Examining Genocide and Violence through a Peacebuilding Lens David J. Smith

1. Examining Genocide and Violence through a Peacebuilding Lens David J. Smith Scottsdale Community College Friday, April 11, 2014 Saturday, April 12, 2014

2. The Convention on the Prevention and Punishment of the Crime of Genocide defines genocide as “any of a number of acts committed with the intent to destroy, in whole or in part, a national, ethnic, racial or religious group: killing members of the group; causing serious bodily or mental harm to members of the group; deliberately inflicting on the group conditions of life calculated to bring about its physical destruction in whole or in part; imposing measures intended to prevent births within the group, and forcibly transferring children of the group to another group.” Genocide

3. It may include providing humanitarian relief, protecting human rights, ensuring security, establishing nonviolent modes of resolving conflicts, fostering reconciliation, providing trauma healing services, repatriating refugees and resettling internally displaced persons, supporting broad-based education, and aiding in economic reconstruction.As such, it also includes conflict prevention in the sense of preventing the recurrence of violence, as well as conflict management and post-conflict recovery. In a larger sense, peacebuilding involves a transformation toward more manageable, peaceful relationships and governance structures—the long-term process of addressing root causes and effects, reconciling differences, normalizing relations, and building institutions that can manage conflict without resorting to violence. - USIP Peace Terms Peacebuilding

4. Strategic Peacebuilding Paths, Lederach/Mansfield, Kroc Institute A framework

5. Rwanda

6. Teaching global peacebuilding is about educating and engaging global citizens who understand the interconnectedness between their lives and the lives of people around the world, and who are committed to managing conflict at all levels. By teaching global peacebuilding, we can communicate to our students effective strategies for practicing civic engagement and empower them with skills and an understanding that they have a voice and that even one voice can make a difference in the world. – Milofsky, Peacebuilding Toolkit for Educators Teaching global peacebuilding

7. Students in community colleges will inherit a world where conflict and violence continue to undermine political, social, and economic stability; drain natural and financial resources; and, most importantly, take human lives, particularly of the young and vulnerable. Today’s community college learners are the educational, business, military, and political leaders of tomorrow. They will participate in the greater world through travel abroad, help newly arriving immigrants adjust to life in the United States, and engage in globally connected business activities. They will increasingly live and work overseas as employees of international companies, volunteer as humanitarians in parts of the world in need (often through their faith communities), and learn foreign languages necessary to operate in a globalized world. For them, having an informed understanding of the changes, opportunities, and challenges that originate in the far corners of the planet is vital to keeping global society prosperous and peaceful. – Smith, Peacebuilding in Community Colleges: A Teaching Resource Teaching peace in “democracy’s college”

8. Who are you? Why are you here? Whatquestions do you have? (Check in with each other!) Sharing

9. Your Mission! Monday morning