Peace Education in the Midst of Conflict: Its nature and its challenges
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Transcript of Peace Education in the Midst of Conflict: Its nature and its challenges
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Peace Education in the Midst of Conflict: Its nature and its challengesGavriel Salomon, Center for Research on Peace EducationUniversity of Haifa, IsraelMay, [email protected]://edu.haifa.ac.il/personal/gsalomon/index.htm
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1. Deligitimization and dehumanization of the other side
Two Implications
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Develop empathy for the others suffering and fearsAcknowledge ones own role in the conflictDevelop positive mindsets toward the Other sideAccept the legitimacy of the others collective narrative
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Acknowledging ones own role in the conflict Develop a more complex identity Come to see the two sided nature of the conflict
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Empathy Come to understand the other side Come to feel the other side Humanize; reduce stereotypes & prejudices
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Develop positive mindsets toward the Other side Acquire relevant skills & behavior tendencies Acquire relevant attitudes
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Roadblocks facing peace educationBarriers facing peace education
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1. Conflicting collective historical memories
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2. Conflicting collective beliefs
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Typical (symmetrical!) beliefs We are right and our goals are justThey pursue illegitimate goalsWe are the victims; we only respondEven when we do harm, it is they to blameIf theyd only listen to us we are so moderateThey only understand the language of force
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3. Grave inequalities
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4. Excessive emotionality
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5. A Belligerent Environment
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Until yesterday I hated them, but now, after I spent a weekend with them, I understand why...
A participant in an encounter groupUntil yesterday I hated them, but now, after I spent a weekend with them, I understand why...
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Nevertheless
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Non-ParticipantsParticipants
Chart1
26.45.4
379.6
0.71.1
2.36.7
Posttest
Pretest
Percent of "positive Peace" (N=819) (Biton, 2002)
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PalestiniansIsraelisPalestiniansIsraelis
Posttest26.4370.72.3
Pretest5.49.61.16.7
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Sheet3
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Chart1
26.852
3230
Participants
Non-Participants
Percent advocating war as a strategy for peace (Biton, 2002)
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PosttestPretest
Participants26.832
Non-Participants5230
Sheet1
00
00
Participants
Non-Participants
Percent advocating war as means for peace (Biton, 2002)
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Sheet3
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Does Friendship Between Adversaries Generalize? (Bar-Natan, 2005)
Pretest Posttest
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But
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Declining impact of the PE program (Rosen, 2006)
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Does Friendship Between Adversaries Generalize? (Bar-Natan, 2005) Pretest PosttestDelayed Posttest
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Peace education is a subversive activity;
the attitudes, perceptions and beliefs it affects are extremely vulnerable to opposing social and political forces
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What then would make peace education effective during conflict?
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Our challenge today is not just to create changes of perceptions, beliefs, attitudes and behaviors, but to learn how to sustain them over time and against opposing forces
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Apply a differential approach to the different groups
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JEWSARABS
StrengtheningOnes own Collective N.
LegitimizngThe others Collective N.
One size does not fit all
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Create a social ripple effect: Multiply the number of peace education partners
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Thank you
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So, does peace education make a difference? Yes, it does, even during outbursts of violence Effects disappear after a short while Effects are moderated by initial views Peace Education may be a barrier against deterioration Strong positive emotions appear to support change
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We all walk on our own path, but it is when we step off that path that we really get to know each other! Arundel Begbie
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