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Send to friendAffiliated and Special Projects
We are in the process of actively recruiting additional projects. These individuals and organizations go beyond participation in the various online discussions, comments, and announcement systems; they offer either original material written specifically for Beyond Intractability.
Affiliated and Special Projects developed thus far include:
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Rethinking Negotiation Teaching Project
Christopher Honeyman, James Coben, Sharon Press and Giuseppe De Palo
This ambitious project seeks to redesign how negotiation is taught worldwide. The project is administered by the Dispute Resolution Institute at Hamline University Law School. The invited participants include key scholars and practitioners from approximately 20 countries and a variety of fields. The project's first and second meetings (Rome, 2008 and Istanbul, 2009) resulted in the publications linked below. Note: a generous grant from the JAMS Foundation has permitted the organizers to publish the full text of both books without charge in PDF form and the project directors and Hamline University have generously offered to allow us to reprint all the materials on Beyond Intractability and The Governance Commons as well.
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ICGLR / Governance Commons
Genocide Prevention Knowledge Base
The International Conference on the Great Lakes Region (ICGLR) is an inter-governmental organization of the countries in the African Great Lakes Region. Its establishment was based on the recognition that political instability and conflicts in these countries have a considerable regional dimension and thus require a concerted effort in order to promote sustainable peace and development. The ICGLR has collaborated with TGC and S-CAR (The School for Conflict Analysis and Resolution) at George Mason University to begin to assemble a knowledge base on the prevention of genocide. Like BI and TGC overall, this knowledge base will be expanding over time.
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Track One - Track Two Cooperation
Susan Allen Nan and Andrea Strimling
Susan Allen Nan, of George Mason University, and Andrea Strimling, who, at the time, was with the Federal Mediation and Conciliation Service (FMCS), undertook a project, in conjunction with the US Institute of Peace (USIP) to examine the interaction between Track I and Track II Diplomacy. The project resulted in an article published on Beyond Intractability, a number of interviews with leading Track I and II diplomats, and a full-day conference at USIP held in 2003. The proceedings of the conference, as well as the associated papers are linked here.
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The Third Side
William Ury and Joshua Weiss
The Third Side is a way of looking at the conflicts around us not just from one side or the other but from the larger perspective of the surrounding community. The concept was initially developed by William Ury, co-founder of the Program on Negotiation at Harvard Law School, where he currently directs the Global Negotiation Project. Bill generously allowed us to reprint much the material from his website thirdside.org. on Beyond Intractability. Joshua Weiss is the Associate director of the Global Negotiation Project which sponsors the website Thirdside.org; he has provided material to this special project as well.
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Principles of Practice for Transforming Race Relations
Mark Chupp
This project examined the theories of practice of four different conflict resolution organizations which work in the area of race relations. By examining documents, doing observations, and interviews, project director Mark Chupp (then at Cleveland State University, and now at Case Western Reserve University) analyzed and compared the approaches of The ARIA Group's Action Evaluation Method, Search for Common Ground's "show-tell-do common ground" approach, the South Carolina Council for Conflict Resolution and the Community Mediation Center of Columbia's Race Relations 2020, and Chupp's own work with Appreciative Inquiry.
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What We Don't Know Can Help Us: Eliciting Out-of-Discipline Knowledge for Work with Intractable Conflicts
Jennifer Goldman and Peter Coleman
The current state of theory, research, and practice on protracted, intractable conflict is robust but limited; although much progress has been made, our understanding is bounded by discipline, culture, role-in-conflict (expert versus disputant), and social class. This pilot project elicited alternative ways-of-knowing and engaging with the phenomenon of intractable social conflict that are typically excluded from the dominant discourse in this area. A professionally and culturally diverse group of nine scholar-practitioners were interviewed for this project to learn how they defined and understood the concept of intractabiliy, how they analyzed, and/or engaged in such conflicts.
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Dealing with Intractable Conflict in the United States
Máire Dugan and Joan Walker Scott
This project sought to identify and explore cutting edge practices in dealing with intractable social conflict in the United States, with a view toward (1) overcoming and dismantling racism, (b) creating a research agenda for the field which more adequately addresses intractable social conflict within the United States; and (c) developing ideas on how conflict resolution efforts and initiatives might better interface with efforts of groups on social issues which do not necessarily see themselves as conflict resolvers or their processes as conflict resolution.
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Civil Rights Oral History Project
Richard Salem, Conflict Management Initiatives, with The Conflict Information Consortium.
This project conducted in-depth (6 hour) interviews with about twenty of the most senior mediators who worked with the U.S. Department of Justice Community Relations Service since its inception in 1965. They described in great detail how they successfully mediated many racial conflicts that would generally be considered "intractable." These interviews are transcribed and coded by section, so it is possible to learn how all of the mediators dealt with many different challenges encompassed in racial conflicts.
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Conflict Transformation: Standards-Based Lesson Plans for Middle School Students
Julie Morton
This is a twelve-unit, thirty-six-hour course designed to teach middle school students basic conflict transformation skills for personal, community, national, and international situations. The short stories, current events, class discussions, guided reading activities, and guided writing assignments make this course ideal both for social studies and language arts classes.
