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"Residents of the Appalachian coalfields share a history and heritage, deep connections to the land, and pride in their own resilience. These same residents are also profoundly divided over the practice of mountaintop mining-that is, the removal and disposal in nearby valleys of soil and rock in order to reach underlying coal seams. Companies and some miners claim that the practice has reduced energy prices, earned income for shareholders, and provided needed jobs. Opponents of mountaintop mining argue that it poisons Appalachia's waters and devastates entire communities for the sake of short-term gains. This conflict is emblematic of many other environmental disputes in the United States and around the world, disputes whose intensity derives not only from economic and environmental stakes but from competing claims to individual and community identity. Looking beyond the slogans and seemingly irreconcilable differences, however, can reveal deeper causes of conflict, such as flawed institutions, politics, and inequality or the strongly held values of parties who find it difficult to compromise in their positions. Mountaintop Mining in Appalachia focuses on the people of the region, the people who have the most at stake and have been the most active in trying to shift views and practices. By examining the experiences of these stakeholders and their efforts to effect change, Susan F. Hirsch and E. Franklin Dukes introduce key concepts and theories from the field of conflict analysis and resolution. It provides a compelling case study of how stakeholders challenge governance-as-usual, while offering insight into the causes of conflict over other environmental issues"--

Across higher education institutions, the study of conflict and its resolution takes place under many programmatic and departmental labels. These include, among others, Conflict Analysis and Resolution (CAR), Peace Studies, Peace and Conflict Studies, Social Justice Studies, and Dispute Resolution as well as Anthropology, International Relations, Political Science, Legal Studies, Psychology, Sociology, and other traditional disciplines. The variety of institutional homes helps to account for what is a widely diverse set of approaches to teaching about conflict. Relatedly, conflict pedagogy is shaped by other aspects of institutional histories. For example, the current School for Peace & Conflict Studies at Kent State University in Ohio (USA) traces its origins to an infamous event in 1971, when four students who were peacefully protesting on the campus were killed by Ohio National Guard troops. The Kent State program's long-standing curricular emphasis on peaceful forms of change reflects the institutional commitment made in response to the campus (and national) tragedy. Trends in conflict education can also follow from broader priorities, such as the post-9/11 proliferation of courses focused on preventing terrorism and countering violent extremism, and the new programs of study in social justice and human rights that take up longstanding concerns of the conflict field, such as structural violence, discrimination, identity conflicts, and inequality. ; peer-reviewed

Im Rahmen der von internationalen Gebern geförderten Projekte im Zusammenhang mit der Demokratisierung gab es in Tansania im vergangenen Jahrzehnt einen Boom von Projekten zu Fragen von Recht, Sprache und Gender. Dabei ging es v.a. um die Stärkung der Rechte von Frauen und die Bekämpfung von Gewalt gegen sie. Die Autorin befasst sich mit Workshops, die zur Bearbeitung dieses Themenkomplexes organisiert wurden, insbesondere einen speziellen Workshop im Jahr 1998. (DÜI-Kör)

Just Words: Law, Language, and Power. John M. Conley and William M. O'Barr. Chicago: The University of Chicago Press, 1998. 168 pp.

By taking students out of their comfort zone, field-based courses--which are increasingly popular in secondary and postsecondary education--have the potential to be deep, transformative learning experiences. But what happens when the field in question is a site of active or recent conflict?

This article examines the utility of experiential learning activities (ELAs) for teaching about global complexity and conflict resolution in higher education classrooms. It focuses on two key concepts: the nexus between global and local and the precarity experienced within global processes. Research on two ELAs, a multisession simulation and a single‐session image analysis, each designed for use in conflict resolution courses, produced extensive data on student learning. The analysis presented demonstrates that for many students, the ELAs resulted in greater engagement with course materials, more nuanced understandings of global complexity, and increased ability to link theory to practice.