights, Democracy and Tolerance fax : (33) 1 45.68.57.26 www.unesco.org/shs

MOST Program fax: (33) 1 45 68 57 24 www.unesco.org/most

International Bureau of Education, Publication Unit, PO Box 199, 12 11 Geneva 20, Switzerland. www.unicc.org/ibe International Forum on Citizenship and Education “CITIED”: www3.itu.int/citied-ibe

Principal Regional Office in Asia and the Pacific (PROAP) : Prakanong Post Office, Box 967, Bangkok 10 110 Thailand fax : (66 2) 391 08 66 bangkok@unesco.org

Regional Office for Education in Africa (BREDA) BP 33 11, Dakar, Senegal Fax : (221) 823 83 93 dakar@unesco.org

P.O. Box HG 435, Highlands Harare, Zimbabwe fax: (263 4) 77 60 55 harare@unesco.org

UNESCO National Commission of the Philippines Department of Foreign Affairs Building 2330, Roxas Boulevard, Pasay City, Metro Manila

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fax: (63-2) 831 88 73 unescoph@mozcom2.mozcom.com

- UNESCO San Jose : Apartado postal 220, San Francisco de Guadalupe 2 120, San Jose, Costa Rica fax : (506) 231 22 02 san-jose@unesco.org

- UNESCO Santiago Regional Office for Education in Latin America and the Caribbean (OREALC) Calle Enrique Delpiano 2058, Providencia 3 187 Santiago, Chile fax : (56 2) 655 10 46 santiago@unesco.org