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AbstractThis article reports on a study designed to investigate the effects of preseparation hassles, preseparation abuse, and evaluations of the mediation process on postmediation abuse and hassles among a stratified, random, sequential sample of participants in marital conflict mediation. Hassles prior to mediation were found to be associated with postmediation hassles. Engaging in violence‐prevention activities prior to separation and being frightened of one's partner were associated with postseparation abuse. Evaluations of the mediation process were associated with postseparation abuse and only among those who participated in mandatory legal aid mediation. The authors discuss the implication of these findings for the construction of a screening instrument for mediation participants.

Contradictions and contestations with regard to the implementation of religion policies have become a worldwide phenomenon. Research suggest an increasing number of costly and protracted court and legislative battles between schools and parents over religion in schools. In this article, I aim to highlight some of the conflicting issues that need to transformation while implementing the National Policy on Religion and Education of 2003 in some selected South African schools. Based on mediation theory, the study used individual interviews to gather data from twelve purposively selected school principals to investigate how they implemented the religion policy in their respective schools. The findings show that despite the implementation challenges of this policy, the majority of the school principals displayed the qualities of a transformative mediator by transforming conflicting religious interests of stakeholder groupings in their schools. I therefore recommend that universities should consider training school principals in the use of transformative mediation as a strategy to transform conflicts in schools as it holds potential benefits for fields such as education.

Contradictions and contestations regarding the implementation of religion policies have become a worldwide phenomenon. Research suggests an increasing number of costly and protracted court and legislative battles between schools and parents over religion in schools. In this article, I aim to highlight some of the conflicting issues that need to transform while implementing the National Policy on Religion and Education of 2003 in selected South African schools. Based on mediation theory, the study used individual interviews to gather data from twelve purposively selected school principals to investigate how they implemented the religion policy in their respective schools. The findings show that despite the implementation challenges of this policy, most of the school principals displayed the qualities of a transformative mediator by transforming conflicting religious interests of stakeholder groupings in their schools from destructive to constructive. I therefore recommend that universities should consider training school principals in the use of transformative mediation as a strategy to transform conflicts in schools as it holds potential benefits for fields such as education. ; http://journals.ufs.ac.za/index.php/pie ; am2021 ; Education Management and Policy Studies

In this introduction, I argue that in spite of recent discussions of global and neoliberal time, the anthropology of modern time remains under‐explored. Modern time here is understood to be a complex historical product. At its centre is the abstract time‐reckoning of capitalism, which acts as a universal measure of value, but which always comes into conflict with concrete experiences of time. Its social disciplines emerge from Christian practice, but the ethics of these routines are marked as secular and universal. Its politics is founded on representations of the natural connections of communities through a homogeneous historical time. Its science and technology tightly link social, human time to external non‐human rhythms. It is important for anthropologists to reflect on modern time because our discipline has been profoundly influenced by the discoveries of its depth, secularity, and relativity. The controversies that emerged in relation to Darwin's and Einstein's insights still provide the framework for many of our theories, especially when we draw on phenomenological philosophy. In this introduction, I suggest that the key resources for overcoming this significant absence in anthropology lie in a rapprochement between Alfred Gell's epistemology of time and the approaches of Marxist political philosophers. This combination, along with an emphasis on the labour in/of time, gives rise to new questions and reveals new aspects of modern time in the present.

In this introduction, I argue that in spite of recent discussions of global and neoliberal time, the anthropology of modern time remains under-explored. Modern time here is understood to be a complex historical product. At its centre is the abstract time-reckoning of capitalism, which acts as a universal measure of value, but which always comes into conflict with concrete experiences of time. Its social disciplines emerge from Christian practice, but the ethics of these routines are marked as secular and universal. Its politics is founded on representations of the natural connections of communities through a homogeneous historical time. Its science and technology tightly link social, human time to external non-human rhythms. It is important for anthropologists to reflect on modern time because our discipline has been profoundly influenced by the discoveries of its depth, secularity, and relativity. The controversies that emerged in relation to Darwin's and Einstein's insights still provide the framework for many of our theories, especially when we draw on phenomenological philosophy. In this introduction, I suggest that the key resources for overcoming this significant absence in anthropology lie in a rapprochement between Alfred Gell's epistemology of time and the approaches of Marxist political philosophers. This combination, along with an emphasis on the labour in/of time, gives rise to new questions and reveals new aspects of modern time in the present.

This study aims to explain how to reconstruct the form of mediation through a framing analysis. The concept of framing in mediation is a form of communication that is constructively framed. The dynamics of conflict, the mediation process becomes the most decisive part of the problem-solving process. How a mediator is able to reframe this mediation concept by empowering the conflicting parties to get out of the problem without having to worsen the situation. The research method used qualitative with a framing analysis approach that explains of a mediator is not a decision-maker in the negotiation process. A mediator is able to find solutions to constructive and cooperative problems in accordance with the mediator's abilities.

This paper is a video-ethnographic language socialization study that examines the discursive, linguistic and embodied features of the teachers and childrens ways of conflict mediation and resolution. The study describes the ways in which young children (three to five-year olds) in several preschools in Sweden are being socialized into the interactional competences and perspective taking necessary for managing conflict situations. It is shown that teacher-guided conflict resolution was accomplished through triadic interactions involving the teacher as a mediator. Teachers used questions to encourage and direct children to convey their volition, wants, and wishes to their peers, and requested the other children to listen. It is argued that such discursive practices socialize children to perspective taking, and that this socialization is linked to wider societal norms of Swedish preschools and Swedish society, namely democratic values of equality, agency, individualism, and solidarity. (C) 2019 The Author. Published by Elsevier Inc.

Existing literature on bias and third-party conflict management mainly focuses on the dichotomy of whether the mediator's bias as a whole can contribute to mediation onset and outcomes. I argue that we need more specific and disaggregated research on the mediator's bias because the side on which a prospective mediator's bias lies may significantly affect the likelihood of mediation onset. Why are some biased mediations initiated by third parties while others are not? By disentangling the mediator's bias and by distinguishing between different levels of bias, I find that the likelihood of mediation onset tends to increase if the potential mediator shares a closer political relationship with a conflicting state that has greater national capabilities or that is more authoritarian than the counterparty. However, the effect is largely conditional on the levels of the mediator's bias, where a more obvious level of bias is more likely to facilitate mediation initiation. This article advances our understanding of bias and international conflict mediation.