By Rakiya A.Muhammad
Fatima Hamza, a committed member of her school’s peace club, develops essential mediation and conflict resolution skills and exemplifies the club’s far-reaching influence. The young peacebuilder demonstrates how promoting a culture of peace in schools can permeate communities and even families.
Through her active participation in the school’s peace club, Fatima’s personal growth is a powerful testament to the transformative power of such initiatives. She has evolved into a beacon of peace within her family, inspiring hope for a more harmonious future and showcasing the immense potential of youth in peacebuilding.
Empowered by her peace club training, Fatima proactively intervened when her parents had a misunderstanding.
Fatima recounts an incident. “My mother’s request for money led to a disagreement with my father. Later, I spoke to my mother, explaining that my father had misunderstood the purpose of the funds. The move calmed her down, she reveals.
‘When my father returned, I told him about my excellent grades in school that day, which drew his attention and made him happy. I then explained the reason for my mother’s request for money. He apologised to her and gave her the money. He embraced her, and they were happy.”
In today’s world, where violence and aggression are becoming more prevalent, peace initiatives play a crucial role in building a culture of harmonious coexistence. They promote non-violence, empathy, and cooperation, which are essential for resolving conflicts peacefully and creating a more harmonious global community.
“Peace is the result of action,” notes Antonio Guterres, United Nations Secretary-General.
“Action to use timeless diplomacy, dialogue, and collaboration tools to defuse tensions and conflict.”
However, despite their potential, peacebuilding endeavours frequently overlook young people entangled in conflicts that affect schools, neighbourhoods, or broader societal issues in various communities. Traditional methods of conflict resolution usually fail to engage youth meaningfully, depriving them of the resources and opportunities necessary to contribute to peace in their communities.
Schools are microcosms of society, reflecting the broader societal tensions with which young people spend a significant portion of their time.
Conflicts within schools can lead to bullying, violence, and a hostile learning environment, which can further perpetuate cycles of aggression and division.
The current situation highlights the need for initiatives that help address issues and enable young people to actively participate in maintaining and creating peace.
School peace clubs, like the one that has had such a profound impact on Fatima, provide a hopeful answer by arming students with the tools and leadership abilities required to resolve disputes, advance understanding, and support a culture of peace. Their positive impact on students like Fatima gives us reason to be optimistic about the future of peacebuilding.
ActionAid’s System and Structure Strengthening Approach against Radicalisation to Violent Extremism (SARVE III) Project provided Fatima’s school and others in Kano State with a press club.
The Global Community Engagement and Resilience Fund (GCERF)-funded SARVE III project identifies such skills as essential for developing students’ capacity to internalise and practice peacebuilding skills, influence their peers, families, and communities, and contribute to a more peaceful society.
Fatima, President of the Peace Club at the Government Girls Arabic Secondary School Tudun Murtala Kano, motivates her peers to adopt a culture of peace by promoting the principles of empathy, non-violence, and conflict resolution throughout the school.
Halima is also among the committed students sparking a broader movement for peace within their school community.
She was initially hesitant but eventually warmed up to the notion of peacebuilding and became actively involved. Slowly but surely, she altered her approach to conflict resolution based on what she learnt in the group and applied it to her regular encounters.
Halima appreciates the club’s help in enabling her to acquire leadership traits, emotional intelligence, and conflict resolution skills—qualities necessary for establishing harmonious environments.
“Before I joined the peace club, I was prone to getting into arguments at school,” she recalls.
Participation in peace club activities has been a transformative experience for Halima. She has gained new perspectives and strategies for managing emotions and resolving conflicts.
Peace clubs’ role in transforming students’ conflict resolution approach encourages optimism for the future.
Over time, she became increasingly engaged and attracted to the concept of peacebuilding. She gradually altered her approach to disputes by incorporating the lessons she acquired in the club into her daily interactions.
Mr. Anicetus Atakpu, Coordinator of the Resilience Programme at ActionAid, says they prioritise capturing young children.
He describes peace club as a significant force for advancing social cohesion and unity in Kano and throughout the nation.
Where such clubs were established, the program coordinator notes a remarkable outcome.
Recognizing that the timing of peace promotion could not have been more appropriate given the country’s security concerns, they are pleased to have achieved their goal of helping schoolchildren realize that they should view themselves as peacemakers.
Inspired by the success, the Kano state administration acknowledges the initiative, replicating the peace club in every school in the state.
Dr. Mustapha Muhammad Yahaya, Executive Chairman of the Disputes Resolution and Development Initiative, formerly known as the Democratic Action Group (DAG), believes that the establishment of peace clubs in schools throughout Kano State is essential to effectively addressing the state’s vast population and significant areas of concern.
Mrs. Ene Obi, a former Country Director of ActionAid Nigeria remarks on incorporating peace clubs into the state education curriculum.
“It is a great stride to adopt a peace club in the state education curriculum,” she says.
“It is in line with the Sustainable Development Goals, SDG4, which seek to ensure inclusive and equitable quality education for all and promote lifelong learning and attitudinal change.”
She hopes the initiative will go a long way towards fostering tolerance, moral values, and social cohesion.
For Fatima’s mother, it is heartening. “I appreciate the transformations occurring in my house because of my daughter’s newly acquired abilities,” she says.
“I enquired with my daughter about it, and she informed me that they received training in a peace club to serve as peace ambassadors in their schools, homes, and communities.”
According to mediator Treasure Martins, peacebuilding is more crucial than ever in today’s interconnected globe.
“Peace initiatives are essential for addressing global conflicts, promoting social cohesion, responding to new challenges like climate change and extremism, and building a foundation for a peaceful and prosperous future.
