1 AMERICAN UNIVERSITY SCHOOL OF INTERNATIONAL SERVICE (SIS) INTERNATIONAL PEACE AND CONFLICT RESOLUTION PROGRAM (IPCR) DIALOGUE: APPROACHES AND APPLICATIONS SIS 619.015, Spring 2012 SIS 419. 015 Spring 2012 Thursday 5:30-8:00 PM Location: EQB-15 Dr. Mohammed Abu-Nimer Teaching assistant: Phone (202) 885 1656 Asifa Batool Fax (202) 885-1661 Phone : (202) 644-6795 [email protected] [email protected] Office: SIS 211 Office: SIS 211 Office Hours: Office Hours: Tues. & Thur. 10:00- Thursday 2:30-5:30 PM 12:00 (Or by appointment) Wednesday 2:00-4:00 PM (Or by appointment) Course Description In the last three decades, dialogue has occupied a central stage in the theoretical and practical development of the fields of conflict resolution and peace studies. Dialogue is being constantly proposed as a framework of intervention and as a set of instruments and skills to address complex conflicts on community, national, international, and global levels. Books and research have been made available to conflict resolution practitioners and the public as guides on how to conduct and lead dialogue processes. In addition, governmental and non-governmental organizations (NGOs) have developed manuals and guidelines for effective dialogue processes. This course covers a wide range of themes related to dialogue. It captures the major developments in the study and practice of dialogue both on the academic and practical levels. It focuses on theoretical models of dialogue in interethnic, interreligious, intercultural, inter-organizational, and other forms of identity-based conflicts. A set of theories and models rooted in an interdisciplinary perspective (sociology, social psychology, and anthropology) constitute the main theoretical framework for this course. The course covers studies related to principles of intergroup relations, cultural factors, elements of identity formation and transformation, and models of decision-making. The course also explores the necessary skills to conduct dialogue in conflict settings, such as basic conflict assessment, communication skills, designs, and evaluation of dialogue processes. In addition, it examines conditions and criteria for effective dialogue frameworks based on actual examination of various case studies of interethnic and interfaith dialogue. Some of the case studies will be derived from US interracial and interethnic relations, in addition to cases from Sri Lanka, the Philippines, and other2 regions. In addition to examples from the international setting, public policy cases related to health, transportation and other policy oriented cases will be examined. Course objectives and learning outcomes The course has four major objectives: (1) To examine the multiplicity of methodologies (theoretical and applied models) that have evolved in the field of identity-based dialogue; (2) To highlight the potentially constructive role that the various dialogue frameworks can play in reducing violence and building a culture of peace; (3) To empower participants by acknowledging their experience with dialogue and by learning new skills and designs of dialogue; and (4) To practice various settings of identity-based dialogue to heighten participants‘ awareness of their own attitudes and views on controversial subjects. Some of the major questions that will be addressed in this course include: How can dialogue be linked to policy change? What are the conditions for effective dialogue? What are the major necessary pre-dialogue activities? Based on the above objectives, the main learning outcomes for this course are for students to be able to 1. Describe, compare and contrast, and critically examine dialogue processes and theoretical frameworks, 2. Apply skills in a specific dialogical process, 3. Collaborate in examining dialogical processes and identify multiple perspectives, and 4. Demonstrate the capacity to reflect on their own role and biases in a dialogue setting. The course adopts an interactive and experiential format; hands-on experience and in-class dialogue sessions will be designed and evaluated. The students' professional experience and background are central in facilitating the learning process in the class. Be prepared to engage in actual dialogue! Required Readings: 1. Saunders, Harold, 1999. A Public Peace Process: Sustained Dialogue to Transform Racial and Ethnic Conflicts. New York: St. Martin‘s Press. 2. Schoem, David and Sylvia Hurtado (eds.). 2001. Intergroup Dialogue: Deliberative Democracy in School, College, Community, and Workplace. University of Michigan Press. 3. Smock, David. 2002. Interfaith Dialogue. Washington: USIP. 4. David Bohm. 1996. On Dialogue, Routledge. 5. Isaacs William. 1999. Dialogue and the Art of Thinking Together. Random House. 6. Marianne 'Mille" Bojer, Heiko Roehl, Marianne Knuth, Colleen Magner. 2008. Mapping Dialogue: Essential Tools for Social Change. Chagrin Falls, OH: Taos Institute Publication.3 7. Bennett, Milton. 1993. ―Towards Ethnorelativism: A Developmental Model of Intercultural Sensitivity.‖ In Michael Paige (ed.), Education for the Intercultural Experience (pp. 22-71). Recommended Readings: Abu-Nimer, Mohammed, 1999. Dialogue, Conflict Resolution and Change: Arab-Jewish Encounters in Israel. Albany, New York: SUNY Press. Brown, R. 1995. Prejudice: its Social Psychology. London: Blackwell. Helmes, J.Y. 1990. Black and White Racial Identity: Theory, Research, and Practice. London: Greenwood Press. Hewstone, Miles & Rupert Brown, eds. 1986. Contact and Conflict in Intergroup Encounters. Oxford, New York: Basil Blackwell. Ellinor, Linda and Gerard, Glenna. Dialogue: Rediscovering the Transforming Power of Conversation. New York: John Wiley & Sons 1998. Yankelovich, Daniel. 1999. The Magic of Dialogue: Transforming Conflict into Cooperation New York: Touchstone. Course Requirements and Expectations: The final grade will be based on: - 50% Research paper - 30% Summaries - 20% Participation Students are expected to attend all classes and take an active role in the class discussions, as well as in the presentation of materials and assignments. Each student is expected to have an e-mail account, in order to subscribe to two networks that provide information on current events in the region. Reading summaries: You are expected to hand in a two-page (single-spaced) summary of the weekly readings for at least 10 reading sessions. The summary