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Peer Mediation in the West Bank

Civil Peace Service in Palestine
by

Jonas Akaou

on 7 February 2013

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Transcript of Peer Mediation in the West Bank

Peer Mediation in the West Bank
- A Civil Peace Service Project by Kurve Wustrow

1. Clear understanding of general structure and outset of the Kurve's project "Peer Mediation in public schools in the West Bank".

2. Get an idea how to assess strengths and weaknesses of a project design.

3. Methodology and theory context:
Application of familiar concepts Maire Dugan's Nested paradigm, and Lederach Bottom-Up approach. Introduction of new ideas, Peer Mediation and Theory of Change.

4. Continuing of self-reflective process: How does social change come about? Your Theory of Change in relation to the project. The Project Methodology

Nested Paradigm BMZ Civil Peace Service forum Ziviler Friedensdienst Learning Objectives Project Review Theory and Methodology Project context
As stated in the strategy paper of the CPS the key conflict factors in the Israe-Palestine conflict are:

1. Israeli occupation of the Palestine areas including East Jerusalem
2. Fragmentation within and between the Israeli and Palestine society
3. Role of international actors: sustaining split in Palestine society, aid to be suspected to be purposefully de-politicised Implementing Agency/Agencies Funder Strategic Considerations Project Purpose Activities Direct and Indirect Target Group(s) Staff Timing Location Discussion What do we get from this? Theory of change Lederach Issue Relationship Subsystem System Immediate Action Short Range Planning Decade Thinking Generational Vision
(3-6 Months) (1-2 Years) (5-10 Years) (20+ Years) Crisis Intervention Preparation and Training Design of Social Change Desired Future How does social change come about? How can we contribute to it best? A little target group mapping.... Kurve Wustrow BMZ Civil Peace Service GUPT Students (grade 7-9) and Teachers in public schools in the West Bank A Palestinian society where a non-violent towards conflict solving is valued. Who, on what level, how?

The Theory of change as re-constructed by the evaluation team:
"If youth gain skills in non-violent conflict resolution and apply it in schools, they will also apply it in their immediate surrounding, with positive effects. This will increase their confidence and impact positively on their feeling of security. This will make it harder for political factions to mobilize youth for violent actions against others." In cooperation with the GUPT two of Kurve Wustrow's civil peace experts try to support the creation of Peer Mediation Programs.

They are constantly being assisted by a Palestinian GUPT member as part of the team. The Peer Mediation Program exists since 2009 and has just been extended. Ripe Moment or Window of Opportunity? Why now? Why for that specific period?

The end of the Gaza war in 2009 could have been perceived as a window of opportunity /Ripe Moment to support the "non-involvement" in the West Bank.
Despite of no direct contact with the israeli armed forces West Bank, that is dominated by Fatah, the experience of war being fought at one's borders can result in an increased level of violence / readiness to use violence in society.

In order to counter these tendencies the the point of entry could have been chosen quite on purpose.

Also practical reasons could apply: NGO didn't want to go in during war, funding was not yet secured, etc. The Project involved the training of three persons in 35 schools all over the West Bank. Especially in Ramallah. (2009-2011)

There are no projects situated in the Gaza Strip or on Israeli territory. Peer Mediation.... Peer Mediation Peer Mediation as a tool for the constructive resolution of conflicts. Peers helping peers to achieve these solutions. A general awareness of how to act non-violently in conflicts. It is predominantly used in schools in order to solve conflicts between students.

As the name already indicates Peer mediation implies the the attempt to end disagreement between two or more persons or groups by talking to them and trying to find things that everybody can agree on. The Mediation is done by a student of same or similar age.

Peer Mediation is a well tried and tested way to resolve conflicts. Important positive aspects of PM are said to be the following:
Students will not only perceive themselves as causing problems but also playing an active part in solutions.
Qualifications aquired during the training can then be used in the Peer Mediators' day-to-day lives. Schools and society in general will benefit from an increasingly tolerant and understanding atmosphere. How would you evaluate this project?
Try to remember the possible flaws of a project intervention design, what positive and negative aspects seem most striking to you?
Write your answers on cards. (10 min)

Core conflict aspects - Project outcome = "Solution" Conclusions Aktionsgemeinschaft Dienst
für den Frieden Arbeitsgemeinschaft für Entwicklungshilfe Brot für die Welt Eirene GIZ Peace Brigades International Weltfriedensdienst General Union of Palestinian Teachers (GUPT) with the technical advice experts of KURVE Wustrow Federal Ministry of Economic Cooperation and Development (BMZ) as part of the German Civil Peace Service (CPS) Program. 1. Contribution to reduction of violence in the Israel Palestine conflict through improving the atmosphere in Palestine school through peer mediation.

2. Institutional strengthening of a Palestine civil society actor (GUPT) and Palestine state actors (education authorities) as a contribution for sustainable peace building.

3. CPS can contribute to create the basis for non-violent conflict transformation in Palestine with the focus on self-concepts and options for non-violent actions Key actors in education increasingly work with each other to create an enabling educational environment in public schools, characterized by tolerance, mutual respect and constructive non-violent problem solving approaches. 1. Conduct two training cylces of peer mediation targeting teachers and counselors in 35 schools in 7 Districts.

2. Raise awareness about peer mediation of relevant educational stakeholders.

3. Build capacity of GUPT in non-violent conflict transformation as well as institution building Palestinian Ministry of Education Empirical evidence for recent transitions towards peace
(e.g. El Salvador and Ethiopia) largely depend on the bottom-up pressure coming from the grassroots level.

Micro-level processes less superficial, more flexible (no media attention, prestige, reputation). A huge number of people can be involved. Closeness to actual consequences of conflict.

Grassroots level projects deal with the enormous trauma that war has produced, with a focus on the youth -> importance Issue: Violence in schools

Relationship: Relationships between students and teachers.

Subsystem: Public schools in the West Bank

System: Israel Palestine Conflict
-> Occupation
-> Internal Division Please Comment on Theory of Change. Connection to your own ideas from session two weeks ago. Where do you see yourselves? But before we start some remarks on the key conflict factors in the broader Israel-Palestine context..... Contextual Remarks Israel Theory of change, mission and vision: Normativity and empirical data.

Importance vs. Urgency of project focus.

Top-down, middle-out, bottom-up. Can any of them be exclusive? Coordination!

Long-term approach short term project?
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