Volume 1, Number 4, Nov/Dec 2000

Recently Found in the Periodicals

Palmer & Roessler (2000). Requesting Classroom Accommodations: Self-Advocacy and Conflict Resolution Training for College Students with Disabilities. Journal Of Rehabilitation 66(3): 38-43.

In this article, Palmer and Roessler describe a study they conducted to evaluate the effects of an eight-hour training program in self-advocacy and conflict resolution skills. The course was designed to help college students with disabilities request classroom accommodations.

Conflict resolution workers routinely claim a stance of neutrality and/or impartiality. Advocates of social justice, on the other hand, frequently align themselves with those parties perceived to be disenfrancised or disempowered and work to change the existing distribution of power and resources. What is a conflict intervenor interested in both these roles to do? Perhaps a good place to start would be to check out the November 1999 issue of Peace and Conflict Studies, fully available online. The issue (Vol 6, No 1 ) includes articles from some of the most well-known scholars in the field and is devoted exclusively to this important and often perplexing question.

TABLE OF CONTENTS

Richard E. Rubenstein and Frank O. Blechman
Introduction: Conflict Resolution and Social Justice p. 1
Louis Kriesberg
On Advancing Truth and Morality in Conflict Resolution p. 8
Peter W. Black and Kevin Avruch
Cultural Pluralism, Conflict Resolution, Social Justice p. 24
Richard E. Rubenstein
Conflict Resolution and Distributive Justice: Reflections on the Burton-Laue Debate p. 42
Frank Dukes
Why Conflict Transformation Matters: Three Cases p. 53
Margaret S. Herrman
Exploring Deeper Wisdoms of Mediation: Notes from the Edge p. 73
Frank O. Blechman
Conclusion p. 86

Zibert, R. (11/28/2000). A Campus Where the World Meets. Christian Science Moniter.

This article by Rosemary Zibart describes the United World College and its contributions to cross-cultural learning and relationship-building. The United World College brings together students from around the world in an intensive, rigorous 2-year international baccalaureate program that prepares students aged 16-19 for college or university. Students who attend all receive full scholarships. Many students are immediately aware of the cultural differences between themselves and others, as well as the differences in educational style between the United World College and institutions at home. All students are required to take at least one conflict resolution course, and a new Center for Conflict Resolution is being built. Some students have been forced to confront their prejudices, and the diverse student body has helped make far-away conflicts like the ongoing Palestine-Israel struggle more real: recently Israeli and Palestinian students engaged in a discussion of the recent violence in the Middle East with the other students. Many students treasure this bridge-building because they do not feel free to reach out across such divides when they are at home.

Blumenfeld, W.J. & Robinson, L.D. (2000). Examining and Resonding to Conflict Between African American and Jewish American Students on a College Campus. Mediation Quarterly 17(3): 231-264.

In this article, Blumendeld and Robinson describe their research investigating the nature of the relationship between African American and Jewish American Students. They present the results of their study and the design of a course developed to improve relations between these groups.

The Harry Frank Guggenheim Foundation has been a major funder of research on violence and aggression for many years. In the Spring Issue (Vol. 4, No. 1) of the online HFG Review, scholars associated with the foundation explore their experiences teaching about violence.

TABLE OF CONTENTS