Knowledge •Skills •Understanding · SC2 Foundation Course: Participant’s Guide 5 Introduction...

SOCIAL COHESION FRAMEWORKsocial cohesion for stronger communities

Knowledge •Skills •Understanding

Chin Peace and

Tranquility Council

Kayin Baptist Convention

Karuna Myanmar Social Services – Myitkyina

Mon Regional Social Development Network

Mawdu Klarmae Social Development Association

SC2 Foundation Course: Participant’s Guide 2

This Social Cohesion for Stronger Communities (SC2) foundation course builds on Search for Common Ground global training modules, the United Nations Development Program in-country training module, supported with inputs from Myanmar Development Professional and inspired by peacebuilding trainings around the world. The accompanying visuals were devised specifically for the course by Ink Strategy.

The course guide was devised in 2015 and revised and finalized in August 2016 following the roll-out of the course 54 times in the 6 target states (Chin, Kachin, Kayah, Kayin, Mon and Shan) and the systematic feedback and learning collected from participants, trainers, UNDP and SFCG.

This work is made possible with the strong cooperation of the Progress of Border Areas and National Races Development Department, Ministry of Border Affairs of the Government of Myanmar and the contributions of the Governments of Denmark, Finland and Japan to UNDP.


Introduction 6

Course Objectives 6

Course Topics 7

Course Timetable 8

DAY 1 9Topic (1) Understanding Social Cohesion 9Topic (2) Components of Social Cohesion 10Topic (3) Mainstreaming Social Cohesion 12 Assignment for Session Day One 14

Day 2 15Topic (4) Human Rights and Social Cohesion 15Topic (5) Governance and Social Cohesion 27Topic (6) Social Cohesion to Promote Peace 29 Assignment for Session Day Two 20

DAY 3 21Topic (7) Understanding Identity, Stereotypes and Prejudice 21Topic (8) Conflict versus Violence 23 Topic (9) Conflict Sensitivity 26 Assignment for Session Day Three 27

DAY 4 28Topic (10) Conflict Handling Styles 28Topic (11) Conflict Analysis: Conflict Tree 31Topic (12) Conflict Analysis: Positions and Interests 33Topic (13) Conflict Analysis: Levels of Conflict Transformation 34 Assignment for Session Day 4 35


DAY 5 36Topic (14) Conflict Analysis: Stakeholder Analysis 36Topic (15) Conflict Analysis: Solution Tree 37Topic (16) Conflict Analysis: Plan of Action 38 Assignment for Session Day 5 38

DAY 6 39Topic (17) Presentation of Workshop Outputs 39Topic (18) Review and Reflection 39Topic (19) Community of Practice 40


Introduction The Social Cohesion for Stronger Communities (SC2) Foundation Course Manual for participants is a six-week course consisting of six eight-hour sessions. This course takes your learning from the training room into the community through experiential learning in the form of homework, and final assessments. All participants will be awarded a certificate of completion at the end of the course based upon attendance and grades.

This course has been designed in partnership with the United Nations Development Programme, after a rigorous six-month testing and consultation phase with Governments, CSOs and Non-State Actors (NSAs) in all ethnic states in Myanmar, and our partners Chin Peace and Tranquillity Committee (CPTC), Karen Baptist Convention (KBC), Kayuna Myanmar Social Service-Myitkyina (KMSS-MKA), Mawduklarmae Social Development Association (MSDA), Mon Region Social Development Network (MSDN) and Yoma Ahlinn. This course is accompanied by a Social Cohesion Framework that outlines a Myanmar-owned definition of social cohesion, built through a rigorous 10-month consultation process with stakeholders in all states.We hope this course will serve to support you as a participant. Should you have any feedback on this course or the framework please contact SFCG Myanmar.

Course Objectives

The goal of this six-week social cohesion course is to provide the knowledge, skills and key competencies for participants from different backgrounds to mainstream social cohesion in their work. By the end of this course, participants will:

1) Understand key components of social cohesion in Myanmar. 2) Have tools to analyse and transform conflict. 3) Have key tools and skills to mainstream social cohesion into their day-to-day work.


Course TopicsDay 1 Topic (1) Understanding Social Cohesion Topic (2) Components of Social Cohesion Topic (3) Mainstreaming Social Cohesion

Day 2 Topic (4) Human Rights and Social Cohesion Topic (5) Governance and Social CohesionTopic (6) Social Cohesion to Promote Peace

Day 3 Topic (7) Identity, Stereotypes, Prejudice Topic (8) Conflict versus Violence Topic (9) Conflict Sensitivity

Day 4 Topic (10) Conflict Handling Styles Topic (11) Conflict Analysis: Conflict Tree Topic (12) Conflict Analysis: Positions and InterestsTopic (13) Conflict Analysis: Levels of Conflict Transformation

Day 5 Topic (14) Conflict Analysis: Stakeholder Mapping Topic (15) Conflict Analysis: Solution TreeTopic (16) Conflict Analysis: Plan of Action

Day 6Topic (17) Presentation of workshop outputsTopic (18) Review and ReflectionTopic (19) Community of Practice


Course TimetableCourse commitment: 1 day per week over 6 weeks.

Time Day 1 Day 2 Day 3 Day 4 Day 5 Day 6

09.00 – 10.30

Inaugural Training ,Welcome and introduction,

Icebreaker, Expectations, Objectives, ground rules

Topic 4 Human Rights and Social

Cohesion

Topic 7 Understanding

Identity, Stereotypes,

Prejudice

Topic 10 Conflict Handling Styles

Topic 14 Stakeholder Mapping

Topic 17 Presentation of workshop outputs

10.30 – 11.00

Tea break Tea break Tea break Tea break Tea break Tea break

11.00 – 12.30

Topic 1 Understanding Social Cohesion

Topic 4 contd. Topic 7 contd. Topic 11 Conflict Analysis: Conflict

Tree

Topic 15 Conflict Analysis: Solution

Tree

Topic 18 Review and Reflection

12.30 – 13.30

Lunch break Lunch break Lunch break Lunch break Lunch break Lunch break

13.30 – 15.00

Topic 2 Components of Social Cohesion

Topic 5 Governance and Social Cohesion

Topic 8 Conflict versus Violence

Topic 12 Conflict Analysis: Positions

and Interests

Topic 16 Conflict Analysis: Plan of

Action

Topic 19 Community of Practice

15.00 – 15.30

Tea break Tea break Tea break Tea break Tea break Tea break

15.30 – 16.45

Topic 3 Mainstreaming Social Cohesion

Topic 6 Social Cohesion to

Promote Peace

Topic 9 Conflict Sensitivity

Topic 13 Conflict Analysis: Levels

of Conflict Transformation

Topic 16 contd. Closing Ceremony

16:45 – 17:00

Wrap up Wrap up Wrap up Wrap up Wrap up Wrap up


DAY 1 Topic (1) Understanding Social Cohesion

Purpose: Participants are aware that social cohesion is a prerequisite for peace, democracy and development.

Objective: After the session, participants will be able to: o Understand the concept of social cohesion. o Understand social cohesion as it applies to the Myanmar context.

Duration: 1 hour 30 minutes

Social cohesion can be described as the glue that bonds society together, essential for achieving peace, democracy and equitable development. (UNDP & SFCG)

A cohesive society is one where all groups have a sense of belonging, participation, recognition and legitimacy. Such societies are not necessarily demographically homogeneous. Rather, by respecting diversity, they harness the potential residing in their societal diversity. (UN)

Social cohesion is the state of a society’s convergence, or the common bonds that unify different people and groups that share space and territory. It comes about when people buy into and interact with each other based on a common set of political, economic and social institutions. (UNDP)

The quality of coexistence between the multiple groups that operate within a society. Groups can be distinguished in terms of ethnic and socio-cultural origin, religious, and political beliefs, social class or economic sector or on the basis of interpersonal characteristics such as gender and age. Quality of coexistence between the groups can be evaluated along the dimensions of mutual respect and trust, shared values and social participation, life satisfaction and happiness as well as structural equality and social justice. (UNICEF)


Topic (2) Components of Social Cohesion

Purpose: Participants are aware of the key components of Social Cohesion

Objective: After the session, participants will be able to: o Understand the definition of social cohesion and its ingredients. o Understand the key "ingredients" that create social cohesion and the conditions needed for those ingredients.


Social cohesion can be described as the “glue” that bonds society together, essential for achieving peace, democracy and development. This “glue” is made up of four key components: 1) Social Relationships, 2) Connectedness, 3) Orientation towards the common good and 4) Equality.

These components require good governance and respect for human rights. In countries where social cohesion is weak, conflicts are usually more frequent, more profound, more violent, and more destructive. However, just because a society is socially cohesive, it does not mean it won’t have conflict. Conflict will still occur in these societies but it is more likely to be effectively managed.

A society that is more inclusive, equal and united will more readily employ conflict management mechanisms to protect these values and is therefore more resistant to division.

• Social relationships • Connectedness• Orientation towards the common good • Equality

(1) Social Relationships

• Quality and quantity of social networks• Level of social and political participation• Levels of trust in others and in government

institutions• Levels of acceptance of diversity (tolerance

of other groups).


(2) Connectedness • Feeling of belonging to a place (village, state,

country, etc)• Feeling of belonging to a group (gender, ethnic,

religious, linguistic, etc). • Shared identity across places and groups (shared

values, shared ways of life, beliefs, etc).

(3) Orientation towards the Common Good

• Ability to be socially responsible • Acting in the best interests of our society• Feeling solidarity• Cooperating with and supporting our

fellow citizens• Respecting the rules of communal life

(4) Equality• How well resources and opportunities are

distributed (jobs, wealth, social services, justice)

• How included minority groups and individuals feel (ethnic, religious, handicapped, women) in the overall society.


Topic (3) Mainstreaming Social Cohesion

Purpose: To understand how to mainstream social cohesion across programs and projects Objective: After this session, participants will be able to:o Understand the importance of social cohesion in program and project implementation o Understand the ways to enhance a project by mainstreaming social cohesion


Meaning and Nature

The word “mainstream” means the current popular thinking among the majority. “Mainstreaming” is the introduction of new concepts and ideas into current popular thinking by building trust and relationships among different stakeholders.

– To integrate a need requiring special attention into regular activities (common activities) – Example: Children with special needs are integrated into regular education

Mainstreaming is a way of ensuring that ALL program development, implementation and decision-making takes into account the different needs and interests of vulnerable groups (e.g. women, ethnic minorities, youth, etc.)

– Example: Mainstreaming gender in education programs – Example: Mainstreaming HIV/AIDS in economic development programs

Social Cohesion Mainstreaming involves ensuring that social cohesion principles are reflected in program development, implementation and decision-making across all sectors.

– Example: Mainstreaming Social Cohesion into infrastructure projects – Example: Mainstreaming Social Cohesion into agriculture projects

Why is this important?

• Toconsiderhowotherprogramsmayhavesocialcohesionimpacts o Either intended or unintended o Either positive or negative • Tostrengthenotherdevelopmentprogramsandusethemtoadvancesocial cohesion in addition to their primary goal.

How to Mainstream Social Cohesion? • Whendevelopingprojects,considerthefollowing: • Dotheprojectactivitiescontributetoimprovedsocialcohesioninthecommunity?


• Includeflexibilityinprojectdesignstoincorporateadditionalsocialcohesion activities if required during the implementation phase • Considersocialcohesionimpactsduringallstagesoftheprogramcycle

Principles of Social Cohesion Mainstreaming

• Responsiveandinclusivestate • Mutualrespectandtrust(towardothergroups/individuals) • Attitudetowardothermembersorgroupsofsociety • Groupparticipation(atcommunitylevelorindividuallevel) • Structuralequityandsocialjustice(orperceptionthereof)

Indicators for Social Cohesion

(1) Political indicators • Votinglevels • Participationintownhallmeetings,localassembliesandotherconsultation mechanisms • Perceptionsofbeinglistenedtoandconsideredbythegovernmentinstitutions • Levelsoftrustingovernmenttoprovidebasicservices • Levelsoftrustingovernmentagents,justicesystem,policeandmilitary

(2) Social Indicators

• Levelsoftrustwithinthegroup(family,friends,neighbours,membersofthe sameethnicity)andofothergroups(strangers,otherethnic/religiousgroups, etc.) • Perceptionsofbelonging,whoisexcludedandwhy • Whodoindividualsandgroupsgotoforhelp?Howaccessibleisthathelp? • Membershipofassociations,churchgroups,communityorganizations,etc., • Levelsofactivismandvolunteerism • Levelsofaccesstoinformation(howwellinformeddopeoplefeel) • Levelsofgiving/donating

(3) Economic Indicators

• Perceptionsofsocialmobility(willmychildrenbebetteroffthanme?) • Satisfactionwithlivingstandards • Attitudestowardsthefuture • Levelsofaccesstobasicservices(affordability,geographicalaccess,qualityof service) • Perceptionsofeconomicinequality

(4) Cultural Indicators

• Levelsofstereotypingofothers • Levelofpreconceptionsandprejudicesaboutothers • Perceptionsofprejudiceanddiscriminationagainstself • Perceptionsofprejudiceanddiscriminationcommittedagainstothers


• Quantityandqualityofcontactwithothergroups • Levelsofknowledgeofothercultures/religions/ethnicities • Existenceofmechanismsforresolvingconflictsbetweengroups

Assignment for Session Day OneChampions of Social CohesionIn every community we can find resources for social cohesion. People that through their work, their interactions with their others and approach to life help to build social relationships around them, promote connectedness, serve the common good and embrace equality.

Option A 1. Reflect on who the Champions for Social Cohesion are in your community. 2. Pickonechampionandinterviewhim/her.Beforetheinterviewreflectonwhyyou picked this person and what you might learn from them about building social cohesion locally. Draft 4-6 questions to help guide your interview.

3. Take notes during the interview. 4. Be prepared to share with the group during the next class.

Option B

1. Reflect on who the Champions for Social Cohesion are in your community. 2. Pick one person and a journal entry on what makes this person a Champion of Social Cohesion. Consider:

a. Whoisthispersonandhowdoyouknowhim/her? b. How does this person build social relationships, promote connectedness,servethecommongoodorembraceequality?Bespecificand provide clear example of actions.


Day 2Topic (4) Human Rights and Social Cohesion

Purpose: Participants understand that human rights are essential to social cohesion. Objective: After the session, participants will be able to: o Understand the basics of human rights and its relation to social cohesion.o Understand Myanmar’s commitments to human rights.

Duration: 3 hours

What are Human Rights?

Human rights are the basic guarantee of entitlements and freedoms that every human being must enjoy in order to be able to live a life of dignity and pursue opportunities to realize one’s full potential.

Universal Declaration of Human Rights

The UDHR is an internationally agreed document which has enshrined fundamental human rights that states have agreed to respect and protect.The UDHR was adopted by the UN in December 1948 as a commitment of member states to respect and protect human rights.


Myanmar's Human Rights Commitment

• 1991ConventionontheRightsoftheChild • 1997ConventionontheEliminationofAllFormsof Discrimination against Women • 2011ConventionontheRightsofPersonswith Disabilities • 2012OptionalProtocoltotheConventionontheRights of the Child on the sale of children, child prostitution and child pornography

Fundamental Human Rights

• RighttoEquality • FreedomfromDiscrimination • RighttoEqualitybeforetheLaw • RighttoRemedybyCompetentTribunal • RighttoFreeMovementinandoutoftheCountry • RighttoaNationalityandtheFreedomtoChangeIt • RighttoMarriageandFamily • RighttoOwnProperty • FreedomofBeliefandReligion • FreedomofOpinionandInformation • RightofPeacefulAssemblyandAssociation • RighttoParticipateinGovernmentandinFreeElections • RighttoAdequateLivingStandard • RighttoEducation • RighttoParticipateintheCulturalLifeofCommunity


Topic (5) Governance and Social Cohesion

Purpose: Participants are introduced to the concepts of governance and how governance impacts on the components for social cohesion.

Objective: After the session, participants will be able to: o Understand the principles, values and characteristics of good governance that promote social cohesion. o Distinguish between the concept of government and governance.


• Governance involves how decision-making occurs in a society, which processes are followed and how these decisions are transformed into action. This could be at national, state or community level. Governance is not the same as Government. Government is the group of people and entities that govern a nation, a state or a community.

• Characteristics of good governance are: Consensus, participatory, adherence to ruleoflaw,effectivenessandefficiency,accountability,responsiveness,andequity/equality and inclusivity.

• Democratic governance is the combination of democratic laws and rules, and democratic culture. It involves the empowerment of citizens to have the ability to intervene in the governance processes by claiming their rights and demanding accountability.

• Democratic governance is about respecting all human rights and about wider participation of all citizens in the governance process. Embracing democratic values atalllevelsofgovernance–village,tract,township,division/state/region-willfostersocial cohesion in a country.

• Governance and social cohesion: The more responsive a state is to its citizens, the more likely a society will be cohesive and possess the inclusive mechanisms necessary for mediating and managing a conflict before it turns violent.

• Governance – social relationships: Social Cohesion is not only about the relationships between groups, but also the relationships between citizens and the state. Citizens don’t trust the state for a variety of reasons: because the state is not able to provide security or social services, because the state is treating some groups better than others, etc. If there is mistrust between citizens and the state, then this means social relationships are weak.

• Governance – connectedness: Effective governance institutions are capable,


accountable and responsive too all citizens and groups. They are also able to manage relations between different groups. This enables citizens to feel a sense of belonging.

• Governance – equality: Group differences are not enough in themselves to cause conflict, but social exclusion and inequalities provide fertile ground for violent mobilization. If people feel that they have been excluded by the governance system, they often feel they have little to lose by taking violent action.

• Governance – common good: Effective governance helps groups to find consensual strategies or common ground around which they can work together towards development.


Topic (6) Social Cohesion to Promote Peace

Purpose: Participants understand the linkage between social cohesion and peace

Objective: At the end of the session, participants will be able to:o Understand the link between levels of social cohesion and a society’s ability to address conflicto Understand that promoting social cohesion is important for a peaceful society


• Peacebuilding isunderstoodasa comprehensive (concept) that encompasses,generates and sustains the full array of processes, approaches and stages needed to transform conflict towards more sustainable, peaceful relationships. The term thus involves a wide range of activities that both precede and follow formal peace accords. Metaphorically, peace is seen not merely as a stage in time or a condition. It is a dynamic social construct. (Jean Paul Lederach)

• Socialcohesionisnotsimplyanideal,butratheranattainableobjectiverequiringthe active and constant commitment of all levels of society which supports the process of building a peaceful society and nation.

• Incontextswheresocialcohesionisweak,conflictsareusuallymorefrequent,moreprofound, more violent, and more destructive.

• Justbecauseasocietyissociallycohesivedoesnotmeanthatconflictwillnotexist.Conflict will still occur in these societies but it is more likely to be effectively managed. A society or community that is inclusive, equal and united will more readily employ non-adversarial and non-violent mechanisms to protect these values and is therefore more resistant to division.

• Intheaftermathofwarorviolentconflictthereisoftenhighlevelsofmistrust,socialisolation, exclusion and inequality.

• Rebuildingasenseoftogethernessamongdividedgroups,andbetweenpeopleand their leaders is crucial for lasting peace. However, we must do this while valuing and celebrating diversity between groups while assisting them to identify their commonalities.


Assignment for Session Day Two

1. Read the hand out: Empowering Young Changemakers in Tunisia” 2. Reflect on and note down their answers to questions 1-4. Be prepared to share your answers with the other participants in the next session.


DAY 3 Topic (7) Understanding Identity, Stereotypes and Prejudice

Purpose: Participants understand what identity is and how it can be manipulated in order to cause violence between different groups of people.

Objective: After the session, participants will be able to: o Understand identity, stereotypes and prejudice.o Understand how stereotypes and prejudices can harm social cohesion. Recognize similarities with others.

Duration: 3 hours

• Identity is defined in relationship to others. People create a sense of who they are through their relationships with others.

Each person’s identity is complex. People belong to a variety of identity groups that influence and or shape them. Different elements of a person’s identity mix together. To describe a person as “white” says very little about their identity.

• Identities can be based on sameness or difference. Identity groups based on sameness use positive comparisons with others: I know who I am because of positive relationships with others. Identity groups based on difference use negative comparisons with others: I know who I am by who I am not.

• Identities can be biologically or socially constructed. People distinguish themselves from others through biological differences (such as sex, height or age) or socially constructed differences (such as religion, ideology or class).

• Forms of identity based on differences are often a source of conflict. The psychology of ethnocentrism leads people to believe that their identity group is superior to others. People may be willing to both die and or kill defending certain group identities.

Forms of identity based on differences may also result from conflict. Conflict plays a role in creating “in groups” or “allies” and “out-groups” or enemies. Conflict strengthens perceptions of who is good and who is bad, allowing people to create simplified ways of understanding the world. Often people live with each other side-by-side for decades before violent conflict. The conflict itself pushes them to see each other as enemies instead of neighbours.

• Conflict emphasizes the importance of one element of a person’s identity. In non-conflict situations, people seem to define themselves and others broadly. In the


midst of conflict, the identity involved in the conflict is heightened more than the others for most people. People may come to see themselves and others through the lens of conflict. Therefore, people engaged in gender conflicts may perceive being “male” or “female” as their primary or sole identity. In conflicts involving race, people may see themselves as primarily “white” or “black.” The psychological process of ascribing an identity to another person or group seems to increase in conflicts. People tend to dehumanize each other by stripping each individual of other sources of their humanity.

• Stereotype is a widely held but fixed and oversimplified image or idea of a particular type of person or thing. A stereotype is a preconceived notion especially about a group of people or things.

• Stereotypes have several important functions:

o They allow people to quickly process new information about an event or person. o They organize peoples’ past experiences. o They help people to meaningfully assess differences between individuals and groups. o They help people to make predictions about other people’s behavior.

• Stereotypes can lead to distortions of reality for several reasons:

o They cause people to exaggerate differences among groups.

o They lead people to focus selectively on information that agrees with the stereotype and ignore information that disagrees with it.

o They tend to make people see other groups as overly similar, even though people can easily see that the groups they belong to are different.

• Prejudice is a destructive phenomenon, and it is pervasive because it serves many psychological, social, and economic functions:

o Prejudice gives people scapegoats to blame in times of trouble. o Prejudice can build up some people while breaking down others. o Prejudice allows people to bond with their own group by contrasting their own groups to outsider groups. o Prejudice legitimizes discrimination because it apparently justifies one group’s dominance over another.


Topic (8) Conflict versus Violence

Purpose: Participants understand the basic concept of conflict, violence and peace and are able to distinguish between conflict and violence.

Objectives: By the end of the session, participants will be able to: o Distinguish between the concepts of conflict and violence.o Analyse their own attitudes about conflict.o Understand that people in conflict often have choices.


Meaning and Nature

• Problem is a situation, person or thing that needs attention and needs to be dealt with or solved.

• Conflict is an active disagreement between people with opposing opinions or principles

• Violence is actions or words intended to hurt people. • Conflict is a situation where two or more individuals or groups try to pursue

goals or ambitions that they believe are incompatible. Conflict itself is neither positive nor negative. Only violent conflict is negative. What is important is how we respond to conflict, so as to ensure that it does not develop into violence.

• Conflict and violence are not the same thing. Not all conflict is violent. Conflict is not inherently negative or damaging and can in fact product positive outcomes. Violence always results in injury and destruction. Conflict is normal when there is change. Some people want change but others disagree. If their disagreement or their conflict


is managed peacefully, it can be a positive process. But when conflict is not managed properly, it becomes violent. In violent conflict, people fear for their safety and survival.

Alternative Definitions of Conflict

• “A disagreement through which the parties involved perceives a threat to their needs, interests or concerns.” (Mayer 1990)

• "Clashbetweenindividualsarisingoutofadifferenceinthoughtprocess,attitudes,understanding, interests, requirements and even sometimes perceptions. A conflict results in heated arguments, physical abuses and definitely loss of peace and harmony." (GA Core)

• “Ifchanneledimproperly,conflicthasthepotentialtointensifyanderuptinto

violence.” (UN 2003)

• “Astruggleovervaluesandclaimstoscarcestatus,powerandresources”(Coser,1956)

• “Anaturalphenomenonthatcreatespotentialforconstructivegrowth”(Lederach2003)

Types of violence: We can identify three types of violence:

o Direct violence involves the use of physical force, like killing or torture, rape and sexual assault, and beatings as well as verbal violence. This violence does not come out of nowhere; cultural and structural violence allow and justify direct violence.

o Cultural violence comprises the prevailing attitudes and beliefs that we have been taught since childhood and that surround us in daily life about the power and necessity of violence. For example, we are often taught history from the perspective of military victories, rather than achievements through non-violent means. In other words, we are taught that violence gets results (and is remembered).

o Structural violence exists when some groups, classes, genders, nationalities, etc gain unequal access to goods, resources, and opportunities because they enjoy advantages built into social, political and economic systems. A law which bans one group from owning property or having nationality are examples of structural violence. A legal system which systematically gives harsher sentences to one group over others is another example. Saudi Arabia, for example, has a legal system which greatly limits the freedom of women.

• Weaksocialcohesionisoftenarootcauseofconflict.Peoplesimultaneouslybelongto different groups – class, gender, age, ethnicity, religion etc. If people feel that their individual identities are protected and promoted, then they feel connected and encouraged to work towards the common good of the larger group. The state


or some groups can infringe on the rights of others. For example, in many societies, the rights of women are considered less important in the interest of culture. The state or some groups can deprive one group of equal opportunities to power, resources and opportunities. In such a situation, groups can resort to violence in order to have their rights and demands met.

• Violentconflictcanalsoweakensocialcohesion.Warcanforcepeopletofleetheirhomes and countries, which breaks down social relationships. Violence leads to loss of life, livelihoods and opportunities, and can create or worsen inequalities. People impacted by violence find it very difficult to trust each other and work together for a common good.


Topic (9) Conflict Sensitivity

Purpose: Participants understand what causes conflict and how it emerges from our everyday life.

Objective: At the end of the session, participants will be able to:o Understand the conditions that can create or increase conflict o Know the importance of conflict sensitivity


Conflict sensitivity is the capacity of an organization to:

• Understand the context in which it operates;• Recognize the interaction between the project and the context;• Act upon this understanding, to minimize negative impacts and maximize

positive impacts

Why is it necessary to be Conflict Sensitive?

• Avoid wasting time and resources • Reduces danger to staff and beneficiaries• Reduces violence• Makes program more relevant, effective, efficient, and sustainable• Increases accountability of organizations and government institutions• Common Myths and Misconception• Peace building equals conflict-sensitive development • Development will automatically promote conflict prevention• No need for conflict sensitivity after peace agreement • We are not working ON conflict • Conflict sensitivity is fault finding

How to Operationalize Conflict Sensitivity?

The following table shows the ways to operationalize conflict sensitivity. In order to understand the context in which conflict can occur, it is important to do a good context analysis.

Whattodo? How to do it

Understand the context and conflicts Carry out context and conflict analysis

Understand the interaction between your intervention and the context

Link the context and conflict analysis with the programming cycle


Assignment for Session Day ThreeDuringthisweekborroworpurchaseanewspaper/journal.Asyoureadthenewspaper/journal note down examples of conflict and violence. Reflect and make notes on the following questions.

Conflict • Whoarethestakeholders? • Whataretheirgoals? • Istheconflictpositiveornegative? • Arethereanyexternalstakeholdersthatareworkingtoresolvethisconflict? Who?Whataretheydoing?

Violence • Whoarethestakeholders? • Whataretheirgoals? • Canyouseeawaythisconflictcouldhavebeenresolvedwithoutresortingto violence?Ifsohow? • Arethereanyexternalstakeholdersthatareworkingtoresolvethisconflict? Who?Whataretheydoing?

General • Canyouconnectanyoftheseconflictstoidentity,stereotypesorprejudice?If soinwhatways?


Day 4Topic (10) Conflict Handling Styles

Purpose: Participants understand specific types of conflict handling styles in the community.

Objective: After the session, participants will be able to: o Differentiate types of conflict handling styles in each specific situation.


Ways to Respond to Conflict

• COMPETITION(confrontation) :Thepartieschoosecompetitiontoendup with a win-lose result. • COLLABORATION(workingwith) :Thepartieschoosetocollaborateandwork together to arrive at an agreement in order to preserve their relationship and ensure mutual gain. • COMPROMISE(sharing) :Thepartieschoosetosharethegainsresultingfrom


ISSUE

or

OR

ISSUE

a conflict situation. • AVOIDANCE (walkaway) :thepartieschoosetoavoidallconfrontationor attempts to resolve the conflict. • ACCOMMODATION: One of the parties chooses to make concessions in order to save the relationship with the other party.

Adversarial Approach vs Cooperative Approach

ADvErSArIAL APProACh CooPErAtIvE APProACh

Seeing each other as the problem,the source of the conflict

& focusing on our differences

understanding our differences & working together to find common

ground

Common Ground Approach from Adversarial to Cooperative • Transformationofourperceptionofourselves:fromvictimtoparticipant. • Transformationofourperceptionof"theother”:fromenemytopartner. • Transformationofourrelationshipwiththeissue:fromwin-or-loseconflictto a common problem to resolve together. • Transformationoftheprocess:fromconfrontationoragameofpowerto collaboration.

Principled Negotiation

Method of negotiation designed to produce wise outcomes efficiently and amicably;

• People:Separatethepeoplefromtheproblem. • Interests:Focusoninterests,notpositions. • Options:Generateavarietyofpossibilitiesbeforedecidingwhattodo.


• Criteria:Insistthattheresultbebasedonsomeobjectivestandard.

Three periods of principled negotiations:

• Analysis:Tryingtodiagnosethesituationbygatheringinformation, organizing it, and thinking about it. • Planning:Generatingideasanddecidingwhattodoabouttheproblem, which interests are most important, etc. • Discussion:Differencesinperception,feelingsoffrustrationandanger,and difficulties in communication can be acknowledged and addressed.


Topic (11) Conflict Analysis: Conflict TreePurpose: Participants are able to identify the root causes of conflict, and theconsequences/impactofconflict.

Objective: At the end of the session, participants will be able to:o Understand and be able to identify root causes of conflict they encountered. o Analyse the consequences of conflict on people’s lives. o Develop a conflict tree for a particular conflict.


• Conflictanalysisisasystematicwayofunderstandingthecontextinwhichwework.Therefore, it is a useful tool for individuals and organizations involved in governance, development and peacebuilding.

• Conflictanalysisisausefultooltobetterunderstandtherelationshipbetweenthecontextandouraction/intervention/project.Onceaconflictanalysisisdone,itcanbeusedtodesignorredesignanintervention/projecttomakesurethatitdoesnotincrease or create conflict and also that it strengthens peace.


• Conflict analysis canbedoneatmany levels – community, regional, national,organizational etc. At whatever level we do a conflict analysis, it is important to keep in mind how this level is linked to the other levels. For e.g. if there’s an analysis of a conflict in a particular village, how does this village-level conflict relate to an ongoing nationalconflict?

• Conflictanalysisshouldnotbeconsideredjustaone-timeexercise.Itmustbeanon-going process because conflict is dynamic. Similarly, the analysis should also ensure the wider participation of concerned stakeholders and if possible conflict actors. Otherwise, the intervention that we will design after the analysis would not be properly addressing the causes.


Topic (12) Conflict Analysis: Positions and Interests

Purpose: Participants know how to identify people’s positions and interests in conflict situations

Objective: At the end of the session, participants will be able to:o Distinguish between positions and interests o Identify the link between positions, interests and conflict


Meaning and Nature

Positionsaredemands.Theyanswerthequestion"WHAT"doyouwant?

Interests are desires or goals – the things that people want to achieve in a conflict situation. Theinterestsunderlyingapositionanswerthequestion"WHYdoyouwantthat?"or"WHYdo you feel that way." Interest can be both tangible and intangible.

Position Bargaining

Each side takes a position, argues for it and makes concessions to reach a compromise. • Createsentrenchedpositions • Inefficient • Producesunwiseagreements • Endangersrelationship

• Aconflictexistswhenthegoalsoftwopeopleorgroupsappeartobeincompatible.Yet, through a closer look and analysis, it can be found that their interests may not at all be incompatible. This is why the starting point is to understand interests behind the positions. Two sides may have positions that appear totally opposed but the interests underneath may have similarities or even share common ground.

• Aconflictmaybeirresolvableaslongastheeffortsfocusonlyonpositionswithoutexamining each side’s interests. Positions separate two sides whereas interests hold the possibility of bringing them together. There are always places where parties’ interests overlap in a conflict, whereas positions may appear mutually exclusive.

• Understandingthedifferencebetweenpositions,interestsandneedsisoneofthemost important prerequisites for a successful peacebuilder.


Topic (13) Conflict Analysis: Levels of Conflict Transformation

Purpose: Participants understand how resolving conflicts requires transformation at different levels.

Objective: At the end of the session, participants will be able to:

o Understand personal, relational, structural and cultural elements of conflict transformation.


• Conflicttransformationmeansunderstandingthedifferentlevelsthatareimpactedby

conflict and the different levels of change that are needed. It means that moving from conflicttopeaceisnotsimplyabout‘resolving’aproblembetweentwopeople/groups.

• Transformationatthepersonallevelmeansincreasingawareness,changingattitudesandmaking people more committed to non-violence. Transformation at the relational level means changing the relationship between conflict parties, improving their interaction, dialogue and trust. Transformation at the structural level means changing the way power and resources are distributed, changing or reforming constitutions, policies and decision-making. Transformation at the cultural level means changing our patterns of behavior and improving the ways we handle conflict.


• Alltheselevelsareimportant.Atthesametime,notallofusareabletoworkatallthese levels. Also, changing conflict at all these levels requires us to work on different time-frames. For example, changing cultural patterns is a long-term process.

Assignment for Session Day 4* Wait for instructions from your facilitator.


DAY 5Topic (14) Conflict Analysis: Stakeholder Analysis

Purpose: Participants understand the different stakeholders to engage with in conflict transformation.

Objective:At the end of the session, participants will be able to:o Identify key stakeholders in a conflict.o Understand the different influence and power of different

stakeholders. Duration: 1 hour 30 minutes

• Astakeholderanalysisisusefultoidentifyandexaminegroupswhohavetheability

to affect political and social change, including violence, and the main groups who are likely to be affected by such changes.

• Aprimarystakeholderisanindividualorgroupwhichisdirectlyinvolvedinaconflict.Primary parties are the main individuals or groups involved and without which the conflict or dispute cannot be resolved.

• Asecondarystakeholderisanyindividualorgroupwhichhasaninterestinandcaninfluence a conflict, but is not directly involved in it. They also may be those deeply affected by the conflict.

• Secondarystakeholderscanbefacilitatorsofpeaceorspoilersofpeaceandcanholddifferent levels of influence over the conflict and the primary stakeholders.


Topic (15) Conflict Analysis: Solution TreePurpose: Participants understand how to design interventions to address root

causes of conflict.

Objective: After this session, participants will be able to:o Strategically identify potential solutions to a conflict.

Duration: 1 hour 30 minutes • Asolution(alsocalledobjective)treeisdevelopedbyreversingthenegativestatements

that form the problem tree into positive ones. For example, a cause (problem tree) such as “lack of knowledge” would become a means such as “increased knowledge”. The objectives tree demonstrates the means-end relationship between objectives.

• Taketimetogothroughthesolutiontreeandchecktoseeifallthestatementsareclear, and if there are any missing steps between a means and an end.


Topic (16) Conflict Analysis: Plan of Action Purpose: Participants understand how to evaluate interventions from a social cohesion perspective

Objective: After this session, participants will be able to:o Develop results and activities o Map available resourceso Evaluate actions from a social cohesion perspective

Duration: 2 hours 45 minutes

• Agoalisahigher-orderobjectivetowhichaninterventionisintendedtocontribute.Ithas to be achievable and realistic but it may take more than one organization and more activities and time in order to achieve it. (i.e. “effective and accountable governance”, “peace in Myanmar”)

• Anobjective isaconcrete, tangible,measurable,attainable, realisticchangethanwewant to achieve within a specific time period, geographical area, and target group. (i.e. increased knowledge, change in attitude).

• Tiponwritingobjectives:verbssuchasprovide,train,publish,increase,decrease,schedule,or purchase indicate clearly what will be done. Verbs such as coordinate, partner, support can be vague and difficult to measure.

• Theoutputsarethedirectandtangibleresultswhichtheactionwilldeliver(ie.:50peopletrained in peacebuilding, a social cohesion manual developed and printed, a primary clinic built).

• Theactivitiesarethetasksthatareneededtoproducetheoutputs(ie:train50communityleaders, research a social cohesion framework, train clinic staff in record keeping).

• Resourcescanincludemoney,people,equipment,materials,buildings,communalspacesor supplies needed for the intervention.

Assignment for Session Day 5Use the Social Cohesion checklist table in Handout Topic (15) in order to identify ways in which the action which your group has developed can promote social cohesion. Respond to the questions for each component.


Topic (18) Review and Reflection

Purpose: Participants review and reflect on the key subjects addressed in the training.


DAY 6Topic (17) Presentation of Workshop Outputs

Purpose: To facilitate co-learning around how to evaluate interventions from a social cohesion perspective.



Topic (19) Community of Practice Purpose: participants understand how to become a community of practice that promotes social cohesion.

Objective: After this session, participants will be able to:o Understand different models of organizing and networking (the how to and why of communities of learning and practice).o To maintain, strengthen and build relationships.


• ACommunityofPracticeisagroupofpeoplethatinteractsregularlyonacommontopicto learn from one another.

• ACommunityofPracticecan takemanydifferent forms, from informalmeetings, tostructured networks or even Facebook pages, and can exist on any level (local, regional, national, etc)

• ACommunityofPracticecanhelpto: o Enhance connectivity and strengthen relationships among participants o Share experiences, lessons learned and best practices o Generate new ideas o Provide support and encouragement to colleagues o Encourage problem-solving

• SomeexamplesofaCommunityofPracticecouldbeintheformofaninformalbi-monthlymeeting of the group, a facebook page, an email list, etc.

• ToolsforCommunitiesofPracticeorLearningCommunities

o Create space and a supportive culture for learning: Set aside time to reflect as individuals on your work.

o Gather and listen to experiences: Hold small group discussions to process what went well, identify problems and future actions; tell colleagues about your work and problems you’ve encountered and listen to their ideas.

o Seek outside learning: Invite people from other networks to join your learning meeting and contribute; attend workshops; read; talk to other practitioners about their experiences.

o Develop formal and informal systems to share problems and learning: Talk with each other about problems, actions and lessons learned about the group; develop a strategy for documenting and sharing your learning outside of the network.

o Draw conclusions: for each task, suggest next steps based on the “lessons learned” or ideas worth testing; at the end of reflection sessions identify concrete recommendations.

Knowledge •Skills •Understanding · SC2 Foundation Course: Participant’s Guide 5 Introduction...

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