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EDUCATING PEACE PROFESSIONALS
HAL CULBERTSON
OCTOBER 21, 2010
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OVERVIEW
Is peace studies a form of professional
education?
What skills do our students need for careers
in peace?
What implications does this have for peace
studies curricula and pedagogy?
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COMPARING CURRICULAR ORIENTATIONS
LIBERAL EDUCATION PROFESSIONAL
Free the individual
to think
independently
Focus on broad
issues of self,
society and the
world
Critical thinking
Prepare individual
for participation in
community of
practice
Focus on issues
relevant to
identified
community of
practice
Professional
capabilities and
judgment
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INTEGRATING PERSPECTIVES
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TWO SIDES OF PEACE STUDIES
LIBERAL ARTS AND SCIENCES SIDE PROFESSIONAL SIDE
Focus on understanding ofcauses of conflict andapproaches to peace
Articulation of well-
reasoned perspectives oncurrent issues of war andpeace
Local and global citizens(Nussbaum CultivatingHumanity)
Preparation for careersfocused on peace and
conflict
Skills in conflict analysis
and resolution, mediation,advocacy, leadership, etc.
Peace builders, peace
advocates, peace leaders
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WHAT DRIVES PROFESSIONAL SIDE?
Professional community
Alliance for Conflict Transformation research report
Cross-cultural experience
Need for skills beyond conflict resolution
Field emphasizes change in world
Unlike other studies (medieval, Asian, etc.)
Student interest
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WHAT SKILLS DO OUR STUDENTS NEED FORCAREERS IN PEACE?
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A PRELIMINARY INQUIRY
What careers would you like your students to
pursue after they complete your program?
What aptitudes/skills will they need to be
successful in those careers?
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Concept: John Paul Lederach, Katie MansfieldDesign: Michael Swoboda
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SKILL SETS NEEDED
Milieu
Organization
Job
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SOME SKILLS THEY MIGHT NEED
Job Mediate conflict
Analyze current conflicts or peace initiatives
Advocate for rights of disadvantaged group
Organization
Prepare materials for media or web on current conflict Write grant proposal for peace project
Manage a peace or conflict resolution initiative
Design/Evaluate a peacebuilding strategy
Develop coalition to support policy recommendation
Milieu
Integrate peace perspectives into other professional areas Communicate across cultural barriers
Adapt to different cultural situation
Defend peace work against nay-sayers
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HOW SHOULD WE ADDRESS THESE KINDS OFSKILLS IN OUR CURRICULUM AND PEDAGOGY?
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TOOLS
Experiential learning/reflective practice But remember the need for processing experience
Courses/assignments that prepare fororganization and milieu Pay particular attention to courses that help students
integrate with non-peace organization orenvironment Law and social change course
Case studies/simulations/role plays Technique in professional schools for stimulating
reflection on dilemmas of practice
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AN EXAMPLE: INTERNATIONAL NGO MANAGEMENT
MA course, with some undergraduates
Focus on NGO governance, personnel,
fundraising, project planning, and evaluation
Assignments all surround development of
project plan and grant proposal for real
project
Course has led to links with business school
nonprofit management program
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CONCLUDING OBSERVATIONS
Students need skills beyond conflict resolution to
function effectively in peace related positions
While a peace studies program cannot teach all of
these skills, focusing on a few career-relevant skillsas part of your learning goals can help launch
student careers in peace and conflict
Experiential learning may be promoting this kind of
learning, but support is also needed in the
classroom and throughout the curriculum
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