Volume 4, Number 1, Oct 2003
Recently Found
in the Periodicals
Bluehouse, Philmer.
Is It "Peacemakers Teaching?" or Is It "Teaching
Peacemakers?" Conflict
Resolution Quarterly 20 (4) Summer 2003 495-500.
Cohen, Jonathan
R. Adversaries? Partners? How About
Counterparts? On Metaphors in the Practice and Teaching of
Negotiation and Dispute Resolution
Conflict Resolution Quarterly 20 (4) Summer 2003 433-440
Metaphors are a powerful linguistic and conceptual
tool, much more powerful than conflict managers often acknowledge.
This article suggests that dominant metaphors in the field
should be reviewed and that innovative metaphors that better
capture the complexity of conflict be introduced in the teaching
and practice of dispute resolution.
Finley, Laura
L. How Can I Teach Peace When the
Book Only Covers War? Issue
5.1 (Summer 2003). Online Journal of Peace & Conflict
Resolution. (Viewable online in full-text)
In this article the author argues that the
content of chool textbooks and the structure of courses focus
primarily on warfare at the expense of teaching about peace
and peacemakers. This work examines the coverage of peace
and war in 17 US History texts. The paper begins with a look
at what is already known about students' understanding of
war and peace, as well as the sources of this knowledge. This
is framed by a discussion of militarism and militaristic ideology.
Results of an analysis of US History textbooks at the elementary,
middle, and high school levels are also presented. The paper
ends with discussion of the significance of research findings
and alternatives for teaching peace.
Fogg, Piper. Academic Therapists:
Hoping to avoid lawsuits and rancor, more colleges use
conflict-resolution experts Chronicle of Higher Education 2003
(March 21 Issue)
This article discusses the growing use of conflict resolution
specialists to address campus conflicts. As an example,
the story profiles the work of Sandra Cheldelin as she
helps a college address a troubled
academic department.
Gonzalez, V.,
& Lopez, E. The Age of Incivility:
Countering Disruptive Behavior in the Classroom
AAH Bulletin 53(April 2001): 3-6
A study conducted ay a public two-year college
identified six categories of uncivil student behaviors: disengaged,
disinterested, disrespectful, disruptive, defiant, and disturbed.
Every indication is that these behaviors have increased in
recent years. Faculty members have been left on their own
to deal with incivility, but the installation of a systematic
approach to the problem would prove effective. Well-written
student codes of conduct, providing faculty members with a
list of officers and individuals to whom they could turn,
including classroom behavioral standards in syllabi, and enforcing
consistent standards of behavior are among the steps that
can be taken.
Harre, Rom;
Slocum, Nikki. Disputes as Complex
Social Events: On the Uses of Positioning Theory.
Common Knowledge: 9(1) Winter 2003 100-118.
Examines the usefulness of social psychology,
especially positioning theory, as an analytical tool to increase
understandings of how conflicts are expressed & promote
conflict resolution. It is noted that positioning theory was
part of the discursive psychology movement that shifted the
focus of research from causes/effects toward meanings &
conventions, particularly the creation/management of joint
meanings by participants in unfolding episodes. A position
is understood as a cluster of rights/duties related to the
acts one is able to perform as an occupant of a specific position.
The nature of presumed, adopted, or ascribed positions is
discussed, along with complementary or antagonistic patterns
of rights/duties created by positioning; the cognitive foundations
of a position; how positioning theory sheds lights on the
expression of conflict; & differences between micro- &
macroconflicts. A conflict between Georgetown U & Washington,
DC is analyzed to illustrate how conflict theory helps to
recognize story lines that offer paths toward conflict resolution.
Honeyman, Christopher;
Hughes, Scott H, and Schneider, Andrea K.
How Can We Teach So It Takes?
Conflict Resolution Quarterly 20 (4) Summer 2003 429-432
The Summer 2003 issue of the Conflict Resolution
Quarterly included a series of articles froma recent colloquy
entitled "Reflecting on Learning: Models in the Field".
This article explains the genesis of the conference from which
the articles were drawn. It also overviews the articles and
articulates the next directions for several of the projects
discussed at the conference.
Jones, Wendell;
Hughes, Scott H. Complexity, Conflict
Resolution, and How the Mind Works
Conflict Resolution Quarterly 20 (4) Summer 2003 485-494.
Revolutions in thinking are challenging long-held
assumptions in Western epistemology. They call into question
amny of the assumptions we make about what we know and how
we know it in our professional practice.
Kaufman, Sandra;
McAdoo, Bobbi. Conflict Resolution:
If it Weren't for the Client, I'd Have Done a Great Job
Conflict Resolution Quarterly 20 (4) Summer 2003 441-454
Most of the teaching and training models in
the field are focused on third-party neutrals, not third parties
acting as agents within a dispute. Although some of the training
for neutrals can be useful to educating agents, it is not
ully sufficient. This article discusses the training needs
for three specific kinds of agents: lawyers, urban planners,
and architects.
McCormack, Nancy.
Culture, Gender, Power and Conflict in Melanie Thernstrom's
Halfway Heaven: Diary of a Harvard Murder
Issue 5.1 (Summer 2003). Online Journal of Peace & Conflict
Resolution. (Viewable online in full-text)
In 1995, a murder /suicide took place at the
Dunster House Residence at Harvard University on the last
day of Spring exams. Sinedu Tadesse, an Ethiopian student,
stabbed her roommate of two years, Vietnamese Trang Phuong
Ho, 45 times before hanging herself. In 1997 Melanie Thernstrom,
a reporter who investiagted the case, published a book entitle
"Halfway heaven: Diary of a Harvard Murder". Ms.
McCormack's papers examines Thernstrom's account of the Harvard
murder/suicide in the context of some of the literature in
the dispute resolution field, with particular emphasis on
Avruch and Black's "Conflict Resolution in Intercultural
Settings." It explores how culture, gender, language,
and power can shape conflict in a seemingly endless variety
of ways and how it can lead even those most familiar with
events to ask, ultimately, "What is the story?"
Millas, Eric;
Kleiner, Brian H. New Developments
Concerning Academic Grievances
26 (2) 2003 Journal Management Research News 141-147.
Explores some of the causes of conflict in
academia, some examples
of conflict, and finally what attempts to deal with conflict
are being made. Lists and discusses the main causes of conflict
as: faculty-to-student; student-to-student; faculty-to-faculty;and
faculty-to-administrator. Gives examples of conflict and ways
to handle grievances. Concludes, in a conflict situation,
both sides must be prepared to bend a little to enable a satisfactory
outcome.
Mikus, Bob, Director of Residence Life,
Elizabethtown College. Restorative Practices
Come to Campus: Setting the Standards for Community Development.
from the ResLife Net web site (Viewable online in full-text)
At Elizabethtown College we've adopted a new
philosophy regarding community development through integration
of the Restorative Justice philosophy and the Community Standards
Program. This article features an overview of both programs,
and explains how we've integrated the two.
Philpott, Jeff
L. ; Strange, Carney. "On the
Road to Cambridge": A Case Study of Faculty and Student
Affairs in Collaboration 74(1)
(Jan-Feb 2003). Journal of higher Education 18(4): 77-95.
A study examined faculty and student affairs
collaboration. Participants were two administrators, two faculty
members, and two student affairs staff members and 12 other
individuals at a Midwestern university who developed a residential
whole learning program for students. Results showed that,
during program planning, collaboration followed only a specific
charge from administrators who understood both academic and
student affairs, collaboration needed the introduction and
reacquaintance of faculty and student affairs cultures, key
collaborators' values were grounded in their different professional
cultures, faculty and student affairs collaborators developed
incomplete understandings of each others' cultures, expectations
of faculty and of student affairs staff differed qualitatively,
and roles assumed by each group were clearly differentiated.
Results showed that, during program implementation, student
affairs staff members were the missing link between faculty
and students, faculty members became apprentices of student
affairs staff, collaborators continued to have differing values,
ongoing collaboration was time-consuming and exhausting and
suffered from the limited proximity and access of collaborators,
and academic affairs and student affairs remained somewhat
separated by university history and bureaucracy.
Picard, Cheryl
A. Learning About Learning: The Value
of "Insight" Conflict
Resolution Quarterly 20 (4) Summer 2003 477-484
Insight mediation, and similar dispute processes,a
re informed by the philosophy of learning proposed by Bernard
Lonergan. Lonergan's model of learning and its application
to mediation training and mediation process are thoroughly
discussed.
Schneider, Andrea
K.; Macfarlane, Julie. Having Students
Take Responsibility for the Process of Learning
Conflict Resolution Quarterly 20 (4) Summer 2003 455-462.
Wouldn't it be valuavle if we structured our
dispute resolution courses with the same prinicples and processes
that we attempt to teach in those courses? These authors think
so and suggest a avriety of techniques and pedagogical processes
that enact these changes.
Schindler, John
V. Creating a More Peaceful Classroom
Community by Assessing Student Participation and Process
Issue 5.1 (Summer 2003). Online Journal of Peace & Conflict
Resolution. (Viewable online in full-text)
Many teachers incorporate some form of assessment
of their students' class participation. It might be called
group work, lab process, cooperative group behavior, or class
participation, but it comes down to essentially the same thing,
that is, assessing the quality of a student's non-academic
performance with a subjective criteria. Richard Stiggins (2001)
suggests, "In one sense using observations and judgments
as the basis for evaluating student dispositions is a practice
as old as humankind. In another sense, it is an idea that
has barely been tried." This article examines the abundant
benefits and substantial cautions related to using a system
for assessing student participation and/or process and offers
practical steps for the development of a working system for
use in the classroom.
Stains, Jr.,
Robert R. Training on Purpose
Conflict Resolution Quarterly 20 (4) Summer 2003 473-476
What is our motivation for learning? This
author suggests that we should be more attentive to the purposes
that motivate the people we train because that motivation
is a key to true learning and focused application.
Verman, A., Andriessen,
J., & Kanselaar, G. Collaborative
Argumentation in Academic Education
Instructional Science 30 (May 2002): 155-186.
Undergraduate students in an electronic technology
and computer-based learning course involving collaborative
work participated in three studies to explore how argumentation
in collaborative learning tasks could be provoked, especially
through question asking. The first study found that students
failed to ask how the tutor high-level questions and instead
asked short questions to find whether their ideas were correct.
The students extensively argued in response to the tutor's
high-level questions, particularly corrective questions, but
questions from the tutor's attempts to infer knowledge did
not produce much argumentation among the students. in the
second study, the students proved capable of asking high-level
questions when they were asked to competitively discuss an
assigned claim in the absence of the tutor. yet the students'
argumentation in the second study related more to verification
and monitoring common ground than to inferring knowledge or
causes and consequences. the results of the third study, in
which the students were placed in an electronic environment,
demonstrated a relationship between open questions and argumentation
and between questions intended to infer knowledge and argumentation.
The frequency of questions intended to correct knowledge increased
and the number of negative arguments reduced when the students
were instructed to reach a consensus. In general, the findings
suggested that the mode of question asking argumentation depending
on the task, instructions, medium, and role of the tutor.
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