An internship is basically a volunteer job where a student will work with an organization to gain experience in the area of their interest. The internship should be more than simple administration work and really provide a student with an opportunity to gain skills, knowledge and get their feet wet in the field.  It basically requires that the organization offering the internship give of their knowledge, etc. to the student in exchange for the student's free offer of work.

An internship with the Canadian Culture of Peace Program and its network is a great opportunity for students to learn about peace studies, peace activism peace leadership, peacebuilding, etc. in Canada and around the world.  The Canadian Culture of Peace Program is described in detail in its web site at .

For clarity, the Internship Program can involve projects related to building peace at the Individual Level, Family Level, Community Level, Regional Level, National Level, and/or International Level.


Where the student can work from

The Intern can do the work from anywhere.  Initially, CCOPP will be developing its Internship Program in two main locations: University of Calgary , Alberta and McMaster University in Hamilton , Ontario .  Robert (Bob) Stewart, Interim Director of CCOPP will provide overall leadership and Internship Program management.  Bob headquarters CCOPP out of Calgary , and travels to Hamilton frequently.  It is planned that the Internship Program will be extended across Canada as soon as possible, and then Internationally, subject to support.

Rob Porter is a McMaster University Centre for Peace Studies graduate, and will be supervising the Internship Program in the Ontario area, under Bob Stewart’s guidance.  CCOPP will seek local mentors, proficient in peace, education and leadership, to support the Intern.

Initial training will be provided to Interns (as a group) at the beginning of the term, setting up the goals, action plan, method of operations, reporting requirements, management style, budgets, etc.  Monthly meetings of Interns with support personnel will be facilitated to exchange information and discussion.  CCOPP has two Powerpoint Presentations that will help bring Interns up-to-speed quickly:

  1. General presentation: an update of the Canadian Peace Education Strategy, Canadian Culture of Peace Program, and the significance to peace leaders, educators and builders as they strive to build a Culture of Peace and Non-violence in Canada and the world – available online at
  2. PEACE AND LEADERSHIP WORKSHOP - What peace leaders, educators and actionists need as they strive to build a Culture of Peace and Non-violence in Canada and the World.   Background reading is the basic curriculum for a semester course in Leadership and Peace, developed by Robert Stewart, C.A. , C.M.C., September 2005.  Modelled after the experiences of Canadian Centres for Teaching Peace and the Canadian Culture of Peace Program – available online at

A web site will be developed to support Interns, with frequently asked questions (“FAQs”), resource materials, email listserver and/or discussion board as a tool for communications, networking with other Interns, information dissemination, etc.  Interns will have access to mentors and the Internship Program leaders on an ongoing basis 

CCOPP has identified a Recommended Reading and Resource List in Appendix 2 below.


Detailing what the work would entail

CCOPP has identified an extensive list of tasks that are required to advance a Culture of Peace and Non-violence in Canada and abroad (reference Appendix 1 below).  This task has been built as a result of consultations over the past four years, through our annual conferencing processes.  Shortly, CCOPP will be surveying Members to prioritize the tasks.  This list will be a significant focus for the Internship Program, and will involve Interns directly in building a Culture of Peace and Non-violence in Canada and abroad, and in advancing the Canadian Peace Education Strategy.  This list will continue to evolve and expand as a result of further consultations.  Interns may choose a task that best suits them.

Additionally, Interns may submit a task of their choice if it helps to build a Culture of Peace and Non-violence in Canada and abroad, and in advancing the Canadian Peace Education Strategy. 

Under the guidance of a mentor, the Intern will be expected to:

1. analyze the chosen topic, including:

·         an environmental scan

·         identification of topic strengths, weaknesses, opportunities and threats

·         identification of topic goals (long term, intermediate, short term)

·         mapping out a project plan (breakdown of tasks, timeline, results measures to recognize successful completion, regular reporting electronically and in-person)

·         identification of the Intern’s development level with respect to the chosen project (i.e. beginner level, intermediate level, advanced level)

·         identification of the amount of direction and support the Intern will require from the mentor(s)

·         identification of resource requirements (information, people, money, time; NOTE – CCOPP does not have significant funding to support all the demands placed on it, hence creative solutions will be sought to accomplish the Program Goals utilizing existing infrastructure; in some cases, Interns can assist in the fund raising for their projects 

2. carry out the project plan

3. monitor key results indicators throughout the project to ensure it is on track

4. redirect the project based on new information, as appropriate

For an overview, refer to the typical Project (in this case, a Budget) Cycle Diagram attached.

What the Intern will learn from the experience etc.

Among other things, the Intern will learn the following:

Mentors, Interns and Organizations will have access to the Peace Resource Library and networks of the Canadian Centres for Teaching Peace (ref. ) and Canadian Culture of Peace Program (ref. ).  The network includes faculty and students of the University of Calgary and McMaster University .


Length of Internships 

Internships can vary in length from one month to twelve months.


How to Apply

Prospective applicants should submit the following information (using their own format) by email to CCOPP Interim Director Bob Stewart at info[at] :


CCOPP Code of Ethics and Conduct

CCOPP has drafted a Protocol to Guide Our Conversations and Relationships at which we expect all Interns and Mentors to follow.

We are excited about this newly developing Internship and Mentorship Program.  We are also looking for mentors in your area.  If you are aware of any other individuals who may be interested in the Internship Program and/or Mentoring, please pass the information along.




In response to our recent Canadian Culture of Peace Program meeting in Calgary (July 15, 2005) to initiate work on raising resources for peace, we identified a need to create an “Inventory of Peace Things To Do” that would help when talking to potential funders and others.  As was discussed, for example, a business that might be interested in providing financial support will wish to see exactly what the money is going to do, which means good communications of purpose and pragmatic intended outcomes.  We imagine that we will wrestle with this a bit, since the nature of many peace programs and education in changing attitudes and skills is often intangible (in the head and heart).  Sometimes, we will have to identify tangible outcomes as proxies for the intangible (more difficult to measure) outcomes.  In preparing the list below, we acknowledge that there is a mix of more easily measurable and more difficult to measure tasks (tangible and intangible), and recognize the need to spend more time working on this.

Also, we would like to put our request for assistance (or ‘To Do List’) below in the context of the Canadian Culture of Peace Program and “Building a Better Canada and World” (of which peace is a very key part).  In this respect, we would like to open our CCOPP initiatives to think in terms of “Peace and the Future”.  We can see this as the alternative to the old thinking and preoccupation on “History and War”.  To our my knowledge, there is not a University in Canada that is preeminent in Futures Studies (in fact, there is very little on Futures Studies in Canadian Universities). And yet, Futures Studies and Peace Studies have a lot complimentary.  We need to communicate peace in different ‘languages to different audiences, and a lot of people can understanding “Building a Better Canada and World”, which is the object of Futurists (ref. and ).  In this light, CCOPP’s Help Wanted Listing is a work-in-process and will continue to evolve.

I suggest the reader not to be overwhelmed or think the list is too daunting.  As Doug Roche counsels us, “Peace is work – Peace is hard work”.  But we have a good idea of the initial things that need to be done (problem and solution identification are a large strategic part of the equation), many hands make light work, and most people (including governments, businesses, religious and educational organizations, etc.) want to help build peace but just do not know what they can practically do.  Our job is to help them know what they can practically do. 


Within Canada :

A. Larger/Strategic Requirements

·        We need help to activate the Canadian Peace Education Foundation (ref. ) to help provide much needed financial resources for peace education programs at home and abroad. We need sponsors, fund raisers and money. (A new Yahoo Group/email listserver has been created, as a result of a working group meeting, which has stimulated the development of a Resource Raising Strategy and the drafting of an ‘Inventory of Peace Things To Do’).  (Mary Tidlund is exploring a Resource Raising Strategy.  Paul Nelson is exploring an Inventory of Peace Things To Do.)

·        Universities to fill key peace education gaps (ref. ).  ( University of Alberta is exploring a new Peace and Governance Program, with the Culture of Peace Program at its core and in conjunction with CCOPP.  University of Calgary is exploring its role in peace education.  Education for Peace consortium building is required.) Schools (K to 12) also need to fill key peace education gaps at age appropriate levels (eg. in addition to many of the subjects on , see ).

·        creation of Distance Peace Education Programs (ref. ).  

·        People (groups of people) to activate the Canadian Peace Education Strategy (ref. ), (1) to get peace education on the Canadian agenda, and (2) to get peace education integrated into all curricula by the end of the decade.  We wish to educate the masses in the Culture of Peace and Non-violence Program. The Culture of Peace Program also requires the transformation of the Canadian education system from a culture of violence to a culture of peace (for example, ref. )

·        People (groups of people) to activate the CCOPP Initial Action Plan (ref. ; there are a lot of  ‘smaller’ or tactical tasks contained in that document, which I have tried to highlight at least some of the more important below)

·        Work with libraries and book stores to have a section on “Peace and Future Studies”

·        People (groups of people) to facilitate the following case studies conducting 8 Crucial Canadian Conversations, with the purpose to raise awareness, understanding, and build key relationships: 

1.      the Canada/United States relationship, (eg. reference )

2.      the Canada/United Nations relationship, (eg. reference )

3.      the Anglophone/Francophone relationship in Canada ,

4.      the male/female relationship in Canada

5.      the aboriginal/non-aboriginal relationship in Canada , (eg. reference ), 

6.      the business/community relationship in Canada , (eg. reference ),

7.      the military/community relationship in Canada . (eg. reference )

8.      the Government/community relationship in Canada (i.e. conversations with the federal government, provincial, and municipal governments to advance the Culture of Peace and Non-violence Program in Canada; some municipal governments are making significant progress already, such as the City of Vancouver that has a Peace Committee)

·         federal, provincial and municipal Ministries/Departments of Peace (two groups are working together on federal initiatives, Saul Arbess and Bill Bhaneja are working on this)  

·         a Culture of Peace video – about one hour (or more), to simplify a very complex subject; should be entertaining.  For example, I just watched an excellent movie that I would recommend to all peace people called, “What the Bleep Do We Know?” (2004; ref. ).  It took the very difficult subjects of science/quantum physics, consciousness and spirituality, distilled it down into something more understandable, and made it entertaining and thought provoking.  We can learn from this (and copy it viz peace).

·        a Culture of Peace television program, and an eventual Culture of Peace TV Station (If they can have a Golf Channel, surely we can have a Peace and the Future Channel.)

·        a Canadian Culture of Peace "museum" or centre; - in particular, we need a location/site. View our Peace Museum here and let us know what you would include in a Canadian Museum for Peace & the Future.

·        Culture of Peace audio tape/CD (i.e. a collection of old and modern peace songs; War Child Canada has actually done this for their own fundraising;  I also recommend to you Knockin' On Heaven's Door, a 3 minute (approx.) music video featuring Avril Lavigne, prepared for War Child Canada available at most music stores in her album “My World” for about $15.00 – this is an excellent teaching tool, and marketing tool to help explain why we need to build a Culture of Peace and Non-violence for The Children of The World)

·        a Culture of Peace school volunteers teaching program (akin to Junior Achievement – “Junior Peace Achievement”)

·        Peace Cafes, to provide local venues for peace resources (such as libraries and guides) and people to come together for conversation

·        A Canadian Peace Awards gala is required to celebrate Canadians building peace (Bob Stewart/CCTP has initiated something, but it needs serious help; Canada needs a high profile evening like the recent Nobel celebration ref. )

·        People (groups of people) to facilitate the development of Conflict Transformation resources in all communities

·        professionalize the ‘peace industry’ (“peace professionals”) through the creation of a professional body and certification (eg. “Certified Peace Consultant” or “CPC”).  Credentialing of Peace Educator to take place through Provincial Teaching Schools.

·        Development of CCOPP Program Evaluation capabilities (eg. Peace Education Annual Index (method of measuring peace education growth); regular (annual?) reports to Ministers of Education and Boards of Education; Peace and Violence Annual Indices (methods of measuring incidence of peace and violence) and regular reports to the Canadian public and governments (our stakeholders)

·        More Montessori, Waldorf, etc.-type schools to promote peace education integrated into all of the school


B. Smaller (“Baby Steps”)/Tactical Requirements

·        People (groups of people) who will “champion” the key nodes of the Stakeholder Web Culture of Peace Action Areas (ref. ).  To get the Yahoo Group/email listserver started to serve as a tool for communication, networking, discussion and information dissemination about the Culture of Peace Action Area. This includes people (groups of people) to “champion” provincial and local Culture of Peace Programs.  Nuclear disarmament and sustainable development/ecology must be priority Action Areas, as time is of the essence particularly in these two areas (others?). (For example, Tex Albert is exploring the Interreligious Action Area; Tom Rippon is exploring the Free Flow of Information Action Area through CPNN; Doug Roche et al are leading Canada ’s nuclear non-proliferation/disarmament activities, ref )

·        People (groups of people) to sponsor and organize Annual Peace Education Conferences, nationally, provincially and locally, utilizing the Open Space Conferencing methodology ( ref. ).  We need OST facilitators across the country to assist. (Bob Stewart and the Hamilton Culture of Peace Network are working on the Fourth Annual National Peace Education Conference; there are Working Groups working on Provincial Peace Education Conferences in Alberta and B.C.)

·        People (groups of people) to sponsor and organize Annual Leadership and Peace Conferences (ref. ; University of Alberta/Renee Vaugeois and CCOPP jointly exploring this)

·        Training for Trainers; Education for Peace Educators (ref. ) (in conjunction with the Fourth Annual National Peace Education Conference and UofA/UofC developments, Larry Fisk is exploring this)

·        develop “Teacher Candidate Workshop”; some peace educators do not know what the Culture of Peace Program is (professional development in-service; need collaboration of faculty; a Classroom Connection-type material/video and book; Jennifer ?, Anne Goodman and Sue McGregor volunteered to explore this)

·        Peace through Health in Afghanistan could be a useful model in Canadian schools (Joanna Santa Barbara volunteered to follow up)

·        People (groups of people) to mentor and help schools activate Culture of Peace Programs (eg. Every school to have two peace conferences: one at the start of the school year to activate students/develop plans, and one towards the end of the school year to evaluate outcomes and future plans) ( Leslie Higgins is exploring this)

·        Peace Resource Libraries (books, video, other resources) (Bob Stewart/CCTP is developing one potential Canadian Peace Resource Library)

·        A “How to Get Started Guide” to Peacebuilding for a Culture of Peace (Carmen Everall is exploring this)

·        More peace curricula (ref. ), for all ages (including adult learners) (Classroom Connections has this as a mandate and has provided two key resources freely available to Canadian schools already)

·        Development of the CCOPP web site (Bob Stewart and Paul Nelson are exploring this)

·        Getting Canada Revenue Agency “Charitable Status” for CPEF, CCOPP, and helping other peace organizations to get it (there is currently a significant barrier for any organizations with the word “Peace” in their name, to prove that they are not political organizations; ironically, lobby groups such as the Fraser Institute have charitable status).  In the meantime, we have to work around this.  (Bob Stewart is working on this for CPEF, but has dragging his “butt” for over a year ;-)

·        People (groups of people) to activate Culture of Peace News Network ; gathering and disseminating COP News (Tom Rippon is exploring this)

·        A marketing and public relations company and/or individuals is required to help us refine a CCOPP Marketing Strategy (Paul Nelson is about to call for participants to help in the initial drafting of a CCOPP Marketing Strategy)

·        Volunteer coordination (Peta Collings is exploring this)

·        Focus Peace Research in Canada ; what is being done already?  Collate information; foster links with other NGOs doing various elements of the 8 facets of UNESCO’s Culture of Peace and Non-violence Program; don’t reinvent the wheel: research initiatives, successes, failures, etc.; knowledge based: “knowledges”; expanding what knowledge is; also, wisdom; Copyleft software on (ala Wikipedia; reference ; Sue McGregor to follow up)  

·        identify potential stakeholders in the Canadian Culture of Peace Program, and convene conference of stakeholders at a suitable time (CCOPP should affiliate with all other non-violent peace organizations; we have active allies, such as Hague Appeal for Peace, etc.); we have to overcome why people are not here today (eg. Busy/no time; not their agenda/no need; lack of awareness/no knowledge; no rush/urgency; etc.); (University of Alberta/Renee Vaugeois is exploring this)

·        identify the decision makers (power brokers) and visit (when we ‘have our act together’; Janis Alton to explore this)

·        we have an opportunity to link with others at the upcoming World Peace Forum in Vancouver in 2006 (Tex Albert is exploring this; ref )

·        contests for all ages to develop art, essays, music, etc. related to building a Culture of Peace and Non-violence for the Children of the World.

·        Articles in local and national media on Culture of Peace (and Culture of Violence and War).



·        a Culture of Peace international volunteers teaching program (akin to Canadian Executive Services Overseas (“CESO”) – “Canadian Peace Services Overseas”)

·        Leaders, Mentors and Sponsors wanted for World Centres for Teaching Peace and National Culture of Peace Programs in other countries

·        Leaders, Mentors and Sponsors wanted to activate a world-wide “PeacePlus” Program, inspired by the “PolioPlus” Program, developing partnerships of service clubs, the U.N., governments, business, etc. to develop a world-wide Peace Education Strategy “to inoculate all the children of the world with peace education” (i.e. teaching the attitudes and skills to live together in peace); approach and share information with Service Clubs such as Rotary, Lions, etc.; ask if they will support (money would be nice; Pramila Sinha to follow up); (Bob Stewart has been exploring this within Rotary International)

·        In short, all of those things we indicate we need to do in Canada may act as a guide to how we might help other National Culture of Peace Programs around the world

If you would like to help, please contact Bob Stewart at stewartr[at]





"Peace, Conflict, and Violence: Peace Psychology for the 21st Century" edited by D. Christie, R. Wagner, and D. Winter (2001), Prentice Hall.

Servant Leadership: A Journey into the Nature of Legitimate Power and Greatness by Robert K. Greenleaf.

"Difficult Conversations: How to Discuss What Matters Most", by the Harvard Negotiation Project.

Crucial Conversations: Tools for Talking When Stakes Are High, by Kerry Patterson, Joseph Grenny, Ron McMillan and Al Switzler.  Format: Paperback, 256pp. ISBN: 0071401946. Publisher: McGraw-Hill Trade. Pub. Date: June 2002.

Crucial Confrontations: Tools for Resolving Broken Promises, Violated Expectations, and Bad Behavior,  by Kerry Patterson, Joseph Grenny, Ron McMillan and Al Switzler.  Format: Paperback, 272pp. ISBN: 0-07-144652-4. Publisher: McGraw-Hill Trade. Pub. Date: January 2005.

Social Intelligence: The New Science of Success; Beyond IQ, Beyond EI, Applying Multiple Intelligence Theory to Human Interaction, by Karl Albrecht .  Format: Hardcover, 280pp.  ISBN: 0787979384.  October 2005.  Jossey-Bass.  Karl Albrecht defines social intelligence (SI) as the ability to get along well with others while winning their cooperation. SI is a combination of sensitivity to the needs and interests of others, sometimes called your “ social radar, ” an attitude of generosity and consideration, and a set of practical skills for interacting successfully with people in any setting. "Social Intelligence provides a highly accessible and comprehensive model for describing, assessing, and developing social intelligence at a personal level. This book is filled with intriguing concepts, enlightening examples, stories, cases, situational strategies, and a self-assessment tool – all designed to help you learn to navigate social situations more successfully.  The author takes you on a guided tour of the five dimensions of social intelligence (“S.P.A.C.E.”): 1. Situational Awareness – the ability to read situations and to interpret the behaviors of people in those situations;  2. Presence – Often called ‘bearing’, it’s a whole range of verbal and nonverbal behaviors that define you in the minds of others;  3. Authenticity – the behaviors that cause others to judge you as honest, open, and ‘real’;  4. Clarity – the ability to explain your ideas and articulate your views;  5. Empathy – the ability to ‘connect’ with others.    5 star must reading.    Click here to read detailed highlights of the book.

The Practice of Peace, by Harrison Owen.


Further suggested reading/viewing:

Top Ten List of Books and Videos

Peace Education Gaps That Require Filling