Academic Course Calendar - Peace Education - 2016 - 2017

Courses and Teachers
2016 - 2017 - Peace Education
Course listings are continously updated with new information
Courses Teacher Credits # Weeks Dates
UPEACE Foundation Course
Mandatory
Gal Harmat
(Israel)
Jan Breitling
(Germany)
Manish Thapa
(Nepal)
Mayumi Yamada
(Japan)
Mihir Kanade
(India)
Miriam Estrada
(Ecuador)
Ross Ryan
(Canada)
3 credits
3 weeks
22 Aug-09 Sep 2016
8:45 AM - 11:45 AM At Council Room
Peace Education: Theory and Practice
Mandatory
David Ragland
(United States)
3 credits
3 weeks (NOTE: 15 September - National Day)
14 Sep-05 Oct 2016
8:45 a.m. - 11:45 a.m. At Classroom #4
The United Nations System and UPMUNC (Part I)
Mandatory
Miriam Estrada
(Ecuador)
2 credits
2 weeks (NOTE: including one double session -day TBA- 8:45 a.m. to 4:15 p.m. - Notice that 17 October - National Day)
10-21 Oct 2016
8:45 a.m. - 11:45 a.m. At Council Room
Gender in Peace Building and Human Security
Mandatory
Gal Harmat
(Israel)
3 credits
3 weeks
26 Oct-15 Nov 2016
8:45 a.m. - 11:45 a.m. At Classroom #1
Research Methodology
Mandatory
Ross Ryan
(Canada)
3 credits
3 weeks
21 Nov-09 Dec 2016
8:45 a.m. - 11:45 a.m. At Council Room
Global Law and Human Rights
Optional
Valentina Volpe
(Italy)
1 credits
1 weeks
28 Nov-02 Dec 2016
1:15pm - 4:15pm. At Classroom #1
Intercultural Education: Paradigms and Practices
Mandatory
María Celina Del Felice
(Argentina)
3 credits
3 weeks
9-27 Jan 2017
8:45 a.m. - 11:45 a.m. At Classroom #5
Human Rights Education
Mandatory
Gal Harmat
(Israel)
3 credits
3 weeks (NOTE: including some double sessions on Feb 2, 6, 7, 8 and 9 - 8:45 a.m. to 4:15 p.m.)
30 Jan-10 Feb 2017
1:15 p.m. - 4:15 p.m. At Classroom #4
Tools for Conflict Resolution and Transformation
Mandatory
Manish Thapa
(Nepal)
3 credits
3 weeks
22 Feb-14 Mar 2017
8:45 a.m. - 11:45 a.m. At Council Room
Disarmament Education
Mandatory
Manish Thapa
(Nepal)
Miriam Estrada
(Ecuador)
2 credits
2 weeks
20-31 Mar 2017
8:45 a.m. - 11:45 a.m. At Council Room
Working in Conflict Areas – Field Training
Mandatory
Ross Ryan
(Canada)
1 credits
1 week
3-7 Apr 2017
8:45 a.m. - 4:30 p.m. At Council Room
The United Nations System and UPMUNC (Part II)
Mandatory
Ross Ryan
(Canada)
1 credits
3 days
19-21 Apr 2017
8:45 a.m. - 4:15 p.m. At Council Room
Education for Sustainability
Mandatory
Mirian Vilela
(Brazil)
3 credits
3 weeks (NOTE: including one double session -day TBA- 8:45 a.m. to 4:15 p.m.) Notice that May 1 - National Day
24 Apr-12 May 2017
8:45 a.m. - 11:45 a.m. At Classroom #3
Education in Emergencies: Armed Conflicts, Disasters and Health Crises
Mandatory
Kees Wiebering
(Netherlands)
3 credits
3 weeks
17 May-06 Jun 2017
8:45 a.m. - 11:45 a.m. At Classroom #5
Graduation Project: Thesis (8 credits) or Internship (8 credits) or Capstone (5 credits)
Mandatory
UPEACE Resident Faculty

8 credits
-
12 Jun-31 Dec 2017



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COURSE DESCRIPTION

The UPEACE Foundation Course provides a critical and concise introduction to the broad field of “Peace Studies” for students in all UPEACE programs. It initially addresses key conceptual and theoretical underpinnings of the origins and development of peace studies as an interdisciplinary area within the fields of international relations and political economy, as well as a basic understanding of conflict analysis. Based on a critical analysis of policies, strategies, policies, institutions, organizations and movements, the course then examines a range of core issues, dimensions, perspectives and paradigms for understanding the root causes of conflicts and violence and constructive strategies to address them and build peace in contemporary global, international, regional, national and local contexts, including: conflict management, conflict resolution and conflict transformation; alternative discourse analysis; militarization and disarmament; human rights violations and promotion; gender inequalities, gender-based violence and gender mainstreaming; structural violence, human security, development and globalization; environmental sustainability; corporate social responsibility; cultural and religious identities; media’s role in conflict and peacebuilding; strategies of nonviolence; and peace education. This Foundations course will be essential in catalyzing the awareness, understanding and motivation of UPEACE students from diverse academic programmes to relate, ground or intersect their specific areas of academic and practitioner interest with core theoretical, conceptual and analytical ideas in peace studies.

The course explores a range of conceptual/analytical perspectives for a holistic and critical understanding of the theory and practice of peace education and encourages participants to reflect on the possibilities of educating for peace in a world of complex and escalating conflicts and violence. The multiple strands and dimensions of peace education such as disarmament education, development education, environment education, human rights education, global education, futures education, etc. will be clarified in both historical and contemporary contexts. The course offers a brief description of the UNESCO Culture of Peace, various perspectives of peace education including Indigenous, Islamic, African, Asian experiences; an introduction to a holistic framework of peace education identifying six inter-related dimensions and themes of issues underpinning violence and conflicts namely: educating for (i) dismantling a culture of war, (ii) living with justice and compassion, (iii) promoting human rights and responsibilities, (iv) building cultural respect, reconciliation and solidarity, (v)  living in harmony with the earth, and (vi) cultivating inner peace. Throughout the course, participants will experience peaceful pedagogy based on the principles of holism, dialogue, values formation and critical empowerment.

Ever since its establishment in 1945, the United Nations has played a pivotal role in a great variety of affairs, large or small, international and national. As such the UN has played an incisive role in the lives of people around the world. Much of what the UN does is taken for granted and even goes unnoticed by the larger public, even as an oft quoted saying argues that ‘if the UN did not exist it would have to be invented’. At the same time, millions around the world look to the UN expecting it to address many of the enormous challenges faced by humankind. This complex dynamics is complemented by the fact that the UN is both reliant on what the member states want, while at the same time being much more than the sum of its members. This course provides a comprehensive and rigorous introduction into the UN system, including its origins and history, its organizational framework  and the  functioning of various organs, agencies, bodies and programmes.  Students will critically examine the most important areas of the UN mission including the key Charter pillars of international peace and security, economic and social progress and development and human rights as well as a growing list of priorities and initiatives (e.g., gender equality and  mainstreaming; eliminating gender-based violence; environmental protection; addressing climate change; post-2015 development agenda; Global Education First Initiative; action to counter terrorism; R2P, etc). In addition, the course offers a close look at some of the challenges the UN faces, and discusses various proposals for its reform. Students will also be encouraged to reflect on how UN priorities and initiatives can be constructively addressed in their respective fields and programmes of peace studies.

This course constitutes an advanced seminar in Gender Studies specifically as it applies to peace building, violence, conflict creation and resolution. It examines the complex relationships between gender(s), race, ethnicity, nationalism, religion, militarization and masculinities-femininities both in the domestic and the public spheres. The entire focus of the course is in assessing the possibilities of engendering, from a   power dynamics perspective, notions of peace, security conflict, justice, reconstruction, reparations, pre-post conflict gender arrangements and in challenging discourses and practices which invisibilize, minimize or justify the domination of women worldwide. It intends to give students a theoretical lens from which to examine Gender and Peace Building. The course also examines Gender equality as a prerequisite for Human Security as it allows for the capture of its socio- cultural dimension and strengthens the contributions to Peace Education. The course will also clarify education as a system involved in maintaining gender inequality. In addition, exemplars will be provided of how a critical and transformative education paradigm is essential in overcoming patriarchy and thereby contribute to the goals of peace building.

The central goal of this course is to provide the students with a critical understanding of research methodologies used in the social sciences, particularly those that are relevant to peace and conflict studies and peace-building. Students will also get an introduction into the field of peace education as a tool for various research fields in peace studies. Initially, students will explore conceptual and theoretical perspectives underlying various paradigms in research methodology, including modern and post-modern as well as quantitative and qualitative approaches. Informed by post-positivist concerns, the course will raise students’ awareness of their relational and ethical position vis-à-vis their research. Drawing on examples of studies in diverse conflict and peacebuilding contexts, students will also be introduced to the design and conduct of a research study including a range of specific research methods such as surveys, interviews, content analysis, case-studies, participatory action research, evaluation research, ethnography, and feminist and indigenous approaches. The orientation, process and potential of these approaches to enact change towards social justice will be examined. Drawing from several exemplars, some ethical considerations, accountability, strengths and limitations for making a difference in terms of social justice will also be discussed. Throughout the research process, ethical issues will be emphasised, especially gender equity and rights of subordinated groups.

Global governance deals with the complexity of current international relations and new developments of public international law and administrative law. In a progressively more fragmented international framework, global governance seeks to improve the capacity of the international community to face common challenges and global problems, given the absence of a world government. The paradox of ‘governance’ without ‘government’ lies at its core, looking “for order in disorder, for coherence in contradiction, and for continuity in change” (J. N. Rosenau).
Through the lenses of four important non-state actors, the course will introduce some of the fundamental concepts of the “law of global governance”, focusing in particular on the role that non-state actors can play in promoting higher human rights and democracy standards at the national level. The overcoming of the nation-state paradigm has been indeed one of the most important developments in the contemporary legal ‘brave new world’. In the last decade of the XX century, numerous non-state actors emerged as meaningful players in global governance issues, flanking states on the international scene. International/supranational organizations, international courts, legal experts, non-governmental organizations represent as many voices in the global governance discourse, which may in turn complement, threaten or reinforces state’s action in the global arena. After having introduced what global governance is (or should be), the course will analyze, through concrete case-studies, the role of the European Union, the Venice Commission, the UN Democracy Fund and the European Court of Human Rights in addressing new global governance challenges related with human rights protection and democracy promotion. In the conclusion it will examine the potential limits and possibility of rethinking global governance.

In a holistic framework of peace education, one key dimension emphasizes factors, relationships, structures and processes encompassing the broad concept of “culture”.  This course clarifies the concept of cultural identity and its role in influencing the dynamics of conflicts and strategies for resolving or transforming such conflicts. The consequences of various forms of discrimination, including prejudices, stereotyping, ethnocentrism and racism, on building a culture of peace will also be examined. The course also focuses on marginalized groups facing discrimination and other facets of cultural and structural violence, including indigenous peoples, women, sexual minorities and persons with disabilities. Exemplars from local, national and regional case-studies will provide insights on the vital role of education in transcending such discrimination and violence. The course also contrasts alternative paradigms of multiculturalism and related strategies of multicultural education. Finally, the emergent roles played by the dialogue of civilizations and interfaith dialogue in fostering and educating for a culture of peace in diverse countries and regions as well as at international levels, will be examined.

The basic theme to be addressed relates to the questions: What are human rights and how do they play a role in formal and informal educational systems? And, how can we assist educators integrate a human rights discourse into school and educational curriculums and how human rights can change the future of schooling?
The course explores the notion of human rights and the educational practices of human rights, including legal instruments, the educational work of human rights organizations and activists and the ways of advocating for human rights.

We will begin with an overview of the methodologies of human right education, while covering a wide range of civil and political rights, economic and social rights, and women’s rights and their expression in educational (formal and informal) curriculums. We will explore human rights as a governing principle for dialog and as a basic principal of living together. We will focus on human rights education as a means to working towards the materialization of the cosmopolitan ideals of justice and peace. 

More specifically, this course will set a foundation of human rights education, and will explore the potential of human rights frameworks for the everyday context in and beyond schooling.

Designed as an advanced workshop, this course provides a conceptual, theoretical and analytical understanding of, as well as practical skills in conflict analysis, negotiation, resolution and transformation essential in peacebuilding within and between states. Drawing on examples of complex conflicts involving nation-states, non-state groups, communities and citizens, students will examine various frameworks and tools for analyzing those conflicts, including the drivers, processes of escalation and conditions for de-escalation. The course will also provide basic knowledge, tools and skills in the vital strategy of negotiation in managing and resolving conflicts. It focuses on how the process of conducting diplomatic negotiations and other informal processes aimed at managing inter-state and intra-state conflicts have an impact on the outcomes of those conflicts, laying the foundations for outcomes ranging from stable peace to further escalation of violence. The workshop will also introduce students to various types and strategies of mediation as an important means of alternative conflict or dispute resolution. In the concluding sessions, students will examine the differences between conflict resolution and conflict transformation which focuses especially on addressing the root causes of conflicts, transforming and building long-term relationships with grassroots and community empowerment and fostering reconciliation.

In an age where a world war involving nuclear weapons could eliminate the entire human species, disarmament education is a necessary and invaluable tool for change. The purpose of this course is to raise awareness, that we live in an era of military security that takes precedence over human security. Disarmament disappeared as an element of university studies with the end of the Cold War. Education is a critically important element of sustainable peace. Disarmament education focuses on reducing, controlling, and eliminating weapons of all kinds in order to undermine militarism and prevent armed conflict and armed violence. It is a cross-cutting form of education that reinforces and learns from conflict resolution, communication, cross-cultural understanding, tolerance of diversity, non-violence, economic justice, gender equity, environmental preservation, demilitarization, development, human rights, and international humanitarian law.

This course is intended as a practical field exercise in conflict situations, as well as an academic seminar. The students will receive a basic training on how situations of stress or crisis influence them in a mental, physical, and professional ways. A series of scenarios drawn from contemporary conflict situations are presented to the participants as they simulate the work of journalists, NGO personnel and members of international organisations.

The UPEACE Model United Nations Conference (UPMUNC) is a graduate-level simulation of the real United Nations Organization, its most important specialized agencies, and other associated organizations. UPMUNC provides a common platform for UPEACE students and participants from several other universities to discuss international affairs and to gain a greater understanding of the procedures of the United Nations. Participants become familiar with key global issues by becoming part of the international decision making process to resolve them, and in so doing, are given an opportunity to apply their skills in negotiations, public speaking, and diplomacy.

This course introduces and explores the critically important notion of sustainability and the implications that the sustainable development agenda has for education, learning and social change. Sustainability embraces ecological mindfulness, competence, equity, social justice (intragenerational and  inter-generational), peaceful relationships and action for transformation. The aim of the course is to develop a sound understanding and appreciation of the scope and complexity of sustainability issues and their significance; an understanding of the role of education, and of the kinds of learning and education needed to help realize a safer and more liveable future at local, national and international scales; and to encourage a personal engaged response to these issues.  Key themes include: the concept of sustainable development (SD); responses to sustainability at personal, organisational, and community level including barriers and drivers; the role of worldviews and perception in relation to addressing sustainability issues; ecological perspectives and Gaian thinking; systems thinking and sustainability intelligence; exploring futures scenarios; re-thinking education for our times; transformative learning and sustainability pedagogy; sustainability literacy; the role of the Earth Charter; the transition movement, resilience, design and strategy for change.

This course seeks to clarify the range of purposes that education can and should fulfil before, during and after wars and other emergency situations as part of a humanitarian response and the transformative process of building a culture of peace.

The course focuses on (1) on the different educational challenges in various emergency contexts, (2) on participatory teaching-learning methodologies applicable in such contexts, and (3) on carefully designing education projects in relation to its impact on target groups and society at large.

Central to the course are examples from various conflicts, natural disasters and health crises. The examples show possibilities for formal and non-formal educational strategies and pedagogical methods for helping different kinds of vulnerable groups, the preventive role of education in improving survival and health prospects during or prior to emergencies. The examples are also used to show the conceptual insights, practices and guidelines on which international and local humanitarian agencies and civil society organizations base their work.

The course will be relevant to peace educators and peacebuilders, who want to contribute to educational initiatives and programs designed to meet the needs and enhance the well-being of peoples affected by situations of armed conflicts and other emergencies, whether natural or human–made.

The Graduation Project is a concluding academic requirement intended to be a comprehensive and capstone outcome of the student educational performance. It is a higher academic exercise that enables the student to demonstrate the ability to identify a problem, determine an academic objective to address it and utilize an appropriate methodology to attain such objective. The Graduation Project is also intended to demonstrate the student’s ability to write and critically develop a professional and scholarly report.  The Graduation Project can be fulfilled through one of the following modalities:

  • Thesis:  8 credits
  • Internship: 8 credits (3 months)
  • Capstone: 5 credits*

Graduation Project Guidelines with detail information of each modality will be provided by your Academic Department.

*NOTE: Students who choose Capstone as Graduation Project must take an extra 3-credit course according the following options:

  1. One additional course (face to face modality), which means taking 2 parallel regular master courses (one in the morning and one in the afternoon) if approved by the student's MA Programme Coordinator
  2. One additional 3-credit course or two additional 2-credit courses (online modality), which means taking 2 or 3 parallel courses (one face-to-face master course and one 3 credit course or two 2-credit courses approved by the student's Programme Coordinator) before June 2016
  3. One additional 3-credit course or two additional 2-credit courses (online modality) extended from June 2016 until December 2016 (the online course or courses must be approved by the student's Programme Coordinator)


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FACULTY

David Ragland is Co-Founder and Co-director for the Truth Telling project of Ferguson and an Assistant Professor of Peace and Conflict Studies at Juniata College. He researches and thinks about the moral dimensions of violence and trauma against vulnerable populations in the U.S as well as envisioning a world with reduced violence on all levels. As an activist, educator and scholar, his recent and past work is the ground level- in his home community near Ferguson, Mo. David's analysis is drawn from the radical teaching and scholarship of MLK, particularly in his description of the Triple evils of Militarism, Racism and Materials, as an ever present part of American life- calling us to a shift in values Dr. Ragland focuses specifically on how our society conceives justice as retributive and proposes a shift toward restorative justice to transform communities and criminal justice system and take the America's turbulent history and lives experiences into account for policies at all levels. David has recently written a chapter titled “Peace Education as an Ethical Framework to Situate Restorative Justice: Locating the Concerns of Communities of Color in Peace and Justice Discourse” in Peace Studies between Tradition and Innovation. David is a blogger for the Huffington Post and writes frequently for PeaceVoice and is currently working on a volume entitled “The Intellectual and Political History of Peacemakers of Color”. He is on the board of the directors for the Peace and Justice Studies Association and he is a member of the National Council for the Fellowship of Reconciliation. David studied critical race issues, peace education, philosophy and philosophy of education at University of Toledo, Teachers College Columbia University, The New School for Social Research, and Washington University of St. Louis.

Head, Dept. of Peace and Conflict Studies, Assistant Professor, and Academic Coordinator Gender and Peace Building Programme and Peace Education Programme

Dr. Gal Harmat holds a PhD in Gender Analysis of Peace Education and Dialogue encounters from Nitra University (Slovakia) and a M.A. in Gender and Peacebuilding from the UN-Mandated University for Peace in Costa Rica. She was a professor in conflict transformation, peace education and gender and Co-Director of the Social Justice and Peace Education Teachers Training Program, Kibbutzim Teachers College in Tel Aviv, Israel. She has also been teaching in the World Peace Academy (University of Basel), the European Peace University (Austria), and the Arts and Social Change College in Israel. As a Gender and Peacebuilding Specialist, she has extensive experience in training, conflict analysis, dialogue facilitation, capacity building, peace education, research, gender empowerment and gender mainstreaming since 1998 in various countries in Eastern Europe, Africa, and West and South East Asia. Her consultancies include intergovernmental organizations (e.g. OSCE, UN Women, UNDP, and the Council of Europe), various international and regional NGOs (e.g. Non Violent Peace Force, Friends of the Earth Middle East; Peres Centre for Peace) and corporate donors (e.g. United Bank of Switzerland; Optimus Foundation).

Jan Breitling is an Assistant Professor in the Department of Environment and Development at University for Peace. He holds a BSc. in Tropical Forestry, from the Technological Institute of Costa Rica, and a MSc. in Environmental Sciences from WUR Wageningen University and Research Center, The Netherlands. His research interests include root causes of deforestation and Global Environmental Change, and Environmental Governance, specifically market based approaches addressing biodiversity conservation and Climate Change.

Kees Wiebering has been a professional practitioner in peacebuilding projects since the mid-1990s. Over the years, he designed, implemented, monitored and evaluated peacebuilding projects, as well as taught and facilitated many workshops on cross cutting peace building related issues. He works as independent consultant, mediator, trainer and coach for professionals in peacebuilding. His work focuses on dialogue, conflict sensitivity, peace and conflict impact assessment, intercultural communication, project development and peace education.

He holds a Master of Science in Philosophy and Physics and holds degrees in organisation development and mediation. He was member of the core-trainer team for a 4-month course for peacebuilders at the Academy for Conflict Transformation in Cologne, Germany. He is an independent lecturer at the Goethe University in Frankfurt am Main. His research interests are the role of dialogue in peace processes, civil society development and NGO cooperation.

Head, Dept. of Peace and Conflict Studies, Assistant Professor and Academic Coordinator of International Peace Studies Programme and International Peace Studies with specialization in Media, Peace and Conflict Studies Programme
Dr. Manish Thapa is Resident Professor of International Peace Studies at UPEACE. He is one of the founding members of Department of Conflict, Peace & Development Studies at Tribhuvan University Nepal (2007-2015). He is also currently Visiting Professor at the Institute of International Relations, University of Warsaw, Poland and Senior Research Fellow at Center for Europe – University of Warsaw- Poland. He received his Post Doctorate in International Relations from the University of Warsaw. He has served as Research Fellow in several universities and institutes in Europe and North America such as the University of Warsaw; Department of Peace & Conflict Research, Uppsala University; Brown University; McGill-Echenberg Human Rights Fellow & Jeanne Sauvé Scholar, McGill University; Kroc Institute for International Peace Studies, University of Notre Dame. His publications include 6 books and numerous journal articles and book chapters including "Foreign Policy in the Global South: Anti-Westernism, Rhetoric and Identity" (Co-editor), London: Routledge 2017 (Forthcoming - In Press); "From Bullet to Ballot – Peacemaking and Peacebuilding in Nepal: Lessons Learned and Unlearned" (Editor), London: Routledge 2017 (Proposal accepted); "Internal Conflicts & Peacebuilding Challenges" (Editor), New Delhi: K W Publishers 2016 and "India in the Contemporary World: Polity, Economy and International Relations" (Co-editor), London: Routledge 2014.

Dr. Celina Del Felice is a peace educator and researcher from Argentina currently based in Spain. She is an e-learning tutor for the Universitat Oberta de Catalunya (UOC), the Network University and the North-South Centre of the Council of Europe working in its global education programme. She has a background in Peace and Conflict Studies, with broad experience at the interface between academic and practical and action-oriented research. She completed her PhD in International Relations/ Development Studies at Radboud University Nijmegen, the Netherlands (2013). Her research was about transnational activism and economic justice issues. Prior to that, she worked for the International Association of Educating Cities in its regional office for Latin America based at the Municipality of Rosario, Argentina (2000-2003), and the United Network of Young Peacebuilders, the Netherlands (2003-2006) on youth policy, social inclusion and peace education. Email: cdel_felice@uoc.edu and celina@humblebees.org

Recent publications:

Del Felice, C, Veeneman, I., Trubceac, A., Schweitzer, S., Marti, L.; Capozzi, I. and Fenyosi, F. (2016) The Learning Curve, An evaluation guide for youth peace organisations. The Hague: United Network of Young Peacebuilders. Accessible at: http://www.unoy.org/evaluationguide

Del Felice, C., Karako A. and Wisler, A. eds. (2015) Peace Education Evaluation: Learning from Experience and Exploring Prospects. Charlotte, NC: Information Age Press.

Dr. Mayumi Yamada (Japan) Assistant Professor and Doctoral Programme Coordinator.
Prior to joining UPEACE, Dr. Mayumi Yamada worked as the Recovery, Reintegration & Peace Building (RRP) Officer, United Nations Mission in South Sudan (UNMISS) (April, 2013 - June 30, 2014). During the December Crisis 2013 in South Sudan, she remained as a critical (life-saving) staff, directly managed one of the biggest Protection of Civilians sites (UNMISS Tomping PoC) and supported humanitarian assistance during armed-conflicts in the capital Juba. At least 27,000 people’s lives were saved in the UNMISS Tomping compound. Before the crisis, she drafted the United Nations Development Assistance Framework (UNDAF) South Sudan (2014-2016). Before joining UNMISS, she worked with UNDP Offices in Kazakhstan, Maldives, Lao PDR and Solomon Islands. She holds a Ph.D. in Sustainable Development (Poverty Reduction & Environment Conservation: Watershed Management Programme with CARE International Nepal) from Imperial College London, UK. She worked with Disaster Management Planning Unit of United Nations Centre for Regional Development, UNCRD), being one of the survivors from the Great Hanshin-Awaji earthquake in 1995. She is also the Visiting Research Fellow, Global Collaboration Centre (GLOCOL) of Osaka University.

Dr. Kanade is the Head of the Department of International Law and Human Rights at UPEACE, and is the Director of the UPEACE Human Rights Centre. He holds a Ph.D. in Peace and Conflict Studies with a specialization in Human Rights (Multilateral Trading System and Human Rights: A Governance Space Theory on Linkages) and a Masters degree in International Law and the Settlement of Disputes from UPEACE. He also holds a LL.B. from Nagpur University, India. Prior to joining UPEACE in 2009, Mihir practiced for 6 years as a lawyer in the Supreme Court of India and the Bombay High Court, focusing on issues of fundamental human rights violations. His principal area of academic research is Globalization and Human Rights.
Dr. Miriam Estrada-Castillo (Ecuador) is an Assistant Professor in the Department of International Law and Human Rights. Prior to joining UPEACE, Dr. Estrada-Castillo worked as the senior legal and political officer in the United Nations Security Council Counter-Terrorism Committee Executive Directorate (CTED). Prior to that position, she has worked with the UN system in various capacities, including as the International Prosecutor General, UN Peacekeeping Mission for East-Timor (DPKO), Expert and Vice-Chairperson of the Monitoring Committee of the UN Convention on the Elimination of All Forms of Discrimination against Women (CEDAW), Chief of Field of the United Nations Office of the High Commissioner for Human Rights, and the Latin America Regional Adviser on Gender, Human Rights and Culture of Peace for UNESCO. She has also worked as the President of the Ecuadorian Supreme Court of Juvenile Justice and as the Minister of Social Affairs in Ecuador. In her academic life, she worked recently as the Director of Master Degree Courses on Gender and the Law and Children in Armed Conflict, Lund University, Sweden. She is a Visiting Professor of the Raoul Wallenberg Institute of Human Rights and Humanitarian Law (RWI) and has also taught courses as a Visiting Professor at the Australian National University. She is the author of the Ecuadorian Law on Violence against Women and of the first Legislation for Minors and Family in the country.

Executive Director, Earth Charter International Secretariat and the Earth Charter Center on Education for Sustainable Development
Mirian Vilela is the Executive Director of the Earth Charter International Secretariat and the Earth Charter Center on Education for Sustainable Development at the UPeace. Mirian has been spearheading the Initiative internationally since 1996, which has involved working with NGOs, Universities, Local Communities and Government officials. This effort was originally undertaken in collaboration with the National Councils for Sustainable Development initiative. She has lead and facilitated numerous international workshops and seminars on values and principles for sustainability. She has also participated in several annual meetings of the United Nations Commission on Sustainable Development, as well as Preparatory Conferences to the World Summit on Sustainable Development, the Johannesburg Summit itself and the Rio+20 Conference. Prior to her work with the Earth Charter, Mirian worked for the United Nations Conference on Environment and Development (UNCED) for two years in preparation to the 1992 UN Earth Summit and a year in UNCTAD - United Nations Conference on Trade and Development. She moved from Geneva to Costa Rica in 1993 to join in the establishment of the Earth Council, an NGO established to follow up the Earth Summit agreements and promote the establishments of National Councils for Sustainable Development. Mirian is the coordinator of the UNESCO Chair on Education for Sustainable Development with the Earth Charter, she holds a Master’s Degree in Public Administration from the Harvard Kennedy School of Government, where she was an Edward Mason Fellow and a B.Sc. with focus on International Trade. She is currently working on a Doctorate on Education focusing her research on education for sustainability.

Instructor, Liason, Media, Peace and Conflict Studies Specialization and Editor, Peace and Conflict Monitor and Peace and Conflict Review Ross Ryan holds degrees in political science and literature from McMaster University, Canada and the M.A. degree in environmental security from the University for Peace, Costa Rica. He is chief editor of the Peace and Conflict Monitor and managing editor of the Peace and Conflict Review, as well as instructor in the department of peace studies and liaison officer of the media, peace and conflict studies specialization. He is currently working on a research project entitled “Information Technology, Civic Engagement, and the Cyber-Ethnography of Peace Movements”.

Valentina Volpe is a Senior Research Fellow at the Max Planck Institute for Comparative Public and International Law (MPIL) in Heidelberg (Germany) and is an Associate Lecturer at the Lille Catholic University (campus of Paris) and LUISS Guido Carli University of Rome. She holds a PhD in Law and Legal Theory from the Italian Institute of Human Sciences (SUM) of Naples (today Scuola Normale Superiore of Pisa) and is a former Visiting Researcher at the Yale Law School. Before joining the MPIL she worked as a project manager for a grassroots NGO in the areas of international cooperation and human rights protection. She has been lecturing in Italy, Germany, France and China.

 

Her areas of interest include global and international public law, comparative constitutional law, democracy promotion, human rights and international organisations.

 

 

 

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