conflict resolution curriculum
TRANSCRIPT
Master of Arts in International Law and Settlement of Disputes
UPEACE Programme in South Asia, the Horn of Africa and the Middle East (UPSAM)
Conflict Resolution
Mohammed Ahmed Musa
Advisor Amr Abdalla
July, 2009
This curriculum is submitted in partial fulfilment of the requirements for the degree of Master of Arts, International Law and Settlement of Disputes
University for Peace Universidad para la Paz
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Acknowledgments
First of all, my thanks to the “GOD” who gave me the strength and made things work for me to
complete my studies at the University for Peace.
I would like to take this opportunity to say a special word of thanks to the Netherlands Government
who supports the programme at UPEACE and is carried out as an important programme in Africa.
My appreciation also goes to my supervisor, Dr. Amr Abdalla, for all his support; I am very grateful
and wish you the best in your life.
A special word of thanks to Thomas Klompmaker for his kind assistance that I received when I was
sick. Special word of thanks also to Prof. Victoria Fontan and the wonderful academic section for
UPSAM programme.
Thank you very much.
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TABLE OF CONTENTS
Permission for Use of the Curriculum ...................................................................... ii Declaration of Academic Honesty ............................................................................ iii Acknowledgements ................................................................................................... iv
Conflict Resolution
A. Introduction .......................................................................................................... 9 B. Course Description ............................................................................................... 10 C. The Main Goals .................................................................................................... 10 D. General Objectives ............................................................................................... 11 E. Contents ............................................................................................................... 11 F. Learning Outcomes .............................................................................................. 14 G. Methodology ........................................................................................................ 15 H. Evaluation ............................................................................................................ 17
Administrative Chapter
1. Specific Course Title ............................................................................................. 18 2. Course Code .......................................................................................................... 18 3. Prerequisites .......................................................................................................... 18 4. Course Length and the Number of Sessions ........................................................ 18 5. Instructor ............................................................................................................... 18 6. Course Meeting Times and Place ......................................................................... 18 7. Intended Participants ............................................................................................ 18 8. Types of Issues Addressed .................................................................................... 18 9. Relation to the Larger Issue of Peace and Conflict Studies .................................. 19 10. Where does the Course fit in the General Programme of Study? ........................ 19 11. Assessment ........................................................................................................... 19
Teachers Manual
Part One Session One: The Definitions of Conflict and Dispute
Contents .................................................................................................................... 20 Objectives of the Session ........................................................................................... 20 The Outcomes of the Session .................................................................................... 20 Teaching Methods .................................................................................................... 20 Evaluation of the Session .......................................................................................... 21 Required Readings ................................................................................................... 21 Recommended Readings .......................................................................................... 21
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Session Two: The Definition of Conflict Resolution
Contents .................................................................................................................... 22 Objectives of the Session ........................................................................................... 22 The Outcomes of the Session .................................................................................... 22 Teaching Methods .................................................................................................... 22 Evaluation of the Session .......................................................................................... 22 Required Readings ................................................................................................... 23 Recommended Readings .......................................................................................... 23
Session Three: Understanding Conflict Analysis
Contents .................................................................................................................... 24 Objectives of the Session ........................................................................................... 24 The Outcomes of the Session .................................................................................... 24 Teaching Methods .................................................................................................... 24 Evaluation of the Session .......................................................................................... 24 Required Readings ................................................................................................... 25 Recommended Readings .......................................................................................... 25
Session Four: Armed Conflict and Peace Agreements
Contents .................................................................................................................... 26 Objectives of the Session ........................................................................................... 26 The Outcomes of the Session .................................................................................... 26 Teaching Methods .................................................................................................... 26 Evaluation of the Session .......................................................................................... 26 Required Readings ................................................................................................... 26 Recommended Readings .......................................................................................... 27
Session Five: Conflict Resolution within States
Contents .................................................................................................................... 28 Objectives of the Session ........................................................................................... 28 The Outcomes of the Session .................................................................................... 28 Teaching Methods .................................................................................................... 28 Evaluation of the Session .......................................................................................... 28 Required Readings ................................................................................................... 29 Recommended Readings .......................................................................................... 29
Session Six: Group Presentations
Objectives of the Session ........................................................................................... 30 The Outcomes of the Session .................................................................................... 30 Teaching Methods .................................................................................................... 30 Evaluation of the Presentations ................................................................................ 30
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Required Readings ................................................................................................... 30
Part Two Session Seven: Negotiation Process
Contents .................................................................................................................... 31 Objectives of the Session ........................................................................................... 31 The Outcomes of the Session .................................................................................... 31 Teaching Methods .................................................................................................... 32 Evaluation of the Session .......................................................................................... 32 Required Readings ................................................................................................... 32 Recommended Readings .......................................................................................... 32
Session Eight: Mediation Process
Contents .................................................................................................................... 33 Objectives of the Session ........................................................................................... 33 The Outcomes of the Session .................................................................................... 33 Teaching Methods .................................................................................................... 33 Evaluation of the Session .......................................................................................... 34 Required Readings ................................................................................................... 34 Recommended Readings .......................................................................................... 34
Session Nine: The Role of Civil Society in International Conflict
Objectives of the Session ........................................................................................... 35 The Outcomes of the Session .................................................................................... 35 Teaching Methods .................................................................................................... 35 Evaluation of the Session .......................................................................................... 35 Required Readings ................................................................................................... 35 Recommended Readings .......................................................................................... 35
Session Ten: The Role of the UN in Conflict Resolution
Contents .................................................................................................................... 36 Objectives of the Session ........................................................................................... 36 The Outcomes of the Session .................................................................................... 36 Teaching Methods .................................................................................................... 36 Evaluation of the Session .......................................................................................... 36 Required Readings ................................................................................................... 36 Recommended Readings .......................................................................................... 37
Session Eleven: The Sudanese Traditional Method in Conflict Resolution
Contents .................................................................................................................... 38 Abstract ...................................................................................................................... 38
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Objectives of the Session ........................................................................................... 39 The Outcomes of the Session .................................................................................... 39 Teaching Methods .................................................................................................... 40 Evaluation of the Session .......................................................................................... 40 Required Readings ................................................................................................... 40 Recommended Readings .......................................................................................... 40
Session Twelve: Group Presentations: Analyzing the Darfur Conflict´s Escalation and Resolution Process
Contents .................................................................................................................... 41 Objectives of the Session ........................................................................................... 41 The Outcomes of the Session .................................................................................... 41 Teaching Methods .................................................................................................... 41 Evaluation of the Session .......................................................................................... 41 Required Readings ................................................................................................... 42
Bibliography .......................................................................................................... 43
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General Chapter
A. Introduction
This course is developed for a Master‟s program. It offers a general overview on the topic
of Conflict and Dispute Resolution. It highlights the way that we, as human beings, are used to
resolving our conflicts on international, national and local levels, acting as individuals or
representatives of our groups or countries. The course will concentrate on the legal methods of
settling conflicts, such as negotiation, mediation, communication, etc. The course will offer the
students introductory skills in negotiation, conflict management and resolution. The course has
two parts; in the first part, the students will learn the definitions of conflict, dispute and conflict
analysis. By the end of this part, the students will study conflict and its analysis. The second part
will be mediation, concentrating on third party interventions to resolve conflict. In the second
part, we will focus on conflict resolution and its process, focusing on the roles of negotiation and
mediation in conflict resolution. By understanding the design and management methods of
negotiation mediation practice, students will be able to bring their improved negotiation skills to
bear and support others in negotiating and resolving conflicts peacefully.
Sudanese history involves long civil wars. Since the country‟s independence from Great
Britain in 1956, it has been involved in a long civil war between the South and the North, which
ended in 2005 when the parties signed a comprehensive peace agreement in Nairobi, Kenya.1
This agreement ended one of the longest civil wars in Africa. Not surprisingly, a second civil war
broke out in the Western region of Sudan, Darfur in 2003.2 Since that time, the Darfur conflict is
still going on and has become a challenge yet to be resolved. Many efforts have been made to
resolve this ongoing conflict, but usually they failed to do so. In such a situation, the education
of conflict resolution is a prime concern, not only in the educational institutions, but also in all
policy levels, like government institutions and civil society. In this context, education of conflict
resolution becomes a peacebuilding tool in Sudan in general and the Darfur region in particular.
Adding a cultural component, this course will also include an introduction to the
traditional Sudanese methods of resolving conflicts, depending on their cultural and social
1 Available at http://en.wikipedia.org/wiki/Naivasha_Agreement
2 Darfur Conflict, Available at http://www.crimesofwar.org/onnews/news-darfur.html
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interactions, specifically the role of native administration in internal conflict resolution in Sudan.
Finally, the course will conclude with a session drawing a planning strategy that resolves the
Darfur conflict peacefully by the Sudanese themselves.
B. Course Description:
This course is an introductory skill-building course in conflict resolution. The first part
of the course focuses on the definition of the conflict, its types and analysis, and by the end of
the first part, students are required to participate in a simulation in analyzing the Darfur conflict.
The second part focuses on the role that negotiation and mediation can play in conflict
resolution. Students will learn how to improve their own negotiation skills which will help them
to skillfully handle conflict situations and be able to analyze the conflict and diffuse the situation.
This introduction will help participants to understand how difficult and fragile the negotiation
process is and how conflict can form. The course defines and explains the role of mediators who
are involved as a third party to assist the parties when they have failed to reach an agreement.
By the end of this part, students will do another group simulation about negotiation and
mediation in the Darfur conflict. After doing this simulation, students will be able to apply their
negotiation skills to assist others in the mediation process and resolve conflicts peacefully. The
cultural component of Sudanese in resolving conflict is a very important part in this course. The
students will study the Sudanese cultural component at the end of the course, focusing on the
role of native administrations in resolving conflict in the Sudanese context in general and the
Darfur region in particular. They will be able to compare the local approaches with the modern
conflict resolution approaches in the context of Sudan.
C. The Main Goals
The main goal of this course is to provide conceptual knowledge about conflict, conflict
resolution, and conflict management. This course will equip students with necessary tools and
techniques on how to resolve international, regional and national conflicts, particularly in Sudan.
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D. General Objectives:
General objectives of this course will cover the following aspects:
To introduce conflict, its major causes and consequences to the students.
To develop the students´ skills on how to address conflict from an interpersonal level to
an international level.
To furnish the students capacity and capability to understand a conflicting situation in an
international and a national perspective.
Provide analytical tools and methods of conflict resolution to students so that they take
leading roles in their future policy field.
To establish that conflict originates in the mind of man. Therefore, the responsibility
rests on people to resolve conflict and establish peace.
To build a generation who are aware of the conflict and its long-standing direct and
underlying causes in the context of Sudan.
To develop a course curriculum and resourceful individuals for future expansion of the
study of conflict and conflict resolution.
E. Contents:
Session Title Content Readings
Session (1)
The Definitions of
Conflict and
Dispute
1. Understanding
conflict and peace.
2. Definition of
conflict.
3. Definition of
disputes.
3. How do conflicts
occur?
1. Burton, John, W. (1993). Conflict Resolution as a
Political Philosophy. Manchester University
Press.
2. Deutsch, Morton (1973). Introduction to the
Resolution of Conflict. New Haven. CY: Yale
University. (pages 3-19).
3. Burr, Millard, J and Collins, Robert, O. 2006.
Darfur: the Long Road to Disaster. Markus
Weiner publishers. Princeton.
Session (2)
Defining Conflict
1. What is conflict
resolution?
1. Tidwell, Alan. (1998) Conflict Resolved?: A
Critical Assessment of Conflict Resolution.
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Resolution and
Peace Agreement
2. What are peace
agreements?
3. Limits of conflict
resolution.
London, (pages 31-58).
2. Wallensteen, Peter (2002), Understanding
Conflict Resolution, War, Peace and the
Global System. London. (pages 8-9).
Session (3)
Understanding
Conflict Analysis
1. The concept of
conflict.
2 Conflict mapping.
1. Abdalla, Amr et al. (2002) .C.RSIPABIO.A
Conflict analysis Model.
2. Jeong Ho-Won (2000). Peace and Conflict
Studies: An introduction. London. Ashgate
publishing Limited (pages 31-37).
Session (4)
Armed Conflict
and Peace
Agreements
1. Identifying armed
conflict.
2. Peace agreements.
1. Gaya Best, Shedrack. (2006). Introduction to
Peace and Conflict Studies. Ibadan, Nigeria.
2. Webel, Charles and Galtung, Johan. (2008). Hand
Book of Peace and Conflict Studies. USA and
Canada. (page 35).
Session (5)
Conflict
Resolution within
States
1. The role of the
state.
2. Peace agreements
in civil war in
internal conflict.
1. Mial, Hugh. Ramsbotham, Oliver and Woodhouse
Tom (1999). Contemporary Conflict
Resolution. USA. Blackwell Publishing Inc.
(pages from 1-5).
2. Mayer, Bernard (2000). The Dynamics of Conflict
Resolution: A Practitioner´s Guide. San
Francisco: Jossey- Bass. (Chapters 7-8).
Session (6)
Analyzing the
Darfur Conflict
Student
Presentations
1. Marlowe, Jen. Darfur Diaries: Stories of Survival.
New York. (pages 2-10).
2. A Journey to Darfur. (DVD). American TV
Network.
Part(2)
Session (7)
Negotiation
Process
1. Definition of
negotiation.
2. Negotiation: the
big picture.
1. Gaya Best, Shedrack (2006). Introduction to
Peace and Conflict Studies in West Africa.
Ibadan, Nigeria. (Chapters 6, pages 93-113).
2. Burton, John. (1990). Conflict Resolution and
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Prevention. London: Macmillan.
Session(8)
Mediation Process
1. Definition of
mediation.
2. Ten stages
mediation model
review.
1. Moore, C. (2003). The Mediation Process. 3rd
ed.,
San Francisco. Jossey- Bass.
2. Thompson, L. (2004) The Mind and Heart of the
Negotiator. 3rd
ed. NJ: Prentice Hall.
Session(9)
The Role of Civil
Society in Internal
Conflict
Resolution
1. Civil society and
internal conflict.
2. Internal conflict
resolution.
1. Mingst, Karen. (2007).The United Nations in the
21st Century. Boulder. Westview Press. (pages
2-15).
2. Wanis St. John, Anthony; Kew, Darren.
Conference Papers. International Studies
Association, 2007 Annual Meeting. p1, 0p;
(AN 26958262).
Session (10)
The Role of UN in
Conflict
Resolution
1. UN Charter.
2. UN in peace
agreements.
1. White, N., D. (1993). Keeping the Peace: The
United Nations and the Maintenance of
International Peace and Security. Manchester
University Press. (pages 215-256).
2. Ministry of Foreign Affairs and Trade, UN Hand
Book, An Annual Guide 2006-2007. (pages
68-76).
Session (11)
The Sudanese
Traditional
Method in Conflict
Resolution
1. The role of native
administrative in
Sudan.
1. Zartman, W., I. (1985). Ripe for Resolution
Conflict and Intervention in Africa. New
York: Oxford University Press.
2. Swart, G. and Solomon, H. (2003). The Islamic
Fundamentalist State of Sudan. Conflict
Trends, 2.
3. Nasong'o, Shadrack Wanjala. Murunga, Godwin,
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Rapando. Report by, African & Asian Studies,
2005 Vol. 4 Issue ½. pp. 51-82, 32p, 1 chart;
DOI: 10.1163/1569209054547328; (AN
17740750).
Session(12)
Final Group
Presentation:
Analyzing the
Darfur Conflict‟s
Escalation and
Resolution Process.
1.Dauglas, Hamilton. Johnson (2003). The Root
Causes of Sudan‟s Civil Wars. .James Currey
Publishers.
2. Dallaire, Roméo. Looking at Darfur, Seeing
Rwanda. New York Times, 10/ 4/2004.
p.25,1p;(AN 29259134).
3. Gore, Wani, Paul. et al. (2004). Eight grassroots
conflicts in Sudan. UNICEF. Khartoum
Sudan.
4. Burr, Millard, J. and Collins, Robert, O. (2006)
Darfur: The Long Road to Disaster. Markus
Weiner Publishers. Princeton.
F. Learning Outcomes:
The following learning outcomes should be achieved from the course:
Generation build up.
Understanding the spirit and culture of peace.
Development of applied critical thinking skills.
Ability to analyze conflict using a variation of conflict mapping methodology.
Conflict-free and peaceful society.
Basic education in conflict resolution.
Understanding conflict resolution in international, national and regional levels and peace
agreements.
Application of theories, concepts and models to various national, regional, social and
cultural contexts.
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G. Methodology:
The course will be use lectures with effective participation from students. The majority
of activities of the course will concentrate on simulations, and therefore, full attendance in the
class is required. Also, some videos concerning conflict resolution will be used as a method of
teaching. Generally, the methods of teaching in this course include the following:3
1.1 Lecture
The lectures will be given according to the University of Zalingei´s lecture-based method
in the class room. Students will also enjoy the opportunity to contribute in discussions, according
to their own experiences.
1.2. Discussion
After two lecture classes, one discussion class consisting of 60 minutes will be
conducted. In each discussion class, different methods to increase the skills of the students and
make them confident to face future challenges will be introduced.
1.3. Group Discussion
Group discussion will be an important method to increase their capacity of speaking in
public forums. Some sessions will be devoted to the major aspects of gender, peace, conflict and
security, which will be researched, prepared and presented by the students through PowerPoint
presentations in groups of three or four students.
1.4. Debate and Simulation
The second part of this course depends on simulations regarding the negotiation and
mediation process. Debates and simulations over the conflicting issues will also be introduced
so that students can understand the way of addressing issues regarding conflict resolution. The
major aim of this debate and simulation is making students aware of how to come into consensus
regarding conflicting issues.
3 UNICEF (2008), “Learning to live together: an intercultural and interfaith programme for ethics education”.
(pp. 19-24)
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1.5. Media Journal Analysis
Students will be assigned media journals to analyze and illustrate some issues related to
conflict resolution.
1.6. Movies and Video Watching.
Movies and videos will be introduced to the students so that they can understand some
techniques related to conflict resolution.
1.7. Student Interviews and Report.
Interviews provide an opportunity for students to learn and personalize issues and aspects
of local history directly. Those interviewed could be community members, activists, leaders or
eyewitnesses to conflict resolution or peace building.
1.8. Field Class
A visit will be carried out to institutions or organizations dealing with conflict resolution
and peace-building. Students are asked to write a report as a reflection of the visit. The purpose
and the place of the visit should be explained in advance.
1.9. Visual Aids
Visual aids can include posters, photographs, slides, videos and films. Learning aids can
be from internet resources such as You Tube, which is necessary to engage discussion and
student participation.
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H. Evaluation
A. Criteria:
Besides acquiring skills and knowledge, there will be a change in students‟ attitudes and
behavior. The course will build in the students the spirit and culture of peace, not war. This the
most important part and the purpose of this course which will achieved by the end of the course.
B. Tools:
The evaluation and grading of this course will include the following:
1. Affective participation.
2. Semester final examination.
3. Term papers/ home assignments.
4. Class attendance.
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Administrative Chapter
1. Specific Course Title: Conflict Resolution
2. Course Code: PACS4 201
3. Prerequisites
This is a very technical course. Therefore, students who have minimum knowledge in
political science, international relations, history, and sociology will fit in this course.
4. Course Length and the Number of Sessions.
According to the Zalingei University system, this course will be taught for three weeks.
The course consists of 12 sessions.
5. Instructor: Mohammed Ahmed Musa
Center for Peace and Development Studies
University of Zalingei, Sudan, West Darfur State
BA in Education; University of Alfashir in, Sudan.
MA in International Law and Settlement of Disputes; University for Peace, Costa Rica.
6. Course Meeting Time and Place
The main campus is the University of Zalingei. The meeting time will be identified by
the Director of the Centre for Peace and Development Studies, University of Zalingei.
7. Intended participants
This course is intended for students in the High Diploma Degree Programme in Peace
and Conflict Students at the University of Zalingei, Centre for Peace and Development Studies.
The required number of participants in the course is from 25 to 30 to allow for maximum
interaction during group discussions and other interactive teaching-learning models.
8. Types of Issues Addressed:
Conflict: definition, causes and consequences.
Conflict resolution: definition, methods and techniques.
Conflict management.
Conflict transformation.
Negation process.
Mediation process.
4 PACS-Peace and Conflict Studies
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9. Relation to the Larger Issue of Peace and Conflict Studies
The content of the course is related to conflict, conflict resolution and peace building in
the international, national and regional contexts. The contents of the course will develop
students who will work in the future to resolve conflict and establish peace. Therefore, this
course is widely related to the issue of peace and conflict studies.
10. Where Does the Course Fit in the General Programme of Study?
This course fits in the Centre for Peace and Development Studies in the University of
Zalingei, Darfur, Sudan.
11. Assessment
Participation in class, simulations and discussions: 30%
Group discussion: 20%
Exam: 50%
Total: 100%
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Teacher´s Manual
According to the course description, this course is divided into two parts.
Part One: Part one has six sessions:
Session: No. 01: The Definitions of Conflict and Dispute
Contents:
Understanding conflict and peace
How conflict occurs
Definition of conflict
Definition of disputes
Objectives of the Session
This session will address the definitions of the terms ´peace´, ´conflict´ and ´disputes´. It
draws the distinction between conflict and dispute as explained by John Burton and other
scholars. At the end of the session, students will understand the distinction between the terms.
The Outcomes of the Session
By the end of the session, students will understand the concepts of peace, conflict and
disputes. Also, they will be able to make a distinction between them. Furthermore, students will
understand different kinds of conflict.
Teaching Methods:
This session will be taught by lecture. However, discussion is also needed in the session.
Therefore, students are allowed to give their own definitions of peace, conflict and disputes,
according to their understanding of the terms.
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Evaluation of the Session
To evaluate this session, the teacher should ask the students some questions which relate
to this session. This procedure will help the teacher to understand the students and evaluate the
session. The questions include the following:
1. Define the term peace. What do we mean by negative peace and positive peace?
2. What is conflict?
3. What is dispute?
4. Do you think that there are distinctions between conflict and dispute?
Required Readings:
1. Gaya Best, Shedrack. Introduction to Peace and Conflict Studies in West Africa.
2. Deutsch, Morton.(2000) Introduction to The Handbook of Conflict Resolution. In The
Handbook of Conflict Resolution: Theory and Practice. San Francisco: Jossey-Bass
Publishers. (pages 2-9).
3. Burton, W., John. Conflict Resolution as a Political Philosophy. In Conflict Resolution
Theory and Practice: Integration and Application. (1993) .Manchester and New York.
Manchester University Press..
4. Deutsch, Morton. Introduction to the Resolution of Conflict. In The Resolution of Conflict:
Constructive and Destructive Processes. (1973) New Haven, CT: Yale University Press,.
Pages: 3-19.
Recommended Readings:
1. Fisher, S. (2000).Working with Conflict: Skills and Strategies For Action. London. Zed Book
publications. (pp.17-22).
2. de Reuck, A. (1984). The logic of conflict: its origin, development and resolution. In Banks,
M. (Ed., pp. 97-111). Conflict in world society: a new perspective on international
relations. New York: St. Martins Press.
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Session: No. 02: The Definition of Conflict Resolution
Contents:
What is conflict resolution?
What is a peace agreement?
Limits of conflict resolution.
Objectives of the Session:
This session concentrates on the definition of conflict resolution and the linkage between
conflict resolution and peace agreements. During this analysis of peace, conflict and peace
agreements, students will able to draw a clear distinction and understanding of conflict
resolution.
The Outcomes of the Session
At the end of this session, students should understand the meaning of conflict resolution.
Also, they should know the distinction between conflict resolution, prevention, peace agreements
and conflict management and the limits of conflict resolution. Furthermore, students should
know the definition of the term on national and international levels.
Teaching Methods
The session will begin with lectures; the teacher will define conflict resolution in
international, national and regional levels. During this session the teacher should facilitate
student discussion. For this discussion, the teacher should ask students to define the terms so as
to cover the whole session by making a summary of the students‟ points.
Evaluation of the Session
The evaluation of this session will be through the students‟ discussion and views. Some
reflection questions are also required to evaluate this session. The questions include:
1. Define conflict resolution.
2. What is the difference between conflict resolution and a peace agreement?
3. What are the limits of conflict resolution?
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Required Readings:
1. Wallensteen, Peter. 2002. Understanding Conflict Resolution, War, Peace and the Global
System. Sage Publications. London. EC2A 4PU. (pages 8 and 9).
2. Burton, W., John. 1996. Conflict Resolution. The Scarecrow Press, Inc. Lanham, Md, and
London. (pages 7-12)
Recommended Readings:
1. Tidwell, C., Alan. (1998). Conflict Resolved?: A Critical Assessment of Conflict Resolution.
London. Continuum Publications. (pages 31-85).
2. The Conflict Resolution Information Source from http:/www.crinfo.org/index.jsp.
3. Thomas, Kenneth. 1976. Conflict and Conflict Management. In the Handbook of Industrial
and Organizational Psychology, ed. M. D. Dunnette, (pp. 120-125).
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Session: No. 03: Understanding Conflict Analysis
Contents:
The concept of conflict.
Conflict analysis and mapping.
Objectives of the Session
This session focuses on conflict analysis. The main objectives of this session include the
following points which are the most important issues to analyze conflict. These objectives are:
1. Identifying the parties of the conflict/ the local parties of the conflict.
2. Identifying the root source of the conflict.
3. Identifying the causes of the conflict.
4. Identifying the interests of the parties; which help to resolve the conflict?
Above all, examples from the real conflict situations are used to illustrate some of the dry
theoretical concepts.
The Outcomes of the Session:
At the end of the session students will be able to analyse conflict by using the appropriate
model they learned to the relevant conflict situation.
Teaching Methods
In addition to the lecture, the teacher should distribute or draw a map used to analyse the
conflict, which will help students to easily understand how to analyse conflict. The map will
identify the parties, roots, causes and interests of the conflicting parties. In the methods for
example, students have ten minutes as preparation to use the case of Darfur to analyse the above
points.
Evaluation of the Session:
To evaluate this session, students should have homework to analyse a specific conflict
(local or international) and write a paper of about 500 words in the case that they have chosen.
This can give further understanding to conflict analysis.
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Required Readings:
1. Abdallah, Amr et al. (2002).C.R SIPABIO.A Conflict Analysis Model
2. Jeong, Ho-Won. (2000). Peace and Conflict Studies: An Introduction. London. Ashgate
publishing Limited. (pp.31-37).
Recommended Readings:
1. Ramsbotham, Oliver. Woodhouse, Tom and Mial, Hugh. (2005). Contemporary Conflict
Resolutions. 2nd
Edition. Cambridge University Press. Cambridge, United Kingdom.
2. Lederach, P., John. Preparing for Peace: Conflict Transformation Across Culture. (pages 57
and 58).
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Session: No. 04: Armed Conflict and Peace Agreements
Contents:
The concept of conflict.
Identifying armed conflict.
Peace agreements.
Objectives of the Session
The specific objectives of this session are to make students understand what armed
conflict is. Also, to make students understand the cause of the conflict as well as the difference
between interstate and intrastate armed conflict and how can they reach agreements.
The Outcomes of this Session
By the end of the session, students will be able to understand armed conflict within the
state and the ability to understand peace agreements as well.
Teaching Methods
The teacher can use lectures in this session, but students are required to actively
participate during the lecture. Group discussion also will be used in this session.
Evaluation of the Session
Student discussion and views in the session will be the evaluation of this session.
Required Readings:
1. Gaya Best, Shedrack. (2006). Introduction to Peace and Conflict Studies. Ibadan, Nigeria.
2. Gore, Wani Paul, et al. (2004). Eight grassroots conflicts in Sudan. UNICEF. Khartoum,
Sudan.
3. Understanding Civil Wars. Africa. Vol.1. (2005). Evidence and Analysis. Edited by Paul,
Collier and Nicholas Sambanis. World Bank Publishers.
4. Jeong, Ho-Won. (2000). Peace and Conflict Studies: An Introduction. London. Ash gate
publishing Limited. (pp. 31-37).
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Recommended Readings:
Websites:
1. UPEACE Research Center from www.upeace,org/resources/index.cfm.
2. Webel, Charles and Galtung, Johan (2008). Handbook of Peace and Conflict Studies. USA
and Canada. (page 35).
3. International Conflict Research from http:/ www.incore.ulst.ac.uk/
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Session: No. 05: Conflict Resolution within States
Contents:
The role of the state.
Peace agreements in civil war in internal state.
Objectives of the Session
The objective of this session is to make students have a further understanding of the
concept of conflict resolution and peace agreements within state. The ultimate goal of this
session is to equip the students to be able to resolve conflicts and build peace.
The Outcomes of the Session
By the end of the session, the students have to understand the concept of conflict
resolution and the role of the state in peace agreements in internal civil war.
Teaching Methods
Basically, the teacher can introduce some knowledge to the students on the topic so that
they can understand the topic. Then the teacher should open a debate and discussion between the
students. Another method can be used here; the teacher can introduce some group work so that
the students can share their experiences in this topic, specifically in civil war and peace
agreements.
Evaluation of the Session
Some questions are required to evaluate the students at the end of this session. The
following are the reflection questions:
1. What is civil war?
2. What is the role of the state in civil war?
3. Do you think that a peace agreement is a challenge to interstate conflict? Why?
29
Required Readings:
1. Miall, Hugh. Ramsbotham Oliver. Woodhouse, Tom. (1999). Contemporary Conflict
Resolution. USA. Blackwell Publishing Inc. (pages from 1-5).
2. Mayer, Bernard. (2000). The Dynamics of Conflict Resolution: A Practitioner‟s Guide. San
Francisco. Jossey-Bass. ( Chapter 7-8).
3. Burton, W., John (1996). Conflict Resolution. London. (pages from 2-12).
Recommended Readings:
4. The Conflict Resolution International Sources from http:/www.crinfo.org/index.jsp
5. Conflict Transformation by Peaceful Means, available at www.transcend.org/
30
Session: No. 06: Group Presentation
Objectives of the Session
This session is about group presentations. After studying conflict analysis in the previous
sessions, students are required to do group presentations, so as to deeply understand the conflict
and the methodology of its analysis. The topic of the presentation will be:
Analysis to the Darfur conflict: the factors, causes, roots, parties of the conflict.
The Outcomes of the Session
This first presentation is important because it will help and encourage the students to
participate orally in the class. It will build confidence in the students that could contribute to
overcoming future challenges.
Teaching Methods
In this presentation, students should use the PowerPoint presentation. Students will be
divided into groups to do the presentation. Each group will consist of four students.
Evaluation of the Presentations
It is important for the teacher to take some notes during the presentation to evaluate the
students. At the end of the presentation, the teacher should add some comments regarding the
information which was introduced in the presentation. The presentation should provide and build
confidence of students, which is necessary as a part of the education. Also, the students should
know that the presentation will be added to the final grade of the course.
Required Readings:
Students are required to prepare for the presentation with the internet and their personal
experiences to the conflict. Also students are required to look at these readings:
1. Marlowe, Jen. Darfur Diaries: Stories of Survival. New York. (pages from 2-10).
2. Burr, Millard, J. and Collins, Robert, O. (2006). Darfur: The Long Road to Disaster. Markus
Weiner publishers. Princeton.
3. Burr, Millard, J. and Collins, Robert, O. Darfur: The Long Road to Disaster. Markus Weiner
Publishers. Princeton. (pp.233).
4. A Journey to Darfur. (DVD). American TV Network.
31
Part Two: Part two has six sessions:
The Role of Negotiation and Mediation in Conflict Resolution
Abstract:
This topic is divided into two sessions; the first session will focus on negotiation and its
process. It concentrates on simulations of two or three difference types of conflicts that involve
negotiation between the parties. The second session will trace the process of mediation which
involves the third party.
Session: No. 07: Negotiation Process
Contents:
Definition of negotiation.
Negotiation: the big picture.
Student simulation.
Negotiation tips forum.
Objectives of the Session
This is the most important part in this course. The aim of the course is to help students to
negotiate and mediate conflict.
This session will focus on the understanding of the definition of negotiation, and then
students will be required to participate in two simulations in this session involving different types
of conflict. Here the teacher can choose family conflict to start the simulation. The main
objectives of this session are to help students to be able to bring their improved negotiation skills
and assist others to negotiate and resolve conflicts peacefully.
The Outcomes of the Session
By the end of the session, students will understand the negotiation process and also they
will be able to negotiate and resolve conflict peacefully. Students will understand that sometimes
negotiate may not be the best method in resolving conflict; this means they will need to think of
other methods to resolve the problem, and that will come in the next session.
32
Teaching Methods
In the first thirty minutes the teacher starts to define the concept of negotiation to the
students. Following this, the students will be asked to define the concept according to their
experiences and understanding. Discussion is important in the session. After that, the students
will participate in the simulation, identified by the teacher. By participating in this simulation
students will be able to understand how they negotiate and reach a solution and they will
understand how negotiation can fall apart. In the tips forum, the students are asked to post or
write the tips of negotiation according to their understanding.
Evaluation of the Session
The teacher can evaluate this session through students‟ simulation and the negotiation tips forum.
Required Readings:
1. Gaya Best, Shedrack. (2006). Introduction to Peace and Conflict Studies in West Africa.
Ibadan, Nigeria. Chapter 6, (pages 93-113).
2. Burton, John (1990). Conflict Resolution and Prevention. London: Macmillan.
3. Lederach, John Paul (1997): Building Peace: sustainable Reconciliation in divided societies.
.Washington DC. United States Institute of Peace.
Recommended Readings:
1. Otite O. (1990) On Conflict, their Resolution, Transformation and Management in Otite O.
and Albert O. (Eds) Community Conflict in Nigeria. Ibadan: Spectrum Books.
33
Session: No. 08: The Mediation Process
Contents:
Definition of mediation.
An overview on the ten-stage mediation model (using diagram).
Objectives of the Session
The objective of the session is to help students use the mediation process in conflict.
This session will focus on the understanding of the definition of mediation, and then students are
required to participate in two simulations in this session including different types of conflict.
Here, the teacher can choose family conflict to start the simulation. The main objectives of this
session are to provide students with the ability to demonstrate their improved mediation process
and skills in reality and to provide others with some information on how and when they can
mediate, so as to resolve conflicts peacefully.
The Outcomes of the Session
Through this session students‟ skills and knowledge about the modern approach of
mediation, its techniques, and the mediation process will be improved. This group of students
will be able to apply the mediation process in their personal lives and to a national context. This
will, of course, help to build a peaceful society.
Teaching Methods
In the first thirty minutes the teacher starts to define the concept of negotiation to the
students. Following the lecture the students will be asked to define the concept according to their
experiences and understanding. Discussion is important in the session. After that, the students
will participate in the simulation identified by the teacher. By doing this simulation, students will
be able to understand how they negotiate and reach a solution and they will understand how
negotiation can fall apart. In the tips forum, the students are asked to post or write tips about the
mediation process according to their understanding.
34
Evaluation of the Session
The instructor can evaluate this session through the students´ simulation in mediation and
participation in the class.
Required Readings:
1. Moore, W., Christopher. (2003). The Mediation Process, 3rd
ed.. San Fran. Jossey- Bass.
( p 9).
2. Thompson, L., Leigh. (2004). The Mind and Heart of the Negotiator, 3rd
ed. NJ. Prentice Hall.
Recommended Readings:
1. Fisher, R., Ury, W. and Patton, B. (1991). Getting to Yes, 2nd
ed. NY. Penguin.
35
Session: No. 09: The Role of Civil Society in International Conflict Resolution
Objectives of the Session
The objective of the session is to understand and evaluate the role of civil society in the
conflict resolution process from international to national contexts.
The Outcomes of the Session
Students will be encouraged to develop part of their professional life by evaluating
different pivotal roles of civil society in conflict resolution. They will become a group of
scholars to change and remodel society through the acquired knowledge.
Teaching Methods
This session is lecture-based. However, different case studies will be used to provide
insight about the topic to the students. Simulation can be used to find out policy formulation for
conflict resolution in Sudan.
Evaluation of the Session
Serious engagement in class, quality participation in class discussion, capability to
participate in discussion class, and ability to explore policies in simulation will be used as
evaluation methods.
Required Readings:
1. Mingst, A., Karen. The United Nations in the 21st Century. Boulder. Westview Press. (pages
2-15).
2. Wanis St. John, Anthony. Kew, Darren. Conference Papers- International Studies Association,
2007 Annual Meeting, p1, 0p; ( AN 26958262).
Recommended Readings:
1. Wanis St. John, Anthony. Kew, Darren, Report By: “The Missing Link: Civil Society Roles in
Peacebuilding” Conference Papers -- International Studies Association, 2006 Annual
Meeting, p1-18, 0p, 1 chart; ( AN 27207373).
36
Session: No. 10: The Role of the UN in Conflict Resolution
Contents:
UN in peace agreements.
UN Charter.
Objectives of the Session
To provide students with a basic knowledge about the UN and its function in conflict
resolution and to evaluate the role of the UN in peacekeeping missions, the successes and
failures, with some examples of UN peacekeepers.
The Outcomes of the Session
Through this session, students will be more interested in the UN and the structure and
function of the UN in peacekeeping, peace-building and conflict resolution in different parts of
the world.
Teaching Methods
This session is lecture-based with group discussion.
Evaluation of the Session
The student‟s pre-knowledge about the UN, mastery of asserting questions in the class,
active participation in the class discussion, quality of participation and respect to the other
students about their views and thoughts will be considered for evaluation.
Required Readings:
1. United Nations Charter. Available at http://www.un.org/en/documents/charter/
2. Mingst, A. Karen. (2007). The UN in the 21st Century. Boulder. Westview Press.
3. United Nations Peace keeping Operations: AD HOC Missions, permanent engagement. New
York, NY. United Nations University Press.
37
Recommended Readings:
1. White, D., N. (1993). Keeping the Peace: The United Nations and the Maintenance of
International Peace and Security. Manchester University Press. (pages 215-256).
2. Ministry of Foreign Affairs and Trade, UN Hand Book, An Annual Guide 2006-2007, pages
(68-76).
38
Session: No. 11: The Sudanese Traditional Method in Conflict Resolution
Contents:
The role of the native administration in Sudan.
The achievements of applying Sudanese traditional methods in Sudan civil war
agreements.
Abstract:
Brief History of the Native Administration in Sudan/ Darfur and its Role in Civil War
Agreements.
Sudan‟s history of violent conflicts and political instability involves many factors.
Moreover, conflicts in Sudan are connected to many interrelated issues. The main factors are:
resources and ethnic, cultural, demographic, and geographical factors. An International
Development Research Centre report titled “Resource Scarcity and Conflict Management in the
Horn of Africa” refers to the importance of resource management in conflicts relating to
[…] population movement, pressure on resources, and political/security threats.
There is an acknowledgement that any strategy for conflict management and
maintenance of a long-lasting peace should take into account resource scarcity
and the access to and management of natural resources.5
This session will aim to identify the same conditions analyzed in the report,
[…] the ways of interaction between resource scarcity/degradation and violent
conflicts, and outline alternative resource management policies that can prevent
further eruption of conflicts in the country [… As well as] the conditions under
which competition over scarce and depleted resources develop into conflicts;
develop guidelines for post-conflict reconstruction that would minimize the
possibilities of the transformation of competition into conflicts; study methods of
resource allocation among groups in conflict-prone areas and examine the
„traditional methods‟ of inter-group conflict resolution; analyze how state control
of allocation and management of resources makes the state both the object of
5 Suliman, Mohamed. 2003. Resource Scarcity and Conflict Management in the Horn of Africa. The
International Development Research Centre. From http://idrc.org/en/ev-83042-201_000994-1-IDRC_ADM_INFO.html
39
conflict and a principal means by which it is waged; and launch a regional
network of researchers, community leaders, and policymakers to exchange ideas
on resource scarcity, conflict management, and conflict prevention.6
Authorities of the native administration (for example, Magdoum, Shartaye, Nazir, Omda,
etc.), have been playing important roles in resolving many conflicts in Sudan, specifically
Darfur. Examples of these include, the conflict between Rizeigat and Ma‟alia in the 1960s,
Mahria and Banihalba in the 1970s and the Guimir and Fallata in the 1980s. These conflicts
however, were over resources and were fought in a limited scope. The native administrative had
the ability to control and resolve all these conflicts peacefully, around the Darfurian community
representatives of tribes, societies and groups. The role the native administration played was not
only in the Darfur region, but also in the whole part of Sudan.
Therefore, this session will highlight the role of the native administration in resolving
conflict in Sudan in general, and Darfur in particular.
Objectives of the Session
This final session highlights strategies that can peacefully resolve the Darfur conflict with
the involvement of the Sudanese people. The session will focus on the traditional Sudanese
methods usually used in resolving conflicts between individuals as well as groups of
insurgencies. By examining these methods, the students can assess which aspect may
successfully be achieved through the role of native administration.
The Outcomes of the Session
Students will become aware of traditional methods of the conflict resolution process
which are generally used in the Sudanese society. They will be able to understand the role of
native leaders and their role (negative and positive) in peace agreements. They will also be able
to compare the local approaches with the modern conflict resolution approaches in the context of
Sudan. Furthermore, students will be able to figure out the reason why the role of the native
administration has disappeared and did not have any positive role in the ongoing conflict.
6 Suliman, Mohamed. 2003. Resource Scarcity and Conflict Management in the Horn of Africa. The
International Development Research Centre. From http://idrc.org/en/ev-83042-201_000994-1-IDRC_ADM_INFO.html
40
Teaching Methods
In this session, students are required to actively participate and discuss how to resolve the
problem in order to develop recommendations for a solution. Students will be divided into
groups to participate in a simulation involving the role of the native administration as a
traditional method, particularly in Darfur.
Evaluation of the Session
The evaluation of the session will consider the student simulation and participation in this
session, as well as the presented information, plan and strategies to resolve the conflict.
Required Readings:
1. A Report by: Nasong'o, Wanjala Shadrack. Murunga, Rapando, Godwin. “African & Asian
Studies”. 2005, Vol. 4 Issue 1/2, p51-82, 32p, 1 chart; DOI: 10.1163/1569209054547328;
(AN 17740750).
2. Zartman, I., William. (1985). Ripe for Resolution Conflict and Intervention in Africa. New
York. Oxford University Press.
Recommended Readings:
1. Swart, G. and Solomon, H. (2003). The Islamic Fundamentalist State of Sudan. Conflict
Trends, 2.
41
Session: No. 12: Group Presentations: Analyzing the Darfur Conflict’s
Escalation and Resolution Process
Objectives of the Session
This is the final session in the course. During this session students are required make
presentations which cover the whole course.
This session will engage the students to focus, first, on conflict formation and escalation
in Darfur, Sudan with both underlying and directs causes. Secondly, this presentation session
will engage students to highlight the negotiation process from the very beginning of conflict and
the current situation. This presentation will demand the students to give their opinion about
future challenges and options for establishing and maintaining sustainable peace in Sudan.
The Outcomes of the Session:
This additional presentation will provide students with further information on how to
analyse conflicts and their resolution. Students will become aware of knowledge and skills in
giving presentations using PowerPoint and how to deliver the information.
Teaching Methods
Group presentation using PowerPoint is one method IN this session. By the end of the
presentation, the teacher will give comments on each group presentation and the information
which they introduced in the class. Finally, the teacher can ask the students to write a paper of
about 1500 words of a brief summary and analysis of the conflict.
Evaluation of the Session
The evaluation will be through the presentation and the students‟ written paper. Above
all, students should know that the presentation will be added to the final grade of the course.
42
Required Readings (Before the Presentation):
1. Burr, Millard, J. and Collins, O., Robert. (2006). Darfur: The Long Road to Disaster. Markus
Weiner publishers. Princeton..
2. Dallaire, Roméo. Report: Looking at Darfur, seeing Rwanda. New York Times, 10/ 4/2004,
p25, 1p; (AN 29259134).
3. Marlowe, Jen. Darfur Diaries: Stories of Survival. New York.
4. Douglas, Johnson, Hamilton. (2003). The Root Causes of Sudanese Civil Wars. James Currey
Publishers.
5. Gore, Paul et al. (2004). Eight grassroots conflicts in Sudan 2004. UNICEF, Khartoum Sudan.
6. A Journey to Darfur, (DVD). American TV Network.
43
Bibliography:
Abdallah, Amr et al. (2002).C.R SIPABIO.A Conflict Analysis Model
Burton, John. (1990). Conflict Resolution and Prevention. London. Macmillan
Burton, W., John. (1993). Conflict Resolution as a Political Philosophy. In Conflict Resolution
Theory and Practice: Integration and Application. Manchester and New York.
Manchester University Press.
Burton, W., John. (1996). Conflict Resolution. The Scarecrow Press, Inc. Lanham, Md and
London. (pages 2-12).
Dallaire, Roméo. Report: Looking at Darfur, seeing Rwanda. New York Times, 10/ 4/2004, p25,
1p; (AN 29259134)
Deutsch, Morton. Introduction to the Handbook of Conflict Resolution. In The Handbook of
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Deutsch, Morton. Introduction to the Resolution of Conflict. In The Resolution of Conflict:
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Fisher, S.(2000). Working with Conflict: Skills and Strategies for Action. London. Zed Book
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Fisher, R., Ury, W. and Patton, B. (1991). Getting to Yes, 2nd
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Gore, Wani, Paul et al. Eight grassroots conflicts in Sudan 2004. UNICEF Khartoum Sudan.
Jeong, Ho-Won. (2000). Peace and Conflict Studies: An Introduction. London. Ashgate
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Johnson, Hamilton, Douglas. (2003). The Root Causes of Sudanese Civil Wars. James Currey
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Lederach, Paul, John. (1997). Building Peace: Sustainable Reconciliation in Divided Societies
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58).
Marlowe, Jen. Darfur Diaries: Stories of Survival. New York. (pages 2-10).
44
Mayer, Bernard. (2000). The Dynamics of Conflict Resolution: A Practitioner‟s Guide: San
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Mial, Hugh. Ramsbotham, Oliver. Woodhouse, Tom. (1999). Contemporary Conflict Resolution.
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Mingst, Karen. (2007).The United Nations in the 21st Century. Boulder. Westview Press. (pages
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(AN 17740750).
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Albert O. (eds). Community Conflict in Nigeria. Ibadan: Spectrum Books.
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Videos
A Journey to Darfur. (DVD). American TV Network.
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Accord: The African Centre for the Constructive Resolution of Disputes. Available at:
www.accord.org.za/web/home.htm.
Centre for Conflict Resolution. Available at: http://ccrweb.ccr.uct.ac.za/
Conflict Transformation by Peaceful Means. Available at: www.transcend.org/
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