SOCIAL COHESION FRAMEWORK social cohesion for stronger communities

Transcription

1 SOCIAL COHESION FRAMEWORK social cohesion for stronger communities Knowledge Skills Understanding Chin Peace and Tranquility Council Karuna Myanmar Social Services Myitkyina Kayin Baptist Convention Mawdu Klarmae Social Development Association Mon Regional Social Development Network

2 This Social Cohesion for Stronger Communities (SC2) foundation course builds on Search for Common Ground global training modules, the United Nations Development Program in-country training module, supported with inputs from Myanmar Development Professional and inspired by peacebuilding trainings around the world. The accompanying visuals were devised specifically for the course by Ink Strategy. The course guide was devised in 2015 and revised and finalized in August 2016 following the roll-out of the course 54 times in the 6 target states (Chin, Kachin, Kayah, Kayin, Mon and Shan) and the systematic feedback and learning collected from participants, trainers, UNDP and SFCG. This work is made possible with the strong cooperation of the Progress of Border Areas and National Races Development Department, Ministry of Border Affairs of the Government of Myanmar and the contributions of the Governments of Denmark, Finland and Japan to UNDP. SC2 Foundation Course: Participant s Guide 2

3 Introduction 6 Course Objectives 6 Course Topics 7 Course Timetable 8 DAY 1 9 Topic (1) Understanding Social Cohesion 9 Topic (2) Components of Social Cohesion 10 Topic (3) Mainstreaming Social Cohesion 12 Assignment for Session Day One 14 Day 2 15 Topic (4) Human Rights and Social Cohesion 15 Topic (5) Governance and Social Cohesion 27 Topic (6) Social Cohesion to Promote Peace 29 Assignment for Session Day Two 20 DAY 3 21 Topic (7) Understanding Identity, Stereotypes and Prejudice 21 Topic (8) Conflict versus Violence 23 Topic (9) Conflict Sensitivity 26 Assignment for Session Day Three 27 DAY 4 28 Topic (10) Conflict Handling Styles 28 Topic (11) Conflict Analysis: Conflict Tree 31 Topic (12) Conflict Analysis: Positions and Interests 33 Topic (13) Conflict Analysis: Levels of Conflict Transformation 34 Assignment for Session Day 4 35 SC2 Foundation Course: Participant s Guide 3

4 DAY 5 36 Topic (14) Conflict Analysis: Stakeholder Analysis 36 Topic (15) Conflict Analysis: Solution Tree 37 Topic (16) Conflict Analysis: Plan of Action 38 Assignment for Session Day 5 38 DAY 6 39 Topic (17) Presentation of Workshop Outputs 39 Topic (18) Review and Reflection 39 Topic (19) Community of Practice 40 SC2 Foundation Course: Participant s Guide 4

5 Introduction The Social Cohesion for Stronger Communities (SC2) Foundation Course Manual for participants is a six-week course consisting of six eight-hour sessions. This course takes your learning from the training room into the community through experiential learning in the form of homework, and final assessments. All participants will be awarded a certificate of completion at the end of the course based upon attendance and grades. This course has been designed in partnership with the United Nations Development Programme, after a rigorous six-month testing and consultation phase with Governments, CSOs and Non-State Actors (NSAs) in all ethnic states in Myanmar, and our partners Chin Peace and Tranquillity Committee (CPTC), Karen Baptist Convention (KBC), Kayuna Myanmar Social Service-Myitkyina (KMSS-MKA), Mawduklarmae Social Development Association (MSDA), Mon Region Social Development Network (MSDN) and Yoma Ahlinn. This course is accompanied by a Social Cohesion Framework that outlines a Myanmar-owned definition of social cohesion, built through a rigorous 10-month consultation process with stakeholders in all states. We hope this course will serve to support you as a participant. Should you have any feedback on this course or the framework please contact SFCG Myanmar. Course Objectives The goal of this six-week social cohesion course is to provide the knowledge, skills and key competencies for participants from different backgrounds to mainstream social cohesion in their work. By the end of this course, participants will: 1) Understand key components of social cohesion in Myanmar. 2) Have tools to analyse and transform conflict. 3) Have key tools and skills to mainstream social cohesion into their day-to-day work. SC2 Foundation Course: Participant s Guide 5

6 Course Topics Day 1 Topic (1) Topic (2) Topic (3) Day 2 Topic (4) Topic (5) Topic (6) Day 3 Topic (7) Topic (8) Topic (9) Day 4 Topic (10) Topic (11) Topic (12) Topic (13) Day 5 Topic (14) Topic (15) Topic (16) Day 6 Topic (17) Topic (18) Topic (19) Understanding Social Cohesion Components of Social Cohesion Mainstreaming Social Cohesion Human Rights and Social Cohesion Governance and Social Cohesion Social Cohesion to Promote Peace Identity, Stereotypes, Prejudice Conflict versus Violence Conflict Sensitivity Conflict Handling Styles Conflict Analysis: Conflict Tree Conflict Analysis: Positions and Interests Conflict Analysis: Levels of Conflict Transformation Conflict Analysis: Stakeholder Mapping Conflict Analysis: Solution Tree Conflict Analysis: Plan of Action Presentation of workshop outputs Review and Reflection Community of Practice SC2 Foundation Course: Participant s Guide 6

7 Course Timetable Course commitment: 1 day per week over 6 weeks. Time Day 1 Day 2 Day 3 Day 4 Day 5 Day :45 17:00 Inaugural Training,Welcome and introduction, Icebreaker, Expectations, Objectives, ground rules Topic 4 Human Rights and Social Cohesion Topic 7 Understanding Identity, Stereotypes, Prejudice Topic 10 Conflict Handling Styles Topic 14 Stakeholder Mapping Topic 17 Presentation of workshop outputs Tea break Tea break Tea break Tea break Tea break Tea break Topic 1 Understanding Social Cohesion Topic 4 contd. Topic 7 contd. Topic 11 Conflict Analysis: Conflict Tree Topic 15 Conflict Analysis: Solution Tree Topic 18 Review and Reflection Lunch break Lunch break Lunch break Lunch break Lunch break Lunch break Topic 2 Components of Social Cohesion Topic 5 Governance and Social Cohesion Topic 8 Conflict versus Violence Topic 12 Conflict Analysis: Positions and Interests Topic 16 Conflict Analysis: Plan of Action Topic 19 Community of Practice Tea break Tea break Tea break Tea break Tea break Tea break Topic 3 Mainstreaming Social Cohesion Topic 6 Social Cohesion to Promote Peace Topic 9 Conflict Sensitivity Topic 13 Conflict Analysis: Levels of Conflict Transformation Topic 16 contd. Closing Ceremony Wrap up Wrap up Wrap up Wrap up Wrap up Wrap up SC2 Foundation Course: Participant s Guide 7

8 DAY 1 Topic (1) Understanding Social Cohesion Purpose: Participants are aware that social cohesion is a prerequisite for peace, democracy and development. Objective: After the session, participants will be able to: o Understand the concept of social cohesion. o Understand social cohesion as it applies to the Myanmar context. Duration: 1 hour 30 minutes Social cohesion can be described as the glue that bonds society together, essential for achieving peace, democracy and equitable development. (UNDP & SFCG) A cohesive society is one where all groups have a sense of belonging, participation, recognition and legitimacy. Such societies are not necessarily demographically homogeneous. Rather, by respecting diversity, they harness the potential residing in their societal diversity. (UN) Social cohesion is the state of a society s convergence, or the common bonds that unify different people and groups that share space and territory. It comes about when people buy into and interact with each other based on a common set of political, economic and social institutions. (UNDP) The quality of coexistence between the multiple groups that operate within a society. Groups can be distinguished in terms of ethnic and socio-cultural origin, religious, and political beliefs, social class or economic sector or on the basis of interpersonal characteristics such as gender and age. Quality of coexistence between the groups can be evaluated along the dimensions of mutual respect and trust, shared values and social participation, life satisfaction and happiness as well as structural equality and social justice. (UNICEF) SC2 Foundation Course: Participant s Guide 8

9 Topic (2) Components of Social Cohesion Purpose: Participants are aware of the key components of Social Cohesion Objective: After the session, participants will be able to: o Understand the definition of social cohesion and its ingredients. o Understand the key "ingredients" that create social cohesion and the conditions needed for those ingredients. Duration: 1 hour 30 minutes Social cohesion can be described as the glue that bonds society together, essential for achieving peace, democracy and development. This glue is made up of four key components: 1) Social Relationships, 2) Connectedness, 3) Orientation towards the common good and 4) Equality. These components require good governance and respect for human rights. In countries where social cohesion is weak, conflicts are usually more frequent, more profound, more violent, and more destructive. However, just because a society is socially cohesive, it does not mean it won t have conflict. Conflict will still occur in these societies but it is more likely to be effectively managed. A society that is more inclusive, equal and united will more readily employ conflict management mechanisms to protect these values and is therefore more resistant to division. Social relationships Connectedness Orientation towards the common good Equality (1) Social Relationships Quality and quantity of social networks Level of social and political participation Levels of trust in others and in government institutions Levels of acceptance of diversity (tolerance of other groups). SC2 Foundation Course: Participant s Guide 9

10 (2) Connectedness Feeling of belonging to a place (village, state, country, etc) Feeling of belonging to a group (gender, ethnic, religious, linguistic, etc). Shared identity across places and groups (shared values, shared ways of life, beliefs, etc). (3) Orientation towards the Common Good Ability to be socially responsible Acting in the best interests of our society Feeling solidarity Cooperating with and supporting our fellow citizens Respecting the rules of communal life (4) Equality How well resources and opportunities are distributed (jobs, wealth, social services, justice) How included minority groups and individuals feel (ethnic, religious, handicapped, women) in the overall society. SC2 Foundation Course: Participant s Guide 10

11 Topic (3) Mainstreaming Social Cohesion Purpose: To understand how to mainstream social cohesion across programs and projects Objective: After this session, participants will be able to: o Understand the importance of social cohesion in program and project implementation o Understand the ways to enhance a project by mainstreaming social cohesion Duration: 1 hour 15 minutes Meaning and Nature The word mainstream means the current popular thinking among the majority. Mainstreaming is the introduction of new concepts and ideas into current popular thinking by building trust and relationships among different stakeholders. To integrate a need requiring special attention into regular activities (common activities) Example: Children with special needs are integrated into regular education Mainstreaming is a way of ensuring that ALL program development, implementation and decision-making takes into account the different needs and interests of vulnerable groups (e.g. women, ethnic minorities, youth, etc.) Example: Mainstreaming gender in education programs Example: Mainstreaming HIV/AIDS in economic development programs Social Cohesion Mainstreaming involves ensuring that social cohesion principles are reflected in program development, implementation and decision-making across all sectors. Example: Mainstreaming Social Cohesion into infrastructure projects Example: Mainstreaming Social Cohesion into agriculture projects Why is this important? To consider how other programs may have social cohesion impacts o Either intended or unintended o Either positive or negative To strengthen other development programs and use them to advance social cohesion in addition to their primary goal. How to Mainstream Social Cohesion? When developing projects, consider the following: Do the project activities contribute to improved social cohesion in the community? SC2 Foundation Course: Participant s Guide 11

12 Include flexibility in project designs to incorporate additional social cohesion activities if required during the implementation phase Consider social cohesion impacts during all stages of the program cycle Principles of Social Cohesion Mainstreaming Responsive and inclusive state Mutual respect and trust (toward other groups/individuals) Attitude toward other members or groups of society Group participation (at community level or individual level) Structural equity and social justice (or perception thereof) Indicators for Social Cohesion (1) Political indicators Voting levels Participation in town hall meetings, local assemblies and other consultation mechanisms Perceptions of being listened to and considered by the government institutions Levels of trust in government to provide basic services Levels of trust in government agents, justice system, police and military (2) Social Indicators Levels of trust within the group (family, friends, neighbours, members of the same ethnicity) and of other groups (strangers, other ethnic/religious groups, etc.) Perceptions of belonging, who is excluded and why Who do individuals and groups go to for help? How accessible is that help? Membership of associations, church groups, community organizations, etc., Levels of activism and volunteerism Levels of access to information (how well informed do people feel) Levels of giving/donating (3) Economic Indicators Perceptions of social mobility (will my children be better off than me?) Satisfaction with living standards Attitudes towards the future Levels of access to basic services (affordability, geographical access, quality of service) Perceptions of economic inequality (4) Cultural Indicators Levels of stereotyping of others Level of preconceptions and prejudices about others Perceptions of prejudice and discrimination against self Perceptions of prejudice and discrimination committed against others SC2 Foundation Course: Participant s Guide 12

13 Quantity and quality of contact with other groups Levels of knowledge of other cultures/religions/ethnicities Existence of mechanisms for resolving conflicts between groups Assignment for Session Day One Champions of Social Cohesion In every community we can find resources for social cohesion. People that through their work, their interactions with their others and approach to life help to build social relationships around them, promote connectedness, serve the common good and embrace equality. Option A 1. Reflect on who the Champions for Social Cohesion are in your community. 2. Pick one champion and interview him/her. Before the interview reflect on why you picked this person and what you might learn from them about building social cohesion locally. Draft 4-6 questions to help guide your interview. 3. Take notes during the interview. 4. Be prepared to share with the group during the next class. Option B 1. Reflect on who the Champions for Social Cohesion are in your community. 2. Pick one person and a journal entry on what makes this person a Champion of Social Cohesion. Consider: a. Who is this person and how do you know him/her? b. How does this person build social relationships, promote connectedness, serve the common good or embrace equality? Be specific and provide clear example of actions. SC2 Foundation Course: Participant s Guide 13

14 Day 2 Topic (4) Human Rights and Social Cohesion Purpose: Participants understand that human rights are essential to social cohesion. Objective: After the session, participants will be able to: o Understand the basics of human rights and its relation to social cohesion. o Understand Myanmar s commitments to human rights. Duration: 3 hours What are Human Rights? Human rights are the basic guarantee of entitlements and freedoms that every human being must enjoy in order to be able to live a life of dignity and pursue opportunities to realize one s full potential. Universal Declaration of Human Rights The UDHR is an internationally agreed document which has enshrined fundamental human rights that states have agreed to respect and protect. The UDHR was adopted by the UN in December 1948 as a commitment of member states to respect and protect human rights. SC2 Foundation Course: Participant s Guide 14

15 Myanmar's Human Rights Commitment 1991 Convention on the Rights of the Child 1997 Convention on the Elimination of All Forms of Discrimination against Women 2011 Convention on the Rights of Persons with Disabilities 2012 Optional Protocol to the Convention on the Rights of the Child on the sale of children, child prostitution and child pornography Fundamental Human Rights Right to Equality Freedom from Discrimination Right to Equality before the Law Right to Remedy by Competent Tribunal Right to Free Movement in and out of the Country Right to a Nationality and the Freedom to Change It Right to Marriage and Family Right to Own Property Freedom of Belief and Religion Freedom of Opinion and Information Right of Peaceful Assembly and Association Right to Participate in Government and in Free Elections Right to Adequate Living Standard Right to Education Right to Participate in the Cultural Life of Community SC2 Foundation Course: Participant s Guide 15

16 Topic (5) Governance and Social Cohesion Purpose: Participants are introduced to the concepts of governance and how governance impacts on the components for social cohesion. Objective: After the session, participants will be able to: o Understand the principles, values and characteristics of good governance that promote social cohesion. o Distinguish between the concept of government and governance. Duration: 1 hour 30 minutes Governance involves how decision-making occurs in a society, which processes are followed and how these decisions are transformed into action. This could be at national, state or community level. Governance is not the same as Government. Government is the group of people and entities that govern a nation, a state or a community. Characteristics of good governance are: Consensus, participatory, adherence to rule of law, effectiveness and efficiency, accountability, responsiveness, and equity/ equality and inclusivity. Democratic governance is the combination of democratic laws and rules, and democratic culture. It involves the empowerment of citizens to have the ability to intervene in the governance processes by claiming their rights and demanding accountability. Democratic governance is about respecting all human rights and about wider participation of all citizens in the governance process. Embracing democratic values at all levels of governance village, tract, township, division/state/region - will foster social cohesion in a country. Governance and social cohesion: The more responsive a state is to its citizens, the more likely a society will be cohesive and possess the inclusive mechanisms necessary for mediating and managing a conflict before it turns violent. Governance social relationships: Social Cohesion is not only about the relationships between groups, but also the relationships between citizens and the state. Citizens don t trust the state for a variety of reasons: because the state is not able to provide security or social services, because the state is treating some groups better than others, etc. If there is mistrust between citizens and the state, then this means social relationships are weak. Governance connectedness: Effective governance institutions are capable, SC2 Foundation Course: Participant s Guide 16

17 accountable and responsive too all citizens and groups. They are also able to manage relations between different groups. This enables citizens to feel a sense of belonging. Governance equality: Group differences are not enough in themselves to cause conflict, but social exclusion and inequalities provide fertile ground for violent mobilization. If people feel that they have been excluded by the governance system, they often feel they have little to lose by taking violent action. Governance common good: Effective governance helps groups to find consensual strategies or common ground around which they can work together towards development. SC2 Foundation Course: Participant s Guide 17

18 Topic (6) Social Cohesion to Promote Peace Purpose: Participants understand the linkage between social cohesion and peace Objective: At the end of the session, participants will be able to: o Understand the link between levels of social cohesion and a society s ability to address conflict o Understand that promoting social cohesion is important for a peaceful society Duration: 1 hour 15 minutes Peacebuilding is understood as a comprehensive (concept) that encompasses, generates and sustains the full array of processes, approaches and stages needed to transform conflict towards more sustainable, peaceful relationships. The term thus involves a wide range of activities that both precede and follow formal peace accords. Metaphorically, peace is seen not merely as a stage in time or a condition. It is a dynamic social construct. (Jean Paul Lederach) Social cohesion is not simply an ideal, but rather an attainable objective requiring the active and constant commitment of all levels of society which supports the process of building a peaceful society and nation. In contexts where social cohesion is weak, conflicts are usually more frequent, more profound, more violent, and more destructive. Just because a society is socially cohesive does not mean that conflict will not exist. Conflict will still occur in these societies but it is more likely to be effectively managed. A society or community that is inclusive, equal and united will more readily employ non-adversarial and non-violent mechanisms to protect these values and is therefore more resistant to division. In the aftermath of war or violent conflict there is often high levels of mistrust, social isolation, exclusion and inequality. Rebuilding a sense of togetherness among divided groups, and between people and their leaders is crucial for lasting peace. However, we must do this while valuing and celebrating diversity between groups while assisting them to identify their commonalities. SC2 Foundation Course: Participant s Guide 18

19 Assignment for Session Day Two 1. Read the hand out: Empowering Young Changemakers in Tunisia 2. Reflect on and note down their answers to questions 1-4. Be prepared to share your answers with the other participants in the next session. SC2 Foundation Course: Participant s Guide 19

20 DAY 3 Topic (7) Understanding Identity, Stereotypes and Prejudice Purpose: Participants understand what identity is and how it can be manipulated in order to cause violence between different groups of people. Objective: After the session, participants will be able to: o Understand identity, stereotypes and prejudice. o Understand how stereotypes and prejudices can harm social cohesion. Recognize similarities with others. Duration: 3 hours Identity is defined in relationship to others. People create a sense of who they are through their relationships with others. Each person s identity is complex. People belong to a variety of identity groups that influence and or shape them. Different elements of a person s identity mix together. To describe a person as white says very little about their identity. Identities can be based on sameness or difference. Identity groups based on sameness use positive comparisons with others: I know who I am because of positive relationships with others. Identity groups based on difference use negative comparisons with others: I know who I am by who I am not. Identities can be biologically or socially constructed. People distinguish themselves from others through biological differences (such as sex, height or age) or socially constructed differences (such as religion, ideology or class). Forms of identity based on differences are often a source of conflict. The psychology of ethnocentrism leads people to believe that their identity group is superior to others. People may be willing to both die and or kill defending certain group identities. Forms of identity based on differences may also result from conflict. Conflict plays a role in creating in groups or allies and out-groups or enemies. Conflict strengthens perceptions of who is good and who is bad, allowing people to create simplified ways of understanding the world. Often people live with each other side-by-side for decades before violent conflict. The conflict itself pushes them to see each other as enemies instead of neighbours. Conflict emphasizes the importance of one element of a person s identity. In non-conflict situations, people seem to define themselves and others broadly. In the SC2 Foundation Course: Participant s Guide 20

21 midst of conflict, the identity involved in the conflict is heightened more than the others for most people. People may come to see themselves and others through the lens of conflict. Therefore, people engaged in gender conflicts may perceive being male or female as their primary or sole identity. In conflicts involving race, people may see themselves as primarily white or black. The psychological process of ascribing an identity to another person or group seems to increase in conflicts. People tend to dehumanize each other by stripping each individual of other sources of their humanity. Stereotype is a widely held but fixed and oversimplified image or idea of a particular type of person or thing. A stereotype is a preconceived notion especially about a group of people or things. Stereotypes have several important functions: o o o o They allow people to quickly process new information about an event or person. They organize peoples past experiences. They help people to meaningfully assess differences between individuals and groups. They help people to make predictions about other people s behavior. Stereotypes can lead to distortions of reality for several reasons: o o o They cause people to exaggerate differences among groups. They lead people to focus selectively on information that agrees with the stereotype and ignore information that disagrees with it. They tend to make people see other groups as overly similar, even though people can easily see that the groups they belong to are different. Prejudice is a destructive phenomenon, and it is pervasive because it serves many psychological, social, and economic functions: o o o o Prejudice gives people scapegoats to blame in times of trouble. Prejudice can build up some people while breaking down others. Prejudice allows people to bond with their own group by contrasting their own groups to outsider groups. Prejudice legitimizes discrimination because it apparently justifies one group s dominance over another. SC2 Foundation Course: Participant s Guide 21

22 Topic (8) Conflict versus Violence Purpose: Participants understand the basic concept of conflict, violence and peace and are able to distinguish between conflict and violence. Objectives: By the end of the session, participants will be able to: o Distinguish between the concepts of conflict and violence. o Analyse their own attitudes about conflict. o Understand that people in conflict often have choices. Meaning and Nature Duration: 1 hour 30 minutes Problem is a situation, person or thing that needs attention and needs to be dealt with or solved. Conflict is an active disagreement between people with opposing opinions or principles Violence is actions or words intended to hurt people. Conflict is a situation where two or more individuals or groups try to pursue goals or ambitions that they believe are incompatible. Conflict itself is neither positive nor negative. Only violent conflict is negative. What is important is how we respond to conflict, so as to ensure that it does not develop into violence. Conflict and violence are not the same thing. Not all conflict is violent. Conflict is not inherently negative or damaging and can in fact product positive outcomes. Violence always results in injury and destruction. Conflict is normal when there is change. Some people want change but others disagree. If their disagreement or their conflict SC2 Foundation Course: Participant s Guide 22

23 is managed peacefully, it can be a positive process. But when conflict is not managed properly, it becomes violent. In violent conflict, people fear for their safety and survival. Alternative Definitions of Conflict A disagreement through which the parties involved perceives a threat to their needs, interests or concerns. (Mayer 1990) "Clash between individuals arising out of a difference in thought process, attitudes, understanding, interests, requirements and even sometimes perceptions. A conflict results in heated arguments, physical abuses and definitely loss of peace and harmony." (GA Core) If channeled improperly, conflict has the potential to intensify and erupt into violence. (UN 2003) A struggle over values and claims to scarce status, power and resources (Coser, 1956) A natural phenomenon that creates potential for constructive growth (Lederach 2003) Types of violence: We can identify three types of violence: o Direct violence involves the use of physical force, like killing or torture, rape and sexual assault, and beatings as well as verbal violence. This violence does not come out of nowhere; cultural and structural violence allow and justify direct violence. o Cultural violence comprises the prevailing attitudes and beliefs that we have been taught since childhood and that surround us in daily life about the power and necessity of violence. For example, we are often taught history from the perspective of military victories, rather than achievements through non-violent means. In other words, we are taught that violence gets results (and is remembered). o Structural violence exists when some groups, classes, genders, nationalities, etc gain unequal access to goods, resources, and opportunities because they enjoy advantages built into social, political and economic systems. A law which bans one group from owning property or having nationality are examples of structural violence. A legal system which systematically gives harsher sentences to one group over others is another example. Saudi Arabia, for example, has a legal system which greatly limits the freedom of women. Weak social cohesion is often a root cause of conflict. People simultaneously belong to different groups class, gender, age, ethnicity, religion etc. If people feel that their individual identities are protected and promoted, then they feel connected and encouraged to work towards the common good of the larger group. The state SC2 Foundation Course: Participant s Guide 23

24 or some groups can infringe on the rights of others. For example, in many societies, the rights of women are considered less important in the interest of culture. The state or some groups can deprive one group of equal opportunities to power, resources and opportunities. In such a situation, groups can resort to violence in order to have their rights and demands met. Violent conflict can also weaken social cohesion. War can force people to flee their homes and countries, which breaks down social relationships. Violence leads to loss of life, livelihoods and opportunities, and can create or worsen inequalities. People impacted by violence find it very difficult to trust each other and work together for a common good. SC2 Foundation Course: Participant s Guide 24

25 Topic (9) Conflict Sensitivity Purpose: Participants understand what causes conflict and how it emerges from our everyday life. Objective: At the end of the session, participants will be able to: o Understand the conditions that can create or increase conflict o Know the importance of conflict sensitivity Duration: 1 hour 15 minutes Conflict sensitivity is the capacity of an organization to: Understand the context in which it operates; Recognize the interaction between the project and the context; Act upon this understanding, to minimize negative impacts and maximize positive impacts Why is it necessary to be Conflict Sensitive? Avoid wasting time and resources Reduces danger to staff and beneficiaries Reduces violence Makes program more relevant, effective, efficient, and sustainable Increases accountability of organizations and government institutions Common Myths and Misconception Peace building equals conflict-sensitive development Development will automatically promote conflict prevention No need for conflict sensitivity after peace agreement We are not working ON conflict Conflict sensitivity is fault finding How to Operationalize Conflict Sensitivity? The following table shows the ways to operationalize conflict sensitivity. In order to understand the context in which conflict can occur, it is important to do a good context analysis. What to do? Understand the context and conflicts How to do it Carry out context and conflict analysis Understand the interaction between your intervention and the context Link the context and conflict analysis with the programming cycle SC2 Foundation Course: Participant s Guide 25

26 Assignment for Session Day Three During this week borrow or purchase a newspaper/journal. As you read the newspaper/ journal note down examples of conflict and violence. Reflect and make notes on the following questions. Conflict Who are the stakeholders? What are their goals? Is the conflict positive or negative? Are there any external stakeholders that are working to resolve this conflict? Who? What are they doing? Violence Who are the stakeholders? What are their goals? Can you see a way this conflict could have been resolved without resorting to violence? If so how? Are there any external stakeholders that are working to resolve this conflict? Who? What are they doing? General Can you connect any of these conflicts to identity, stereotypes or prejudice? If so in what ways? SC2 Foundation Course: Participant s Guide 26

27 Day 4 Topic (10) Conflict Handling Styles Purpose: Participants understand specific types of conflict handling styles in the community. Objective: After the session, participants will be able to: o Differentiate types of conflict handling styles in each specific situation. Duration: 1 hour 30 minutes Ways to Respond to Conflict COMPETITION (confrontation) : The parties choose competition to end up with a win-lose result. COLLABORATION (working with) : The parties choose to collaborate and work together to arrive at an agreement in order to preserve their relationship and ensure mutual gain. COMPROMISE (sharing) : The parties choose to share the gains resulting from SC2 Foundation Course: Participant s Guide 27

28 a conflict situation. AVOIDANCE (walk away) : the parties choose to avoid all confrontation or attempts to resolve the conflict. ACCOMMODATION: One of the parties chooses to make concessions in order to save the relationship with the other party. Adversarial Approach vs Cooperative Approach Adversarial Approach Seeing each other as the problem, the source of the conflict & focusing on our differences or Cooperative Approach understanding our differences & working together to find common ground Issue or Issue Common Ground Approach from Adversarial to Cooperative Transformation of our perception of ourselves: from victim to participant. Transformation of our perception of "the other : from enemy to partner. Transformation of our relationship with the issue: from win-or-lose conflict to a common problem to resolve together. Transformation of the process: from confrontation or a game of power to collaboration. Principled Negotiation Method of negotiation designed to produce wise outcomes efficiently and amicably; People: Separate the people from the problem. Interests: Focus on interests, not positions. Options: Generate a variety of possibilities before deciding what to do. SC2 Foundation Course: Participant s Guide 28

29 Criteria: Insist that the result be based on some objective standard. Three periods of principled negotiations: Analysis: Trying to diagnose the situation by gathering information, organizing it, and thinking about it. Planning: Generating ideas and deciding what to do about the problem, which interests are most important, etc. Discussion: Differences in perception, feelings of frustration and anger, and difficulties in communication can be acknowledged and addressed. SC2 Foundation Course: Participant s Guide 29

30 Topic (11) Conflict Analysis: Conflict Tree Purpose: Participants are able to identify the root causes of conflict, and the consequences/impact of conflict. Objective: At the end of the session, participants will be able to: o Understand and be able to identify root causes of conflict they encountered. o Analyse the consequences of conflict on people s lives. o Develop a conflict tree for a particular conflict. Duration: 1 hour 30 minutes Conflict analysis is a systematic way of understanding the context in which we work. Therefore, it is a useful tool for individuals and organizations involved in governance, development and peacebuilding. Conflict analysis is a useful tool to better understand the relationship between the context and our action/intervention/project. Once a conflict analysis is done, it can be used to design or redesign an intervention/project to make sure that it does not increase or create conflict and also that it strengthens peace. SC2 Foundation Course: Participant s Guide 30

31 Conflict analysis can be done at many levels community, regional, national, organizational etc. At whatever level we do a conflict analysis, it is important to keep in mind how this level is linked to the other levels. For e.g. if there s an analysis of a conflict in a particular village, how does this village-level conflict relate to an ongoing national conflict? Conflict analysis should not be considered just a one-time exercise. It must be an on-going process because conflict is dynamic. Similarly, the analysis should also ensure the wider participation of concerned stakeholders and if possible conflict actors. Otherwise, the intervention that we will design after the analysis would not be properly addressing the causes. SC2 Foundation Course: Participant s Guide 31

32 Topic (12) Conflict Analysis: Positions and Interests Purpose: Participants know how to identify people s positions and interests in conflict situations Objective: At the end of the session, participants will be able to: o Distinguish between positions and interests o Identify the link between positions, interests and conflict Duration: 1 hour 30 minutes Meaning and Nature Positions are demands. They answer the question "WHAT" do you want? Interests are desires or goals the things that people want to achieve in a conflict situation. The interests underlying a position answer the question "WHY do you want that?" or "WHY do you feel that way." Interest can be both tangible and intangible. Position Bargaining Each side takes a position, argues for it and makes concessions to reach a compromise. Creates entrenched positions Inefficient Produces unwise agreements Endangers relationship A conflict exists when the goals of two people or groups appear to be incompatible. Yet, through a closer look and analysis, it can be found that their interests may not at all be incompatible. This is why the starting point is to understand interests behind the positions. Two sides may have positions that appear totally opposed but the interests underneath may have similarities or even share common ground. A conflict may be irresolvable as long as the efforts focus only on positions without examining each side s interests. Positions separate two sides whereas interests hold the possibility of bringing them together. There are always places where parties interests overlap in a conflict, whereas positions may appear mutually exclusive. Understanding the difference between positions, interests and needs is one of the most important prerequisites for a successful peacebuilder. SC2 Foundation Course: Participant s Guide 32

33 Topic (13) Conflict Analysis: Levels of Conflict Transformation Purpose: Participants understand how resolving conflicts requires transformation at different levels. Objective: At the end of the session, participants will be able to: o Understand personal, relational, structural and cultural elements of conflict transformation. Duration: 1 hour 15 minutes Conflict transformation means understanding the different levels that are impacted by conflict and the different levels of change that are needed. It means that moving from conflict to peace is not simply about resolving a problem between two people/groups. Transformation at the personal level means increasing awareness, changing attitudes and making people more committed to non-violence. Transformation at the relational level means changing the relationship between conflict parties, improving their interaction, dialogue and trust. Transformation at the structural level means changing the way power and resources are distributed, changing or reforming constitutions, policies and decision-making. Transformation at the cultural level means changing our patterns of behavior and improving the ways we handle conflict. SC2 Foundation Course: Participant s Guide 33

34 All these levels are important. At the same time, not all of us are able to work at all these levels. Also, changing conflict at all these levels requires us to work on different time-frames. For example, changing cultural patterns is a long-term process. Assignment for Session Day 4 * Wait for instructions from your facilitator. SC2 Foundation Course: Participant s Guide 34

35 DAY 5 Topic (14) Conflict Analysis: Stakeholder Analysis Purpose: Participants understand the different stakeholders to engage with in conflict transformation. Objective:At the end of the session, participants will be able to: o Identify key stakeholders in a conflict. o Understand the different influence and power of different stakeholders. Duration: 1 hour 30 minutes A stakeholder analysis is useful to identify and examine groups who have the ability to affect political and social change, including violence, and the main groups who are likely to be affected by such changes. A primary stakeholder is an individual or group which is directly involved in a conflict. Primary parties are the main individuals or groups involved and without which the conflict or dispute cannot be resolved. A secondary stakeholder is any individual or group which has an interest in and can influence a conflict, but is not directly involved in it. They also may be those deeply affected by the conflict. Secondary stakeholders can be facilitators of peace or spoilers of peace and can hold different levels of influence over the conflict and the primary stakeholders. SC2 Foundation Course: Participant s Guide 35

36 Topic (15) Conflict Analysis: Solution Tree Purpose: Participants understand how to design interventions to address root causes of conflict. Objective: After this session, participants will be able to: o Strategically identify potential solutions to a conflict. Duration: 1 hour 30 minutes A solution (also called objective) tree is developed by reversing the negative statements that form the problem tree into positive ones. For example, a cause (problem tree) such as lack of knowledge would become a means such as increased knowledge. The objectives tree demonstrates the means-end relationship between objectives. Take time to go through the solution tree and check to see if all the statements are clear, and if there are any missing steps between a means and an end. SC2 Foundation Course: Participant s Guide 36

37 Topic (16) Conflict Analysis: Plan of Action Purpose: Participants understand how to evaluate interventions from a social cohesion perspective Objective: After this session, participants will be able to: o Develop results and activities o Map available resources o Evaluate actions from a social cohesion perspective Duration: 2 hours 45 minutes A goal is a higher-order objective to which an intervention is intended to contribute. It has to be achievable and realistic but it may take more than one organization and more activities and time in order to achieve it. (i.e. effective and accountable governance, peace in Myanmar ) An objective is a concrete, tangible, measurable, attainable, realistic change than we want to achieve within a specific time period, geographical area, and target group. (i.e. increased knowledge, change in attitude). Tip on writing objectives: verbs such as provide, train, publish, increase, decrease, schedule, or purchase indicate clearly what will be done. Verbs such as coordinate, partner, support can be vague and difficult to measure. The outputs are the direct and tangible results which the action will deliver (ie.: 50 people trained in peacebuilding, a social cohesion manual developed and printed, a primary clinic built). The activities are the tasks that are needed to produce the outputs (ie: train 50 community leaders, research a social cohesion framework, train clinic staff in record keeping). Resources can include money, people, equipment, materials, buildings, communal spaces or supplies needed for the intervention. Assignment for Session Day 5 Use the Social Cohesion checklist table in Handout Topic (15) in order to identify ways in which the action which your group has developed can promote social cohesion. Respond to the questions for each component. SC2 Foundation Course: Participant s Guide 37

38 DAY 6 Topic (17) Presentation of Workshop Outputs Purpose: To facilitate co-learning around how to evaluate interventions from a social cohesion perspective. Duration: 1 hour 30 minutes Topic (18) Review and Reflection Purpose: Participants review and reflect on the key subjects addressed in the training. Duration: 1 hour 30 minutes SC2 Foundation Course: Participant s Guide 38

39 Topic (19) Community of Practice Purpose: participants understand how to become a community of practice that promotes social cohesion. Objective: After this session, participants will be able to: o o Understand different models of organizing and networking (the how to and why of communities of learning and practice). To maintain, strengthen and build relationships. Duration: 1 hour 30 minutes A Community of Practice is a group of people that interacts regularly on a common topic to learn from one another. A Community of Practice can take many different forms, from informal meetings, to structured networks or even Facebook pages, and can exist on any level (local, regional, national, etc) A Community of Practice can help to: o Enhance connectivity and strengthen relationships among participants o Share experiences, lessons learned and best practices o Generate new ideas o Provide support and encouragement to colleagues o Encourage problem-solving Some examples of a Community of Practice could be in the form of an informal bi-monthly meeting of the group, a facebook page, an list, etc. Tools for Communities of Practice or Learning Communities o o o o o Create space and a supportive culture for learning: Set aside time to reflect as individuals on your work. Gather and listen to experiences: Hold small group discussions to process what went well, identify problems and future actions; tell colleagues about your work and problems you ve encountered and listen to their ideas. Seek outside learning: Invite people from other networks to join your learning meeting and contribute; attend workshops; read; talk to other practitioners about their experiences. Develop formal and informal systems to share problems and learning: Talk with each other about problems, actions and lessons learned about the group; develop a strategy for documenting and sharing your learning outside of the network. Draw conclusions: for each task, suggest next steps based on the lessons learned or ideas worth testing; at the end of reflection sessions identify concrete recommendations. SC2 Foundation Course: Participant s Guide 39