For you who wants to know more Nonviolence & Conflict Management
Nonviolence team training, three days for young people
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- Workshop on conflict management, two hours with young people
Nonviolence team training, three days for young people.Friday 17:00 Introduction
Presentation of participants and leaders
Expectations and misgivings around the weekend.
18:00 Dinner 19:00 What is violence? Brainstorm
Saturday 08:00 Breakfast 09:00 Repetition of names and then a warm-up exercise.
10:00 Break 10:15 The hands and feet of the body of nonviolence
12:00 Lunch 13:00 The brain of the body of nonviolence: to develop nonviolence strategies. Let creativity emerge. Exercise: The pillars of violence
15:15 Break 15:45
19:00 Dinner 20:00 Social activities.
09:30 Reflection, questions, where is my focus? Ask round the group. 10:00 Start thoughts around leadership: What should one think of as a trainer and workshop leader? Specific exercises. What we do on courses and why? About group dynamics and how groups function. 12:30 Lunch 13:30 Return to the Expectations and Misgivings and compare then and now.
15:00 Tidy up the course room and departure Workshop on conflict management, two hours with young peopleTwo hours limits the amount which can be done. Here is an example which can awaken interest and the start of thoughts around the terminology with a lot of exercises. 1. Hello and Welcome Programme: Short presentation exercise. Introduce conflict management, and explain that to understand conflict management it is good to know a bit about conflicts. 2. Brainstorm around the word conflict. Afterwards check quickly the keywords which came up – are they positive or negative and why? Resulting questions: When can conflicts be positive, or good? When are conflicts bad? This is an excellent way of sitting down and listening in a group. The will say things that you otherwise need to talk about but it is always best if they themselves say things. The main message is that conflicts are a necessary part of our everyday lives and that the difference between a negative or positive developing experience is how we manage them. Conflict management is the key! So it is lucky that you are talking about this for the rest of the evening! 3. Exercise: The Line. Now they can test managing a conflict. Give crystal clear instruction and be sure to start them off with a “ready, steady, go” so that they experience a competition Resulting Questions: How many felt that you won, up with your hands, how many felt that you lost? What was your strategy? Here everything can come to the surface, everything from “suitable shoes, sweaty hand to friends helping to pull” and so on. Establish that the majority used violence, (if they did). Ask for peaceful alternatives until someone or you (trainer) give a solution. Talk about solutions and let the critics say their meaning as well. (A counter-argument if someone says that there is a loser in the solution is that “it is your house even if you are not at home”...)
in terms of win or lose. Talk a little about that. 5. Draw the whole win – win diagram and the whole variation of solutions (or animals). Suddenly we have at least five alternative way of managing the conflict! (remember to draw in the line from point 4 – it goes diagonally from the left top corner to the lower right corner) At this point, the group can reflect on some conflict they have had anything new or old and change the diagram for a 4 corner exercise on the floor, so that they stand as they acted. Ask the different corners and centre in turn if they would like to comment on their stories. The point here is to show that there are many variations, and that each situation can have its own solution. Nevertheless we are aware that the possibility of cooperation exists. Write rather, Cooperation than Win – Win as a heading to the diagram, it can feel less impossible to achieve. 6. Exercises “The orange” or “The chairs”(see win – win), or both. As an introduction to The Orange , say that we are working on a cooperative solution, the more creative the better. Just sharing the orange gives nothing new. Prior to The Chair exercise everyone reads their instruction, they are not allowed to show the paper or talk. 7. Discuss and return to the diagram. Why did they find/not find a solution? The discussions after the Chair exercise give a few more dimensions. Who did what and why, and what were the consequences. Make notes of different behaviours you observe and ask the participants about it. We know there are solutions where everyone gets what they want but there are obstacles in the way. What can they be? By turning things around, what can help the good solutions along the way? 8. Questions? Summarise the workshop and thank everyone for their contribution.! 1 Source: Human Development Report 2003 2 Source: World Situation 2002, Swedish UN Organisation 2002 3 Source Human Development Report 2002 4 Non-violence is written as nonviolence to underline the fact that it is not just an absence of violence, but an active nonviolence 6 Source : World Situation2002, Swedish UN- Organisation 2002 7 Source: Human Development Report2002 8 Law of Equality §6 Swedish Law 9 The flower of nonviolence is developed by Klaus Engell-Nielsen 10 The flower in the story is a symbol for any example of human rights. 11 Different movements naturally have different conceptions of violence and oppression. Nonviolence resistance do not need to break norms or laws even if resistance to hegemonic violence and oppression is usually illegal. Undermining methods can at least in part be legal 12 If even animals are to be included as objects for nonviolence activists, as several well-known spokesmen have suggested Gandhi and Tolstoy for example then the moral demands become incomprehensible. 13 The question remains as to which domain of violence is relative. Anti-violence intervenes against violence found within the group which is counted as belonging “we”, but even if one regards humanity as one unit one can see different forms of violence as more or less serious and care more or less about the violence which is less visible. 14Observe that the maximum significance of anti-violence even – for some non-violence activists – can broaden to include other living beings than humans (animals and plants). I do not give this consideration as this research limits its findings to the social dimension of non-violence. 15 But to be accounted as non-violent must without-violence and anti-violence be in some part included. 16 The Politics of Nonviolent Action, Gene Sharp 17 the theory around power breaking and dialogue facilitating has been developed in discussions between Per Herngren, Stellan Vinthagen and Klaus Engell Nielsen 19 Lika för alla: strategier för en jämställd skola. Lärarförbundet, (1998) 20 In the academic world this is normally called intersectionality, which is the understanding of mechanisms which make for example, sex, class, age poverty level, caste to fundamental principles for superior and subordinate. Different power regulations influence, strengthen and weaken one another. 21 Vetenskapsrådets genuskommité 2003 22”Fredsagent 1325” Operation 1325s handbok. 23 OSAGI, United Nations Office of the Special Advisor on Gender Issues 24 From Operation 1325s handbook 25 Francis, Diana, ”Rethinking War and Peace” 2004 pp 65 – 70 26 Det är bara att lämna honom, ROKS (2007) 27 Sjyst Konsument, Svenska Kyrkans Unga, 2004 28 Forum Syd 29 Uppsala Universitet/Världsbanken 31 Ahlsen, Pernilla,”Genderperspectiv på säkerhet”, 2006 sid 11 32 Inter Parliamentary Union 33 Unifem 34 Ibid 35 UNRISD 36 This chapter is taken from Stellan Vinthagens thesis ”Ickevåldets sociologi and is an extremely abridged potion of a larger text, including editorial changes. 37See e.g. Daube (1972), Horsley (1993), or Dear (1994) pp 17 – 102 The Book of Daniel in the Old Testament describes, according to Dear the non-violent struggle against oppression and violence. See also Berrigan on the Book of Daniel. 38 The question as to if nonviolence comprises a necessary form of action which should replace other forms – as the nonviolence movement would maintain – or not is another discussion. 39 Koontz, Theodore J., p 172in the article Christian Nonviolence – An Interpretation, in Nardin (1996) and Brock (1972),pp474-476 40 !964 tennis courts were occupied by radical young people wishing to stop the match between Sweden and Rhodesia, (who through the racist regime symbolised tennis as the white sport)The Street theatre group World Circus start nonviolence training and friend groups in Sweden while they organise the first house occupation “Mullvaden”. !983 several hundreds of nonviolence activists are arrested for blockading nuclear state embassies 41 Thörn (1997) discusses the term movement text as a central part of the movement identity or positioning. 42 Jörgen Johansson says that since 1980´s are a majority of all irregular regime shifts such as revolutions, coups, citizen’s rebellions with non-military means .Example are Philippines, Bolivia, South Africa 1994 and Serbia. Some of them characterized by non-violence movements often parallel with other movements both armed and not. 43 Gandhi 44 Wink (2003) p 89. 45Facts about the section on the Civil Rights Movement are taken from A Force more Powerful – A Century of Nonviolent Conflict by Peter Ackerman and Jack Duvall. See further www.aforcemorepowerful.org 46 Facts about the Landless Workers Organisation are taken from Ordfront Magasin 5/2002. 47 Information on the fall of the Berlin Wall is taken from www.forusa.org/nonviolence/0990_73deats.html free translation 48 There is extensive information on the fall of Milosevic on this website www.pbs.org/weta7dictator about Otpors work, organisation “Resistance” organised mainly by young people, who played a decisive role. 49Information on Belarus is taken from Swedish Foreign Office Landsstrategi: Vitryssland 1 januari 2002 – 31 december 2004. 50 See also www.aftonbladet.se/vss/debatt/story/0,2789,207201,00.html 51 Training material in conflict management by Klaus Engell- Nielsen. KAOS represents the following four words in Swedish: Konfrontera, (confront) – Avleda, (divert attention) – Omtolka, (reinterpret) and Stödja/Skilja (support/separate) thus KAOS. (Translators note) 52The thesis is translated into Swedish. Lära Leva Samman 53 Glasl Freidrich, Confronting Conflict. A first aid kit for handling conflict. 54 Win – Win solutions are those where both parties feel that they have that which they wanted and are both winners. 55 It can be argued that USA broke USSR economically causing Gorbatjov to disarm, but the fact remains that whether it was economically or because of an unusual insight, USSR made a moral statement. 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