Time: Wed., 11:20 AM to 2:00 PM.

Office: Room 228B, Asbury Building; Tel: 202 885 1764

Office Hours: TBA in consultation with class members

Course Description:

This course will provide an in-depth coverage of the emerging field of Interactive Conflict Resolution (ICR) defined as small group, problem solving discussions between unofficial representatives of identity groups or states engaged in destructive conflict that are facilitated by an impartial third party of scholar-practitioners.  The course will explicate the history of the field and present an overview of current applications focusing on violent and apparently intractable intercommunal conflicts with international ramifications.  Various forms of ICR (dialogue, conflict analysis, reconciliation) will be discussed along with critical issues (training, funding, institutionalization) that are shaping the future of the field.  In addition to readings and seminar discussions, class members will engage in a series of analytical exercises designed to illustrate the challenges of practice in ICR.

Required Texts:

Fisher, R.J. (1997).  Interactive Conflict Resolution.  Syracuse, NY: Syracuse University Press.  (paperback)

Mitchell, C. & Banks, M. (1996).  Handbook of Conflict Resolution:  The Analytical Problem-Solving Approach.  New York/London: Pinter.  (paperback)

Rothman, J. (1997).  Resolving Identity-Based Conflict.  San Francisco: Jossey-Bass.  (hardcover)

Recommended:

Azar, E.E. (1990).  The Management of Protracted Social Conflict.  Hampshire, U.K./Brookfield, VT: Dartmouth/Gower Publishing.  (hardcover)

Burton, J.W. (1987).  Resolving Deep-Rooted Conflict: A Handbook.  Lanham, MD: University Press of America.   (paperback); also available as the Appendix: Facilitated Conflict Resolution Procedures in Burton, J.W. & Dukes, F. (Eds.) (1990), Conflict: Practices in Management, Settlement & Resolution. New York: St. Martin's Press, pp. 189-209.  (hardcover)

Burton, J.W. (1990).  Conflict: Resolution and Provention.  New York: St. Martin's Press.  (hardcover)

Course Design:

This class is a graduate seminar in which members are expected to participate actively, both in presenting assigned readings and engaging in the discussions and exercises that build on the readings.  Each session will cover a designated topic based on a set of readings and will engage two members as 'Reading Partners' working as co-presenters in bringing forward some of the basic ideas and themes in the readings.  The objective in the ensuing discussion is not only to identify the learnings in the readings, but also for each class member to develop personal meaning of the material through active participation. 

To further our understanding of ICR, class members will also form small 'Intervention Teams' based on common interests and aspirations.  These teams will complete the analytical exercises provided in Mitchell & Banks (1996) and present selected portions of their work to the rest of the class.  Simultaneous completion of the exercises by a number of teams will allow for the discussion of similarities and differences in approach, strategies and tactics.  The objective is to add greater meaning to the readings through a sequenced analysis of the types of situations, challenges and dilemmas that are faced by scholar-practitioners of ICR. 

Both the Reading Partners and the Intervention Teams will be formed with flexibility in the amount of collaboration that will be necessary, in order to take account of members' constraints in terms of study and work schedules, geographical location, transportation requirements, etc.  In concert with the Reading Partners and Intervention Teams, more traditional elements of the design will include a term paper and a take home exam.

Course Requirements:

1. Class Participation (15%):  Evaluation of participation will be based primarily on the presentations of the readings undertaken by the Reading Partners, who are expected to consult with each other and discuss how to present the main ideas in their set of readings to the class.  Members will choose their Reading Partner early in the class, and will make one or two presentations during the term depending on the number in the class.  Feedback from the Instructor will be given following the class session.  This component of participation is worth 10% of the grade, and will be assigned to the Reading Partners as a unit.  The remaining 5% will be assigned individually and will be based on attendance, in that 1/2% will be deducted from the final mark for each session missed without a medical or compassionate reason being provided.

2. Intervention Team Exercises (30%):  Each Intervention Team will complete a number of analyses and will make several presentations during the term.  This sequential and collaborative endeavor is designed to sensitize members to the challenges and benefits of working in a professional intervention team, and to deepen members understanding of the course material by application to concrete situations.  Brief written reports on the exercises will be required throughout the course, and the grade will be based on the combination of the reports and the presentations.  The mark will be assigned to the Learning Team as a unit, unless members negotiate to take individual marks based on selected components of the exercises and reports.  The Instructor will provide additional guidance for the completion of the exercises in Mitchell & Banks where required.

3. Term Paper (25%):  A traditional research and analysis paper of 20 to 25 pages is to be completed by each class member.  The topic should relate to and build on some segment of the class readings, and should not overlap with the Intervention Team exercises and reports.  Topics should be identified in consultation with the Instructor with the goal of advancing the professional development of the class member.

4. Final Exam (30%):  A take home final exam will be used to assess class members' comprehension of and ability to apply the ideas represented in the class readings and discussions.  The exam will consist of four essay questions of which three must be completed within a designated number of pages.  The exam will be due the last week of the term and class members will have one week to complete it.

Course Schedule:

1. Sept. 2 Introductions, Course Outline Discussion

Statements of Interests and Learning Goals

Formation of Reading Partners and Intervention Teams

2. Sept. 9 Overview of ICR: Rationale and History

Text Readings:

Fisher, Introduction, pp 1-15.

Mitchell & Banks, Introduction, pp. vii-9.

Rothman, Prologue and The ARIA Framework, pp. 1-20.

Azar, Introduction, Chapters 1 and 2, pp. 1-28.

Burton, Introduction and Chapter 1, pp. 1-24.

Reserve Readings:

Fisher, R.J. (In Press). Historical Mapping of the Field of Interactive Conflict Resolution, in J. Davies & E. Kaufman (Eds.), Second Track Diplomacy for Communal Conflicts: Applied Techniques of Conflict Transformation. 22 pages.

3. Sept. 16 John Burton

Text Readings:

Fisher, John Burton: Controlled Communication to Analytic Problem Solving, in Fisher, pp. 19-36.

Burton, Chapters 13, 14, 15, and 16, pp. 188-228.

Reserve Readings:

Burton, J.W. (1985). Second Track Diplomacy: History and Practice.  Paper presented at the Foreign Institute, U.S. Department of State, February.

Burton, J.W. (1990). Appendix: Facilitated Conflict Resolution Procedures, In Burton, J.W. & Dukes, F., Conflict: Practices in Management, Settlement & Resolution. New York: St. Martin's Press, pp. 189-209.

Warfield, J.N. (1988). Do As I Say: A Review Essay of John W. Burton, Resolving Deep-Rooted Conflict: A Handbook.  International Journal of Group Tensions, 18, pp. 228-236.

4. Sept. 23 Leonard Doob

Text Readings:

Fisher, Leonard Doob: Human Relations Workshops Applied to Conflict Resolution, in Fisher, pp. 37-55.

Reserve Readings:

Alevy, D.I. et al (1974). Rationale, Research, and Role Relations in the Stirling Workshop.  Journal of Conflict Resolution, 18, pp. 276-284.

Boehringer, G.H. et al (1974). Stirling: The Destructive Application of Group Techniques to a Conflict. Journal of Conflict Resolution, 18, pp. 257-275.

Doob, L.W. & Foltz, W.J. (1973). The Belfast Workshop: An Application of Group Techniques to a Destructive Conflict. Journal of Conflict Resolution, 17, pp. 489-512.

Doob, L.W. & Foltz, W.J. (1974). The impact of a workshop upon grassroots leaders in Belfast. Journal of Conflict Resolution, 18, pp. 237-256.

Doob, L.W. (1987). Adieu to Private Intervention in Political Conflicts? International Journal of Group Tensions, 17, pp. 15-27.

5. Sept. 30 Herbert Kelman

Text Readings:

Fisher, Herbert Kelman: Interactive Problem Solving, in Fisher, pp. 56-74.

Reserve Readings:

Kelman, H.C. (1979). An Interactional Approach to Conflict Resolution and its Application to Israeli-Palestinian Relations. International Interactions, 6, pp. 99-122.

Kelman, H.C. (1992). Informal Mediation by the Scholar/Practitioner, in Bercovitch, J. & Rubin, J.Z. (Eds.), International Mediation: A Multi-Level Approach to Conflict Management. London: Macmillan, pp. 64-96. (also on reserve for 33.596.12)

Rouhana, N.N. & Kelman, H.C. (1994). Promoting Joint Thinking in International Conflict: An Israeli-Palestinian Continuing Workshop. Journal of Social Issues, 50(1), pp. 157-178.

6. Oct. 7 Edward Azar

Text Readings:

Fisher, Edward Azar: Protracted Social Conflicts and Problem Solving Forums, in Fisher, pp. 77-97.

Azar, Introduction and Chapters 3, 4, 6, 7 and 8, pp. 29-63 and 82-134.

7. Oct. 14 Unofficial Diplomats

Text Readings:

Fisher, Bryant Wedge, pp. 98-104, Harold Saunders, pp. 112-117, and Montville, McDonald and Diamond, pp. 117-120.

Reserve Readings:

Wedge, B. (1987). Mediating Intergroup Conflict in the Dominican Republic.  In J.W. McDonald & D.B. Bendahmane (Eds.), Conflict Resolution: Track Two Diplomacy. Washington, DC: Foreign Service Institute, Department of State, pp. 35-52.

Montville, J.V. (1987). The Arrow and the Olive Branch: The Case for Track Two Diplomacy. In McDonald & Bendahmane, pp. 5-20.

Diamond, L. & McDonald, J. (1996). Introduction and The System as a Whole: Multi-Track Diplomacy, in Multi-Track Diplomacy: A Systems Approach to Peace (3rd. ed.). West Hartford, CT: Kumarian Press, pp. 1-25.

Chufrin, G.I. & Saunders, H.H. (1993). A Public Peace Process. Negotiation Journal, 9, pp. 155-177.

Saunders, H.H. & Slim, R. (1994). Dialogue to Change Conflictual Relationships.  Higher Education Exchange, 43-56.

8. Oct. 21The Psychodynamic Approach

Text Readings:

Fisher, Vamik Volkan, pp. 104-112.

Reserve Readings:

Volkan, V.D. (1991). Official and Unofficial Diplomacy: An Overview.  In V.D. Volkan, J.V. Montville & D.A. Julius (Eds.), The Psychodynamics of International Relationships. Volume II: Unofficial Diplomacy at Work. Lexington, MA: Lexington Books, pp. 1-16.

Julius, D.A. (1991). The Practice of Track Two Diplomacy in the Arab-Israeli Conferences.  In Volkan, Montville & Julius, pp. 193-205.

Volkan, V.D. (1991). Psychological Processes in Unofficial Diplomacy Meetings.  In Volkan, Montville & Julius, pp. 207-222.

Montville, J.V. (1991). Psychoanalytic Enlightenment and the Greening of Diplomacy.  In Volkan, Montville & Julius, pp. 177-192.

Montville, J.V. (1993). The Healing Function in Political Conflict Resolution.  In D.J.D. Sandole & H. van der Merwe (Eds.), Conflict Resolution: Theory and Practice. New York: Manchester University Press, pp. 112-127.

Volkan, V.D. & Harris, M. (1992). Negotiating a Peaceful Separation: A Psychopolitical Analysis of Current Relationships Between Russia and the Baltic Republics.  Mind and Human Interaction, 4 (1), pp. 20-39.

Volkan, V.D. & Harris, M. (1993). Vaccinating the Political Process: A Second Psychopolitical Analysis of Relationships Between Russia and the Baltic States. Mind and Human Interaction, 4(4), pp. 169-190.

9. Oct. 28 Third Party Consultation

Text Readings:

Fisher, Third Party Consultation: A Core Model for Interactive Conflict Resolution, in Fisher, pp. 142-162.

Reserve Readings:

Fisher, R.J. (1980) A Third-Party Consultation Workshop on the India-Pakistan Conflict. Journal of Social Psychology, 112, pp. 191-206.

Fisher, R.J. (1992). Peacebuilding for Cyprus: Report on a Conflict Analysis Workshop, June 1991. Ottawa: Canadian Institute for International Peace and Security.

Fisher, R.J. (1994). Education and Peacebuilding in Cyprus: A Report on Two Conflict Analysis Workshops. Saskatoon, SK: University of Saskatchewan.

Fisher, R.J. (In Press). Third Party Consultation Applied to the Cyprus Conflict. In N.N. Rouhana (Ed.), Innovation in Unofficial Third Party Intervention in International Conflict. Syracuse, NY: Syracuse University Press.

10. Nov. 4 The ARIA Framework

Text Readings:

Rothman, Chapters 2, 3, 4, 5, 6, 8 and Epilogue, in Rothman, pp. 21-108 and 145-168.

11. Nov. 11 The Contingency Model

Text Readings:

Fisher, A Contingency Approach to Third Party Intervention, in Fisher, pp. 163-184.

Reserve Readings:

Fisher, R.J. & Keashly, L. (1988). Distinguishing Third Party Interventions in Intergroup Conflict: Consultation is Not Mediation. Negotiation Journal, 4, pp. 381-393.

Fisher, R.J. (1989). Prenegotiation Problem-Solving Discussions: Enhancing the Potential for Successful Negotiation. In J.G. Stein (Ed.), Getting to the Table: The Processes of International Prenegotiation. Baltimore, MD: John Hopkins University Press, pp. 206-238.

Keashly, L. & Fisher, R.J. (1997). A Contingency Perspective on Conflict Intervention: Theoretical and Practical Considerations. In J. Bercovitch (Ed.), Resolving International Conflict: The Theory and Practice of Mediation. London: Lynne Reiner, pp. 235-261.

Pruitt, D.G. & Olzack, P.V. (1995). Beyond Hope: Approaches to Resolving Seemingly Intractable Conflict.  In B.B. Bunker & J.Z. Rubin (Eds), Conflict, Cooperation, and Justice: Essays Inspired by the Work of Morton Deutsch. San Francisco, CA: Jossey-Bass, pp. 59-92.

12. Nov. 18 Evaluation of the Method

Text Readings:

Fisher, Assessment: The State of the Art and the Science, in Fisher, pp. 187-212.

Reserve Readings:

Yalem, R.J. (1971). Controlled Communication and Conflict Resolution. Journal of Peace Research, 8, pp. 263-272.

Mitchell, C.R. (1973). Conflict Resolution and Controlled Communication: Some Further Comments. Journal of Peace Research, 10, pp. 123-132.

Mitchell, C.R. (1981). Introduction, Chapters 3, 8, and 9 in Peacemaking and the Consultant's Role. Westmead, U.K.: Gower, pp. vii-xvii, 27-42, and 137-167.

Mitchell, C.R. (1993). Problem-Solving Exercises and Theories of Conflict Resolution. In D.J.D. Sandole & H. van der Merwe (Eds.), Conflict Resolution: Theory and Practice. New York: Manchester University Press, pp. 78-94.

Rouhana, N.N. & Korper, S.H. (1997). Power Asymmetry and Goals of Unofficial Third Party Intervention in Protracted Intergroup Conflict. Peace and Conflict: Journal of Peace Psychology, 3, pp 1-17.

13. Nov. 25 Thanksgiving Break

14. Dec. 2 Issues, Challenges and Conclusion

Term Paper Due

Text Readings:

Fisher, Critical Issues for Interactive Conflict Resolution, Challenges for Practice and Policy, and Conclusion in Fisher, pp. 213-270.

Reserve Readings:

Rouhana, N.N. (1995). Unofficial Third Party Intervention in International Conflict: Between Legitimacy and Disarray. Negotiation Journal, 11, pp. 255-270.

Saunders, H.H. (1995). Possibilities and Challenges: Another Way to Consider Unofficial Third Party Intervention. Negotiation Journal, 11, pp. 271-275.

Pearson d'Estree, T. & Babbitt, E.F. (1998). Women and the Art of Peacemaking: Data from Israeli-Palestinian Interactive Problem-Solving Workshops. Political Psychology, 19, pp. 185-209.

15. Dec. 10 Take Home Exam Due

HAPPY HOLIDAYS!