Berghof Glossary on Conflict Transformation

More documents

Info

Working on Conflict Dynamics: Escalation and Radicalisation Radicalisation processes No automatic stairway of radicalisation No automatic stairway of de-radicalisation • Disintegration • Discriminiation • Identity conflicts • Social and political tensions • etc. • Knowledge • Authority • Orientation • Interpretation • etc. • Online-/offline community • Violent/ nonviolent • etc. Reversible radicalisation / de-radicalisation processes Graph by: Christoph Lang Figure 11, based on P. Neumann Interventions can address individuals directly or indirectly via their communities and institutions. They can also work simultaneously on the individual and community or institutional level. In the <strong>Berghof</strong> Foundation’s experience, this is the most effective way. Some institutions, for instance religious institutions, have a mandate over individuals’ de-radicalisation, such as returned foreign fighters, as well as over their constituency as a whole. Understanding the (conflict) context, the conflictual issue and relevant actors is therefore essential for any attempt to influence actor dynamics and achieve conflict transformation. 156
Working on Conflict Dynamics: Escalation and Radicalisation One of the main avenues in the long-term prevention of radicalisation and violent escalation is quality education. For example, education plays a crucial role in strengthening young people’s resilience by enhancing skills such as reflective and critical thinking, communication, and the ability to adopt different perspectives. These skills help young people to better understand and evaluate complex situations, including conflicts. They also support the identification of better and workable solutions. The specific field of peace education is critical to our work and aims to strengthen people’s capacities to deal constructively with various types of conflict. It does so by developing a comprehensive programme that teaches people how to interact with others and avoid unnecessary aggression (see also → Empowerment and Ownership). Challenges and lessons learned in de-radicalisation and de-escalation Supporting or starting de-radicalisation and de-escalation processes encounters several hurdles. One of them is often intense in-group/out-group perceptions that limit access to the group (or individual) and hence the scope to start any kind of dialogue. Individuals are often radicalised by peer-to-peer influence and motivated by group belonging; this may disconnect them from mainstream institutions and official groups, often also as a result of perceived marginalisation and oppression, and makes them difficult to reach. De-radicalisation efforts for individuals may take the form of exit strategies that encourage radicalised individuals to leave a group, or may involve working with those individuals once they have been removed from their group. The latter often happens in programmes conducted in prisons, for example, where access is possible. Indirect approaches to de-radicalisation via communities and institutions include supporting capacity- and strategybuilding to either change the context and reduce possible push and pull factors’ impact or to weaken narratives that are typical of radicalisation processes, such as victimisation narratives. 157
Page 1:
Berghof Gl
Page 4 and 5:
PUBLISHED BY © Berghof</st
Page 6 and 7:
Abbreviations ANC African National
Page 8 and 9:
Introduction At the Berghof
Page 10 and 11:
Introduction needs and new spaces o
Page 12 and 13:
Addressing Social Grievances 1 Addr
Page 14 and 15:
Addressing Social Grievances For ex
Page 16 and 17:
Addressing Social Grievances Strate
Page 18 and 19:
Addressing Social Grievances Moreov
Page 20 and 21:
Averting Humiliation: Dignity, Just
Page 22 and 23:
Page 24 and 25:
Page 26 and 27:
Page 28 and 29:
Breaking Deadlocks: Peace Process S
Page 30 and 31:
Page 32 and 33:
Page 34 and 35:
Page 36 and 37:
Building and Sustaining Peace PEACE
Page 38 and 39:
Building and Sustaining Peace Pyram
Page 40 and 41:
Building and Sustaining Peace Susta
Page 42 and 43:
Dealing with the Past and Transitio
Page 44 and 45:
Page 46 and 47:
Page 48 and 49:
Page 50 and 51:
Educating for Peace PEACE EDUCATION
Page 52 and 53:
Educating for Peace Civilisatory he
Page 54 and 55:
Educating for Peace models who prom
Page 56 and 57:
Educating for Peace References and
Page 58 and 59:
Empowerment and Ownership EMPOWERME
Page 60 and 61:
Empowerment and Ownership The issue
Page 62 and 63:
Empowerment and Ownership If an ext
Page 64 and 65:
Engaging Donors 8 Engaging Donors M
Page 66 and 67:
Engaging Donors amount of the resou
Page 68 and 69:
Engaging Donors National interests,
Page 70 and 71:
Engaging Donors References and Furt
Page 72 and 73:
Establishing Infrastructures for Pe
Page 74 and 75:
Page 76 and 77:
Page 78 and 79:
Page 80 and 81:
Facilitating Negotiation and Dialog
Page 82 and 83:
Page 84 and 85:
Page 86 and 87:
Fostering Human Security 11 Fosteri
Page 88 and 89:
Fostering Human Security A broader
Page 90 and 91:
Fostering Human Security Security C
Page 92 and 93:
Fostering Human Security mation is
Page 94 and 95:
Gender and Youth: Changing Perspect
Page 96 and 97:
Page 98 and 99:
Page 100 and 101:
Inclusivity and Participation: Work
Page 102 and 103:
Page 104 and 105:
Page 106 and 107: Inclusivity and Participation: Work
Page 108 and 109: Learning Together: Monitoring, Eval
Page 116 and 117: Mediation and Mediation Support MED
Page 118 and 119: Mediation and Mediation Support (em
Page 120 and 121: Mediation and Mediation Support 2.
Page 122 and 123: Mediation and Mediation Support Ref
Page 124 and 125: Preventing Violence VIOLENCE PREVEN
Page 126 and 127: Preventing Violence Strengthening l
Page 128 and 129: Preventing Violence used to rely on
Page 130 and 131: Providing Conflict-Sensitive Refuge
Page 138 and 139: Researching Conflict Transformation
Page 146 and 147: Transforming Conflict CONFLICT TRAN
Page 148 and 149: Transforming Conflict 1. Context tr
Page 150 and 151: Transforming Conflict emphasising s
Page 152 and 153: Transforming Conflict References an
Page 154 and 155: Working on Conflict Dynamics: Escal
Page 162 and 163: Annex ANNEX About the Bergh
Page 164 and 165: Annex 1977 Beginning of support for
Page 166 and 167: Annex Page 107, Learning Together:
Page 168: Peace 8/9, 20/21, 22, 27/28, 35-41,
show all

Berghof Glossary on Conflict Transformation

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?