Thesis (Ph. D.)--UCLA, 2008. / Vita. Description based on print version record. Includes bibliographical references (leaves 181-190).

Over the past fifty years, interest in the field of conflict management and peacekeeping has developed worldwide. During the same time, the potential for trans-ultural) conflict has escalated. This can mainly be attributed to the trend towards globalisation, as well as the growing complexity of societies increasingly experiencing more intercultural encounters or cultural transition situations and work-related or organisational conflicts. Cultural transition situations occur in the South African international automotive industry where the emergence of international co-operation, such as joint ventures (driven by globalisation) and new diversity management trends, have changed the way business is conducted. Due to these changes, employees of diverse origins with different cultures, values and identities work together, experiencing work-related conflicts. The purpose of this study was to assess managerial perspectives on conflict, identity and values, as well as on how (trans-cultural) conflict is managed in a selected international organisation in the South African automotive industry. The contribution of this study is twofold, namely to increase the understanding of the complexities of conflict in organisations; and to provide recommendations for conflict resolution strategies to manage (trans-cultural) conflict constructively by considering the values and identity aspects of those individuals involved. This study comprises a single explanatory case study which made use of qualitative data collection and analysis to investigate managerial perspectives on conflict, identity and values, as well as the management thereof, in the selected international organisation in the South African automotive context. Based on the main findings from this case study, it could be concluded that managers with diverse backgrounds experience work-related conflicts which are related to value and identity concepts in the selected organisation. The conflicts experienced fell into the categories of Communication and Treatment, Position and Competition, Organisation and Race and Gender.An overview of the occurrence frequency of value statements revealed that equality, communication and respect were the most commonly indicated values in conflicts. These value concepts include sub-concepts such as: · for equality: race, gender and human equality; · for communication: open, personal, free, decent, calm and proactive communication; and · for respect: mutual respect for self and others. With regard to value concepts and according to value domains of Schwartz (1994) and Schwartz and Bilsky (1987), the value dimensions of selftranscendence comprised the highest number of value statements. This dimension included the value domains of universalism and benevolence. Conflict in the data material was interlinked with identity. The extracts, based on the key words of the identity factors, demonstrated that the identity factors were related to either a weakening or strengthening effect on identities. Social and identity multiplicity in managers provides creativity spaces and flexibility in cases of strong identity patterns. Particularly with weak identities, the existence of conflict potentials could lead to complex conflicts and challenges in conflict management. Communication was most often mentioned as important to successful conflict resolution management and included examples such as round-table talks, smooth communication, face-to-face communication and room meetings. Communication was followed in frequency by strategies of internal intervention, which included the use of the formal structure of the organisation to resolve conflicts.

This thesis expounds the theoretical underpinnings of problem-solving approach to conflict resolution. It also criticizes the traditional state-centric approach to conflict resolution being followed by the Inter Governmental Authority on Development (IGAD) in the Sudanese civil war. IGAD was initially known as Inter Governmental Authority on Drought and Desertification (IGADD), but was renamed IGAD in 1996. Its objectives were reformulated to give priority to conflict prevention, resolution, and management, and humanitarian affairs. It is stipulated in the thesis that IGAD faces problems that need attention if the Sudanese civil war is to be resolved. A key problem is that while IGAD's objectives were reformulated to give priority to conflict resolution, IGAD's management structure has remained the same. The management structure is state-centric and lacks neutrality, which is a very important ingredient in deep-rooted social conflict resolution. The management structure, which was initially based on combating drought and desertification, was not restructured to conform to the realities of a problem solving approach to conflict resolution. The committee that was formed to look into the Sudanese conflict is composed of states in dispute with Sudan. The other structural problem cited in the thesis is that the IGAD peace process is cumbersome and does not include all aggrieved parties. The meetings involve heads of state, ministers, ambassadors and other government representatives. The peace process is not inclusive of other important players such as other rebel movements. This thesis concludes that: 1. there is a need for peace keeping forces from neutral African Union (AU) member states; 2. conflict resolution specialists are deployed in the region whose main task would be to assist the belligerent groups to reach a common understanding of their problems; 3. the United Nations (UN) acts proactively to create international awareness to the Sudanese problem.

This study attempted to investigate whether there were differences in the conflict behaviors chosen for members of the same culture versus members of a different culture when accounting for Chinese cultural value conservation.

The purpose of the project was to design a one-semester core curriculum guidebook for middle and high schools. This curriculum will provide a tool to teach students to manage conflict in middle and high school settings. The curriculum, guidebook and materials developed will establish guidelines that can be used by middle and high school teachers to teach useful conflict management skills.

This study investigates language varieties, non-verbal behaviour and language attitudes as cultural barriers which inhibit successful communication between Blacks and Indians at Durban Institute of Technology. The investigation reveals that Indians and Blacks often misunderstand each other. Sometimes these groups feel misunderstood because they use different varieties of English. To compensate for these differences, participants use non-verbal strategies. However, non-verbal behaviour is culturally determined and people tend to transfer it to intercultural situations. One finds that this transfer leads to miscommunication and negative stereotypes. Furthermore, non verbal behaviour which does not meet the politeness criteria leads to negative attitudes and strained relations amongst peers and supervisors. The study suggests these solutions: the introduction of intercultural awareness campaigns for all employees and Zulu conversational skills for all Indians. For the whole South African community, the spirit of ubuntu should be cultivated between all racial groups to foster mutual respect. / Sociolinguistics / M.A.

Mental health care in South Africa has long been governed by inequalities (Foster & Swartz, 1997). During apartheid, those who did not speak English and Afrikaans could not access mental health services in the same way as those who did (Foster & Swartz, 1997). One main reason for this is the majority of mental health practitioners could not, and were not required to speak languages other than English and Afrikaans (Swartz, 1991). The South African mental health literature suggests that language and communication must be prioritised if there is to be an improvement in mental health care services for those individuals who do not speak English and Afrikaans (Bantjes, 1999; Drennan & Swartz, 1999; Swartz & Drennan, 2000; Swartz & MacGregor, 2002). Drawing on Prasad's (2002) interpretation of Gadamer's critical hermeneutic theory and utilising thematic networks analysis (Attride-Stirling, 2001), this study investigated the process of translated clinical assessment interviews within a psychiatric hospital in the Eastern Cape Province within South Africa. Results of the study revealed that contextual factors, issues concerning linguistic and cultural heritage, clinicians' role expectations regarding translators' role performance, as well as relational dynamics regarding individual levels of control and influence within the translation triad, all impacted on the effectiveness of communication, translation and service provision. These fmdings are supported by literature on the theory and practice of translation that identifies these issues as prominent (Robinson, 2003). Specific recommendations regarding the formalisation of translation practices within the hospital setting, as well as the familiari~ation of clinical practitioners and psychiatric nurses with the intricacies of translation processes are offered.

This study investigates language varieties, non-verbal behaviour and language attitudes as cultural barriers which inhibit successful communication between Blacks and Indians at Durban Institute of Technology. The investigation reveals that Indians and Blacks often misunderstand each other. Sometimes these groups feel misunderstood because they use different varieties of English. To compensate for these differences, participants use non-verbal strategies. However, non-verbal behaviour is culturally determined and people tend to transfer it to intercultural situations. One finds that this transfer leads to miscommunication and negative stereotypes. Furthermore, non verbal behaviour which does not meet the politeness criteria leads to negative attitudes and strained relations amongst peers and supervisors. The study suggests these solutions: the introduction of intercultural awareness campaigns for all employees and Zulu conversational skills for all Indians. For the whole South African community, the spirit of ubuntu should be cultivated between all racial groups to foster mutual respect. / Sociolinguistics / M.A.

Cultural conflict is endemic in diverse societies and schools. It manifests in both subtle and overt ways, permeating the whole school environment and posing tremendous challenges for society. The purpose of this study is to devise an education strategy to reduce cultural conflict in schools administered by mines in Zimbabwe, with a particular reference to language and teacher capacity to cope with diversity in mining-town schools. This study was guided by three theoretical frameworks: Bourdieu’s capital theory, Nussbaum’s cosmopolitan education theory and unhu/ubuntu moral theory. Nine models for the reduction of cultural conflict in diversity were reviewed in order to gain insight relating to cultural conflict in mining-town schools. The qualitative research design of the study was approached from a phenomenological perspective with regard to document analysis, face-to-face and focus group interviews as well as classroom observation. Three school administrators, three SDC members, two company managers, three Grade 2 teachers and 30 Grade 6 learners were purposively selected to participate in the study. It emerged from the study that conflict was attributable to teachers with no command of language(s) spoken by the school-going population and lacked training and apititude for the task of dealing with language and cultural diversity in the classroom. It was also found that cultural conflict as described above could be reduced by establishing well-resourced language learning centres that foster essentially civilised values like respect, tolerance and dialogue. Participants also saw an ethnic match between staff and learners as significant in averting cultural conflict. The study recommended that the government should provide services that address diverse learners’ unique needs. / Early Childhood Education / D. Ed. (Socio-Education)

This dissertation is an Investigation into the Tuareg involvement in violent conflict in the Sahara and the Sahel of North Africa from a sociological psychological perspective of unmet human needs. The research begins by establishing the structure and texture of the sociological, psychological, and emotional life patterns of their existence when not involved in violent conflict. This is followed by an examination of the pathology of Tuareg social structures that are engaged in intra and inter communal violence as perpetrators, victims, and bystanders. The first part of the research establishes normal conditions of the sociological life cycle and highlights natural areas of conflict that arise from exposure to rapid and/or external changes to their physical and social environment. The second part establishes parameters of expected damage from trauma, extended conflict, and failure to adapt to rapid environmental, social and political changes. The research methodology relies on a case study format that uses collaborative ethnography and phenomenological inquiry to answer the research questions and validate propositions made from existing literature and pre]existing research. The research questions focus on aspects of the sociological structure and failing psychological and emotional needs that are relevant to the subjectfs involvement in violent conflict. The research propositions are in part shaped from existing knowledge of tribal sociological structures that are related to the Tuareg by ethnicity, environment, and shared psycho]cultural attributes. The expected contribution of this research is the development of an alternative praxis for tribal engagement and village stability operations conducted by the United States Special Operations Command.