Peacebuilding &conflict transformation A ... - Peaceworkafrica

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7.3 Violence and genderSEXrefers only to the biological andphysiological differences that define menand women. Sex is therefore only a partof gender, the natural foundationon which roles can be attributed.Examples▶ Only women can give birth.▶ Only men can impregnate.▶ Women have breasts, usually capableof breastfeeding.▶ Men have testicles while women do not.GENDER5Biological5Given by birth5Can NOT BE changedGender refers to the socially constructed roles,rights and responsibilities, power relations, activitiesand attributes that society deems appropriatefor a man or woman. In other words, gender is“socially learned behaviour and expectations thatdistinguish between masculinity and femininity” 47 .5Cultural5Learned throughsocialization5Can BE changedExamples▶ Women and men can be engineers, nurses, caregivers, presidents.▶ Men and women can take care of kids.178 V. V I O L E N C E
Gender roles are not static or universal, they are learned through the process ofsocialization, they can be changed and vary from culture to culture, from society tosociety. In this light, gender is a practice that is produced and reproduced throughsocial relations. In turn, gender shapes, regulates, rationalizes and justifies othersocial relations. In all societies every individual and every social institution parti c-ipate in its specific regulatory system for social control. One of the methods forthe reproduction of the gender order in these systems is a concept of power — oftenviolence 48 .In other words, violence against women and girls is on numerous occasions aproduct of society’s image of manhood (patriarchal ideology) which often encouragesmale power and control over women. In this way, violence produces and definesgender identities and, in turn, is produced and defined by them.The hypothesis of Galtung (and many others) that men tend to be more violentthan women or that violence is based on hormonal or genetic reasons have repeatedlyfailed or proven weak 49 . Although from a global point of view, men are overwhelminglythe aggressors in certain categories of crime such as domestic violence,sexual harassment, sexual assault and rape. Logically, women are mostly the victimsin these categories. It is estimated that 25% of women are victims of violence at somepoint in their lifetimes.A look back into history shows that violent sports were created as a trainingground to shape male bodies into manliness ideals. These men thereafter provetheir physical strength and ability to execute violence in the battlefield. Being afighter, a soldier and having the capacity for violence has therefore been a particularkind of masculinity.In many societies military service served (and still serves) as a kind of ‘rite ofpassage’ for young men and as a link to privileges and power. Up to now, militarytraining has been designed to force people to develop tolerance for violence towardsoneself and others. And an overwhelming percentage of military personal is male.Additionally, it is empirically proven that boys are socialized into aggressionacross many cultures, where sex segregation is marked by boys’ rougher group play.Taking this into account, it can be seen as a proof that violence is learned behaviour 50 .Scandals of domestic violence and even murder amongst military families in theUS show the problem of domestic abuse in the military. Studies show a higherincident of intimate partner abuse among military people than among civilians:in 2000 the US Department of Defense created a Task Force devoted to the studyof prevention of the battering of intimate partners as it was recognized as a pervasiveproblem among military ranks. Still, it is officially denied that violence isendemic to the military 51 .7 . V i o l e n c e a n d … 179
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Peacebuilding& conflict transformat
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Peacebuilding& conflict transformat
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Table of contentsEditors’ Forewor
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2.1 Aspects of conflicts . . . . .
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Editors’ forewordWhen Katharina S
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ForewordDear user(s), this resource
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This version is accompanied by the
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process our social connectedness as
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I.PEACE
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Peace and striving for peace are at
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▶ Peace is an interweaving of rel
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peace encompasses all aspects of a
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1.5 Strategies for peaceMahatma Gan
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▶ International Convention on the
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There is a great deal of human suff
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2.2 Principles for peacebuildingThe
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InfrastructureInfrastructure is req
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ebuilding community structures, per
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3.1 What is peace education?Peace e
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NonviolenceNonviolence means that f
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the fear of the one’s personal po
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▶ Discover inner peace —this me
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4.1.2 Peace as a research activity
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II.COMMUNICATION
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2. Facts about communication2.1 It
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2.5 Implicit and explicit messagesA
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2.7 Our own fantasySometimes one re
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3.1 Verbal communication“Speech i
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Facial expressions: show emotions o
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Smelling using the nose to listen t
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Intrapersonal communication … is
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7. Receiving and sending7.1 The cyc
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All four aspects must be properly r
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Dimension of information/factual le
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Additionally, a receiver whose self
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8. Factors influencing the qualityo
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the listener is expected to clearly
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Set context and state the purpose o
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Keep in mind:▶ When overused, act
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Don’t say “You know something w
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10.1.3 SummarizingA summary is simi
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ClarifyingClarifying means to use t
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Questioning techniques / Interrogat
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Obviously, before even thinking of
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Helpful - de-escalating effectExpre
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Additionally, people actively invol
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1. Conflict - a fact of lifeSymbol
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2. Social conflict2.1 What is typic
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Examples▶ Two people disagree on
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2.3 Typical conflict behavioursThe
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conflict transformation skills as i
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AttitudeAttitude means the way an i
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Respect: self‐respect, personal i
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acquired by everyone. If dialogue a
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Sources of powerThere are various s
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. Needs and their classificationsHu
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or any other differentiating charac
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How we are likely to feel when our
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Structural conflict is caused by un
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IV.TOOLS FORANALYSIS
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Context analysis in peace building
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Conflict analysis can be carried ou
Page 129 and 130: a) good conflict analysis skills,b)
Page 131 and 132: Decide and agree on the meaning of
Page 133 and 134: Example - Age limit for CYF members
Page 135 and 136: 3.4 ABC - triangleWhat is it?▶ Th
Page 137 and 138: When to use it?▶ with a group hav
Page 139 and 140: 3.7 Pyramid - three level triangleW
Page 141: ▶ Relationship: identify and desc
Page 144 and 145: 1. IntroductionViolence is a phenom
Page 146 and 147: ▶ Worldwide, violence is used as
Page 148 and 149: Core of use of objects (weapons)Vis
Page 150 and 151: 4. Dimensions of violence - a typol
Page 152 and 153: ▶ Direct violence means an indivi
Page 154 and 155: using industrialized nations cause
Page 156 and 157: tual condition compared to what wou
Page 158 and 159: 6. The dynamics of conflicts and vi
Page 160 and 161: Survival or physical level - The in
Page 162 and 163: 6.1.2 Aggression and…Aggression a
Page 164 and 165: ▶ One can use so‐called ‘invi
Page 166 and 167: tooth” are common all over the wo
Page 168 and 169: 6.3.1 From unmet needs to crisis -
Page 170 and 171: Fire begins to burnConfrontation/Op
Page 172 and 173: 6.3.4 F. Glasl’s - nine stages of
Page 174 and 175: 3. LEVEL THREE (LOSE-LOSE)Stage 7:
Page 176 and 177: to describe emotions or speak about
Page 178 and 179: eaction and answer concerning the d
Page 182 and 183: Gender based violenceGender based v
Page 184 and 185: 7.5 Violence and ideology▶ Nation
Page 186 and 187: with equal alacrity by people on th
Page 188 and 189: 9. Effects of violenceViolent confl
Page 191 and 192: VI.NONVIOLENCE
Page 193 and 194: 2. Historical roots2.1 ReligionNonv
Page 195 and 196: Mahatma Gandhi was born a Hindu, pr
Page 197 and 198: colonial and post‐colonial eras.
Page 199 and 200: ▶ Generations to come will scarce
Page 201 and 202: elieve people and not profit are ce
Page 203 and 204: Methods of nonviolent protestNonvio
Page 205 and 206: Nonviolent communication skills are
Page 207 and 208: ▶ Mr. A is more concerned about t
Page 209 and 210: A kind of misery about one’s own
Page 211 and 212: Demand‘I want you to do it, if yo
Page 213 and 214: ▶ “When I see…” “When I h
Page 215 and 216: The following list provides some mo
Page 217 and 218: Feelings are often associated with
Page 219 and 220: To clearly identify and name our em
Page 221 and 222: Fun fulfilled by laughing and playi
Page 223 and 224: RequestThe fourth and last componen
Page 225 and 226: We help others to trust that we are
Page 227 and 228: This involves the four areas of non
Page 229 and 230: 3) Connect your thoughts with your
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A verbal wound is as bad as a physi
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4. Translating the others’ blame
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VII.FAIR PLAY
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2. Fairness and sportsAlthough fair
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▶ Sports can be used to counter v
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Fair Play PointsIf rules are establ
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4. Principles for teaching fair pla
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GangingAn irritating situation can
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national institutions to send out a
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VIII.CONFLICTTRANSFORMATION
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flict is either settled forever or
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The major aims of dealing construct
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7. Introducing a third party with s
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▶ Do not damage your opponent’s
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2. Conflict strategies -approaches
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modate put relationships first, ign
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New ideas are created when working
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CONFRON TA-TION /COMPETITIONAVOIDAN
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parency about feelings and percepti
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Answers to the following questions
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▶ Interest‐based negotiation is
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“Blessed be the peacemakers for t
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They can talk directly (with the me
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Strength and weaknessA mediator’s
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5.4 Phases of mediationThe process
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Ground rulesExplain the ground rule
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Phase 3 Clarify the problem/develop
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Deliberate on every optional soluti
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CHECKLIST FOR MEDIATORSPhase IOpeni
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APPENDIX
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15. United Nations: Charter of the
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6. Lederach, John Paul: Preparing f
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24. Burton, John: Resolving deep ro
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24. Dugan, Máire A.: Aggression. B
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Part VI - Nonviolence1. Wink, Walte
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5. Sadako Ogata (High Commissioner
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ReferencesAbiew, Francis Kofi & Kea
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Foucault, Michael: The History of S
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Lederach, John Paul: Preparing for
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Schweitzer, Christine (et al): Civi
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Gandhi’s principlesLive as if you
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“I have a dream” - Martin Luthe
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persecution and staggered by the wi
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Excerpts from the joint position pa
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experts and their local colleagues.
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Katharina Schilling is a medical nu
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