Peace and Justice: It's up to YOUth - RESOURCE PACK - National Youth Council of Ireland
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Peace and
Justice:
It’s up to YOUth
D E V E L O P M E N T E D U C AT I O N
G L O B A L C I T I Z E N S H I P E D U C AT I O N
RESOURCE PACK
National Youth Council of Ireland
The National Youth Council of Ireland (NYCI) is the representative body for voluntary youth
organisations in Ireland. We use our collective experience to act on issues that impact on young
people. www.youth.ie
NYCI Development Education Programme
The National Youth Council of Ireland Development Education Programme (NYDEP) works
to integrate development education into the core programmes of youth organisations. The
programme is committed to promoting equality of outcome for all. www.youthdeved.ie
Written by: Valerie Duffy, Ismael Hayden, and Dermot O’Brien
Edited by: Valerie Duffy and Elaine Lowry
First published by: © National Youth Council of Ireland 2017. All rights reserved.
ISBN: 978-1-900210-46-1
Design and Print: Ray O’Sullivan www.pixelpress.ie
Special thanks to: Michael Doorly, Olive Towey, & Active Citizenship (Concern Worldwide);
Jean-Marie Cullen, James Doorley, Anne O’Gorman, Anne Walsh, Sally Daly, Daniel Meister and
NYCI Colleagues; Jenny MacDonald (Desert Fish Productions); Dr. Hilary Tierney (Maynooth
University); Ellen Donnelly, Jen Murphy (Trocaire); Joe Redmond (Maynooth University Student);
Tammy Tallon (Crosscare); Aoife Nic Lughadha (Feachtas); Karol Quinn (Scouting Ireland); TJ
Hourihan (YMCA); Leti Gorini (YWI Galway); Elaine Nevin (ECO-UNESCO); Tony Daly, Ciara
Regan (developmenteducation.ie); Lauren Flanagan and Paul Dockery (UN Youth Delegates for
Ireland); Suzanne Keatinge, Louise Finan (Dochas); Frank Geary, Elaine Mahon, Eimear Green,
Sal Healy (IDEA); Mary Margaret Ryan (Freelance Trainer); Stephanie Beechcroft (European
Youth Forum); Coalition2030; Leargas; Liberties College; Mosten Mutale and Micheal Chanda
(Barefeet Theatre Ireland).
Disclaimer: The National Youth Development Education Programme gratefully acknowledges
funding support from Irish Aid at the Department of Foreign Affairs and Trade, Trócaire, and
Concern. The views expressed herein are those of the National Youth Council of Ireland and can
in no way be taken to reflect the official opinion of Irish Aid.
NYCI is a signatory of the Dóchas Code of Conduct on Images and Messages
(see www.youth.ie for more).
This book is printed on Forest Stewardship Council ™ certified paper.
CONTENTS
Age Page
Introduction
One World Week 2017
How to use this resource
Contents
The Sustainable Development Goals
Ireland and the SDGs
Coalition 2030: Working together to deliver
the Sustainable Development Goals
Working With Values: The ICARE framework
Age Page
Focusing on Peace
FramingIntroduction.
Activity: Voices in peace and conflict
.......................................................................................................................................................................2
Activity 1: Words Have Power
One World
Activity 2: Violent Extremism Week 2017.........................................................................................................................................5
Activity 3: Playlist
How to foruse
Peace this resource....................................................................................................................................6
Activity 4: Children in Conflict
Focusing TheonSustainable
Justice Development Goals................................................................................................................7
Framing Activity: The Two P’s - Perception and Perspective
Ireland and the SDGs....................................................................................................................................................8
Activity 5: Climate Justice - Spaceship Earth
Activity Coalition
6: Restorative
2030: JusticeWorking together to deliver the
Activity Sustainable
7: Borders Development Goals......................................................................................................................... 10
Activity 8: No Justice No Peace: Perspective taking
for Truth, Peace, and
Working With Justice
Values: The ICARE framework..........................................................................................12
Focusing on Strong Institutions
Activity Focusing on Peace.
9: Institutions We Have, ........................................................................................................................................................14
Institutions We Need
Activity 10: Changemakers
Framing Activity: Voices in peace and conflict....................................................................................15
Activity 11: Do You Know What It’s Like?
Activity2250:
Activity 12: UNSCR 1: Words 5 PillarsHavefor Power..............................................................................................10+...................17
Action
Activity 2: Violent Extremism...............................................................................................14+....................18
Taking Action Activity 3: Playlist for Peace..................................................................................................10+...................21
Activity
Activity 13: Tools 4: Action in Conflict............................................................................................10+.................. 23
forChildren
Poster on Justice...................................................................................................................................................... 27
17 GoalsFocusing
Framing Activity: The Two P’s - Perception and Perspective..........................12+................... 28
Contacts
Activity 5: Climate Justice - Spaceship Earth.............................................................10+.................. 30
Activity 6: Restorative Justice..............................................................................................10+.................. 33
Activity 7: Borders.......................................................................................................................8+..................... 35
Activity 8: No Justice No Peace: Perspective taking for Truth,
Peace, and Justice.......................................................................................................................12+....................37
Focusing on Strong Institutions.........................................................................................................................40
Activity 9: Institutions We Have, Institutions We Need.......................................10+...................41
Activity 10: Changemakers....................................................................................................10+.................. 43
Activity 11: Do You Know What It’s Like?......................................................................Any................. 44
Activity 12: UNSCR 2250: 5 Pillars for Action.............................................................12+................... 46
Taking Action
Activity 13: Tools for Action...................................................................................................12+................... 48
17 Goals Poster................................................................................................................................................................. 49
Contacts............................................................................................................................................................................... 50
1
Introduction
Another world is not only possible, she is
on her way. On a quiet day, I can hear her
breathing.” Arundhati Roy
When hope becomes a radical, positive force
This One World Week resource is about hope. Not the hope that is powerless and
relies on a ‘wait and see’ approach to the future. Not the hope that opts out of any
personal responsibility or accountability. Certainly not the hope that sits one step up
from a pessimism, that seeks to overwhelm us and drain any energy we may have to
act on achieving the Sustainable Development Goals in Ireland and in every country in
the world.
In focusing on Peace and the Sustainable • teachers, parents, youth workers, citizens
Development Goals – Goal 16 - we set out to and young people in rich and poorer parts
provide opportunities for young people (and those of the world (North and South) advocating
who work with young people) to engage more on and building school, youth and community
key issues of our time, to reflect on root causes environments free from violence and all forms
and consequences, and to clear a path for this of discrimination;
generation to lay strong foundations for present • Indigenous peoples struggling through
and future pathways to peace, justice, equality, and active nonviolence for their rights to self-
human rights. determination and cultural survival in the face
Amid the noise, fear, and misinformation in the of development aggression;
world, there are many reasons to be hopeful. • the collaboration of North and South citizens
Despite global and local challenges, every day, to transform the policies and practices of
people are striving to build a better world for states, intergovernmental agencies (e.g., the
themselves and for others. Examples include: International Monetary Fund and the World
Bank) and private-sector institutions (e.g.,
• the patient but courageous efforts of ordinary transnational corporations) so that free trade
people to create zones of peace free from and global investment regimes do not violate
armed conflicts between government and human rights and sustainability principles;
armed opposition groups;
• the efforts of combatant groups to resolve
• the building of grassroots communities conflicts and civil wars through peace accords;
among rural and urban poor to promote
alternative, reliant, just and sustainable • the campaigns to end the arms trade that fuels
development; countless armed conflicts; and
• women struggling worldwide for their human • the increasingly common gatherings of civil
rights and for development that overcomes society groups and movements proposing
traditional and/or modernisation-imposed alternative visions of people-centred
gendered inequities; development, sustainability, global democracy,
human rights, intercultural respect and a
simplified life.
Source: Toh Swee-Hin of the University for Peace, Costa Rica: http://commonthreads.sgi.org/post/142788274643/educating-for-peace
2
Sustainable Development Goal 16
PEACE & JUSTICE
Promote peaceful and inclusive societies for sustainable development,
provide access to justice for all and build effective, accountable and inclusive
institutions at all levels.
• 16.1 significantly reduce all forms of violence and related death rates everywhere
• 16.2 end abuse, exploitation, trafficking and all forms of violence and torture against
children
• 16.3 promote the rule of law at the national and international levels, and ensure equal
access to justice for all
• 16.4 by 2030 significantly reduce illicit financial and arms flows, strengthen recovery
and return of stolen assets, and combat all forms of organised crime
• 16.5 substantially reduce corruption and bribery in all its forms
• 16.6 develop effective, accountable and transparent institutions at all levels
• 16.7 ensure responsive, inclusive, participatory and representative decision-making at
all levels
• 16.8 broaden and strengthen the participation of developing countries in the
institutions of global governance
• 16.9 by 2030 provide legal identity for all including birth registration
• 16.10 ensure public access to information and protect fundamental freedoms, in
accordance with national legislation and international agreements
• 16.a strengthen relevant national institutions, including through international
cooperation, for building capacities at all levels, in particular in developing countries,
for preventing violence and combating terrorism and crime
• 16.b promote and enforce non-discriminatory laws and policies for sustainable
development
3
The most common way people give up their
power is by thinking they don’t have any.
Alice Walker
Why is it important that young people are engaged on global
citizenship issues and particularly on peace and security?
• At 1.8 billion, today’s young • Some 74 million young people are
generation (10-24 year old) is unemployed and more than 600
the largest the world has ever million jobs need to be generated
known and youth are often the globally (including Ireland) by the year
majority of the population in 2030.
countries affected by armed
• By 2050, with a projected increased
conflict.
global population of 9.6 billion, we
• In Ireland, one third of the would need the equivalent of almost
population are under 25 years 3 planets worth of resources to
and particularly those aged 10-24 sustain our way of living, if our current
years represent 18.3% of the total consumption and production patterns
population of 4.59 million people. remain the same.
• It is estimated by the United • Ensuring young people’s active
Nations that close to 90% of the and meaningful education and
world’s youth live in developing participation of young people on
countries (some of the poorest global and justice issues such as peace
nations on the planet). and security is a demographic and
democratic imperative.
• More than 500 million young
people aged 15-24 live on less • It is a way of working towards the
than $2 a day. prevention of marginalisation,
extremism and engagements in
conflict.
Sources:
http://www.un.org/youthenvoy/youth-statistics/
https://www.dcya.gov.ie/documents/publications/20151008NatYouthStrat2015to2020.pdf
http://unoy.org/wp-content/uploads/Guide-to-SCR-2250.pdf
The hope within this resource is a powerful and positive The hope within this resource demands a commitment
force. It sits on the shoulders of young people and to the targets of the Sustainable Development Goals
demands that young voices be heard, their questioning in the name of our shared humanity. It recognises the
voices, their dissenting voices, their angry voices, fundamental value and powerfulness of the contribution
their defiant voices, their diplomatic voices, and their of young people to peace building, justice and strong
positive and passionate voices for change. It is the hope institutions. It is an invitation in the present to take action
of transformation, a hope that requires purpose and for the future.
planning and meaningful engagement - by everyone and
by young people especially. It is a hope that is nurtured SDG16 as a framework for achieving hope,
by compassion and driven by a commitment to foster a UNSCR 2250 as a driver of hope.
better world in which equality, freedom, human rights,
sustainability and justice flourish as part of the ongoing
struggle for global democracy.
4
One World Week 2017
One World Week is a week of youth-led awareness raising, education and action that takes place
throughout Ireland during the third week in November every year.
It coincides with the anniversary of the adoption of the Development Education inspires global solidarity
UN Convention on the Rights of the Child. During One by supporting people to fully realise their rights,
World Week young people learn about local, national, responsibilities and potential as global citizens.
and global justice issues and take action to bring about Development Education enables people to take action
change. Some organise public events, quizzes and locally and globally - ensuring that such action will
debates, invite guest speakers or have intercultural contribute to desired transformations in the social,
evenings. Others undertake projects using the arts: cultural, political and economic structures which affect
through film, drama, art and song. Many groups publicly their lives and the lives of others. By engaging with
display the work they have done in preparation for One Development Education, learners develop the values,
World Week, or lead other people in undertaking a public knowledge, skills and attitudes necessary to become
action. active global citizens and advocate for change.
The National Youth Council of Ireland (NYCI) is part of Irish Aid is the Government’s official aid programme
the Global Education Week Network, coordinated by the administered by the Department of Foreign Affairs and
North-South Centre of the Council of Europe. NYCI is a Trade, working on behalf of the Irish people to address
member of the European Youth Forum and supports the poverty and hunger in some of the poorest countries in
UN Youth Delegate Programme for Ireland. NYCI is also a the world. Development Education contributes to the
member of Coalition 2030 which is an alliance of 100 civil realisation of Irish Aid’s vision for a sustainable and just
society organisations - international and domestic NGOs world, by providing an opportunity for people in Ireland to
- committed to and working towards upholding Ireland’s reflect on their roles and responsibilities as global citizens
commitment to achieving the Sustainable Development and by encouraging people to take action for a fairer and
Goals (SDGs) at home in Ireland and in over 50 countries more sustainable future for all.
by 2030.
One World Week and the National Youth Council of
Development Education is at the core of One World Ireland’s Development Education work feeds into Irish
Week. For those of you new to this way of thinking Aid’s Strategic Goal which is:
and educating, Development Education is a lifelong
educational process which aims to increase public People in Ireland are empowered to analyse and
awareness and understanding of the rapidly changing, challenge the root causes and consequences of
interdependent and unequal world in which we live. By global hunger, poverty, injustice, inequality and
challenging stereotypes and encouraging independent climate change; inspiring and enabling them to
thinking, Development Education helps people to become active global citizens in the creation of a
critically explore how global justice issues interlink with fairer and more sustainable future for all, through the
their everyday lives. Informed and engaged citizens are provision of quality Development Education.
best placed to address complex social, cultural, economic,
political, and environmental issues linked
to development. Development Education
empowers people to analyse, reflect
on and challenge at a local and global
level, the root causes and consequences
of global hunger, poverty, injustice,
inequality and climate change; presenting
multiple perspectives on global justice
issues.
5
? How to use this
resource
This resource explores the issue of Peace and its connection with the Sustainable
Development Goals. Please feel free to use the activities to explore human/youth/
children’s rights issues, particularly those in the news or issues that you have already
been working on with your group.
• Each activity has a suggested age range. However, we recommend you read each activity and decide if it
is appropriate to your group.
• Some issues may be sensitive among members of your group. Check through the full activity before
choosing it, and also be aware of the reactions among members of your group.
• You can start with Activity One and work your way through the pack. Or, you can pick and choose
activities according to the interests of your group or the time and resources available.
Whilst this resource has a natural flow that we feel builds momentum from workshop to workshop, we are
also mindful that in some settings there is a preference to use a workshop as a standalone.
The Resource is divided into the three core elements of SDG 16 which are:
1. Peace
2. Justice
3. Strong Institutions
Working with values is a section that The idea behind boxes explain the thinking
we feel is a perfect introduction to any behind each activity so that you know the
of the workshops, especially if it is being different themes and ideas we are seeking to
delivered as a once off. It provides an explore, and also our reasons for doing so.
attention directing tool for thinking about This deeper understanding of the activities will
and working towards achieving SDG 16 in allow you to adapt or repurpose them for use in
an accessible way that places importance different contexts exploring different subjects.
on individual and societal responsibility for
Peace, Justice, and Strong Institutions. Know your group: whilst we have gone some
ways to making this resource as accessible
The framing activities (Peace and Justice) as possible to most groups, educators and
are activities aimed at supporting the group facilitators will have to adapt where appropriate
to begin to frame their understanding of depending on your group or context. We
the themes. The concepts at play in terms recommend giving yourself some preparation
of peace, justice and strong institutions can time before delivering a workshop. Knowing
be hard to reach for some young people your own group and the context of your
so it is our hope that the framing activities working space with them will give you the
support a connection in that regard. scope to adapt or organise the workshop to
best support positive engagement and learning.
Activity quotes: each activity will have a The important thing is to have everyone
quote that we feel encapsulates the soul discussing and questioning what is happening
of the activity. If possible, write the quote in the world and how fair or unfair it is, and
up where the groups can see it and use create a greater understanding of the links
the quotes along with the text in the idea between Ireland and the world and how young
behind boxes in explaining the activity. people can bring about change.
We hope that you have fun and success using this activity pack and we welcome any comments you wish
to make on the activities or the outcomes from your events. We would be delighted to hear from you at
deved@nyci.ie
6
The Sustainable
Development Goals
The Sustainable Development Goals - A The transformative nature of the SDGs can be found
National and Global Agenda in how our way of working and our partnerships and
focus will have to be restructured - where groups,
World Leaders (including Ireland) have committed to organisations, and colleagues who have had no reason to
achieving 17 Sustainable Development Goals or Global work together before will now find themselves shoulder
Goals between 2015 and 2030. From the diagram you will to shoulder, collaborating to bring about positive change
see that they cover many big issues of poverty, hunger, for people and for planet.
education, climate, equality, innovation, peace, and
partnerships. National Implementation/Action Plans are or will be
drawn up in every country with government working with
The Sustainable Development Goals promise a “universal, business and civil society to bring about change for the
integrated and transformative vision for a better world” common good. Reporting mechanisms will make explicit
(Ban Ki-moon - former UN Secretary General). reference to the need for government policies to make
institutional changes that will promote inclusion, equality,
One of the key principles of the SDGs is that it pledges to
and economic security. These are all drivers of personal
“leave no one behind”.
wellbeing and development.
The universal nature of the SDGs means that all countries
Finally, SDGs recognise the need for goals and targets
have a responsibility to achieve the goals, in their own
to be integrated based on the three dimensions of
country and in countries throughout the world. The
sustainable development: the economic, social, and
uniqueness of this agenda is that in every country in the
environmental.
world, some government, NGO, young person, educator
and citizen is talking about or working on achieving the
Sustainable Development Goals.
7YOUth Summit on Migration and SDGs
2016 – Photo YMCA Ireland
Ireland, Development Education, Global Key aspects to note:
Citizenship Education and the SDGs • Ireland will voluntarily report to the High Level
Much of our work to achieve all the SDGs will be Political Forum (HLPF) of the United Nations in New
undertaken through SDG4.7 which focuses on Global York in July 2018
Citizenship Education (GCED) including Development • In advance of the HLPF, a report on Ireland’s SDGs
Education. This is a specific target under Sustainable work and progress will be produced involving all key
Development Goal 4 which focuses on Quality Education. pillars of society including Government, Civil Society,
This target will: and Business. This report will be presented at the
HLPF and will be available online for everyone to read
By 2030, ensure that all learners acquire the (June/July 2018)
knowledge and skills needed to promote sustainable • A National Implementation Plan (NIP) will be written
development, including, among others, through and produced in early 2018. This will outline what
education for sustainable development and Ireland intends to focus on - its goals, targets, and
sustainable lifestyles, human rights, gender equality, indicators. It is against this document that we will be
promotion of a culture of peace and non-violence, able to align our work and check in with Government
global citizenship and appreciation of cultural as to what progress is being made
diversity and of culture’s contribution to sustainable • A new Senior Officials Group (from each Government
development. Department) is in place to specifically work on the
SDGs
SDG4.7 will be crucial in building the conditions for a
• A new Inter-Departmental Working Group (from
more peaceful, fair, and sustainable world. We have to
each Government Department) has been established
raise awareness about the SDGs with the public and
specifically to work on the SDGs
those with whom we work and Development Education
• A new Stakeholders Forum will be created in 2018 to
is centrally placed to do this. We have to provide the
work with Government to ensure Ireland remains on
educational information, tools, and pathways where
track to achieve the targets and indicators set out
learners can deepen their knowledge, values, and
• Coalition2030 - an alliance of civil society
understanding about the SDGs and the confidence
organisations - will continue to work to bring about
and critical thinking skills to share their learning using
change with regard to the SDGs. Coalition 2030
whatever platform or method works best for them
comprises over 100 organisations - international
including peer education, activism and publicly engaging
and domestic NGOs as well as youth organisations,
with others, youth policy making, youth research,
environmental groups, academics, and Trade Unions
academia, participation/representation at and in events,
whose expertise ranges from children and youth
etc. Each of us - learners, educators, young and not so
rights to environmental sustainability and from
young have a part to play in ensuring Ireland in particular
humanitarian relief to long term development and
achieves SDG4.7 both in formal education and non-formal
development education.
education work that we undertake and participate in.
2018 is going to be a ground-breaking year for the
In response to the introduction of the SDGs in 2015 -
Sustainable Development Goals in Ireland and we are all
world negotiations at the United Nations which were
going to have to work closely together to ensure Ireland
co-chaired by Ireland and Kenya - new structures have
remains a world leader on the global stage to ensure that,
been put in place in Ireland and new avenues are being
in these challenging times, ‘no one gets left behind’.
explored.
8SDGS & Working with Young People
ACHIEVING THE SUSTAINABLE DEVELOPMENT GOALS: IRELAND & THE WORLD
LEAVE NO ONE BEHIND
No Poverty Zero Hunger Good Health & Quality Education Gender Equality Clean Water &
Well-being Sanitation
Affordable & Decent Work Industry, Reduced Sustainable Cities Responsible
Clean Energy & Economic Innovation & Inequalities & Communities Consumption &
Growth Infrastructure Production
Climate Action Life below Water Life on Land Peace, Justice Partnerships for
and Strong the Goals
Institutions
NATIONAL YOUTH STRATEGY: 5 OUTCOMES
Active & healthy, Achieving full potential Safe & Connected, respected
Economic security
physical & mental in all areas of learning & protected from & contributing to their
& opportunity
wellbeing development harm world
NATIONAL QUALITY STANDARD FRAMEWORK (NQSF) 5 CORE PRINCIPLES
Young Committed to Educational and Committed to ensuring Dedicated to the provision
person-centred ensuring and developmental and promoting equality of quality youth work and
promoting the safety and inclusiveness in all committed to continuous
and well-being of its dealings with young improvement
young people people and adults
YOU
9United Nations
Security Council
The United Nations Security Council (UNSC) is responsible for overseeing and maintaining peace
and security in the world.
There are five permanent countries that are always part of this Council and these are China, France,
Russian Federation, United Kingdom and the United States of America. These five countries each have
a veto which they can use if they disagree with a proposal or vote. There are also ten non-permanent
countries that are part of the UNSC and they are each elected for two year terms. These ten countries
do not have a veto.
The UNSC is one of the five main organs of the UN. The others are: the General Assembly; the
Secretariat; the International Court of Justice; and the Economic and Social Council.
Ireland is running for a position on the UN
Security Council
Ireland is running for a two-year term, 2021-2022. There
are two places up for election under the “Western Europe
and others” group. Those standing for election are
Ireland, Norway and Canada.
To win a seat, Ireland will need two-thirds of voting
member states to cast their vote in favour of Ireland at
the General Assembly. Therefore at least 129 votes are
required - if all 193 states cast their vote. In its election
campaign, Ireland will be discussing its work and track
record in areas such as peace-keeping, global security, UNSC Resolution 2250
disarmament, humanitarian aid, youth engagement, etc.
Resolution 2250 was adopted by the United Nations
Ireland last ran for election and won a seat in 2000. This Security Council (UNSC) in December 2015. This is the
time around, Ireland is the only EU state running for a first ever resolution that deals specifically (thematic
seat. It faces stiff competition from two respected rivals. resolution) with the role of young people (18-29 years
However, Ireland’s record in successfully co-chairing old) in issues of peace and security. The resolution is an
the Sustainable Development Goal/Agenda 2030 important landmark for the recognition of the positive
negotiations between world governments will hopefully role young people can play in conflict and post-conflict
support a successful outcome and result. settings.
What is a Security Council Resolution? Resolution 2250 provides a set of guidelines to member
states, UN and civil society on the development of policies
The Security Council adopts resolutions (opinions) and programmes on youth and security issues - how
on issues relating to international peace and security. conflict impacts young people’s lives and what must be
Resolutions can cover a specific topic or a range of done to mitigate its effects, as well as how youth can be
issues including Countering Terrorism and promoting meaningfully included in creating peaceful communities.
women’s participation in peacebuilding, or it can focus on The resolution is considered a landmark international
the situation of one specific country. A resolution, to be legal framework as it focuses not only on the devastating
successful, must receive at least nine votes and it cannot impact of armed conflicts on youth but also on the crucial
be vetoed by any of the five permanent members. Some role that youth play in managing conflict and establishing
votes pass easier than others where a lot of negotiation is peace processes.
sometimes required among members of the Council.
10Resolution 2250 is legally binding. The title of
resolution 2250 is “Maintenance of International Peace WHY IS RESOLUTION 2250
and Security” which is a reference to Chapter 7, Article
39 in the UN Charter. Security Council Resolutions
IMPORTANT?
under Chapter 7 are binding. It supports a new narrative: Youth is often portrayed
• Read full doc here: either as victims or perpetrators of violence. However, the
http://www.un.org/en/ga/search/view_doc resolution recognises that young people are also engaged
asp?symbol=S/RES/2250(2015) in building peace. It’s an important step to change the
negative perceptions and prejudices people hold against
Another Security Council Resolution, Resolution youth;
2282 (2016) recognises that the scale and challenges
It provides recognition and legitimacy: It is not enough
of sustaining peace requires partnerships between
to build another perception of youth as peacebuilders.
stakeholders, including youth organisations. It also
It is also crucial to recognise that many young men and
reaffirms the important role youth can play in deterring
women are working at grassroots, local, national, regional
and resolving conflicts, and are key constituents
and global levels towards sustainable peace. They deserve
in ensuring the success of both peacekeeping and
a seat at the negotiation table;
peacebuilding efforts.
• You can read Resolution 2282 via: It brings visibility: The resolution provides a new focus
http://www.securitycouncilreport.org/atf/ on youth and peace, giving visibility to the initiatives,
cf/%7B65BFCF9B-6D27-4E9C-8CD3- actions and projects initiated by young people and youth
CF6E4FF96FF9%7D/s_res_2282.pdf organisations towards peace, justice, reconciliation,
promotion of diversity, etc.; It ensures youth protection:
The resolution reminds governments of their
responsibility to protect young people in armed conflict;
It promotes youth representation and participation: The
resolution asks member states to take youth’s needs and
perspectives into consideration. It also demands their
participation at all levels in peace processes;
For more information and supporting
It fosters partnerships: The resolution provides
documents, check out: a platform for partners to work together and build
• http://unoy.org/wp-content/uploads/Guide-to- partnerships with representatives of different sectors to
SCR-2250.pdf generate inclusive peace processes, including the UN,
governments, donors, civil society, youth organisations,
• http://unoy.org/en/2250-toolkit/ etc.;
• http://www.un.org/en/peacebuilding/pbso/ It provides tools for countering violent extremism: The
pdf/Practice%20Note%20Youth%20&%20 resolution acknowledges the threat of violent extremism
Peacebuilding%20-%20January%202016.pdf for youth, but also clearly shows that the majority of
• h2p://www.youthforum.org/assets/2016/05/The- youth are not agents of violence. On the contrary, they
Role-of-the-Youth-Sector-in-PrevenEng-Violent- play a role in countering violence and extremism and in
Extremism.pdf establishing lasting peace. Investing in education and
vocational skills is of the utmost importance;
• https://www.sfcg.org/guidingprinciples/ A guide
that explains why and in what ways to engage It ensures an evidence-based approach: The resolution
young people in peacebuilding programmes. requests the Secretary-General to carry out a process
study on youth’s positive contribution to peace processes
• http://unoy.org/wp-content/uploads/UN-Plan-
and conflict resolution. As a result, more effective policies,
of-Action-to-Prevent-Violent-Extremism.pdf
programmes and responses can be designed;
Plan developed by the UN Secretary-General,
which includes a section on youth empowerment. It ensures accountability: The resolution calls for an
• http://unoy.org/wp-content/uploads/Amman- annual debate in the Security Council to discuss the
Youth-Declaration.pdf the outcome document of progress on the implementation of the resolution.
the Global Forum on Youth, Peace and Security
held in Jordan in August 2015, this declaration is a Source: ‘A Guide to UN Security Resolution 2250’
roadmap towards a strengthened policy framework http://unoy.org/wp-content/uploads/Guide-to-SCR-2250.pdf
on Youth, Peace and Security. Follow UNSCRES2250 via #youth4peace and #SCR2250
– if you are on Twitter
11Working with Values:
The I CARE Framework
“Be the change you wish to see in the world”.
Mahatma Gandhi
Step 1: Divide participants into groups of 3 to 6 and ask them to
make a list of 6 peace and justice issues that they CARE about.
The SDG’s can be a guide.
Aims: To introduce participants to
a framework for reflecting on our Step 2: Give them a copy of the I Care Framework (check in
personal values as well as those we with understanding of each word). Invite them to discuss the
framework and identify how the I Care Framework is relevant to
wish to see in the world. To highlight
one issue they have chosen. How is it relevant on a personal and
important words that help us to societal level?
understand values.
E.g. If War is an issue, how is ‘integrity’, ‘compassion’,
Age: 12+ ‘advocacy’, etc relevant for an individual if we want an end to
War? (Presidents, prime ministers, generals, citizens…).
Time: 30 min+
If refugees or migration is an issue, how might our society act
Materials: Printouts, flipchart paper differently? How does the acceptance of an interconnected
or white/black board for taking world affect how we should respond to refugees? How does a
feedback from groups. rights based approach influence our society’s decisions?
Step 3: Have the groups take notes of what is discussed and give
feedback to everyone.
Step 4: Discuss positives, negatives, challenges, etc (perhaps the
group could consider what the future would be like without I
The idea behind this activity is to Care?).
provide the group with a tool for Step 5: Have a general discussion on how the personal values
framing what it is to care in a way that and ways of relating and interacting on the societal level could
is practical. When working with values give rise to greater peace and justice in the world. Discuss how
participants could promote I CARE personally and within their
it is very easy for things to become
society.
too abstract - this is important for
informing why we act - but it doesn’t
always lead effectively to how we will
act or what actions we will take. The I
CARE Framework seeks to give space
to both encouraging reflection on our
personal values and capacities, and
then thinking about how our societies
need to relate and interact with each
other internationally. In both cases,
participants can seek to promote the
values that lead to more caring people
and societies.
12Working with Values:
The I CARE Framework
I CARE: Personal I CARE: Society
Integrity: Integrity is about Interconnected: in a globalised and
consistently making sure that the interconnected world, our decision has
things you say and the things you do impacts far beyond our national borders.
are in flow with an understanding of An interconnected society needs to be
what is right and wrong. aware of this when it is engaging with
other societies.
Compassion: compassion is about
feeling and thinking about other Cooperation: given the scale of the issues
people who are in distress and facing the world, only through joint
wanting to help. action will progress and positive change
happen.
Advocacy: a valuable way of helping
others is supporting them to have Accountability: accountability is an
their voice heard, or campaigning obligation or willingness to accept
on their behalf. responsibility for the actions carried out
in our name.
Respect: whether working
in partnership with others, Rights based: using human rights as a
or recognising the value and framework for discussing issues and
importance of the interests and lived responses. The UN Declaration of Human
experience of people, respect is key. Rights and the UN Convention on the
Rights of the Child provide the most
Empathy: empathy is our ability to widely accepted global frameworks.
understand and share the feelings
of others. Equity: equity refers to what is reasonable
and fair.
13Focusing on:
Peace
“The practice of being peace is the
foundation of the practice of doing peace”.
Thich Naht Ha
Peace, a word with so much Peace lives within us, it is all around
meaning across the whole span us, it is in our words, our music, our
of human experience from the relationships, our communities, our
individual sense of ‘inner peace’ politics, and it is available to us at any
to the collective aspiration for moment when we choose it.
the whole world to one day be at
peace. The activities in this section aim to
introduce participants to some of
Peace is generally understood to be the big ideas and issues related to
a lack of conflict and freedom from the promotion of Peace, and also to
fear of violence between social look at those who suffer most in its
groups. Often struggling to unravel absence. When seeking to encourage
itself from the idea that it is merely and support young people in engaging
the opposite of war, peace deserves with efforts to promote peace in their
attention in its own right and a world it is important that they have
commitment to cultivation that some understanding of key concepts.
might make war ultimately a distant The following framework and exercise
memory rather than an inseparable will help participants develop their
and acceptable associate. own understanding of peace.
“The art of peace begins with you, foster
peace in your own life and then apply the
art to all that you encounter”.
Morihei Ueshiba
14Framing Activity:
Framing Activity: Voices
in peace and conflict
“We realise the importance of our voice
when we are silenced”.
Malala Yousafzai
Aim: To have participants Step 1: The group line up in one straight line. Facilitator reads the first quote.
reflect on their own
thoughts on peace and Step 2: Participants are asked to walk to an area of the room designated (Agree)
(Disagree) (Not Sure) depending on how they feel about the statement.
conflict using the insights
of relevant activists as Step 3: When they have taken their position, the facilitator asks participants to
inspiration. give reasons for their stance (why? what does it mean to you?)
Age: 10+ Step 4: After participants have heard each other’s reasons, they are invited to
Time: 35mins+ change their stance if they wish.
Materials: Quotes, three Step 5: The facilitator then reveals whose quote it is and allows further
sheets of paper with text: discussion if appropriate.
‘Agree’, ‘Disagree’, and
Step 6: Repeat with next quote.
‘Unsure’, Blutac.
Space: You will need an Step 7: Debrief
open space to facilitate the • What did participants think of the exercise?
movement of the group.
• Was there anything surprising/shocking coming from the quotes/activity?
• Would this exercise/quotes influence your thinking about Peace?
The idea of this activity is to
just get participants thinking
and talking about different
perspectives (including their
own) around peace. We
have intentionally chosen
quotes that will challenge
participants and help
generate discussion. Add
some of your own!
15Voices in Peace and Conflict
Quotes
“Peace cannot be kept by force; it can only be achieved by
understanding.” – Albert Einstein
“Making peace… is much harder than making war.” – Gerry Adams
“I’ve always recognised the importance of standing up to bullies, and
being an outspoken, awkward voice.” – Mary Robinson
“Darkness cannot drive out darkness; only light can do that. Hate
cannot drive out hate; only love can do that.” (perhaps link light and
darkness to truth and lies if group don’t) - Martin Luther King, Jr.
“If you want peace, you don’t talk to your friends. You talk to your
enemies.” – Archbishop Desmond Tutu
“Peace begins with a smile.” – Mother Teresa
“Where choice is set between cowardice and violence, I would advise
violence.” – Mahatma Gandhi
“If you want to end the war then instead of sending guns, send books.
Instead of sending tanks, send pens. Instead of sending soldiers, send
teachers.” – Malala Yousafzai (17 year-old Noble Peace Laureate)
“It isn’t enough to talk about peace. One must believe in it. And it isn’t
enough to believe in it. One must work at it.” – Eleanor Roosevelt
“To make peace, one must be an uncompromising leader. To make
peace, one must also embody compromise.” - Benazir Bhutto (first
woman elected to lead a Muslim state as the Prime Minsiter of Pakistan)
161 Activity 1:
Words Have Power
“Words can inspire, and they can destroy.
Choose yours well”.
Robin Sharma
Step 1: To check current levels of knowledge about slogans for peace, invite the
group to brainstorm slogans that they know.
Aims: To explore the Step 2: Share the variety of slogans (see box) and discuss favourites in terms of
impact.
impact of slogans and
posters about Peace. Step 3: Introduce the Loesje model of posters and explain the approach they use in
To learn how to create their work.
slogans and posters Loesje is simultaneously a worldwide collective of people who want to make
about Peace. To make a the world a more positive creative place; and a girl from the Netherlands. The
plan about how to share/ local Loesje groups write and spread posters, with texts about everything
disseminate posters. that happens in society. Loesje texts are mostly positive and funny, and at the
same time critical, wanting to stimulate the viewers to see things from new
Age: 10+ perspectives, and take action in their own lives. Loesje texts are not trying to tell
you what to think; instead they often invite too many different interpretations.
Time: 35mins+
See: http://www.loesje.org/posterarchive/advanced for archived posters.
Materials: Flipchart/
Step 4: Form groups and introduce the challenge of making an original slogan
whiteboard, A4 paper about Peace. Groups should be able to explain the thinking and motivation behind
and markers. IPad/laptop their choices.
optional.
Step 5: Ask groups to prepare a plan of action for sharing their slogan. How will
they share their posters - locally, nationally, globally - in face to face interactions
with others and using social and traditional media?
Taking it further:
Step 1: Ask the groups to track the impact of their posters over a period of time.
The idea of this workshop Step 2: After a month perhaps check in with the audience. Do people remember
is to highlight the ‘power the slogan? What type of impact did it have? What if slogan posters were a regular
of words’ and to support occurrence, would that have a greater impact?
young people to connect
WORDS HAVE POWER - SLOGANS
with the strong slogans
about Peace that already War is the problem, Anything war can do,
exist. Give peace a chance
not the solution peace can do better
Learning about the art of War doesn’t decide who
When you fight evil with
making an impact with Peace begins with you is right, it decides who
evil, evil wins
slogans and posters will is left
provide young people There is no path to
peace, peace is the path No justice, no peace Make peace, not war
with the competences
and inspiration to have a
War is not the It is possible to live in
role in this area of action Teach peace
answer peace
themselves.
172 Activity 2:
Violent Extremism
“Islam is not part of the problem in combatting
violent extremism; it is an important part of
promoting peace”. Barack Obama
Step 1: Ask participants to brainstorm examples of what they think of when they
hear the expression “Violent Extremism”. Take note of the answers.
Aims: To explore the roots Step 2: Give a definition of “Violent Extremism” and ask if that covers their
examples.
of radicalisation and the
journey towards violent Definition: Violent extremism is encouraging, condoning, justifying, or
extremism and to consider supporting violent acts to achieve political, ideological, religious, social, or
economic goals.
how we can ‘transform
violent extremism.’ Step 3: Give an overview of the ‘journey towards violent extremism’. Make the link
between what was discussed in the brainstorm and the different phases of the
Age: 14+ journey to violent extremism.
Time: 2hrs Journey Towards Violent Extremism
Materials: Flipchart,
Radicalisation Phase Mobilisation Phase Action Phase
markers, paper,
The time when someone starts to When someone is getting An attack is
blackboard/whiteboard. explore/believe that change will ready to act on their carried out.
only come through violence. beliefs.
Step 4: Break into groups and use the ‘Journey Towards Violent Extremism’
template to explore the three phases separately.
The first phase will be discussed using ‘What Causes Radicalisation?’ questions.
The idea of this activity Ask participants to think of a young person who might be “vulnerable” to
is to give the group an radicalisation.
opportunity to explore
The template “What Causes Radicalisation?” is given to each group who imagine
how people become the scenario of when someone starts becoming radicalised.
radicalised towards
violent extremism. It is The group should ‘create a person’, using the questions as a guide. They can write/
draw their answers/thoughts on the sheet of paper.
important to understand
this journey and to Step 5: Ask groups to share their answers and their discussions.
develop awareness of the Mention to the groups that there are push and pull factors which have an impact
variety of factors that play on the journey towards violent extremism and away from violent extremism.
a part in influencing the
Explain to the group that there are three elements that are relevant when we face
thoughts and actions of challenges in life.
young people who are
vulnerable. Understanding Risk Factors Protective Factors Resilience
the journey towards Make sure that they understand how these might work.
violent action helps us to
Invite the groups to share examples of things/events/actions/experiences that
consider how we might might “PUSH” their ‘person’ towards the next phase, mobilisation.
play a role in prevention
and disengagement.
18Activity 2: Violent Extremism
Step 6: Share the Mobilisation phase handout. Invite the group to think about how the following three
groups can have a POSITIVE impact on the journey
Ask groups to reflect on the original examples of why towards violent extremism.
people might be mobilised and to comment on how
they see the current phase as one step away from action. Friends Family Community
Does it make sense? Is it realistic?
Give examples of how each of these might support
Step 7: Countering Violent Extremism movement backwards and out of the world of
radicalisation. (Known as disengagement)
Explain to the group that there are three elements that
are relevant when we face challenges in life. Debrief: End on the ideal of ‘shared humanity’ and how
it might be relevant to this issue of Violent Extremism.
Risk Factors Make positive points about universal human values
Protective Factors (kindness, cooperation, forgiveness) and the importance
Resilience of the SDGs as an agenda that seeks to respond to the
aspects of unequal development (poverty, gender, weak
Make sure that they understand how these might work. institutions, etc) where extremist values might thrive.
What Causes
Radicalisation?
?
Personal factors: What is my current life situation?
What are my needs? How is my social, emotional,
psychological well-being?
Group factors: What groups am I connected to?
Who is my clique? How do other groups view me?
Community factors: What’s it like where I live? Am I
connected to positive things in the community? How do I
think others outside my group in the community treat me?
Society and politics: What are my views on society and its
problems? What are my views on global incidents like attacks,
bombs, wars, disasters, etc? Who do I blame?
Beliefs: What beliefs influence and have an impact on me?
Who do I follow? What is important to me?
19Activity 2: Handout
Mobilisation Phase
Moving towards ACTIVE
support for violence
Opportunities: To learn about how to be an extremist, to do some
training, to hear stories of others who have gone before.
Capable: Ready to use your knowledge and skills to support you to
DO something.
Readiness to act: Motivated to DO something, having real thoughts
about what to do.
?
Targets: Who are the enemy? Identifying the targets, military,
civilian, political.
203 Activity 3:
Playlist for Peace
“Politics can be strengthened by music,
but music has a potency that defies politics”.
Nelson Mandela
Step 1: Ask the group to identify songs with messages about peace or artists
who they know/think sing about peace.
Aims: To illustrate how Step 2: Divide young people into groups and share the song lyrics worksheet.
They are invited to give their interpretation of what the artist means by the
Music contributes to lyrics.
understandings and
messages about Peace Step 3: Share answers and discuss.
Key questions might be:
Age: 10+
• Do you know the song? Did you know that it was about peace?
Time: 40mins+ • Why do you think this artist is performing a song about peace? (To make
Materials: Flipchart/white money? To become more popular? Because they care?...)
• Do you respect an artist more when they write songs about real life issues?
board, A4 paper, markers,
music device, song lyrics Step 4: Show the group the Playlist examples and explore whether they know
worksheet. the songs or not? Invite the groups to create their own playlist of songs about
peace. (this can be done now or you could give them a period of time to create
it)
Step 5: Consider where you could share the playlist so that the messages in the
songs could reach more people.
Step 6: Have participants look at the Song Lyrics Worksheet and to think about
The idea of this workshop the lyrics: What is the message in each of these? What are the messages in
is to acknowledge the their own playlists that they think are important?
contribution of music
through the years to
messages about Peace.
Sometimes we like artists
or songs without realising
the message within the
lyrics and how powerful it
might be. In our modern
digital times, playlists are an
indication of personal taste
but also are something to be
shared which may transmit
a message about your own
musical taste. We can all
appreciate the wide scope of Taking it further:
what music means to us and What other action could you take using music to discuss peace? Is there
how important it can be. Not something you could do with music with your friends, youth club, school, to tell
many of us could imagine life others about what you have learned or suggestions for future action?
without music!
21Activity 3:
Playlist for Peace
PLAYLISTS
Dermo’s Playlist Val’s Playlist
Ismael’s Playlist
• War - Bob Marley and the Wailers • Borders - M.I.A • Dear Mr. President - Pink
• One Day - Matisyahu • Toy Soldiers - Eminem • Freedom - Beyoncé
• With my own two hands - Ben Harper • Redemption Song - Bob Marley • Zombie - The Cranberries
• Where is the love? - Black Eyed Peas • Revolution - Helly Luv • Respect - Aretha Franklin
• Bomb the world - Michael Franti & • Give Peace a Chance - John • Raining in Paradise - Manu Chao
Spearhead Lennon
• War - Edwin Starr
• Pride (in the name of love) - U2 • They Don’t Really Care About Us
- Michael Jackson • Peace - Sabrina Johnston
• Man in the Mirror - Michael Jackson
• Equal Rights - Peter Tosh • Give Peace a Chance - Cyndi Lauper
• Talkin’ bout a Revolution - Tracy
version
Chapman • The Greatest - Sia
• Imagine - John Lennon • Master’s of War - Bob Dylan • World Peace - Rihanna
• War Ensemble - Slayer • Cease Fire - Christina Aguilera • Message - Tadros Brothers
SONG LYRICS
But if you only have love for your own race Until the philosophy
Then you only leave space to discriminate which hold one race superior
And to discriminate only generates hate And another
And when you hate then you’re bound to get Inferior
irate, yeah. Is finally
I’m starting with the man in the mirror And permanently
I’m asking him to change his ways Discredited
And no message could have been any clearer And abandoned -
If you wanna make the world a better place Everywhere is war -
Take a look at yourself, and then make a change. Me say war.
22You can also read
