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Vigilantes in Nigeria are known to compliment the work of security agencies. They are widely spread across the state and have contributed enormously to stability in many communities, local government areas, and the state. They vary in organizational structure and have names based on location and context. In places where there are no formal state actors (security), the vigilante, in collaboration with community leaders, forms a structure of policing within the community to maintain law and order. Over the years, with the rise in an insurgency, the relevance of vigilantes has become more pronounced, and they support security operatives during formal engagements. The knowledge and the practical understanding that the vigilantes possess help in finding a solution to many complex problems. As they support community safety, there are often gaps in how the vigilantes relate to or respond to security matters within the community since most of them do not have formal training before joining the vigilante group. In this context, training in peace-building and conflict de-escalation is essential. In this backdrop, this paper explores the transformational effect of training vigilantes in the Gandhian model of nonviolent communication. It captures the impact of a sustained training program organized for vigilantes in Yobe, north-eastern Nigeria.

Violence in all shades has been a threat to any civil society. In present times we are witnessing the turbulence of increasing tensions that are adding up to grief and agony all over the world. Undoubtedly, any kind of violence that erupts from the human minds not only affects other beings, the environment, economy, relations between states, and other aspects of modernity. The thought of humans, developed through different cultures, backgrounds, practices, and the choices we make in our lives, plays a crucial role in combating the issues of violence and terror. The Cold War is over, yet 2022 saw another war break out in Europe, with severe economic and other repercussions for the entire globe. The frequent occurrence of killings of innocent children and other unarmed persons in schools and shopping malls has become a routine affair in many parts of the world. In this paper, my aim is to highlight nonviolent communication in the context of Zambia that is inspired by the teaching of the Bible, and the changes brought by the first President of Zambia, Kenneth David Kaunda, whose thoughts were similar to those of apostle of peace, Mahatma Gandhi, and served to inspire movements for civil rights and freedom across the world, with the objective of retaining harmony and peace.

Education is the fundamental element for the development of any country. Education is the most powerful means to teach the value of dignity of labor, raise a voice against any sort of discrimination, and practice good habits which lead to the overall development of a personality (body, mind, and spirit). Mahatma Gandhi formulated the idea of primary education or Nai Talim in 1937. Gandhiji believed quality education encourages social development by demolishing the pillars of social inequality, violence, and dishonesty. No matter whether India has attained freedom, their minds are still colonized. The decolonization of the mind is only possible when qualitative education reaches urban and rural areas, emphasizing the notion that both knowledge and work are inter-related or inter-connected. By putting a similar light on the Gandhian principle, the New Education Policy 2020 is framed, which is to be implemented in 2022. The New Education Policy has upgraded its strategy in all levels of education for the welfare of its citizens, to make them self-reliant. The purpose of the paper is to introspect on the principle of Gandhi’s Nai Talim and New Education Policy by focussing on three main components; learner, teachers, and parents, as well as highlighting the need for global citizenship education in contemporary times, which worked on silent revolution and non-violent communication.

The paper aims to comprehend the ongoing Afghanistan crisis, and the role of U.S.A in it. It includes an analysis of Afghanistan as well as the military activities of the U.S.A. in the post-cold war period to realize the status of human rights. This is a qualitative as well as quantitative study covering the status of Afghanistan from 1989 to 2020. Secondary sources of data collection have been relied upon to collect data relating to killings and violence. Amidst the hot tensions in Afghanistan, the authors propose an idea of affirmative nonkilling. The paper is written with the idea of materializing peace and security in a volatile region. The authors have explained the ideology of affirmative nonkilling and also have proposed methods by which it can be put into practice in order to attain peace.

Conflicts are organic in nature. They are an integral part of our lives and there are no individuals who can claim that they have not face conflict situations in their daily lives. Conflicts are essentially differences in how opinions are expressed, differences in perspectives and understanding of different points, differences in ways of working, etc. With differences, human interactions aim to incorporate conflicts. So, when a teacher tries to put forth some concepts in classrooms, there are differences in the meaning grasped by the students. These differing thought processes may lead to situations wherein conflicts arise. The conflicts may sometimes result in better comprehension or at other times, may lead to rifts. In this backdrop, it would be critical to look at the need to look at conflict resolution ecosystems in school settings. This paper tries to understand the strategies and needs for a constructive conflict resolution ecosystem in schools through the literature available. It also tries to delve on the framework of conflict resolution that needs to be developed in schools so that conflict competencies of students can be enhanced.