The second day of the conference is dedicated to practice. You’ll be able to share your perspective on a selection of current issues with the other participants, and gain insights into their viewpoints, tools and practices.
In the workshops, each group will start from a concrete issue in order to get to know each other’s approaches and tools to deal with certain situations, to reflect as a group on critical conditions to make a strategy work, and to draw more general conclusions on structural measures and educational policy. For each topic, we have invited experts to feed the group discussions.
In the training sessions, experienced trainers will introduce you to approaches, tools and methods that facilitate constructive conflict management in educational settings.
For each session, you can choose to take part in one workshop or in training. Please note that a limited number of participants can take part in each group.
Experts Hilary Cremin, University of Cambridge, UK & Cecile Barbeito, Autonomous University of Barcelona (UAB), Spain (session 1); Esther Oliver, University of Barcelona & Marina Caireta, Autonomous University of Barcelona (UAB), Spain (session 2)
Facilitator Andres Roberts, UK
Leading theorists, researchers and practitioners in the field have often highlighted the need for comprehensive and transversal approaches in peace education. Ideally, peace education pays attention to methods, content and organizational structure. To be effective in schools, it should address all aspects of school life and involve all stakeholders.
Interesting and encouraging things are happening in individual schools. School leaders and teachers are confidently and energetically questioning the educational system and policy. Visionary and courageous school directors are leading their schools through a process of structural, systemic reform. Rejecting the hierarchical model of school structure, they are enabling healthy dialogue, establishing constructive conflict management strategies and implementing a culture of peace in their schools. And newly founded schools are integrating peace education principles from the start. However, in many schools conflict learning remains marginal and is not institutionalized.
In this workshop, the participants, together with a facilitator and experts, will discuss what factors, conditions, environments, etc support and hinder the implementation and sustainability of constructive conflict learning in educational settings. At the same time, starting from concrete examples, the group will share experiences on how to implement conflict learning systemically and transversally.
Dealing with controversial topics in the classroom is a powerful yet complex process. The challenge is to manage conflicts arising from the controversy in a constructive way. Think, for example, of discussing topics such as the Israeli/Palestinian conflict, homophobia, wearing religious symbols, or sexism.
A controversial topic not only brings an exterior conflict into the classroom, but may also spark conflict within it. When a teacher introduces the subject, it can be dealt with in a well-prepared and structured way, but more often pupils raise issues at random, whether ‘accidentally’ or in a provocative way when reacting to something spontaneously or when asking questions.
In this workshop, the participants, together with a facilitator and the expert, will discuss ways to deal with controversial topics in the classroom. A practical case, followed by the drawing of general conclusions, will allow participants to learn and share experiences on tools to handle controversy and to reflect on the critical conditions for using those tools.
Complaints about the policy of applying sanctions in schools are a recurrent issue in the work of the office of the Flemish Children’s Rights Commissioner. This question also occupies schools and educational authorities. Many schools would like to give their problem students a “second chance”, but don’t know where to start or how to go about it.
It is not easy to build a sanction and discipline policy at school that takes the rights of pupils into consideration. This workshop will focus on the difficulties that schools encounter in this respect, as well as on ideas and ways to deal with these difficulties in order to keep pupils and students on board.
A practical case, followed by the drawing of general conclusions, will allow participants to learn and share experiences on alternative approaches to school discipline, with a focus on healthy relationships and social cohesion.
Conflicts are part of human nature. They arise both in and between nations, cultures, groups, companies, families and individuals. They involve interactions between social and cognitive patterns of behavior that are modulated by emotions.
Inspired by scientific discoveries from the social sciences and neuroscience, a new generation of practitioners in the field of conflict resolution has developed a theoretical framework to guide their work. The emphasis of this workshop will be on the presentation and discussion of this framework. More specifically, topics that will be covered include how this framework is being applied in practice to help diagnose, prepare for, manage and resolve conflicts. Throughout all stages, the process itself is approached as part of the problem.
In addition, this workshop will provide an introduction to the dynamics of conflict, the range of appropriate dispute-resolution processes available, and possible hybrid processes. Participants can participate in activities that illustrate how conflict resolution is modulated by emotions, self-awareness, group dynamics and attention orientation.
The aim of this workshop is to encourage lively exchanges on new insights, tools and techniques that can be used in conflict resolution and peacebuilding.
Expert Christelle Lacour, Université de Paix, Belgium
In this training, based on the Johan Declerck prevention pyramid, participants will be introduced to a number of concrete examples and a selection of activities and tools of general prevention, specific prevention and restorative measures aimed at dealing with non-compliance, social exclusion and violence in secondary schools. The activities and tools are all based on an empirical methodology that promotes full understanding of problematic situations, rather than merely learning concepts that are disconnected from reality.
The Université de Paix was founded in 1960 by Dominique Pire, the winner of the 1958 Nobel Peace Prize. A youth organization recognized by the Wallonia-Brussels Federation, it promotes the positive management of conflict, based on dialogue and openness to others. Their mission is to help and support people who wish to question and diversify their vision of conflict; train and acquire tools in positive conflict management; develop personally responsible citizenship, and acquire a new way of thinking about conflict management.
Living together in a democracy without dialogue is unimaginable. However, sometimes dialogue is made nearly impossible. We are all influenced by the news, subject to power relations, affected by our own mood, etc. At times we find it hard to be patient. We want to talk, but other people are so unreasonable, aren’t they? We want to listen, but not to nonsense. Or we prefer to remain silent and be left alone. Does this sound familiar?
Luckily, you can learn how to dialogue. In this training you will be introduced to Democratic Dialogue, a project that aims to confront controversial topics and create a space for debate. Dialogue coaches will help you to strengthen your democratic skills.
Trainer Marianne Göthlin, Certified NVC Trainer, Sweden
Nonviolent Communication (NVC) is a powerful process for inspiring compassionate connection and action. It provides a framework and set of skills to address a wide range of concerns, from the most intimate relationships to global political conflicts. NVC can help to prevent conflicts as well as to peacefully resolve them.
The purpose of NVC is to help all involved to sharpen their awareness of language so that they can express what really matters to them, and also hear what really matters to others. It involves empathic communication whereby we can attune ourselves to both our own and other people’s real needs.
In this training, participants will be introduced to the principles and process of NVC, with several examples. We will test the NVC process in situations where conflict arises, and participants can explore their own examples. This will give a taste of how the NVC process can provide the clarity and empathic connection needed to find inner good-will and solutions that work for everyone.