Dr Michael Salla
Office: SIS Building Room 310
Phone: (202) 885 1497
Email: msalla@american.edu
http://www.american.edu/salla/

Office Hours:
Tuesday 7-8 pm
Wednesday 2:00 - 3:00 pm
or by appointment

This course explores a range of issues concerning how conflict resolution is conceptualized, and which subsequently impact on the practice of conflict resolution. The main aim of the course is to assist students in appreciating the significance of these issues in order to make the practice of conflict resolution more effective. Students will be expected to perform a collaborative group project whereby they observe and report on an organization, either governmental or non-governmental, working in the broad area of conflict resolution. In the final weeks of the course, students will design class activities that illustrates the organization's work through a class activity.

A further aim of the course is to encourage students to understand conflict resolution as an evolving discipline that requires an appreciation of the underlying assumptions and practices that underscore conflict in the first instance. In this sense, the practitioner of conflict resolution must be prepared to intervene in conflict while simultaneously undergoing a critical questioning of the choice, rationale and appropriateness of the conflict models and frameworks adopted, and how she/he may be part of broader societal and international processes that contribute to the conflict. The course will explore the frontiers of conflict resolution in terms of its transformational potential.

The course is divided into three parts. 1. Evolution of Conflict Resolution examines some of the key conceptual breakthroughs in the recent history of conflict resolution. 2. Methodological issues examines broad areas of debate over the scope and utility of conflict resolution. This covers questions concerning how 'gender' & 'culture' impact on the conceptualization of conflict and its resolution. 3. Conflict resolution in practice attempts to develop some of the basic skills required for effective negotiation and third party intervention in the dominant sources of post-cold war conflict.

1. Class Participation - 25%

Your participation will be graded on the basis of three criteria: clarity; content; and context. Clarity refers to whether your comments are clear, coherent and comprehensible. Are you making yourself understood? Content refers to the substance of your remarks. Are your comments thoughtful, well-informed and to the point? Context refers to how well you integrate your comments with issues pertinent to the course or to ongoing class discussion. Do you build upon what others have said either by agreeing or disagreeing with them? Are you relating discussion to issues raised in the readings?

Class discussion comes more easily for some people than for others. By temperament or habit, some are 'talkers' while others are 'listeners'. Learn to be both. An old Ghanian proverb says that 'we have two ears and one mouth, learn to use them in proportion!' If you are a 'talker', learn to give enough space for others to speak. If a 'listener', try to participate more in discussions even if this means asking questions. Intelligent questioning is just as important as thoughtful commenting!

You are to complete five reflective papers of between two to three pages that examine readings covered in each two/three week period of the course. Papers are due: February 11; February 25; March 10; March 31; April 21. The reflective papers should not be a detailed summary of the readings but should instead be a personal response in terms of how the readings have (or have not!) contributed to your own understanding of the peace paradigm under discussion. Your paper needs to show some evidence that you have read most if not all of the set readings.

Note that reflective papers will be graded. Papers scoring less than a B+ can be resubmitted for a maximum of B+. You need to complete all five reflective papers. Regular attendance, submission of reflective papers, participation in class discussions will form the basis of your mark for this component of the course.

2. Essay - 30%

A list of questions will be handed out to the class dealing with particular issues in conflict resolution. Each paper should critically question the literature in terms of diverging approaches and perspectives taken by scholars in addressing the question. (Note: suggestions for essay writing appear at the end of this syllabus.) Papers must be between 12 to 15 double spaced pages, fully referenced & including a bibliography, and handed in on April 7.

Note: You are expected to submit a two page outline of your planned paper on March 24. The first page of the outline should explicitly state your main argument together with a description of the approach you are taking in the paper. The second page should be a bibliography of books/articles that you will use for the development of your argument.

3. Collaborative Project - 20%

You will be required to collaborate in groups of two in exploring the conflict resolution efforts of an organization, governmental or non-governmental, based in the Washington DC area. Your group needs to distribute a typed two-three page summary of the work of the mandate of the organization, the activities it carries out to fulfill this mandate, and your analysis of the viability of the organization in its conflict resolution efforts.

Your group needs to design a class activity which is both informative and illustrative of the organization's mandate and activities. The aim is to provide some exposure for your peers to the skills utilized by the organization under investigation, and to also open up for discussion some of the issues that emerge in the viability of such practices. A list of peace and conflict resolution organizations in the Washington DC area can be found on my homepage under the category of Organizations and Resources in the Washington Area.

Groups will start their presentations and class activities - total time approximately 15 mins - over the weeks beginning March 24. Your group will be assigned a collective mark for the originality and creativity of the class activity, and for the analysis contained in the report.

4. Research Proposal - 25%

You will be expected to work either as individuals or in groups of two in preparing a research proposal of between 12-15 pages for a project aimed at resolving an international conflict. Your proposal should contain, synopsis, aims, methodology, organization of any project events, timetable, resources needed, and budget. You will be given ten minute to present your proposal on April 28. Submission of the Proposal is May 5. You should hand out a two page outline of your proposal to the rest of the class.

Required Texts

• Marshall Rosenberg, Nonviolent Communication (Puddle Dancer Press, 1999)
• David Augsburger, Conflict Mediation Across Cultures: Pathways and Patterns (Louisville, Kentucky: John Knox Press, 1992)
• Roger Fisher and William Ury, Getting to Yes: Negotiating Agreement Without Giving In, 2nd ed. (New York: Penguin Books, 1991)
• J.W. Breslin and J.Z. Rubin, eds., Negotiation Theory and Practice (Cambridge, MASS: PON Books, 1991)
• Jeffrey Rubin, Dean Pruitt, Sung Hee Kim, Social Conflict: Escalation, Stalemate and Settlement, 2nd edition (New York: McGraw-Hill, 1994)
• Dennis Sandole and Hugo van der Merwe, eds., Conflict Resolution: Theory and Practice: Integration and application (Manchester University Press, 1993)
• Chester A. Crocker & Fen Osler Hampson with Pamela Aall, eds., Managing Global Chaos: Sources of and Responses to International Conflict (Washington, DC., US Institute for Peace, 1996)

CLASS SCHEDULE
 

Jan 28 Introduction - Understanding Conflict Resolution & the Sources of Conflict

Feb 4 Cooperative vs Competitive Negotiating Styles

• Morton Deutsche, "Subjective Features of Conflict Resolution: Psychological, Social and Cultural Influences," in Raimo Vayrynen, New Directions in Conflict Theory, 26-56
• Augsberger, Conflict Mediation Across Cultures, 42-72
• Dean Pruitt, 'Strategic Choice in Negotiation,'' in Breslin & Rubin, eds., Negotiation Theory and Practice, 27-46 (Note: a similar version is in Rubin, et al., Social Conflict 27-46)

• William Zartman, 'Common Elements in the Analysis of the Negotiation Process,' in Breslin & Rubin, eds., Negotiation Theory and Practice, 147-60
• Daniel Druckman, "Negotiating in the International Context," in Peacemaking in International Conflict: Methods and Technique, ed., William Zartman and Lewis Rasmussen, eds., 81-123

• David A. Lax & James Sebenius, 'The Power of Alternatives or the Limits to Negotiation' in Breslin & Rubin, eds., Negotiation Theory and Practice, 97-114

• Michael Nicholson, 'The Role of Rational Approaches and their Criticism,' in Vayrynen, ed., New Directions in Conflict Theory 57-78
• M.H. Bazerman, 'Negotiator Judgement: A Critical Look at the Rationality Assumption,' in Breslin & Rubin, eds., Negotiation Theory and Practice, 197-209.

 

• Roger Fisher and William Ury, Getting to Yes: Negotiating Agreement Without Giving In, 2nd ed. (New York: Penguin Books, 1991) 1-80; 97-106, 151-87

• W.McCarthy, 'The Role of Power and Principle in Getting to Yes,' in Breslin & Rubin, eds., Negotiation Theory and Practice, 115-22.
• Roger Fisher, 'Negotiating Power: Getting and Using Influence,' in Breslin & Rubin, eds., Negotiation Theory and Practice, 127-140.
• Rubin, et al., Social Conflict , 47-67, 168-95

• Bush & Folger, The Promise of Mediation, 33-78

• Roger Fisher, Elizabeth Kopelman & Andrea Kupfer Schneider, Beyond Machiavelli: Tools for Coping with Conflict (Cambridge, Mass: Harvard University Press, 1994)

 

Feb 18 Human Needs Theory & Social Justice

• John Burton, 'Conflict Resolution as a Political Philosophy,' in Sandole and van der Merwe, Conflict Resolution: Theory and Practice, 55-64
• Roger Coate & Jerel A. Rosati, 'Human Needs in World Society,' The Power of Human Needs in World Society, eds Roger Coate & Jerel Rosati, Boulder, CO., Lynne Rienner, 1988, 1-20
• Richard Rubinstein, 'Analysing and Resolving Class Conflict,' in Sandole and van der Merwe, Conflict Resolution: Theory and Practice,' 146-57
• Abraham Maslow, A Theory of Human Motivation, 3rd ed., NY: Harper & Row, 1987, 15-31, 56-61

 

• Robert A Baruch Bush, 'Dispute Resolution - The Domestic Arena,' in Vasques et al., Beyond Confrontation, 9-37
• John Burton, 'The History of International Conflict Resolution,' International Conflict Resolution: Theory and Practice, eds. Edward E. Azar and John Burton (Boulder, Lynne Rienner, 1986), 40-55
• John Burton, 'Human Needs Versus Societal Needs,' The Power of Human Needs in World Society, eds., Coate & Rosati, 34-57.
• John Burton, ed., Conflict: Human Needs Theory (New York: St Martin's Press, 1990)

 

• Dean Pruitt & P. Olczak, 'A multimodal approach to seemingly intractable conflict,' in B. Bunker & J. Rubin, eds., Cooperation, conflict and justice: Essays inspired by the work of Morton Deutsche (New York: Sage, 1995) 59-92.
• Rubin, Pruitt & Kim, Social Conflict, 68-116, 150-67
• Peter Coleman, 'Redefining Ripeness: A Social-Psychological Perspective,' Peace and Conflict: Journal of Peace Psychology 3:1 (1997): 81-103
• Jeffrey Rubin, 'The Timing of Ripeness and the Ripeness of Timing,' in Kriesberg & Thorston, eds., Timing the De-escalation of International Conflicts (Syracuse University Press, 1991) 237-46
• Augsberger, Conflict Mediation Across Cultures, 229-58

• Michael Salla, 'Creating the Ripe Moment in the East Timor Conflict' Journal of Peace Research 34:2 (1997): 449-66

 

• Christopher Mitchell, The Structure of International Conflict (London: St Martin's 1981)
• William Zartman, 'Dynamics and Constraints in Negotiations in Internal Conflicts' Elusive Peace: Negotiating an End to Civil Wars, ed. William Zartman (Washington, DC., The Brookings Institution, 1995) 3-30

• Marieke Kleibor, 'Ripeness of Conflict: A Fruitful Notion? Journal of Peace Research 31:1 (1994): 109-16
• Louis Kriesberg, 'Timing and the Initiation of De-Escalation Moves,' in Breslin & Rubin, eds., Negotiation Theory and Practice 223-34
• Richard Haass, 'Ripeness and the Settlement of International Disputes,' Survival 30:3 (1988): 233-51
• Karin Aggestam, 'Ripeness in International Mediation,' Paradigms: The Kent Journal of International Relations 9:2 (1995)

 

March 3 Conflict Transformation: Empathy & Empowerment

• Marshall Rosenberg, Nonviolent Communication, 1-102
• Robert Bush & Joseph Folger, The Promise of Mediation (Jossey-Bass Publishers, 1994)79-112
• •Benjamin Broom, "Managing Differences in conflict resolution: The role of relational empathy," in Sandole and van der Merwe, Conflict Resolution: Theory and Practice, 97-111
• •Rubin, et al., Social Conflict, 27-46 [re-read from Feb 4].

• Rupert Shelldrake, A New Science of Life: The Hypothesis of Morphic Resonance (Park Street Press, 1995) 17-32,199-208
• James Redfield, The Celestine Vision: Living the New Spiritual Awareness (Warner Books, 1997) 47-86
• Michael Salla, "Conflict Transformation & Spirituality" ('work in progress' to be distributed or personally demonstrated by my non-material presence for a full 160 minutes!)
• Jonathan Weiner, Time, Love, Memory, A Great Biologist and His Quest for the Origins of Behavior (New York: Alfred A. Knopf, 1999) 5-32
• Robert Becker & Gary Seldon, The Body Electric: Electromagnetism and the Foundation of Life (New York, William Morrow 1985) 40-67; 77-102
• Deepak Chopra, Ageless Body, Timeless Mind: A practical alternative to growing old (London: Rider, 1993) 3-40
• Craig Donaldson, "The Violet Flame: The Alchemists Dream," http://www.spiritweb.org/Spirit/violet-flame-donaldson.html 

March 10 Third Reflective Paper is Due

March 12 - 19 Spring Break

March 24 Culture

• Augsberger, Conflict Mediation Across Cultures,11-41; 73-113

• Raymond Cohen, 'Negotiating Across Cultures,'in Crocker, et al., Managing Global Chaos, 487-99
• Paul E Salem, 'A critique of Western conflict resolution from a non-Western perspective,' Negotiation Journal 9:4 (1993): 361-69
• Kevin Avruch and Peter Black, 'Conflict resolution in intercultural settings: Problems and prospects,' in Sandole and van der Merwe, Conflict Resolution: Theory and Practice, 131-45.
• Mary Clark, 'Symptons of cultural pathologies,' in Sandole and van der Merwe, Conflict Resolution: Theory and Practice, 43-52
• R.J. Janosik, 'Rethinking the Culture-Negotiation Link,' in Breslin and Rubin, eds., Negotiation Theory and Practice, 235-46

 

• Raymond Cohen, Negotiating Across Cultures, Rev Ed. (Washington, DC.: US Institute of Peace, 1997)
• J.Z. Rubin and F.E. A. Sander, 'Culture, Negotiation, and the Eye of the Beholder,' Negotiation Journal (July 1991): 249-54.
• Paul Kimmel, 'Cultural perspectives on international negotiations, Journal of Social Issues 50:1 (1994): 179-96

March 24 ESSAY OUTLINE DUE TODAY

March 24 Group Presentations Begin

March 31 Gender

• D.M.Kolb and G.G. Coolidge, 'Her Place at the Table: A Consideration of Gender Issues in Negotiation,' in Breslin & Rubin, Negotiation Theory and Practice, 261-77
• Ellen Ziskind Berg, "Gendering Conflict Resolution," Peace and Change 19:4 (1994): 325-48
• John B. Stephens, 'Gender Conflict: Connecting Feminist Theory and Conflict Resolution Theory and Practice,' in Conflict and Gender, ed. Anita Taylor and Judi Beinstein-Miller (N.J.: Cresskill, 1994) 217-35
• Augsberger, Conflict Mediation Across Cultures, 164-86

Further Reading

• Carol Gilligan, In a Different Voice (Harvard University Press, [1992] 1993)

• Simona Sharoni, Gender and the Isreali-Palestinian Conflict (Syracuse Uni Press, 1995)

April 7 Ethnicity & Group Rights: Resolving Intra-state Conflicts

• Roger Fisher, et al. Beyond Machiavelli, 3-18; 120-44

• Ted Robert Gurr, 'Minorities, Nationalists, and Ethnopolitical Conflict,' in Crocker, et al., Managing Global Chaos 53-78
• Hugo van der Merwe, “Relating theory to the practice of conflict resolution in South Africa,” in Conflict Resolution Theory and Practice, eds. Sandole & van der Merwe, 263-75
• Tom Woodhouse, 'Ethnicity, Conflict Resolution, and Post-Cold War Security,' Issues in Peace Research 1995-96, ed. Lee-Anne Broadhead (Bradford: Department of Peace Studies, University of Bradford, 1996) 33-58
• John Chipman, 'Managing the Politics of Parochialism,' in Ethnic Conflict & International Security, ed. Brown, 237-64

• Donald Horowitz, "Self-Determination: Politics, Philosophy, and Law," in Ethnicity and Group Rights (New York University Press, 1997) 421-63.
• Donald Horowitz, Ethnic Groups in Conflict, University of California Press, 1985, 3-54
• Michael Brown, 'Causes and Implications of Ethnic Conflict,' in Ethnic Conflict & International Security, ed. Michael Brown, Princeton University Press, 1993, 3-26
• Anthony D. Smith, 'Conflict and Collective Identity: Class, Ethnie and Nation,' International Conflict Resolution: Theory and Practice, eds. Edward E. Azar and John Burton, (Boulder, Lynne Rienner, 1986) 63-84
• Abdul Aziz Said and Abdul Karim Bangura, 'Ethnicity's Threat to Peace,' Rethinking Peace, eds. Robert Elias and Jennifer Turpin (Boulder, CO: Lynne Rienner Publishers, 1994) 98-103
• Stephen Ryan, Ethnic Conflict & Internatinal Relations, 2nd ed. (Aldershot: Dartmouth, 1995) 77-100

April 7 ESSAY DUE TODAY

April 14 Mediation & Problem Solving

• Christopher Moore, "How Mediation Works," in The Mediation Process: Practical Strategies for Resolving Conflicts, C. Moore (San Francisco: Jossey-Bass, 1986):
• Rubin, Pruitt & Kim, 196-23
• I. William Zartman and Saadia Touval, 'International Mediation in the Post-Cold War Era,' in Crocker, et al., Managing Global Chaos, 445-62
• Louis Kriesberg, 'Varieties of Mediating Activities,' in Bercovitch, ed., Resolving International Conflicts, 219-33.
• Deborah M. Kolb & Eileen F. Babbit,' Mediation Practice on the Home Front,' in Vasques, et al., Beyond Confrontation, 63-86

Further Reading

• Peter J. Carnevale & Sharon Arad, 'Bias and Impartiality in International Mediation,' in Bercovitch, ed., Resolving International Conflicts, 39-54.
• John Burton and Frank Dukes, Conflict: Practices in Management, Settlement and Resolution (New York: St Martin's Press, 1990) 25-37
• J. Bercovitch, 'The Structure and Diversity of Mediation in International Relations,' Mediation in International Relations: Multiple Approaches to Conflict Management, eds.J. Bercovitch and J.Z. Rubin (London MacMillan, 1992) 1-29
• Christopher Mitchell, 'Problem-solving exercises and theories of conflict resolution,' in Sandole and van der Merwe, Conflict Resolution: Theory and Practice, 78-94

• Herbert Kelman, 'The Interactive Problem-Solving Approach', in Crocker, et al., Managing Global Chaos, 501-20
• Eileen Babbitt & Tamra Pearson D'Estree, "An Israeli-Palestinian Women's Workshop," in Crocker, et al., Managing Global Chaos, 521-29
• D.A.Julius, 'The Practice of Track Two Diplomacy in the Arab-Israeli Conferences,' in The Psychodynamics of International Relationships, V.D. Volkan, J.V. Montville and D.A. Julius, (Lexington, Mass.: Lexington Books, 1991) vol 2, 193-206
• J.V. Montville, 'The Arrow and the Olive Branch: A Case for Track Two Diplomacy,' The Psychodynamics of International Relationships, V.D. Volkan, J.V. Montville and D.A. Julius, (Lexington, Mass.: Lexington Books, 1991) vol 2, 161-76
• Louise Diamond & John McDonald, Multitrack Diplomacy, 3rd ed. (West Hartford, Connecticut: Kumarian Press, 1996) 11-25, 131-55

• John Paul Lederach, Building Peace: Sustainable Reconciliation in Divided Societies, 107-27
• H.C. Kelman, 'Informal Mediation by the Scholar/Practitioner,' Mediation in International Relations, eds., J. Bercovitch & J. Rubin (New York: St Martin's Press, 1992) 64-96

• Harold Saunders, 'Prenegotiation and Circum-negotiation: Arenas of the Peace Process, in Crocker, et al., Managing Global Chaos, 419-432 OR Harold Saunders, 'We Need a Larger Theory of Negotiation: The Importance of Pre-Negotiating Phases,' in Breslin & Rubin, eds., Negotiation Theory and Practice, 57-70
• J.W. McDonald & D.B. Bendahmane, eds., Conflict Resolution: Track Two Diplomacy (Foreign Service Institute, US Department of State (Washington, DC.: US. Government Printing Office, 1987)
• Pamela Aall, 'Nongovernmental Organizations and Peacemaking,' in Crocker, et al., Managing Global Chaos, 433-45
• A.Paul Hare, 'Informal Mediation by Private Individuals,' Mediation in International Relations, eds., J. Bercovitch & J. Rubin (New York: St Martin's Press, 1992) 52-63

 

April 28 Class Presentations
 

May 5 Post-Conflict Peacebuilding and Reconciliation

• Augsberger, Conflict Mediation Across Cultures, 259-88
• Donald Shriver, "Prisoner 8231," The Forgiveness Factor: Stories of Hope in a World of Conflict, ed. Michael Henderson (London: Grosvenor Books, 1996) 74-83
• Lyn S. Graybill, "South Africa's Truth and Reconciliation Commission: Ethical and Theological Perspectives," Ethics and International Affairs 12 (1998) 43-62
• Joseph Montville, "The healing function in political conflict resolution," in Sandole and van der Merwe, Conflict Resolution: Theory and Practice, 112-28
• Nicole Ball, The Challenge of Rebuilding War-Torn Societies, Managing Global Chaos, 607-22

 

• John Paul Lederach, Building Peace: Sustainable Reconciliation in Divided Societies, 23-85; 153-80
• Neil Kritz, The Rule of Law in the Postconflict Phase: Building a Stable Peace, Managing Global Chaos, 587-606
• Michael Henderson, ed., The Forgiveness Factor: Stories of Hope in a World of Conflict (London: Grosvenor Books, 1996)

May 5 Submission of Presentations
 
 

The essence of good essay writing is to be found in the quality of your argument and the level of analysis. The essay must go beyond description and narrative. It is not enough just to tell a story, nor is it enough just to produce a large number of facts related to the topic of your essay, nor is it enough to merely recount what the authors of the textbooks have to say about the topic. The essay should represent your considered perspective and your informed thoughts on the problem you have been asked to write about. Of course, you cannot begin to construct a considered perspective or develop informed thoughts unless you first have a firm understanding of the subject matter. So the first step is reading intensively and acquiring a grasp of both the factual material and the arguments, debates, and differences between those scholars who have contributed to the literature on the subject. Having done that, you are then in a position to analyse the issue and develop your own argument.

An argument, in its basic sense, is a statement, supported by adequate empirical evidence or logical inference, which addresses the question and presents a point of view or a perspective on that question. The quality of the argument will be measured by how persuasive it is, and its persuasiveness will be a function of the skill with which you have constructed that argument.

Once you have chosen your essay topic (or perhaps even as part of the process of choosing your topic) it is helpful for you to begin by thinking about what the question means and what you are being asked to do. Eventually this will become 'second nature' to you, but you might think about approaching the task in this way. Here is an example of how you might analyse a question in Peace and Conflict Resolution.

'Does the notion of 'structural violence' lead to a welcome extension to our understanding of peace or does it introduce unwelcome ambiguities?

First, you should identify the broad topic or subject of the question (this may seem obvious but it is a good starting point). In the example given, the broadly defined topic is - 'peace'.

Second, you need to identify the more specific focus of the question - in this case, the focus is the relationship between 'structural violence' and 'peace'.

Third, you need to think carefully about any directions you are given in the question. For example, here you are being asked whether structural violence leads 'to a welcome extension' or introduces 'unwelcome ambiguities' to our understanding of peace. Your answer might be yes to the first part of the question (in which case you would have to say why), and no to the second part (and again, you would have to say why).

Remember that at all times you will need to support your answer with an argument, rather than simply making assertions. The more complex your argument, provided it is clearly outlined, the more likely you will exhibit the necessary analytical sophistication and creativity necessary for a high grade.