Whereas transformative pedagogy is a well researched subject, intersectional feminist pedagogy and specifically Transversal dialogue has not been used to ease conflict in Catalonia. This research examines the potential for intersectional feminist pedagogy to change oppressive behaviours in both students and teachers in a classroom conflict in a Catalan secondary school. Using ethnography, the thesis describes and analyses a five month research process, which involved participant observation, participatory action research and anti-oppressive sessions using Transversal dialogue. By concluding that changes in oppressive behaviours in both teacher and students can be empowering, the research challenges the idea put forward by Kevin Kumashiro about changes occurring through crisis. Rather, I argue that Edyta Just’s adaptation of Deleuzian philosophy to pedagogy offers a more flexible framework to understand these changes. This thesis aims to contribute to intersectional feminist pedagogy by first demonstrating that changes in oppressive behaviours can occur in empowering ways and second that theories of how to bring about those changes need to be flexible.

This diploma thesis deals with issue of maritime piracy, which is nowadays one of the significant international problems. Maritime piracy has substantial economic and other consequences, which increasingly motivate the international community to solve the maritime piracy problem. This thesis primarily focuses on these consequences and on ways of solving the maritime piracy problem.

The inter-ethnic conflict between Serbs and Albanians in Kosovo have persisted since the war in Kosovo in 1999, even though it has been improved in recent years. A friendly relationship between Serbs and Albanians in Kosovo is vital for the future of Kosovo, and for the security in the Balkan region. The aim with this study is to explain how the relationship between Serbs and Albanians has changed since Kosovo’s declaration of independence in 2008. Interviews have been conducted with six Serbs and six Albanians living in Kosovo. The interviews were mainly based on three key moments which were considered to have had an influence on the inter-ethnic relationship. The results from the interviews showed that these three key moments have resulted in antagonism between, but also within the two ethnic groups. However, the growth of antagonism seems to have been a consequence of how politicians and media on both sides in Kosovohave handled these key moments, rather than as a consequence of the key moments per se.

Orientador: Alexandre Walmott Borges / Resumo: A presente pesquisa possui como escopo principal responder o questionamento acerca da possibilidade de utilizar a mediação para solucionar as controvérsias existentes na administração pública federal, mais especificamente aquelas que ocorrem no âmbito das Universidades Federais brasileiras. A mediação é um mecanismo autocompositivo de solução de conflitos em que um terceiro, estranho ao conflito, aplica técnicas específicas e auxilia as partes para que retomem o diálogo. As partes estão na figura central do mecanismo, possuindo o poder decisório em razão do princípio da autonomia da vontade das partes. Este mecanismo se difere do que tradicionalmente é aplicado aos conflitos nas Universidades Federais, haja vista que o processo administrativo disciplinar, em regra, é a ferramenta utilizada nos casos conflitantes internos. Assim, o trabalho aborda, primeiramente, o processo administrativo disciplinar e, em seguida, analisa a mediação como forma de tratamento dos conflitos internos das Instituições federais. Para tanto, a metodologia utilizada é a indutiva, haja vista que a pesquisa analisa os dados da COPSIA, que é a Comissão Permanente de Sindicância e Inquérito Administrativo da Universidade Federal de Uberlândia, que dispõe sobre os processos administrativos disciplinares do ano de 2017 e, ao final, conclui pela possibilidade de aplicação da mediação nas Universidades Federais, com a proposta de criação de um plano piloto para implantação de uma Câmara de Mediação na Instit... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The present research has the main scope to answer the question about the possibility of using mediation to solve the controversies existing in the federal public administration, more specifically those that occur within the brazilian Federal Universities. Mediation is a self-composing mechanism for conflict resolution in which a third part, stranger to the conflict, applies specific techniques and assists the parties to resume dialogue. The parties are at the center of the mechanism, having the decision-making power by virtue of the principle of autonomy of the will of the parties. This mechanism differs from that traditionally applied to conflicts in Federal Universities, since the disciplinary administrative process, as a rule, is the tool used in internal conflicting cases. Thus, the paper addresses, first, the disciplinary administrative process and then analyzes the mediation as a way of dealing with internal conflicts of federal institutions. To this end, the methodology used is the inductive one, since the research analyzes data from COPSIA, which is the Permanent Commission of Syndication and Administrative Inquiry of the Federal University of Uberlândia, which provides for the disciplinary administrative proceedings of 2017 and, finally, it concludes that it is possible to apply mediation in Federal Universities, with the proposal of creating a pilot plan for the implementation of a Mediation Chamber in the researched institution. It is noteworthy that the work is no... (Complete abstract click electronic access below) / Mestre

Negative conflict in public school districts during collective bargaining impedes efforts towards creativity and student success. The purpose of this phenomenological study was to explore the experiences of conflict for participants in collective bargaining in California public school districts. Complexity theory and social construction theory were used as the conceptual framework for the research, and ideas related to conflict, social interactions, knowledge management, and collective bargaining were examined to gain an understanding as they related to the central phenomenon. The specific research questions pondered in this study related to how conflict was experienced in California public schools during collective bargaining, what the perception of conflict was when knowledge management tools were used, and what some of the outcomes from conflict were when knowledge management tools were used. Data were collected from 25 participants who met the specified criteria of having experienced collective bargaining in a California public school setting, having experienced conflict during collective bargaining as a part of the negotiating teams, and must have experienced the use of knowledge management tools when in conflict during collective bargaining. Findings showed that knowledge management tools were a benefit to positive perceptions of conflict and positive conflict outcomes during collective bargaining in California public schools. The findings effectuate positive social change because when in conflict, knowledge is an intermediary that fills a void where there is a gap in understanding and a lack of viable solutions between the parties.

The violent conflicts in the Northwest and Southwest provinces of Cameroon (Southern Cameroons) have obtained national and international attention. The government of Cameroon and armed separatists (Southern Cameroonians) have been called upon to address the root cause of the conflicts and reach a lasting peaceful settlement. This qualitative study is aimed at providing policy alternatives for the current conflict. The primary research question seeks to establish how the 1972 abolition of the federal system may have provided the impetus for the current conflicts. A second question addresses the options for resolving the conflict and the prospects of resolution. Data was collected from a focus group of 20 participants and from secondary data. Data analysis was completed using Jagar's critical discourse analysis. According to the findings of the study, the root cause of the current conflicts and the associated political, social, and economic issues can be attributed to the abolition of the federal system of governance. Policy alternatives to resolving the conflicts may require international mediation, an all-inclusive dialogue/negotiation without preconditions, the unconditional release of all in detention, a general and total ceasefire, and a general amnesty and resettlement program. This study may provide an understanding of the root cause of the conflicts and policy alternatives that will help restore peace, save lives, stabilize the region, and return dignity to the lives of the citizens.

<p>The principal aim of this study is to examine attitudes and values, through questionnaires, among students and teachers in the last grade of primary school (grade 8) regarding issues related to authoritarianism, democracy, human rights, children rights, conflict resolution and legislation in Bosnia and Herzegovina. A second aim is to explore and analyze the role of the international community in the democratization and education processes in the light of globalization in this country through secondary sources of data, site visits and observations.</p><p>Analysis of the student sample reveals suspicion towards democracy, especially when democracy was associated with politics and politicians. When the issue of democracy was de-contextualized from Bosnia and Herzegovina realities in the questionnaire, students showed more positive attitudes towards it. Students generally agreed with very strong authoritarian statements. High achieving students were more democratic, more socially responsible, more tolerant regarding attitudes towards religion, race and disabilities, and less authoritarian compared to low achievers. High achievers felt that they had influence over daily events, and were positive towards social and civil engagement. High achievers viewed politics negatively, but had high scores on the democracy scale. High achievers also agreed to a larger extent that it is acceptable to break the law. The more authoritarian students were somewhat more prone to respond that it is not acceptable to break the law.</p><p>The major findings from the teacher sample show that teachers who agreed with non-peaceful mediation, and had a non-forgiving and rigid approach to interpersonal conflicts, also agreed with strong authoritarian statements and were less democratic. In general, teachers valued students who behave respectfully, have a good upbringing and are obedient. They were very concerned about the general status of education in society, which they felt was becoming marginalized. Teachers were not happy with the overloaded curricula and they showed an interest in more knowledge and skills to help children with traumatic war experiences. When asked about positive reforms, teachers were highly critical of, and dissatisfied with, the educational situation.</p><p>Bosnia and Herzegovina is undergoing a transition from a state-planned economy and one party system to a market economy and a multi party system. During this transition, the country has become more involved in the globalization process than ever. Today the country is a semi-protectorate where international authorities intervene when necessary. The International community is attempting to introduce western democracy and some of the many complexities in this process are discussed in this study. Globalization processes imply contradictory demands and pressures on the education system. On one hand, economic liberalization has affected education policies —a closer alignment between education and economic competitiveness. On the other hand, there is a political and ideological globalization process underlying the importance of human rights, and the inclusiveness of education for all children. Students and teachers are caught between two opposing ideals — competition and cooperation.</p>

<p>Abstract</p><p>A Problem to Every Solution</p><p>The Corrymeela Community, René Girard and the ambiguous pluralism</p><p>The main purpose of this study is to examine how Girard´s ideas of society, culture and</p><p>religion have become part of the reflexion in the praxis of Corrymeela Community through the work of Roel Kaptein and how this praxis can shed light over the work with dissonances of faith and values in education in RE, Social Studies and other subjects.</p><p>In earlier publications I have studied how dissonances of faith and values can be</p><p>understood in educational settings and in connection with issues of interreligious dialogue.</p><p>The extensive discussion of how differences in culture, religion and value in a pluralistic</p><p>society are to be analysed and treated in pedagogical reflexion seems to increasingly occupy</p><p>actors in different parts of the educational system. It is obvious that these issues also are</p><p>brought into focus as an important field of research. My main interest in this paper is to study how a reconciliation group in the middle of the conflict in Northern Ireland has developed a view of conflict reason and conflict resolution under the influence of the French researcher René Girard and what aspects of this study that can improve the reflection over pluralism and dissonances of faith and values in everyday praxis in education.</p><p>For a period of more than a decade I have been in contact with actors in the peace process in</p><p>Northern Ireland in connection to different educational projects. The attempts to analyse the different aspects of ”The Troubles” and the efforts to find ways out of conflicts and civil war are many and the literature on subjects related to these tragic history of social, cultural and religious conflicts is difficult to survey. An interesting and continuing reflexion on conflicts in relation to dissonances of faith and value has been carried out by the ecumenical group “Corrymeela Community”. It has its main centre in Belfast and the members are mainly lay people in different professions. The community is dispersed but meet regularly in the centre of Belfast or in a centre in Ballycastle up at the northern coast.</p><p>René Girard is a member of the French Academy. In his books that touch upon Anthropology,</p><p>Literature Theory, Philosophy and Theology he defends a hypotheses about “ Things Hidden</p><p>Since the Foundation of the World”, as the title reads of one of his books. The conflicts</p><p>among men must be understood in the light of a elaborated mimesis-theory, where the desire</p><p>to acquire what the Other desires leads to rivalry and scapegoating. Cultures arise through</p><p>rules and rituals as a way of structuring social life and thereby avoid the otherwise inevitable</p><p>crises that lead to repeated scapegoating of individuals or groups. From analysing myths,</p><p>literature of fiction and biblical texts he has developed the hypotheses to illuminate how</p><p>conflicts are related to culture and religion.</p>

<p>This paper is a Master thesis for the Master’s program in International and European Relations in the Department of Management and Economics at Linköping University. As the title indicates, the aim of this thesis is to make a comparative analysis of the conflict resolution initiatives that were employed in the Sierra Leonean and Liberian conflicts. The research questions are:</p><p> • What were the root causes and trajectories of the Sierra Leonean and Liberian conflicts? </p><p>• What were the conflict resolution initiatives employed in resolving both conflicts? </p><p>• Why did the Lome Peace Accord succeed in the case of Sierra Leone whilst the Abuja Peace Accord failed in bringing peace to Liberia? </p><p>In order to answer the afore-mentioned questions and fulfil the aim of this paper, a qualitative research method has been chosen. The study is mainly based on secondary sources such as textbooks, official documents from ECOWAS and the UN, articles, magazines and newspapers as well as internet resources. In making the comparative analysis the Conflict Transformation Model as espoused by Kumar Rupesinghe has been utilized. This model has specifically helped in explaining the reasons why peace returned to Sierra Leone but eluded the people of Liberia for a long time. The conclusion drawn from the study is that a multi-track approach is required in dealing with conflicts in West Africa so that it would touch on the context of the conflict, the conflict structure, the intra-party as well as the inter- party divisions and the broader system of society and governance within the conflict area.</p>

This paper is a Master thesis for the Master’s program in International and European Relations in the Department of Management and Economics at Linköping University. As the title indicates, the aim of this thesis is to make a comparative analysis of the conflict resolution initiatives that were employed in the Sierra Leonean and Liberian conflicts. The research questions are: • What were the root causes and trajectories of the Sierra Leonean and Liberian conflicts? • What were the conflict resolution initiatives employed in resolving both conflicts? • Why did the Lome Peace Accord succeed in the case of Sierra Leone whilst the Abuja Peace Accord failed in bringing peace to Liberia? In order to answer the afore-mentioned questions and fulfil the aim of this paper, a qualitative research method has been chosen. The study is mainly based on secondary sources such as textbooks, official documents from ECOWAS and the UN, articles, magazines and newspapers as well as internet resources. In making the comparative analysis the Conflict Transformation Model as espoused by Kumar Rupesinghe has been utilized. This model has specifically helped in explaining the reasons why peace returned to Sierra Leone but eluded the people of Liberia for a long time. The conclusion drawn from the study is that a multi-track approach is required in dealing with conflicts in West Africa so that it would touch on the context of the conflict, the conflict structure, the intra-party as well as the inter- party divisions and the broader system of society and governance within the conflict area.