GRADUATE PROGRAMS IN COEXISTENCE AND CONFLICT

HS 240a– International Dialogue and Mediation

SYLLABUS AND READING ASSIGNMENTS

SECOND DISTRIBUTION

September 11, 2014

Instructor: Professor Theodore A. Johnson, JD, MA, PhD.

Class Time:Fall 2014, Thursday 2:00 pm – 4:50 pm

Location:Heller School, 163

Contact information for Prof. Johnson

Fall Office Hours: Tues. and Wed: 2 pm to 4 pm and by appointment

Office:Heller-Brown 353

Email:

Phone:x 65023

Teaching Assistant: Nyingilanyeofori Hannah Brown

Email:

Course Goals and Learning Objectives

Course Goal 1: Students will develop an understanding of critical thinking and how it can be used to better analyze conflict situations, explore interests, and assist disputants develop an expanded range of options towards achieving satisfactory outcomes.

Learning objectives: Students will learn how to do the following:

1. Identify the elements of thought and reasoning when thinking about personal, professional, social situations, issues and problems: its purpose(s), the question(s) to be answered or problem(s) to be solved, the requisite information or evidence required, inferences made and assumptions they are based on, concepts and principles being used, implications or consequences of the reasoning, and points of view or frames of reference being used;

Course Goal 2: Students will develop an appreciation of the role of third parties in the process of assisting disputants inunderstanding, analyzing, managing and exploring potential outcomes in national and international conflict.

Learning objectives: Students will learn how to do the following:

  1. Identify the elements of negotiation, mediation and problem solving as applied to domestic and international conflict.
  2. Identify and apply the concepts of communication on multiple levels, and as a tool for building and maintaining effective relationships.
  3. Engage in role-plays, discussion groups, and activities that provide useful frameworks for analysis, engagement, and reflection on the process of problem solving.
  4. Analyze the roles of domestic and international third parties – from diplomats to community leaders, and from organizations to individuals – to derive lessons and best practices in mediation theory.

Course Goal 3:Students will understand that dialogue is a critical component of communication within the context of mediation and problem solving. Students will develop skills in analyzing and conducting difficult conversations.

Learning Objectives: Students will learn how to do the following:

  1. Identify and define the “three conversations” that exist in all difficult conversations.
  2. Develop the ability to analyze critical components within the three conversations: a) the facts conversation, b) the feelings conversation and c) the identity conversation.
  3. Design and understand the components of a “learning conversation”.
  4. Engage in practice difficult conversations to demonstrate mastery of applying the elements and components of a “learning conversation.

Course Goal 4: Students will understand and recognize how and in what ways mediation differs from negotiation within the context of domestic and international dispute management.

Learning Objectives: Students will learn how to do the following:

  1. Describe the role of “third” parties within the mediation context.
  2. Recognize the various actors that serve as “third” parties in mediation.
  3. To analyze and describe the characteristics of bias, objectivity, and credibility within the mediation context.
  4. To compare and contrast examples of mediators processes and outcomes

Course Goal 5: Students will understand the debate over whether, or to what extent, culture affects mediation. Students will appreciate that culture is broadly defined ranging from that of an individual, group, organization, nationality or government.

Learning Objectives: Students will learn how to do the following:

  1. Examine the ways culture impacts thinking, behavior, decision-making and outcomes in mediation context.
  2. Analyze various mediation outcomes to assess the impact of cultural behavior by participants.
  3. Differentiate between different styles of cultural behavior by mediators.
  4. Evaluate the nature and extent of cultural norms, values, and behaviors on mediation outcomes from course case-studies.

Course Requirements

  1. (20%) Attend all classes and simulation sessions. Develop sufficient familiarity with course readings to respond during class discussions – both large and small group sessions.
  2. (40%) Written papers and small group presentations
  3. During the term there will be two short written assignments, and two small group presentations
  4. The first short written assignment is a 2-page summary of the fundamental and core concepts covered in sessions 1 – 3. This assignment is due on September 18. More details will be covered in class.
  5. The first small group presentation will be on week 7 of the course(October 23) and will cover the core concepts covered in session 4 – 7. More details and group assignments will be covered in class.
  6. The second short written assignment is also a 3 page summary of the fundamental and core concepts covered in sessions 4 – 7and is due on October 23. More details will be covered in class.
  7. The second small group presentation will be on week 13 and 14, December 4 and 11, and will cover your group’s summary of the fundamental and core concepts of the entire course.
  8. (40%)Final Paper
  9. The final paper in this course will be a joint paper from your small group and is due on December 15. The final paper should summarize the fundamental and core concepts from the entire course complete with references and bibliography. The subject matter is your choice. For example, your group may write on a particular conflict along with your recommendations for what your group believes may be appropriate mediation intervention strategies. As another option, you choose to analyze a past mediation studied during the course or from other sources. Applying key concepts you would be expected to look at issues such as: ripeness; effectiveness of the chosen mediator; why was this mediator effective or not? Would you consider the mediation successful? Why or why not? What were the alternatives to mediation in this case? What general lessons can be drawn from the case for other mediations?
  1. You may choose to write a group paper on the small group presentation – however this is the group’s choice.
  1. The final paper length should be 10 to 12 pages, not including the bibliography.
  1. Final Grade: The final grades in this course will be based on a combination of factors including the following:
  1. Your individual short written assignments
  2. In-class discussions and participation
  3. Small group presentations – quality and accuracy
  4. Final group paper assessment.

Disability

If you have a documented disability on record at Brandeis University and require accommodations, please bring it to the instructor’s attention prior to the second meeting of the class. If you have any questions about this process, contact Mary Brooks, disabilities coordinator for The Heller School at .

Attendance, Punctuality, and Active Participation

In order to benefit from experiential learning, you are required to attend every class session barring illness or emergency. Please also arrive on time at the beginning of class and after the break. If you know you will be absent or late, for a legitimate reason, make sure you inform your instructor in advance.Should you miss more than two classes, additional make-up work will be required or you will fail the class.Attendance is a responsibility andis more than just coming to class. You are expected to have prepared all readings and assignments before class and to actively participate in class discussions and activities.

Writing Requirements and Academic Integrity

The writing requirements listed below are intended to encourage you to approach reading materials critically, to foster improved research and writing skills, and to serve as a basis for contributing to class discussion and a diversity of opinions. You are expected to devote careful attention to the technical quality of your written work, as well as its substance. Honesty matters in all academic work, and is strictly enforced by the instructor. (See:

Academic Integrity is central to the mission of education excellence at Brandeis University. Each student is expected to turn in work completed independently, except when assignments are specifically authorized to be a collaborative effort. It is not acceptable to use the words or ideas of another person – be it a world-class philosopher or your classmate – without proper acknowledgement of that source. This means that you must use footnotes and quotation marks to indicate the source of any phrases, sentences, paragraphs or ideas found in published volumes, on the internet, or created by another student. If you are in doubt about the instructions for any assignment in this course, please ask for clarification.

You are expected to be honest in all of your academic work. The University policy on academic honesty is available annually asSection 5of theRights & Responsibilitieshandbook. Instances of alleged dishonesty will be forwarded to Office of the Dean of the Heller Graduate School for possible disciplinary action. Potential sanctions include failure in the course and suspension from the University. If you have any questions about my expectations, please ask you professor.

We cannot insist enough on the fact that all written work for this course must include appropriate citations of the sources used.

  • See section 56c (“Avoid Plagiarism”) of theConcise English Handbook.
  • See ‘Truth even unto its Innermost Part’ and in particular the section dealing with citations.

Academic Integrity References:

  • “Academic Integrity”, From Wikipedia… Available from: (Accessed 7/31/12)
  • “Defining and Avoiding Plagiarism: The WPA Statement on Best Practices”. Council of Writing Program Administrators. Available from: (Accessed 7/31/12)
  • The Purdue Online Writing Lab (OWL) Available from: (Accessed 7/31/12

Class Sessions:

Session 1: (Aug. 28)The Role of Mediation in International Conflict

Required Readings:

  • Studies in International Mediation: Bercovitch, (2002). Chapters 1: Introduction 3-24.
  • Leashing the Dogs of War; Conflict Management in a Divided World: Crocker, Hampson, Aall eds. I.William Zartman and Saadia Touval. “International Mediation” 437-454
  • “ Multiparty Mediation and the Conflict Cycle.” Chapter 2: 19-41. Crocker, et al. Herding Cats; Multiparty Mediation in a Complex World. (1999)

Recommended Readings:

  • Mnookin, Robert H. and Lee Ross (1995) “Introduction” in Barriers to Conflict Resolution. Arrow, Kenneth, Mnookin, Robert et al., (Eds). New York: W.W. Norton and Co. 2-24.
  • “The Practitioners’ Perspective”. Chapter 3: 47 – 62. Crocker, et al. Herding Cats: Multiparty Mediation in a Complex World (1999).

Session 2: (September 4)

Video review and discussion with Ambassador Brahimi with faculty and students at Harvard, Oct. 2, 2002.

Case Study: This case study covers Brahimi’s involvement in the Bonn Conference and establishing the Bonn Agreement and the post-Bonn peace process.

The Case study will be distributed prior to the class session.

Recommended Readings:

Middle East

  • Sheehan, Edward R.F. (1981) “How Kissinger Did It: Step by Step in the Middle East.” In Rubin, Jeffrey Z. (Ed.) Dynamics of Third Party Intervention: Kissinger in the Middle East. New York: Praeger Publishers, 44-91.
  • Fisher, Roger (1981). “Playing the Wrong Game?” in Rubin, J.Z. (Ed.) Dynamics of Third Party Intervention: Kissinger in the Middle East. New York: Praeger Publishers, 95-121.

Session 3. (September 11) In-Class Mediation. (First written assignment next week).

  • Role Play: The Grocery. (This document will be distributed prior to class.

Mediation exercise will be distributed prior to class

Recommended Readings:

  • Crocker, et al., (2004) Taming Intractable Conflicts; Mediation in the Hardest Cases. Washington, DC: USIP Press. Chapters 4 and 5: The Mediator’s Environment; Building a Negotiating Strategy. 73 – 118
  • Moore, Christopher (2003) The Mediation Process: Practical Strategies for Resolving Conflict. Third edition. San Francisco: Jossey-Bass. 43-81; 108-117; 166-207.

Session 4: (September 18) (First written assignment due today)

Adopting the Mediator’s Perspective

Required Readings:

  • Video: “Mediator Responsibility and Accountability in Public Disputes”, Lawrence Susskind.
  • Bercovitch , (2002) Chapter 2. (25-35) Peter J. Carnevale; “Mediating from Strength:
  • Bercovitch, (2002) Chapter 3. (41 – 52) Dean G Pruitt “Mediator Behavior and Success in Mediation”
  • Carnevale, Peter J. and Sharon Arad. (1996) “Bias and Impartiality in International Mediation” in Bercovitch, Jacob (Ed.) Resolving International Conflicts: The Theory and Practice of Mediation. Boulder, CO: Lynne Reinner Publishers. 39-53

Session 5. (Tuesday September 23) NOTE DAY CHANGE; NO CLASS ON SEPT 25

Required Readings:

  • Cohen, Raymond – Chapter 5: Cultural Aspects of International Mediation (p. 107-128)
  • Bercovitch. J. and Elgstrom, O. – Culture and International Mediation: Exploring Theoretical and Empirical Linkages. International Negotiation. No. 6, 2001. (p. 3-26)
  • Bennett, Milton. “Developmental Model of Intercultural Communication.”

Session 6. (Oct 2)Dialogue and Communication Skills

Mediation – a journey into “Difficult Conversations”.

Required Readings:

  • Stone, Douglas, Bruce Patton and Sheila Heen: Difficult Conversations. Chapters, 1-4 (pp. 1-82)

Dialogue and Listening Exercise.

Readings on listening will be distributed prior to the class.

NOTE: NO CLASS SESSIONS ON OCTOBER 9; OR OCTOBER 16; SESSION 7 WILL BE TUESDAY MONDAY OCTOBER 13, AND SESSION VIII WILL BE ON THURSDAY OCTOBER 23

Session 7 (MONDAY, Oct 13)Insider Mediators; The role of non-official peace processes and knowledgeable people; scholar practitioners.

Required Reading:

  • “Insider Mediators: Exploring Their Key Role in Informal Peace Processes.” Berlin: Berghof Foundation, 2009.
  • “Protocol”, Wolleh, Oliver; Insider Medeators, 2008.
  • “The Role of Informal Mediators in the Peace Process in Mindanao.” Quijano, Franklin.
  • “The Role of Insider Mediators in the Nepal Peace Process.” Tuladhar, Padma Ratna.
  • “Insider Mediation in Kenya.” Abdi, Dekha Ibrahim.

NOTE: NO CLASS SESSION ON OCTOBER 16

Session 8 (Oct 23) The World’s Designated Mediator: The Role of the UN.

Second written assignment due October 23 Covering sessions 4 – 7.

Second Small group Presentations today

Required Readings:

  • Bercovitch: Chapter 6: Judith Fretter “The United Nations and the Mediation of International Conflicts” 98-126
  • Herding Cats: 345-386; 587-613; 643-661. (El Salvador; Angola)
  • Touval, S. (1994). “Why the UN fails.” Foreign Affairs 73, No.5: 44-57

Recommended Readings:

  • Alvaro de Soto, response to Saadia Touval, Letter to the Editor, Foreign Affairs 74, no. 1 (January/February 1995

Session 9 (Oct 30) Regional Organizations: Mediation in the Neighborhood

Required Readings:

  • STUDIES: Chapter 5: The OAU in Chad and Congo. Pp. 80-97;
  • Van der Stoel, Max (1999) “The Role of the OSCE High Commissioner on National Minorities”. In Crocker, et.al., Herding Cats. Pp. 65-83.

Recommended Readings:

  • Touval, Saadia. (2000). “Does the High Commissioner Mediate?” In International Law and Politics. Vol. 32: 207. Pp. 707-713.

Session 10 (Nov. 6)

In-Class Mediation: Tulia and Ibad. The Case will be distributed prior to class; In preparation for the simulation, please read the following:

Session 11: (Nov 13) Track 1 ½ and Community of Sant’Egidio – Faith-Based NGOs and peacemaking

Small Group Presentations; Details will be announced in advance of the class

Guest Speaker: Seth Karamage

Required Readings:

  • Sampson, Cynthia (1997). “Religion and Peacebuilding.” In Zartman, I.W. and Lewis Rasmussen (Eds.) Peacemaking in International Conflict: Methods and Techniques. Washington, D.C.: United States Institute of Peace, 273-316.
  • CATS: Bartoli, Andrea. (1999) “Mediating in Mozambique”, chapter 11, 245-273.

Recommended Readings:

  • Hume, Cameron (1994) ending Mozambique’s War: The Role of Mediation and Good Offices. Washington, DC: USIP Press. Xiii-xv: 3-139

HAND OUT ROLES FOR CONFLICT IN AVALON!

Session 12: (Nov. 20) In Class Mediation – Conflict in Avalon; Roles will be distributed.

NO CLASS ON NOVEMBER 27 – THANKSGIVING BREAK

Session 13 (Dec 4) The Unobtrusive Mediator: The Role of Small States

Required Readings:

Algeria:

  • Sick, Gary (1985) “The Partial Negotiator: Algeria and the U.S. Hostages in Iran.” In Touval, S. and Zartman, I.W. (Eds.), International Mediation in Theory and Practice. Boulder, CO: Westview Press. 21-66
  • Slim, R.M. (1992) “Small-state Mediation in International Relations: The Algerian Mediation of the Iranian Hostage Case.” In Bercovitch J. and Rubin, J.Z. (Eds.). Mediation in International Relations: Multiple Approaches to Conflict Management. New York: St. Martin’s Press. 206-231.

Norway:

  • STUDIES: Chapter 4: Quasi-Informal Mediation in the Oslo Channel. 55-79
  • Egeland, Jan (1999) “The Oslo Accord: Multiparty Facilitation through the Norwegian Channel.” In Crocker, et al, Herding Cats. 527-546
  • Elon, Amos (1993) “The Peacemakers.” The New Yorker. December 20, 1993. 77-85
  • Barak, Owen (2005) “The Failure of the Israeli-Palestinian Peace Process, 1993-2000. Journal of Peace Research, Vol. 42, No. 6 (Nov. 2005) pp. 719-736.

Session 14: (DECEMBER 11) Small Group Presentations con’t

Final Papers Due December 15

Partial Bibliography

  • Anderson, Mary & Lara Olsen, 2002, Confronting War: A Critical Guide for Peace Practioner. Cambridge, MA.: Reflection on Peace Practices Project, Collaborative for Development Action. (8-19, 45-59, 65-82) Available on line at
  • Avruch, Kevin “Discourses of Culture in Conflict Resolution,” Culture and Conflict Resolution. Washington DC, USIP Press, 1998.
  • Boulding, Kenneth. Conflict and Defense, New York, Harper and Row,1996.
  • Bercovitch, Jacob, Ed. Studies in International Mediation: Essays in Honor of Jeffrey Z. Rubin. Cambridge MA: Program on Negotiation, 2002.
  • Brewer, M.B. and N. Millar, Intergroup Relations. Buckingham, Open University Press, 1996.
  • Crocker, Chester, A., Fen Osler Hampson, and Pamela Aall. Eds., Herding Cats: Multi-party mediation in a complex world. Washington, D.C. USIP press, 2000.
  • ______Leashing The Dogs of War Conflict Management in a Divided World. Washington, D.C. USIP Press, 2007.
  • Diamond, Louise and John McDonald. Multi-track Diplomacy: A Systems Guide and Analysis. Iowa, Grinnell, 1991.
  • Fisher, Ronald J. Interactive Conflict Resolution. New York. Syracuse University Press, 1997.
  • Fitzduff, Mari and Cheyanne Church NGO’s at the Table: Lanham MD. Rowan and Littlefieldm 2004.
  • Hewstone, M. and R. Browne, Contact and Conflict in Intergroup Behaviour. London. Basil Blackwell, 1986.
  • Hicks, Donna. “A Matter of Dignity”.
  • Kelman, Herbert C. “The Interactive Problem-Solving Approach.” In Managing Global Chaos, edited by Chester Crocker, Fen Osler Hampson, and Pamela Aall. Washington, DC: United States Institute of Peace Press, 1996.
  • Ury, William, 2002. The Third Side: Why We Fight and How We Can Stop, William Ury Penguin.
  • Ross, Dennis, 2004. The Missing Peace: The Inside Story of the Fight for Middle East Peace. New York: Farrar, Straus and Giroux.
  • Stone, Douglas, Bruce Patton and Sheila Heen: Difficult Conversations; How to Discuss What Matters Most. New York: Penguin Books, 1999.

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