. Future Dates for AERA Conferences
. Reflections from a Mini-Course with Bishop
Desmond Tutu, UNF, Feb 2003
. Online Resources for Peace Education/Peace
Studies
. Recently Published Books
Message from the Chair, Blythe F. Hinitz
Dear Colleagues,
How can we talk of peace education in a country
whose leadership is moving to war? How can we not? Peace education can light
the way to a culture of peace in this International Decade for a Culture of
Peace and Non-violence for the children of the world (2001-2010). Margaret
Mead wrote: “Never doubt that a small group of thoughtful committed citizens
can change the world. Indeed it is the only thing that ever did.” Are we
in the AERA Peace Education SIG that small group? We are! IF we maintain
our focus on working with children and youth, to help them find peaceful ways
of resolving conflicts and of interacting on an ongoing basis, AND if we share
our search with each other and the world. We are, IF we include parents and
significant adults in our work, so that the principles of peace are carried
out in the home and the school, all over the world. We are IF we not only
know about and use the available resources, but we educate and encourage diverse
others to use them.
During the spring of 2002, I attended the IFLAC
Rabin Conference in London. There I listened to doctors and professors, students
and poets share examples of things that are part of a peace culture, from
places in the world that are not peaceful. These individuals are making a
difference in places small and large, one individual at a time, one small
cluster of people at a time. In the fall, I was at the United Nations, and
I participated in sessions about what is being done and what can be done in
peace education. Hard questions were asked: What is the role of law in your
own life and what role does it play in resolving conflict? How can the law
be used in the struggle for peace and justice? How can we support the International
Convention on the Rights of the Child (in spite of the fact that the United
States and Somalia are the only two signers
that have not yet ratified this Convention)? We must use its precepts
every day in our lives and our work.
How can students learn and encourage others
to respect the human rights of others? One way is to utilize and modify available
curricula, many of which have been detailed in previous issues of this newsletter.
(A recent example is Learning to Abolish War: Teaching Toward a Culture
of Peace from The Hague Appeal for Peace: Global Campaign for Peace Education).
Another way is to use the Internet to connect with each other, to find resources,
and to see how we can assist and strengthen each other as peacemakers when
government, media and fellow citizens may see only pathways that turn in the
opposite direction. A third set of helpful supports are journal articles
– both hard copy and online. The current (January/February 2003) issue of
Social Studies and the Young Learner, journal of the National Council
for the Social Studies, highlights the roles of the women of the world. Betty
Reardon (our Symposium presenter in 2002) writes of “Women’s Organizations
Working for Human Rights and Peace.” She details the adoption by the United
Nations Security Council of Resolution 1325, “which called on member states
to include women in all discussions and activities related to peace and security.”
(To learn more about Resolution 1325, contact the Women’s Caucus for Gender
Justice at www.iccwomen.org.) The
article also highlights the history of peace education, including the little-known
fact that Mother’s Day originated as Julia Ward Howe’s attempt to “give public
voice to American mothers’ protests concerning the sacrifice of their sons
on the battlefield.”
What can you and I do today and in the near future
to further the cause of peace education? Currently, all educational institutions
in the United States, from preschool through college are involved in the standards
movement. This means an increasing trend towards outcomes-based education.
Please join fellow Peace Education SIG members in Chicago at workshops and
sessions devoted to the development of National Standards for Social Justice.
If you are unable to come to Chicago, please share your thoughts with me or
with our newsletter editor, Aline Stomfay-Stitz via email (astomfay@unf.edu).
In these troubled times, your valuable input is needed more than ever.
This year our SIG will be electing a New Chair and
Program Chair. I urge you to think about increasing your involvement in the
administration of this SIG. This program committee, the membership committee,
and the “working group” that guides this SIG between national conferences
are seeking additional members. You will have the opportunity to make a difference
in the lives of people inside AERA, in the larger educational community, and
in the world as a whole. What higher calling can there be than making a peaceful
difference in our time? I look forward to hearing from you about the aspect
of our SIG that you are interested in. Please send an email to me at hinitz@tcnj.edu.
I look forward to greeting you in Chicago and to working with you to increase
the cause of peace education within AERA and around the world.
FUTURE COURSES AND CONFERENCES:
Note: I acknowledge the information on conferences that
appeared in the Newsletter of the Canadian Centres for Teaching Peace, January,
2003 (Robert Stewart, Online Newsletter Editor – stewartr@peace.ca)
Conflict Analysis for Prevention and Peacebuilding:
Exploring the roles of NGOs, March 11-14, 2003 in Washington, DC, organized
by the University of Wisconsin-Madison Disaster Management Center. For additional
information check their website: http://epdwe.engr.wisc.edu/brochures/E617.html
Education for Peace: The Best Investment for Future
Generations, Lake Maggiore, Italy. Additional information can be obtained
from their website: http://www.earthportals.com/Portal_Messenger/aewpnews.html
International Conference on Globalization and Higher
Education, scheduled for May 18-21, 2003 in Guiyang, China, co-sponsored by
Guiyang University in China and West Chester University of Pennsylvania. Additional
information can be obtained at: www. wcupa.edu/_flagstaff/facdev/RFP
Peace History Society Conference, April 25-27, 2003.
Topic: Peace Work – The Labor of Activism, Past, Present
and Future to be held at the University of Central Michigan, Mount Pleasant,
MI. Contact:
http://www.berry.edu/phs/confann/peacework.htm
Contact person: Prof. Mitch Hall – email:
hall1mk@emich.edu
Peacemaking and Alternatives to Violence, a Summer 2003
course will be taught at Cardinal Stritch University in Milwaukee from June
9 – 19 including three Saturdays. Additional information can be obtained from
Jacqueline Haessly - jacpeace@earthlink.net
Safe Schools (League of Peaceful Schools), St. Mary’s
University, Halifax, Nova Scotia, May 8-10, 2003. The founder, Hetty van
Gurp was a presenter at our Interactive Symposium in 2001. Additional information
can be obtained from: Carolyn van Gurp, Ross Road School (cvangurp@Staff.Ednet.NS.Ca)
The UNU/INCORE International Summer School, Derry/Londonderry/Northern
Ireland, June 9-14, 2003. Three courses for policy makers, researchers, professors,
youth workers, etc. Additional information at: www.incore.ulst.ac.uk
Educating for Peace in Divided Societies, sponsored by
the International Institute on Peace Education, 2003, at the Asia-Pacific Center of Education for International
Understanding, Seoul, Korea. Co-sponsors are the Asia-Pacific Center of Education
for International Understanding, Seoul and the Peace Education Program of
Teachers College. For additional information contact Betty Reardon(our 2002
Interactive Symposium presenter), Teachers College, Columbia Univ., New York.
Send e-mail to: peace-ed@exchange.tc.columbia.edu
The
2003 NCPCR/Peace Web Conference – “Weaving the Future of Peacemaking” to
be held in College Park, GA at the Sheraton Gateway Hotel-Atlanta,
Airport, April 3-7, 2003. Contact: www.apeacemaker.net
for more information.
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of Contents
AERA Annual Conference, April 14-19, 2003 – Chicago
Note: Registration forms can be downloaded at the AERA
website: wwww.aera.net
AERA MINICOURSE: 2003 – Accountability for Social Justice
How to Write and Use Standards to Foster Social Justice
Education
Participants will be representatives from the following
SIGs: Critical Educators for Social Justice, Critical Analysis of Race, Ethnicity,
Class & Gender, Hispanic Research Issues, Peace Education, Ecological
and Environmental Education; Research Focus on Black Education, Disability
Studies in Education, Indigenous Peoples of the Pacific, Indigenous Peoples
of the Americas, Research on the Education of Asian & Pacific Americans,
Global Child Advocacy, Democratic Citizenship in Education, Research Focus
on Education in the Caribbean & Africa, Research Focus on Women in Education,
Lesbian and Gay Studies, and the National Association of Multicultural Education.
Abstract: Cultural standards developers and critical
scholars will engage participants in conceptualizing social justice (SJ) standards,
writing SJ standards, and planning for their use in fostering SJ education.
Topics will include race, ethnicity, language, national origin, class, gender,
age ability, sexual orientation, physical appearance, peace, environment,
non-human species, and their interconnections.
Date: Tues. April 22, 2003 - 8 a.m. – 12 noon – AERA
Conference –
Chicago Fee: $30
Deadline for ordering advance tickets is March 10, 2003.
There will be on-site registration if space permits. Contact: jrandrzejewski@stcloudstate.edu
for reservations
(Note: The January/February 2003 issue of Educational
Researcher includes information on this Mini-Course on p. 44.
PEACE EDUCATION SIG: BUSINESS MEETING & INVITED
SYMPOSIUM
SIG SESSION –PE-1
**Thurs., April 24th, 6:15-8:15 p .m., Sheraton, Parlor C, Level 3
I. Invited Interactive Symposium: Expanding Dimensions
of Peace Education
Peter Blaze Corcoran, Florida Gulf Coast University
Nel Noddings, Stanford Univ. and
William Schubert, Univ. of Illinois-Chicago
Graduate Students Sharing their Peace Education Research:
Tom Cavanagh, Colorado State University, Christine Ching, Chaminade University,
Honolulu, and Christine Eiserman, Loyola University.
II. Peace Education: Theory, Research and Practice
SIG SESSION –SIG-PE-2
** Thurs., Apr. 24th, 4:05-6:05 P.M., Sheraton,
Parlor C, Level 3
Building Peace Bridges: Documenting the Experiences
of Peace Educators in Four Cultures
Presenters: Shani Beth-Halachmy, National-Louis University
Jacky
Comforty, Comforty/MediaConcepts
Voices of Peace: A Chronology of the Play for Peace
Community
Development
Joan S. Leafman, NEIU
War, Weapon and Superhero Play: A Challenge to Zero
Tolerance
Penny P. Holland, University of North London
Think Globally, Act Globally: International Youth Organizing
Nonviolently to End the Israeli-Palestinian Conflict
Mica Pollock, Harvard University
Session Chair: Rosemarie Stallworth-Clark, Georgia Southern
University
Discussant: Blythe F. Hinitz, College of New Jersey
III Peace Education Post 9/11: Curricular Explorations
of Us and Them
SIG SESSION –PE-3
**Wed., Apr. 23rd, 6:15-8:15 p.m., Swissotel,
Engelberg, 3rd fl.
True Peace Education Versus Cheap Imitations
Leonisa Ardizzone, Dale Snauwaert, and Michael
O’Loughlin,
Adelphi University; and William Gaudelli, University
of Central
Florida
Peace Education Evaluation
Ian M. Harris, University of Wisconsin-Milwaukee
Psychanalytic Origins of Hatred and Genocide
Michael O’Loughlin, Adelphia University
Ethical Components of the War on Terrorism: A Framework
for Peace
Education
Session chair: Kathy Bickmore, OISE/University of Toronto
Discussant: Edyth J. Wheeler, Towson University
IV Peace Education Roundtables (Paper Presentations)
**SIG SESSION – SIG-PE-4 –
Tuesday, Apr. 22nd, 2:15-2:55 p.m., Sheraton, Chicago
Ballroom 7,
Ballroom Level
Cultivating a Globalized and Localized Peace Pedagogy:
Indiana’s
Contribution and Cultural Immersion Projects
Edward J. Brantmeier, Indiana University
Educating for Freedom: Voices Heard/Voices Ignored
Peter B. Hilton, Horace R. Hall; and Terrence O. Jones,
University of Illinois-Chicago.
Educational Leadership in a Belligerent Era
Ronit Bogler, Open University of Israel
Idealism as Praxis
Shelley K. Jones, University of British Columbia
Reflections of Terror: Educating for Justice, Equity,
and Peace
Young-Joo Kim, Nikloleta Christodoulou; and
Terrence O. Jones,
University of Illinois-Chicago.
Teaching and Learning Peace
William M. Timpson, Colorado State University
The Cuban Missile Crisis: Student Perceptions from the
United States
and Russia
Stephen C. Sesko, Monterey Institute of International
Studies
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GRADUATE STUDENTS SHARING THEIR RESEARCH:
We will
have three graduate student sharing their research in peace education during
our Business Meeting: Tom Cavanagh, Colorado State University, Christine
Ching, Chaminade University (Honolulu), and Christine Eiserman, Loyola University.
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OTHER NEWS OF NOTE:
The Fourth Annual International Peace Writing Awards, sponsored by the Omni Center for Peace, Justice, &
Ecology of Fayetteville, ARK and the Peace and Justice Studies Association
of Evergreen State College, Washington awarded a prize to our SIG member,
Mary Lee Morrison. She has presented to the SIG Graduate Students’ session
in 2001 and 2002 on her dissertation on Elise Boulding, noted sociologist
and peace researcher. The cash award was for an unpublished manuscript, a
biography, The Life of Elise Boulding. Mary Lee also founded Pax Educare,
the Connecticut Center for Peace Education in Hartford.
The Freeman Fellowship: Student Peace Movement: The Peace Action Education Fund has established the Freeman
Fellowship for young people in college or recent graduates interested in “promoting
campus activism for peace, disarmament and economic justice. “They coordinate
the Student Peace Action Network. The 13-month Fellowship in Washington, DC
begins in June/July and offers a monthly stipend of $1,500 and health insurance
coverage. See the website for additional information: www.peace-action.org
Applications are due March 1, 2003.
The Kosovo Educator Development Project in Pristina, Kosovo has appealed for help with their
resources, needed for the success of their program to train pre-service and
in-service teachers. Any contributions should be sent to: Ms. Jennifer Diakiw,
Communication Officer, Dean’s Office, Faculty of Education, University of
Calgary(add address)
The Gloria Barron Prize for Young Heroes recognizes outstanding young people ages 8 to 18 “who
have shown leadership and courage in public service to people and our planet.
. . to share positive examples of heroism with as many young people as possible.”
Deadline for adults to nominate young heroes is May 30, 2003. Contact: www.barronprize.org
TheFoucault and Education SIG & Disability Studies
in Education SIG will have a session on Postmodern Perspectives on Technologies
of Difference and Education: International and Comparative Studies, on Sunday,
April 20th, 12- 5 p.m. and Monday, April 21st, 9 – 3
p.m. See Educational Researcher
(Feb. 2003) for further information.
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VOICES
OF PEACEMAKERS:
Editor’s Note: With this short piece by Roberta and Warren Heydenberk
we would like to launch a new feature for our Online Newsletter. If you would
like to write a short piece (2-3 pages) about the research you are involved
in, joint ventures with schools or other groups, please contact the Online
Newsletter with your suggestion for a topic (astomfay@unf.edu).
This piece can serve as a model. We welcome adding your “Voice(s)” to our
Newsletter.
Conflict
Resolution: The Path from Alienation to Activism in Our Schools
By
Roberta and Warren Heydenberk, Lehigh University
The existence of school-based conflict resolution
programs is currently threatened by pressures placed on our nation’s schools
to raise academic achievement scores (Heydenberk & Heydenberk, 2002).
From a decade of research, we have identified several reasons why conflict
resolution programs are essential in our schools.
Our initial conflict resolution investigation
was conducted in a neighborhood characterized by extreme unemployment, poverty,
and high incidence of violent and aggressive behavior – even among elementary
students. Change was in order and it was urgently needed. In an attempt
to generate interest and to inform the community, conflict resolution program
brochures were sent to the homes of nearly 600 homes of the elementary students
at the inception of this 4-year conflict resolution program. The conflict
resolution trainers and teachers received only a few responses to the brochure,
among them some very negative responses to the proposed conflict resolution
program. Parents were cynical about yet another program in their school.
Initial pretesting of students revealed a consistent
pattern of alienation and cynicism. Most students reported feeling fearful
in school at times. The majority of students did not feel that their classmates
liked or respected each other, and many students did not feel hopeful about
the future (e.g., the majority of students responded negatively to “My future
is happy.”).
A feeling of safety is essential to academic success.
Creating an environment that is physically, psychologically, and socially
safe is the first step in restoring hope and achievement (Goleman, 1994, 1995;
Heydenberk & Heydenberk, 2000). In a threatened state the brain downshifts,
the process wherein brain activity is directed to the lower brain (the fight
or flight center) instead of to the cerebral cortex where critical thinking
occurs (Goleman, 1995; LeDoux, 1996). As well, hopelessness creates students
who won’t strive to achieve, and who won’t take chances, which are requisite
for learning (Heydenberk & Heydenberk, 2000). Controlling for IQ, children
who “possess higher hope perform better in the scholastic and athletic arenas”
(Snyder, 1994). Conflict resolution skill development and restoration of
a sense of hope and safety were the team’s first goals (Bailey & Bochnowicz,
1997).
Despite the school and community challenges, trainers
and teachers developed a conflict resolution school program on their own time.
The program included training in problem solving, communication skills and
development of affective vocabulary. Skills were reinforced and practiced
during daily integration into the academic curriculum.
By the end of the first year of implementation
there were dramatic reversals in students’ sense of safety and hope, as well
as statistically significant changes on the Student Attitudes About Conflict
(a standardized conflict resolution instrument). Students began to resolve
problems once they were empowered with new skills, communication processes,
and vocabulary. The hopeful, hardworking students felt safe, and teachers
reported that students spent more time on their school work and less time
in conflicts.
After year two the conflict resolution strategies
and communication processes which were taught within the school began to appear
in their neighborhood. Approximately 80% of the students reported routine
use of conflict resolution strategies outside of the classroom, evidence that
the conflict resolution processes had been internalized and the strategies
were being habitually applied to life situations outside of the class environment.
Many of the students in the program had trained or modeled what they learned
about resolving conflicts with their families, siblings, or friends.
In a subsequent four-year conflict resolution
study, students in a nearby urban charter school showed similar increases
in students’ problem-solving abilities, feelings of safety and sense of belonging.
As well, the charter school study showed consistent increases in academic
achievement on standardized measures such as the Iowa and Metropolitan achievement
tests. Furthermore, the charter school students’ scores on standard measures
were consistently higher than scores on similar students in schools that send
students to the charter school.
In both situations the challenges of the neighborhoods
remained, but the students’ new abilities to face the challenges posed within
the school and within the community had transformed their perceptions, and
consequently, their ability to learn. These findings should counter fears
that the time taken to integrate conflict resolution skills detracts from
academic goals. Instead such programs may be essential to academic achievement
and social success.
References:
Bailey, S. & Bochnowicz, J. (1997). Personal communication.
Goleman, D. (1994). Emotional literacy: A field
report. Kalamazoo, MI:
The Fetzer Institute.
Goleman, D. (1995). Emotional intelligence: Why
it can mean more than
IQ. New York: Bantam Books.
Heydenberk, W. & Heydenberk, R. (2000). A powerful
peace: The
integrative thinking classroom. Needham Heights, MA: Allyn &
Bacon.
Heydenberk, W. & Heydenberk, R. (2002). Tools
of achievement – tools
of peace. ACResolution, Fall, 18-21.
LeDoux, J. (1996). The emotional brain: The mysterious
underpinnings
of emotional life. New York: Touchstone Publishing.
Snyder, C.R. (1994). The psychology of hope.
New York: Free Press.
FUTURE SITES & DATES FOR AERA ANNUAL CONFERENCES
2003 – Chicago, April 21-25
2004 – San Diego, April 12-16
2005 – Montreal, April 11-15
2006 – San Francisco, April 8 – 12
2007 – Chicago, Date to be announced
Note: These dates are on the AERA website: http://aera.net/meeting/future/html
Reflections
from a Mini-Course with Bishop Desmond Tutu
February
18, 2003
The University of North Florida in Jacksonville
has been privileged to have Bishop Desmond Tutu from South Africa, Nobel Peace
Prize laureate(1984) and noted peacemaker as a distinguished Eminent Scholar
in residence during the spring semester. He taught several courses for students
and mini-courses that were open to the general public. During this time his
courses included his personal reflections on events in South Africa from the
1970s when apartheid was at its peak to the advent of democracy in the 1994
elections. On two evenings, I was privileged to participate in sessions that
he taught. These are some of my reflections along with his comments:
He moved down from behind the podium this evening,
moving closer to our class, standing in front of the first row of tables in
one of our larger Conference Rooms at our University Center. He was dressed
casually in a maroon and black-figured cardigan sweater over beige slacks.
His round, smiling face was topped by a circle of white hair. As usual,
he was smiling broadly as he greeted us, making direct eye contact with many
present.
He began by sharing that he took part in “one of
several moments of great happiness on Saturday. . . the first was when Nelson
Mandela came out of jail and the second was on Saturday when I took part in
the anti-war demonstrations in New York City.”
He added: “I believe that there is goodness in people.
On Saturday, it was an awesome experience of caring - as if God was smiling
down on all of those people. It was overwhelming to see wave upon wave of
people . . . young people with children in prams and others older who seemed
to be doing something they already knew how to do. . . We were demonstrating
for peace and nonviolence . . . There is a lot of evil in the world. But
it is important also to celebrate goodness. The celebration on Saturday was
a caring experience . . . that we wish we could invent in . . . all parts
of the world in our time.”
He concluded these remarks on the demonstration
by saying that : “There was a deep sense of the fundamental goodness of human
beings. God may have been smiling down on us and saying “Thank goodness!”
He went on to tie these reflections into the topic
of the Mini-Course – the Truth and Reconciliation Commission in South Africa
that he headed when both victims and perpetrators applied for amnesty, after
committing atrocities during the decades of apartheid. He stressed that both
victims and perpetrators paid a heavy price for the violence. For the white
officials (even Commissioners), they often experienced broken families, public
humiliation and frequent divorces. He concluded our mini-course with these
words:
“God has a sense of humor . . . he is totally
incapable . . . of despair. We are an unlikely bunch. . . If it could be
done in South Africa it can be done everywhere. We can have hope.”
He graciously signed copies of his books and invited
participants to have their photo taken with him. It was a heartwarming, deeply
personal experience we will all long remember.
Aline Stomfay-Stitz, Online Newsletter Editor
Associate Professor of Education, University of North
Florida
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ONLINE RESOURCES FOR PEACE EDUCATION
Note: For resources, I have included several from the
Boston Research Center, the Lion and Lamb Peace Arts Center at Bluffton College
and the Wilmington College Peace Resource Center.
Bernard van Leer Foundation, Amsterdam: International
Projects to
support children (including some for peace: Sesame
Street Kids for
Peace)
www.bernardvanleer.org
Blueprints for Violence Prevention (University of Colorado
at Boulder)
www.colorado.edu/cspv/publications/blueprints.html
Boston Research Center, founded in 1993 by Daisaku Ikeda,
Buddhist
peace activist. Newsletter available by email at:
pubs@brc21.org
Children’s Music Network: Songs about Peace, Justice,
Nonviolence
www.office@cmnonline.org/Poeace.htm
Culture of Peace News Network (CPNN): Global network
of Internet sites, a project of the UN International Decade for a Culture
of Peace and Non-violence for the Children of the World
www.cpnn-usa.org/about.html
Mennonite Church of the Brethren: Peace Education Commission
www.usmcbems/peaceministry/index
Move-On: Activist organization showing how the Internet
can be used to bring democracy back to politics
www.moveon.org/technicaldifficulties
Poetry Against the War: Chicago Poetry Group
www.poetry.macworkshops.com
Sexual Harassment in Schools Project(Wellesley College)
www.wcwonline.org/harassment/titleix-index
Stanley Foundation-Policy Bulletin: Laying a durable
foundation for
post-conflict societies
www.reports.stanleyfoundation.org
Teaching Tolerance (magazine has an online archive of
lessons teaching peace, justice, equality)
www.tolerance.org
- Click on “teachers’ tab.”
Wilmington College Peace Resource Center – Online Newsletter
via
email: prc@wilmington.edu
- Sign up with email message.
Women’s Caucus for Gender Justice (UN Resolution 1325)
www.iccwomen.org
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RECENTLY PUBLISHED BOOKS
Special Note: Peace Education, 2nd ed. has been completed
by Ian Harris, one of our founding members of the SIG and former SIG Chair
and co-author Mary Lee Morrison, founder and director of Pax Educare, Connecticut
Center for Peace Education in Hartford, who shared her research (before earning
her doctorate) with us at previous Business Meeting sessions for graduate
students. Book is available through McFarland & Co., Box 611, Highway
88 West, Jefferson, NC 28640-0611 for $43.95 including shipping charges.ISBN-0-78964-1487-1.
Request for purchase by your Library would ensure that peace education has
a place in your book collections.
Ashton, N. (2002). Kennedy, MacMillan and the ColdWar:
The irony
of interdependence. New York: Palgrave
Macmillan.
Berlowitz, M.J., Jackson, E.R. & Long, N.A.(Eds.)
(2002). Reflections
of African-American peace leaders, 1898-1960s:
A documentary
history. Lewiston, NY: Edwin Mellen Press.
Bloomfield, M. (2000). Peaceful revolution: Constitutional
change and
American Culture from Progressivism to the New
Deal. Cambridge:
Harvard University Press.
Boston Research Center. (2002/2003). Subverting greed:
Religious
perspectives on the global economy. Available
through Orbis Books
(www.orbisbooks.com).
Conca, K. & Dabelko, G.D. (Eds.). (2002.) Environmental
peacemaking. Baltimore, MD: Johns Hopkins
Press.
Derber, C. (2002). People before profit: The new
globalization in an
age of terror, big money, and economic crisis.
New York: St.
Martin’s Press.
Hadley, M. (Ed.) (2001). The spiritual roots of restorative
justice.
Albany, NY: SUNY Press.
Hagan, J. (2001). Northern passage: American Vietnam
War resisters
in Canada. Cambridge: Harvard University
Press.
Hart, G. (2003). Disabling globalization: Places
of power in post-
apartheid South Africa. Berkeley: University
of California Press.
Jones, C.V. (2003). Toward a just world: The critical
years in the
search for international justice. Chicago:
University of Chicago
Press.
Kaiser, D. (2002). American tragedy: Kennedy, Johnson,
and the
origins of the Vietnam War. Cambridge:
Harvard University Press.
Lincoln, M. (2003). Conflict resolution communication:
Patterns
promoting peaceful schools. Lanham, MD:
Scarecrow Press.
Mathews, D. (2001). War prevention works: 50 stories
of people
resolving conflict. Oxford Research Group.
Miller, D. (2001). Principles of social justice.
Cambridge: Harvard
University Press.
Nagler, M.N. (2001). Is there no other way?: The
search for a
nonviolent future. Berkeley Hills Books.
Opmiller, R.J. (2002). Lotus unleashed: The Buddhist
peace movement
in South Vietnam. University Press of Kentucky.
Polletta, F. (20003). Freedom is an endless meeting:
Democracy in
American social movements. Chicago: University
of Chicago Press.
Ripsman, N.M. (2003). Peacemaking by democracies:
The effect of
state autonomy on the post-World War settlements.
Penn State
University Press.
Shaw, M. (2003, May). War and genocide: Organized
killing in
modern society. Polity Press.
Zinn, H. J. & Arnove, A. (Eds.) (2002). Terrorism
& War. Seven
Stories Press.
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