REPORT ON THE STATE OF PEACE STUDIES IN CANADIAN UNIVERSITIES

BY PARIS ARNOPOULOS

CONCORDIA UNIVERSITY MONTREAL 1991

INTRODUCTION This is a report tabulating, analysing and evaluating a national survey on the state of Peace Studies in Canadian Universities*. The survey was undertaken to determine the interest and involvement of the social sciences in the field of peace reseach and education. Since its inception in the 1960's, the academic study of peace as an multidisciplinary field is now entering its second generation. During this time, three identical surveys have been carried out: the first in 1970, the second in 1980 and the present in 1990. In another report, the diachronic comparison of three decades of peace studies will be made, based on these three surveys. This report will only present the responces of the 1990 survey which culminate the academic activities of the 1980's. These should show the extent to which peace studies are established in institutions of higher learning throughout Canada at the present time. On that basis, those interested in the further development of the study of peace can see the strengths and weaknesses of the present situation and its potential for the future. This presentation will discuss the responses to the ten questions in the survey by dividing them into three sections. The first gives a general overview of the field, including the scope and method of the survey, as well as its geographical and linguistic distribution. The other sections consider the two major aspects of Peace Studies: fist, education, i.e. faculty, courses, students; and second, research, i.e. projects, funding extra-curricular activities. In this way all significant aspects of the field will be covered as succinctly as possible.

------------------------------------------------* Thanks are due to the Department of Political Science of Concordia Univerisity for its infrastructural support, as well as to Valentina Pollon for her assistance in administering the survey. -------------------------------------------------

1. GENERAL 1.1. SCOPE & METHOD The survey consisted of a one page questionnaire accompanying a letter of introduction and explanation in either English or French (see Appendix 1). These two papers were mailed to seven social science departments (economics; education; history; philosophy; politics; psychology; sociology) in each of the fifty Canadian universities (see Appendix 2). Since some universities have more than one campus, there were a total of 400 requests for information sent out in October 1990. By the end of the year, about a hundred replies (25% response) were received, of which a third were blank. It has to be assumed that the negative replies plus the lack of any reaction indicate an absence of peace studies in more than three hundred social science centres. This disappointing feedback should be be tempered by the knowledge that peace studies is somewhat covered in the field of International Affairs which exists in every university. Peace as a distinct study can thus be found only in a few academic institutions, while in most it is subsumed under various other disciplines. It is for that reason that "peace studies" was not formally defined and was left to the respondents to determine their own definition of the field and their perceived involvement in it. As it was, sixty people chose to do so and it is on their replies that all the information of this report is based. 1.2. UNIVERSITIES & DEPARTMENTS The fifty sources of this report have been listed in Table 1, both by university (vertically) and discipline (horizontally). This tabulation cross-cuts 35 universities with seven departments and thus contains the totality of the responses. The geographical breakdown of the list is evident from the East-West sequence followed from top to bottom in the first column. According to it, eight of the ten Canadian provinces are represented; unfortunately, Newfoundland in the East and Saskatchewan in the West are absent. Apart from that, the two extremities of the country (Maritimes and British Columbia) have a perfect response rate, with all 16 of their universities answering. This means that interest in Peace Studies is quite high both in the Atlantic and Pacific coasts. Further inland, the two largest provinces are well represented by six Quebec and seven Ontario universities. In Quebec, however, only McGill is absent; while in Ontario more than half of its universities (i.e. 10) do not seem to have any interest in Peace Studies. On the contrary, more than half (i.e. 5) of the universities in the Prairies are represented. Looking at the distribution from a departmental point of view, one can see that most responces (15) were received from Nova Scotia, followed by Quebec and Ontario (14 & 11 respectively). This means that the two provinces of central Canada predominate with almost half (25) of the responses; while the rest are divided almost evenly between East and West. On the basis of language, the distribution shows a comparatively high interest by the francophone universities: all six of which answered the call. A total of eleven francophone departments -eight in Quebec and three in the Maritimes- are involved in some form of Peace Studies. On the anglophone side, the ratio was much lower, with only two thirds of its universities, or a fifth of its departments, responding.

1.3. ACADEMIC INVOLVEMENT It will be noted from Table 1 that the responces have been coded by their different aspects. Thus, the principal dimensions of Peace Studies were determined to be: education (E), research (R), publication (P) and Action (A). On the basis of these parameters, responses were weighed by assigning one point for each. A response was therefore graded from one to four, depending to the information given in these categories. Accordingly, every response was translated from the letters in Table 1 to the numbers in Table 2. This quantification of the responses changes the picture absolutely, but not that much relatively. The 63 responses now weight an average of two points each for a total of 134 points. The distribution, however, is uneven and favors the strong departments which are more involved in the four aspects of Peace Studies. In this respect, Quebec comes first with 33 points, followed by Ontario with 30. The two provinces of central Canada thus seem to share almost half the Peace Studies activity of the country; with three universities (Concordia, Toronto, UQAM) at the top position. These are followed by Nova Scotia with 25 points or the Maritimes as a whole with almost forty points. The rest 32 points are spread in the three Western provinces. Thus the four regions of Canada are approximately equal in Peace Studies activity. Similarly, as expected, the francophone universities have almost a quarter (30) of the total weight, most of which is in Quebec. 2. EDUCATION 2.1. FACULTY. The most important element of Peace Studies is the people involved in this interdisciplinary field. Since the focus of peace, as it is generally understood, is in society at large; it is in the social sciences where most of the acedemic activity must be found. Within this domain, economics, education, history, philosophy, politics, psychology, and sociology were the major disciplines involved. The personnel in these seven disciplines varied considerably. As expected political scientists came in first with almost a quarter of the academics involved in Peace Education (see. Table 3). Next came education and philosophy, followed by history and sociology (between 8 and 11 people each). Finally, psychology and economics trailed with 4 each. In addition to the seven disciplines, eighteen educators are found in special interdisciplinary centers listed in Appendix 4. Of these, McMaster's Centre for Peace Studies claims the highest number (5). Nevertheless, the most important concentrations of peace educators are to be found in the only three major academic programs in the country. Since two of these are based in the University of Toronto, it makes the Queen City the capital of Peace Studies in Canada, with Anatol Rapoport as its Dean. Beyond these, there are more people teaching in other centers which do some Peace Studies as part of their mandate, either as pre-university or para-academic, continuing education or foreign policy. All these are related to the traditional university disciplines in various ways which puts them in some auxiliary capacity to mainstream higher education. The sixty respondents (cf. Appendix 3) were included in the above breakdown, thus confirming the overwhelming plurality of political scientists among peace educators.

The reason for this, of course, is international affairs, as the closest sub-discipline to Peace Studies. In that sense, macropolitics is the general arena of war and peace, so it accomodates both Peace and its obverse Strategic Studies. This interdisciplinarity makes classification very difficult because many academics work on it part-time. Peace education is a full-time occupation for very few people; most do it only as one among many other things. For that reason, the question: who are the peace specialists in your discipline? could not be exactly answered 2.2. COURSES The same difficulty that one has in classifying peace educators exists in determining what they teach. Specific courses on Peace are few and far between as exemplified in Appendix 3. The eponymous courses on peace amount to hardly 20% of the approximately ninety related to peace education (see Table 4). "Conflict" "war" and other synonyms can be found in many more courses; thus making Peace and Strategic Studies very close relatives. According to Table 4, most of peace-related cources can be found in politics (25) and history (19), followed by interdisciplinary studies (14), sociology (11) and Philosophy (10). This leaves very few for the other three disciplines, which together do not add up to more than a dozen courses. Of course, in addition to these relatively few specialized courses, there are many more general courses in international politics, economics, law and organization, part of which is devoted to peace. Similarly, some of the content of courses in diplomatic history, moral philosophy, social psychology and cultural anthropology is given to peace. If all these were counted, the number of peace related courses would rise to the hundreds. As it is, a decision was made to exclude them from the main focus and simply keep them in mind at the periphery. What is more important is the existence of course packages which make up Peace Education at its best. These interdisciplinary programs focusing on peace as their operative concept are the mainstays of this developing field. Peace Programs are interdisciplinary majors in the undergraduate curriculum of two universities. In this respect Toronto takes the top prize with its two programs, involving about 16 courses; followed by Calgary with its program of eight courses. These programs combine a set of various cources in the seven social sciences, synthesized by some core seminars on Peace Studies. As such they are an epitome of multidisciplinary education. 2.3. STUDENTS Obviously, calculating the number of students enrolled in peace education is even harder than determining the number of professors teaching them. From what was said above, numbers vary widely, not only because of definitional reasons, but also because the interests of students are notoriously ephimeral. According to the data given in the survey, the total number of students taking peace courses can be estimated to be about one thousand. These, however, are not specializing in Peace Studies by any means, but may only be taking isolated or elective courses in the field. More significant are those students majoring in Peace Studies at any particular time. The number of these specialists varies from a minimum of fifty to a maximum of one hundred. The Toronto and Calgary programs enroll between 25 and 50 each, during their four undergraduate years.

As to graduate students, not even an estimate can be given, other than they must be very few indeed, since there is no such graduate program in Canada. Of course, some graduate students are engaged in peace related research for their degrees in certain social sciences, but that is another matter which will be discussed in the next section. 3. RESEARCH 3.1. PROJECTS Moving from the teaching to the research aspect of Peace Studies, the picture does not change much relatively, but does get smaller absolutely. The number of academics doing peace research is significantly less than those teaching. In that sense, research is a secondary aspect of Peace Studies. According to the data of Table 5, fifty research projects were reported in the survey. About a quarter of these were in politics, followed by education and philosophy. The rest are either interdisciplinary or equally divided among the other disciplines; showing once again that political science leads in peace research as it does in education. Similarly, Quebec and Ontario are the main centers of research, with Concordia and UQAM reporting four ongoing projects each. In the west, alberta and Calgary is also well represented, making these four universities the most active in the field. As in the case of teaching, more peace-related research is done than is reported in the survey, because most of it is carried out under different names. Thus some of the research in international affairs and strategic studies can easily be counted as peace oriented and thus increase the total number of projects in this field. Another way of estimating research is by its fruits in publication. From that point of view, Appendix 5 shows the reported results of peace research in published titles. According to it, a dozen monographs directly related to peace subjects were published in the last few years in Canada. Surprisingly, five of these originated in Montreal and seven were in French. Of the ten periodical publications, half were really newsletters ant the other half included other subjects in their content. In this category, the geographical spread is more even, therefore English language publications predominate. As a result, Toronto comes out as the center of anglophone publishing in peace as in other respects. 3.2. FUNDING Academic peace research and publication is carried out thanks to the financial support of universities and other institutions. In addition to the regular university budgets, peace research benefits from special grants of certain funding sources listed in Appendix 4. The most significant of these in the field of Peace is the Canadian Institute of International Peace and Security. Since the mid-eighties, this Institute has funded more peace research projects than any other source before or since. Thanks to it, peace research in Canada has come of age and is recognized officially as a legitimate academic activity. Complementing CIIPS, the Disarmament Fund of the Department of External Affairs supports many peace research projects in Canadian universities. The Department of National Defence has also been reported to fund some peace research along with other government agencies, such as CIDA. Of course, the premier research funding source of the social sciences is SSHRCC; but only a vary small part of its largese goes to peace projects. Similarly, the Canadian

Commission for UNESCO subsidises few small projects and that is about it for public financing of peace research in the national level. Provincial governments, of course, have their own research funds, but only Quebec was reported as a resource for peace projects. Finally, there is private funding agencies, such as the Donner Foundation, but these only provide minor grants for peace research. 3.3. ACTION Related to peace research and education are various other academic activities involving Peace Studies in university campuses. These activities are of professional as well as political importance, thus they vary as to their academic significance. Nevertheless, they are all a necessary and desirable complement to Peace Studies. The most important vehicles for these activities are professional societies, such as the Canadian Peace Research and Education Association which acts as a national coalition for the promotion of Peace Studies in general. For more specialized activities there are other professional associations such as Science for Peace. In the local scene, of course, there are various study groups and peace committees in many university campusus. These involve both faculty and students in extracurricular activities, such as lectures, seminars and plays. Appendix 6 lists some of these groups as they were reported in the survey. It is groups such as these and the activities they carry out that complement academic reseach and bring it closer to practical application. As such, they serve to bridge the gap between the theory of Peace Studies in the university and the praxis of Peace Action in the community at large. CONCLUSION This brief report now concludes with the main findings of the survey. It undoubtedly shows the existence and activity of Peace Studies in institutions of higher learning throughout the country. Peace research and education seem to have been well established in some key universities in the four regions and two languages of Canada. Although there are still some notable gaps where Peace Studies as such is still ignored and perhaps unwanted, there appears enough peace offerings to meet the popular demand in the main urban centers of academic activity. In spite of the interdisciplinary nature of Peace Studies, political science is still the dominant discipline in the field, while the interest and involvement in the other social sciences present an uneven picture at best. This is to be expected, since Peace Studies is primarily focused on the avoidance of war in the international level. In this respect, it is important to note not only what the survey shows but also what it omits. The multidimensionality of peace makes its presence felt in all domains of reality. In different senses, the searching and teaching for peace is carried on in many places and times, formally and informally by many people in various ways. It should therefore be clear that this survey only investigated one small part of all the things going on in the maintenance and promotion of "peace", however it is defined. Keeping that in mind, the limited findings presented in this report should reflect accurately the state of Peace Studies as carried out by social science faculties of Canadian universities in 1990. This inventory shows the work done in the eighties which built the field to where it is now and the work to do in the nineties to develop it further.

This process of development which began a generation ago in the sixties has made some progress but still leaves a lot to be desired in the search for improved understanding of the causes of war and the conditions for peace. More on this, however, will be said in a subsequent report which will cover the historical evolution of Peace Studies in Canadian universities in the last thirty years. ------------------------------------------------

TABLE 1 RESPONSE SUMMARY ------------------------------------------------------------UNIV / DEPT ECON EDUC HIST PHIL POLI PSYC ------------------------------------------------------------ACADIA CAPE BRETON EA DALHOUSIE ER ERAP MT ST VINCENT E E E STE ANNE ERA ST F.X. EA E STE MARY'S U.P.E.I. E E MONCTON MT ALLISON U.N.B. R EA BISHOP E EA CONCORDIA ERP RPA LAVAL E ERAP A MONTREAL U.Q.A.M. ERAP E ERAP SHERBROOKE E LAKEHEAD E McMASTER ER OTTAWA RA QUEENS EA ERA R.M.C. ERAP TORONTO ERP U.W.O. ERP MANITOBA RP WINNIPEG E ALBERTA ERP ATHABASCA ER CALGARY ERAP LETHBRIDGE E ROYAL ROADS E SIMON FRASER ERP TRINITY E U.B.C. RP VICTORIA E ----------------------------------------------------------TOTALS 35 3 8 9 9 12 -----------------------------------------------------------

SOCI MISC TOTL RP 2 E E ERA 2 2 ERP A 4 3 ERAP 1 3 1 1 ERAP 2 1 2 1 EP ERAP 3 1 1 E 2 A 2 1 ERAP 2 EAP 2 1 1 ER 2 1 1 4 6 12 63 E E EA 1 2 2 1 2 2 5 1 2

ERAP AP

TABLE 2 WEIGHTED RESPONSES ------------------------------------------------------------UNIV / DEPT ECON EDUC HIST PHIL POLI PSYC ------------------------------------------------------------ACADIA CAPE BRETON 2 DALHOUSIE 2 4 MT ST VINCENT 1 1 1 STE ANNE 3 ST F.X. 2 1 STE MARY'S U.P.E.I. 1 1 MONCTON MT ALLISON U.N.B. 1 2 BISHOP 1 2 CONCORDIA 3 3 LAVAL 1 4 MONTREAL U.Q.A.M. 4 1 4 SHERBROOKE 1 LAKEHEAD 1 McMASTER 2 OTTAWA 2 QUEENS 2 3 R.M.C. 4 TORONTO 3 U.W.O. 3 MANITOBA 2 WINNIPEG 1 ALBERTA 3 ATHABASCA 2 CALGARY 4 LETHBRIDGE 1 ROYAL ROADS 1 SIMON FRASER 3 TRINITY 1 U.B.C. 2 VICTORIA 1 ----------------------------------------------------------TOTALS 3 20 10 23 28 -----------------------------------------------------------

SOCI MISC TOTL 2 1 1 4 3 3 3 3 1 1 4 10 6 4 9 1 1 6 2 5 9 3 2 2 4 2 8 4 1 3 3 1 9 16 25 134 1 1 6 2 1 2 2 6 3 3 3 6 3 3

4 4 4 1 1 4 3 2 2

TABLE 3 ACADEMIC PERSONNEL ------------------------------------------------------------UNIV / DEPT ECON EDUC HIST PHIL POLI PSYC ------------------------------------------------------------ACADIA CAPE BRETON 1 DALHOUSIE 1 3 MT ST VINCENT 1 1 1 STE ANNE 1 ST F.X. 1 1 STE MARY'S U.P.E.I. 1 1 MONCTON MT ALLISON U.N.B. 1 1 BISHOP 1 2 CONCORDIA 2 1 LAVAL 1 1 MONTREAL U.Q.A.M. 1 1 2 SHERBROOKE 1 LAKEHEAD 1 McMASTER 1 OTTAWA 1 QUEENS 2 1 R.M.C. 2 TORONTO 3 U.W.O. 1 MANITOBA 1 WINNIPEG 1 ALBERTA 2 ATHABASCA 1 CALGARY 1 LETHBRIDGE 1 ROYAL ROADS 2 SIMON FRASER 1 TRINITY 1 U.B.C. 2 VICTORIA 2 ----------------------------------------------------------TOTALS 4 11 9 11 19 -----------------------------------------------------------

SOCI MISC TOTL 1 1 1 1 1 2 3 2 1 1 1 6 3 1 4 1 1 6 1 3 6 1 1 2 3 1 3 2 2 1 3 2 4 8 18 84 1 1 4 1 1 1 2 2 1 2 2 5 1 2

5 2 2 1 1 2 1 2 2

TABLE 4 ACADEMIC COURSES ------------------------------------------------------------UNIV / DEPT ECON EDUC HIST PHIL POLI PSYC ------------------------------------------------------------ACADIA CAPE BRETON 1 DALHOUSIE 1 4 MT ST VINCENT 1 1 1 STE ANNE 1 ST F.X. 1 1 STE MARY'S U.P.E.I. 1 1 MONCTON MT ALLISON U.N.B. 2 BISHOP 2 1 CONCORDIA 2 LAVAL 2 2 MONTREAL U.Q.A.M. 1 2 1 SHERBROOKE 1 LAKEHEAD 1 McMASTER 1 OTTAWA QUEENS 1 1 R.M.C. 3 TORONTO 6 1 3 U.W.O. 1 MANITOBA WINNIPEG 1 ALBERTA 1 ATHABASCA 1 CALGARY 2 4 LETHBRIDGE ROYAL ROADS 1 SIMON FRASER 1 TRINITY 1 U.B.C. 1 VICTORIA 2 ----------------------------------------------------------TOTALS 2 7 19 10 25 -----------------------------------------------------------

SOCI MISC TOTL 1 1 5 1 1 3 1 2 3 2 1 4 4 1 4 1 1 3 0 2 16 1 0 2 2 1 8 1 1 1 3 2 2 11 14 90 1 1 2 4 1 1 2 4 1 2

2 3 3 1 1 2 1 2 1

TABLE 5 RESEARCH PROJECTS ------------------------------------------------------------UNIV / DEPT ECON EDUC HIST PHIL POLI PSYC ------------------------------------------------------------ACADIA CAPE BRETON 1 DALHOUSIE 1 1 MT ST VINCENT 1 STE ANNE 1 ST F.X. STE MARY'S U.P.E.I. MONCTON MT ALLISON U.N.B. 1 1 BISHOP CONCORDIA 2 1 LAVAL 2 MONTREAL U.Q.A.M. 1 3 SHERBROOKE LAKEHEAD McMASTER 1 OTTAWA 1 QUEENS 2 R.M.C. 2 TORONTO 1 U.W.O. 1 MANITOBA 1 WINNIPEG ALBERTA 3 ATHABASCA 2 CALGARY 1 LETHBRIDGE 1 ROYAL ROADS 1 SIMON FRASER 1 TRINITY U.B.C. 2 VICTORIA ----------------------------------------------------------TOTALS 2 9 3 8 13 -----------------------------------------------------------

SOCI MISC TOTL 1 2 1 1 0 0 1 2 2 0 1 1 4 2 1 4 0 0 4 1 2 2 1 1 0 3 2 4 1 1 1 1 0 4 4 7 50 0 1 2 1 1

3 2 1

1 2

APPENDIX 4 INTERDISCIPLINARY CENTERS INSTITUTE OF PEACE EDUCATION (ALBERTTA) PEACE & CONFLICT STUDIES (UNIVERSITY COLLEGE TORONTO) PEACE & CONFLICT STUDIES (ERINDALE COLLEGE, TORONTO) PEACE & WAR STUDIES (GENERAL STUDIES, CALGARY) CENTRE FOR PEACE STUDIES (McMASTER) DEVELOPMENT STUDIES (COADY INTERNATIONAL INSTITUTE, ANTIGONISH) PROJECT PLOUGHSHARES (CONRAD GREBEL COLLEGE, WATERLOO) CONFLICT RESOLUTION STUDIES (MENNO SIMONS COLLEGE, WINNIPEG) INTERDISCIPLINARY STUDIES (ACADIA) CENTRE FOR THE STUDY OF CURRICULUM & INSTRUCTION (UBC) HUMAN RIGHTS CENTRE (CAPE BRETON) CENTRE FOR INTERNATIONAL STUDIES (CAPE BRETON) CENTRE FOR FOREIGN POLICY STUDIES (DALHOUSIE) LOYOLA JESUIT INSTITUTE FOR STUDIES IN INTERNATIONAL PEACE (MTRL) -----------------------------------------------------------FUNDING SOURCES -SOCIAL SCIENCES & HUMANITIES RESEARCH COUNCIL OF CANADA: SSHRCC -CANADIAN INSTITUTE OF INTERNATIONAL PEACE & SECURITY: CIIPS -COMMISSION CANADIENNE POUR L'UNESCO -DEPARTMENT OF EXTERNAL AFFAIRS (DISARMAMENT FUND) DEA -CANADIAN INTERNATIONAL DEVELOPMENT AGENCY: CIDA -DEPARTMENT OF NATIONAL DEFENCE: DND -MINISTERE QUEBECOIS DES AFFAIRES INTERNATIONALES -MINISTERE DE L'EDUCATION DU QUEBEC -CENTRALE DE L'ENSEIGNEMENT DU QUEBEC -PROGRAMME PAFAC (UQAM) -PEACE FUND CANADA -DONNER FOUNDATION -PRIVATE DONATIONS

APPENDIX 6 ACTIVITIES -EDUCATORS FOR PEACE -PHILOSOPHERS FOR PEACE -PSYCHOLOGUES POUR LA PAIX -SCIENCE FOR PEACE -TOOLS FOR PEACE -UNITED NATIONS CLUB -AMNESTY INTERNATIONAL -GANDHIAN CONFERENCE -NON-VIOLENCE CONFERENCE -CLARE POUR LA PAIX -PUGWASH CONFERENCE -ANNUAL PEACE WALK -COLLOQUE AT SEMINAIRE PACIFISTES -COMITE CONSULTATIF DE L'AMBASSADEUR AU DESARMEMENT DU CANADA -COALITION QUEBECOISE POUR LE DESARMEMENT ET LA PAIX -ALLIANCE CANADIENNE POUR LA PAIX -VETERANS AGAINST NUCLEAR ARMS -PEACE & CONFLICT STUDIES COMMITTEE (HALIFAX) -PEACE & CONFLICT RESOLUTION STUDY GROUP (CALGARY) -PEACE COALITION (LETHBRIDGE) -HANDS ACROSS THE BORDERS (LETHBRIDGE) -GROUPE DESARMEMENT ET PAIX (MONCTON) -COLLOQUE SUR LA PAIX (MONCTON) -INTERDISCIPLINARY PEACE STUDIES COMMITTEE (MT ST.VINCENT) -PEACE & CONFLICT SOCIETY (TORONTO) -COMPUTER PEACE NETWORK (HAMILTON) -MEDIATION FAMILIALE (QUEBEC) -ASSOCIATION MONDIALE POUR L'ECOLE INSTRUMENT DE LA PAIX -INTERNATIONAL PHILOSOPHERS FOR THE PREVENTION OF NUCLEAR OMNICIDE ------------------------------------------------------------------

APPENDIX 5 PUBLICATIONS MONOGRAPHS: -PROSPECTS FOR PEACE (CONCORDIA) -LE QUEBEC MILITAIRE (MONTREAL) -L'OPTION NUCLEAIRE (MONTREAL) -LE MOUVEMENT POUR LE DESERMEMENT ET LA PAIX (MONTREAL) -LA PAIX COMME PROJET DE JUSTICE (MONTREAL) -PAIX SANS FRONTIERES: CAHIER PEDAGOGIQUE (QUEBEC) -BIBLIOGRAPHIE ANNOTEE SUR LA GUERRE ET LA PAIX (LAVAL) -ARTISANS DE PAIX (OTTAWA) -ROOTS OF PEACE (TORONTO) -NON-VIOLENCE IN A VIOLENT CONTEXT (McMASTER) -PHILOSOPHICAL PERSPECTIVES ON NUCLEAR WAR (QUEENS) -PEACE EDUCATION IN THE SCHOOLS (MANITOBA) -EDUCATING FOR PEACE (ALBERTA) PERIODICALS: -OPTION-PAIX MAGAZINE -CANADIAN JOURNAL OF PEACE STUDIES -DEFENCE NEWSLETTER (DALHOUSIE) -PEACE NEWSLETTER (LETHBRIDGE) -EXPLORATIONS IN DEVELOPMENT/GLOBAL EDUCATION (SFU) -ENVIRONMENTAL ETHICS -PEACE MAGAZINE (TORONTO) -PEACE & CONFLICT SOCIETY NEWSLETTER (TORONTO) -ARMS CONTROL VERIFICATION PAPERS (OTTAWA) -INSTITUTE FOR PEACE EDUCATION NEWSLETTER (ALBERTA) -------------------------------------------------------------

APPENDIX 3 FACULTY & CURRICULUM ------------------------------------------------------------UNIVERSITY DEPARTMENT PROFESSOR COURSE/PROGRAM ------------------------------------------------------------ACADIA PSYCHOLOGY P. HORVATH INTERDISCIPLINE G. FISCHER PEACE CAPE BRETON POLITICS J. GUY INTERNATIONAL B. TENNYSON DISARMAMENT DALHOUSIE PHILOSOPHY S.A.M.BURNS POLITICS R. BOARDMAN WORLD ORDER FOREIGN POLICY E. BORGESE WAR+PEACE MT ST VINCENT ANTHROPOLOGY J. GORDON WAR+AGGRESSION ECONOMICS J. CEKOTA ARMS RACE HISTORY F. EARLY WOMEN+PEACE POLITICS L. FISK ARMS RACE STE ANNE PHILOSOPHIE J. CROMBIE FASCISME ST F.X. PHILOSOPHY C. BYRNE ETHICS POLITICS S. HALLOWAY WORLD POLITICS STE MARY'S RELIGION P. BOWLBY WAR+PEACE ------------------------------------------------------------U.P.E.I. PHILOSOPHY V. SMITHERAM ACTION+CONFLICT POLITICS B. BARTMANN WAR+POLITICS ------------------------------------------------------------MONCTON SOCIOLOGIE R. BABIN DESARMEMENT ARTS M. RAINVILLE MT ALLISON PSYCHOLOGY C. SUMMERS MILITARISM U.N.B. ECONOMICS D. MURRELLDEFENCE POLITICS G. BETTS ENVIRONMENT ------------------------------------------------------------BISHOP POLITICS L.T.WOODS UNITED NATIONS CONCORDIAPOLITICS P. ARNOPOULOS PEACE STUDIES PSYCHOLOGY J. RARIBEAU SOCIOLOGY K. JONASSOHN GENOCIDE -------------------------------------------------------------

LAVAL

HISTOIRE L. MIGEOTTE GUERRE ET PAIX PSYCHOLOGIE R. CLOUTIER THEOLOGIE L. O'NEILL DESARMEMENT MONTREAL SOCIOLOGIE J.VAILLANCOURT PAIX ET ECOLOGIE U.Q.A.M. EDUCATION J. HENAIRE INTERCULTURE HISTOIRE Y. BROSSARDGUERRE ET PAIX POLITIQUE Y. BELANGER DEFENSE SHERBROOKE SC. HUMAINES J.R.CHOTARD SYSTEMES ------------------------------------------------------------LAKEHEAD EDUCATION D. POWER McMASTER PHILOSOPHY M. VOROBES WAR+PEACE INTERDISCIPLINE G. MACQUEEN PEACE MOVEMENTS OTTAWA HISTORY J. LEVITT QUEENS EDUCATION J. OLSON PHILOSOPHY M. FOX SCIENCE+WAR R.M.C. POLITICS J. SOKOLSKY WAR STUDIES ECONOMICS K. DEONNANDAN DEFENCE TORONTO PHILOSOPHY J. BOYLE WAR+MORALITY SOCIOLOGY M. SPENCER MAJOR PROGRAM COLLEGE A. RAPOPORT MAJOR PROGRAM U.W.O. EDUCATION D. RAY HUMAN RIGHTS -----------------------------------------------------------MANITOBA EDUCATION K. OSBORNE WINNIPEG PHILOSOPHY P. MILLER WAR+PEACE -----------------------------------------------------------ALBERTA EDUCATION Y. CHENG PEACE EDUCATION ATHABASCA HISTORY B. ROBERTS COLD WAR CALGARY POLITICS J.F.KEELEY STRATEGY GENERAL T. GOVIER MAJOR PROGRAM INTERNATIONAL H. STAM PEACE+WAR LETHBRIDGE POLITICS A. ICHIKAWA PHILOSOPHY A. WILLIAMS ------------------------------------------------------------ROYAL ROADS POL. ECONOMY J. BAYER PEACEKEEPING SIMON FRASER EDUCATION R. CASE CONFLICT RESOL TRINITY HISTORY J. KLASSEN PEACE+SOCIETY SOCIOLOGY C. SENTON SOCIAL ISSUES U.B.C. EDUCATION W. WERNER GLOBAL DEVELOPE VICTORIA HISTORY D. ZIMMERMAN WAR+PEACE ------------------------------------------------------------TOTALS 35 60 60 50 -------------------------------------------------------------

APPENDIX 2 THE FIFTY CANADIAN UNIVERSITIES NEWFOUNDLAND: (1) -MEMORIAL, SAINT JOHNS NOVA SCOTIA: (7) -ACADIA, WOLFVILLE -CAPE BRETON -DALHOUSIE, HALIFAX -MOUNT SAINT VINCENT, HALIFAX -SAINTE ANNE, POINT DE L'EGLISE -SAINT FRANCIS XAVIER, ANTIGONISH -SAINT MARY'S, HALIFAX NEW BRUNSWICK: (3) -MONCTON -MOUNT ALLISON, SACKVILLE -NEW BRUNSWICK, FREDERICTON & ST JOHN PRINCE EDWARD ISLAND: (1) -P.E.I. CHARLOTTETOWN QUEBEC: (7) -BISHOP'S -CONCORDIA -McGILL -LAVAL -MONTREAL -QUEBEC, ABITIBI, CHICOUTIMI, HULL, MONTREAL, RIMOUSKI, RIVIERES -SHERBROOKE

ONTARIO: (17) -BROCK, SAINT CATHERINES -CARLETON -GUELPH -LAKEHEAD -LAURENTIAN -McMASTER -OTTAWA -QUEENS -ROYAL MILITARY -SUDBURY -TORONTO -TRENT, PETERBOROUGH -WATERLOO -WESTERN, LONDON -WILFRID LAURIER, WATERLOO -WINDSOR -YORK, TORONTO MANITOBA: (3) -BRANDON -MANITOBA, WINNIPEG -WINNIPEG SASKATCHEWAN: (2) -REGINA -SASKATCHEWAN, REGINA ALBERTA: (4) -ALBERTA, EDMONTON -ATHABASKA -CALGARY -LETHBRIDGE BRITISH COLUMBIA: (5) -BRITISH COLUMBIA, VANCOUVER -ROYAL ROADS, VICTORIA -SIMON FRASER, BARNABY -TRINITY WESTERN, LANGLEY -VICTORIA (ANGLOPHONE / FRANCOPHONE)