course 01 - wanep · africa peacebuilding institute (wapi) of the west africa network for...

West Africa Network for Peacebuilding

Course 01Peacebuilding Paradigms: Concepts and Praxis

Foreword

Acknowledgement

WANEP • Course 1 • Peacebuilding Paradigms: Concepts and Praxis E

TABLE OF CONTENT

FOREWORD .............................................................................................................................................................................................. C

ACKNOWLEDGEMENT ........................................................................................................................................................................ D

ACRONYMS ................................................................................................................................................................................................F

INTRODUCTION ................................................................................................................................................................................... 01

SCOPE OF THE MANUAL

BASIC TRAINING METHODOLOGIES

Module 1: Overview and Definition of Conflict and Peacebuilding

» Session 1: Understanding Conflict (Definition, Types)..........................................................................................................................05

» Session 2: Theoritical Foundations of Conflict (causes of conflict theories – Human Needs, Political, Transformational and Relational) ..................................................................................................................................................................................09

» Session 3: Peacebuilding: A Systems and Structural View ............................................................................................................. 16

Module 2: Analysis of Conflict and Peacebuilding

» Session 1: Overview of Conflict Analysis ...............................................................................................................................................................24

» Session 2: Tools of Conflict Analysis ..........................................................................................................................................................................29

» Session 3: Conflict Sensitive Approach to Peacebuilding/Aid Response ....................................................................40

Module 3: Peacebuilding Practice and Response

» Session 1: Peacebuilding Practice – Operating Principles and Framework;

Role of Actors and Peacebuilding Foci ...................................................................................................................................................................46

» Session 2: Managing Pressure – External/Internal Influence to Peacebuilding

and Conflict Transformation .................................................................................................................................................................................................57

Glossaries

WANEP • Course 1 • Peacebuilding Paradigms: Concepts and Praxis F

ACRONYMSASEAN Association of South East Asian Nations

CSO’s Civil Society Organizations

ECOWAS Economic Community of West African States

IGAD Inter Governmental Authority on Development

IMTD Institute of Multi Track Diplomacy

INGO’s International Non-governmental Organization

NGO Non-Governmental Organization

SWOT Strengths, Weaknesses, Opportunities and Threats

UN United Nations

WANEP • Course 1 • Peacebuilding Paradigms: Concepts and Praxis 01

Introduction

Brief Background – Peacebuilding as a term has become an integral reference tool for prevention, management, resolution and transformation of conflicts. It creates environment for sustainable peace by addressing root causes or potential causes of violence. It includes a wide range of efforts and terms by diverse actors in government and civil society at the community, national and international levels towards freedom from fear, freedom from want and freedom from humiliation before, during and after violent conflict. In his Agenda for Peace to the United Nations, the former Secretary General, Boutros-Ghali recommended amongst other action that future reforms for stable peace should include… “action to identify and support structures which will tend to strengthen and solidify peace in order to avoid a relapse into conflict”.1 Peacebuilding concepts and approach vary depending on the situation/context. Successful peacebuilding activities create an environment supportive of self sustaining, durable peace; reconcile opponents; prevent conflict from restarting; integrate civil society; create rule of law mechanisms; and address underlying structural and societal issues.2 This training manual has been designed for the West Africa Peacebuilding Institute (WAPI) of the West Africa Network for Peacebuilding to define and clarify core concepts and terms that drives peacebuilding.

Assumptions – The manual is designed for 5 days training. Maximum benefiting participants per training is 25 persons. The format and structure supports use by both professional trainers as well as practitioners. it serves as a good foundation for beginners in peacebuilding practice. The manual content was confined to the designed framework and need of the West Africa Peacebuilding Institute(WAPI) of WANEP.

Scope of the Manual: Reference is derived from relevant resources on Peace building and Conflict with adaptation to West Africa context. It can also be used and applied beyond the West African Region

Using the Manual: The manual is divided into three (3) modules, with respective sessions that reflect the theme of the modules. Before beginning each module, the trainer should be guided by the objectives and corresponding tips for trainers. The Tips serve only as a guide and therefore are not restrictive. The use of graphic illustrations is encouraged to further highlight the discussions on the session.

a) Language: This manual has been designed in English but could also be adapted in other languages depending on the preference of the participants. However, it is important that the trainer understands how to adapt the language of training to properly reflect the core information of the manual.

b) Training Evaluation: Trainers are encouraged to start each training with a pre- training evaluation and end with a post training evaluation. Evaluation for each module can be optional depending on the needs of the training. This helps to determine if participants expectations have been met, which will also serve as a personal assessment to understand weakness and strengths in the training.

g) Basic Training Methodologies:

* Role Plays: A participatory method that vividly captures transferred messages in a practical way. It involves participants taking up roles and acting them out to deepen understanding and skills

1 Boutros Boutros-Ghali, “An Agenda for Peace,” II.21http://www.un.org/en/sc/repertoire/89-92/

2 Paul H. Nitze School of Advanced International Studies (SAIS). “Approaches- Peacebuilding”. Conflict Management Toolkit. Retrieved 18 March 2012


* Brainstorm: A process of rubbing minds together, exchange of ideas to arrive at possible solutions to a particular problem. Brainstorm always seeks to find the best way to achieve results through participatory and interactive system as opposed to the lecture method.

* Discussion/ Interactive Session: It seeks to elicit varied knowledge of the topic under discussion from the participants

* Case Studies: This is referential adapted from real life experiences. It utilizes past situations. It involves studying what has been done by a group of people or institution and learning from it.

* Experiential Learning: A more personalized form of learning. Knowledge is acquired through direct experience

* Lectures: This involves imparting theories and skills to an audience. The trainer operates under the assumption that the participants have little or no knowledge of the topic. It serves as addition to existing knowledge.

* Multimedia Presentations: An interactive visual presentation that provides illustrations and key points which further enhance the knowledge and skills of participants.

* Graphic Illustrations: The use of images and pictures to deepen impression and ability of participants to associate the topic with context realities.

Module 1Overview and Definition of Conflict and Peacebuilding

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WANEP • Module 1 - Overview and Definition of Conflict and Peacebuilding 04

Contents:

» Session 1: Understanding Conflict (Definitions, Types)

» Session 2: Theoretical Foundations of Conflict (causes of conflict theories – Human Needs, Political, Transformational and Relational)

» Session 3: Peacebuilding: A Systems and Structural View

Key learning Objectives:

At the completion of the module, the participants will

1. Understand the concept and types of conflict

2. Appreciate the causes of confllict

3. Enhance their skills on good practices and systems of peacebuilding

Methodology: Plenary Presentation, Lectures, Group Exercises, Graphic Illustration, Case Studies, experience sharing, Questions and Comments, Interactive Discussions, Brainstorm, Multimedia projection.

Overall Duration: 13 Hours

SESSION 1: UNDERSTANDING CONFLICT

Time Guide: 240 Minutes/4 Hrs

Tips for Trainer

Step 1: A brainstorm exercise at plenary is advised to elicit the existing knowledge of the participants about conflict, as this is very important in setting the stage for the session. The use of flipchart paper by the trainer to note these contributions from the participants facilitates responses and their perception of conflict. It will assist the trainer for further clarification and discussion. The trainer is advised to be creative to provide inclusive participation and opportunity for broad perspectives from the participants.

Step 2: Use of graphics and Diagrams through Multimedia slide presentations or pasted on a flipchart board to boost participatory learning action is encouraged. It gives opportunity for further interaction, questions and discussions.

Step 3: The use of case studies provides practical examples which helps in deepening the understanding of the participants especially in discussions about the types of conflict. This will further be complemented by the use of graphic illustrations. Participants should be encouraged to provide case studies, which serve as discussion points and also the ability of the trainer to evaluate the level of understanding and feedbacks of the participants in this session

Step 4: Breaking the participants into groups of not more than 5 is encouraged for the simulated exercise provided in the handout. This highlights two key advantages of smaller group discussions and contributions and also informal opportunities for participants to discuss the key points of the session. The exercise of each group is recorded in a flipchart paper and presented to the plenary. The trainer should be cautious of managing time at the group exercise (20 minutes) and the presentation (10minutes) to provide equal opportunity for all groups to make their presentation at the plenary.


Step 5: Opportunity for questions and comments as a wrap up of the session is necessary to reflect on key points of the session and share experiences.

TRAINERS HANDOUT: UNDERSTANDING CONFLICT

What is Conflict?

Conflict is an inevitable fact of life; it is a phenomenon that is innate to every society irrespective of whether the outcome is violent or not. Generally, conflict tends to be understood as a negative phenomenon synonymous with violence, but this is not always the case. The paradox of conflict is that it is dual force that can divide or bind relationships.3 The ambivalence of is rooted in the same primary challenge conflict resolvers face – coming to terms with the nature of conflict. It may be viewed as a feeling, a disagreement, a real or perceived incompatibility of interests, inconsistent worldviews, or a set of behaviours.4

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that can divide or bind relationships.3 The ambivalence of is rooted in the same primary challenge conflict resolvers face – coming to terms with the nature of conflict. It may be viewed as a feeling, a disagreement, a real or perceived incompatibility of interests, inconsistent worldviews, or a set of behaviours.4

Conflict has been defined as a relationship between two or more parties (individuals or groups) who have, or think they have incompatible goals.5 It is

1. Babu Ayindo and Janice Jenner, 2008. Training of Trainers manual: Conflict Transformation and Peace building in Rwanda, June 2008, Center for Justice and Peace building

2. Bernand Mayer, “The Dynamics of Conflict Resolution”, Jossey-Boss. San Francisco. 2000

5 Simon Fisher et al, “Working with Conflict”, Zek Books. London. 2005.

Positive Outcome/ Reinforced Relationship

Negative Outcome/Divided Relationship

Conflict

Disagreem

ent Disagreem

ent

Neutral Threshold of conflict

Negative

Action/Reaction

Positive A

ction/Reaction

Fig 1: A graphic illustration of Conflict

Conflict has been defined as a relationship between two or more parties (individuals or groups) who have, or think they have incompatible goals.5 It is also defined as a struggle between 2 or more parties, over values, claims to status, power and resources in which the aims of the opponents are not only to gain the desired values but also to neutralize, injure or eliminate the rivals.6 This definition of conflict highlights possible causes of conflict (values, beliefs, power, scarce status or resources). The determinant of a specific

3 Babu Ayindo and Janice Jenner, 2008. Training of Trainers manual: Conflict Transformation and Peace building in Rwanda, June 2008, Center for Justice and Peace building

4 Bernand Mayer, “The Dynamics of Conflict Resolution”, Jossey-Boss. San Francisco. 2000

5 Simon Fisher et al, “Working with Conflict”, Zek Books. London. 2005.

6 Coser, L., 1967. Continuities in the study of social Conflict, New York: free Press


action to satisfy an interest by conflicting parties towards actualizing their goal in a conflict context is significantly influenced by certain elements that shape their perception and behavioral interaction. These elements shapes the actions or responses from conflicting parties which directs a conflict situation to either a positive constructive outcome or a negative destructive outcome of violence. These elements include sex, education, class, peer influence, religion, culture, family background e.t.c.

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also defined as a struggle between 2 or more parties, over values, claims to status, power and resources in which the aims of the opponents are not only to gain the desired values but also to neutralize, injure or eliminate the rivals.6 This definition of conflict highlights possible causes of conflict (values, beliefs, power, scarce status or resources). The determinant of a specific action to satisfy an interest by conflicting parties towards actualizing their goal in a conflict context is significantly influenced by certain elements that shape their perception and behavioral interaction. These elements shapes the actions or responses from conflicting parties which directs a conflict situation to either a positive constructive outcome or a negative destructive outcome of violence. These elements include sex, education, class, peer influence, religion, culture, family background e.t.c.

6 Coser, L., 1967. Continuities in the study of social Conflict, New York: free Press

Orange -Source of conflict

I want the Orange!

I want the Orange

Interest

Interest

Goal

Goal

Education

Culture

Age

Family

Religion

Peers

Class

Sex

Fig 2: A Graphic Illustration of conflict dynamics

Conflict may suggest to us an idea or picture of struggle, but then, it is not in every case of conflict that opponents are eliminated/injured. Conflict could be constructive in the sense that it is seen as a positive part of development and other change process, for example, protest, disagreements can be resolved without resort to the use of violence, which may lead to an improved situation. Also, for conflict to be termed “violent”, parties in disagreements or competition go beyond seeking to attain their goals peacefully and then try to dominate, damage or destroy the opposing parties’ ability to pursue their own interests. The use of force, physical damages, and human causalities are the characteristics of a conflict that is “violent”.

Types of Conflict:

Intra Personal Conflict: Is a type of conflict that occurs within a person. It is the inner struggles or internal pressures that influence choices and responses from an individual, which could lead to a positive or negative outcome. Examples include choice of cloths to wear, a course to choose, and action to take over perceived negative response e.t.c. This type of conflict therefore becomes the basic step to how a conflict develops/evolves to affect the life of a person and his/her environment.

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Conflict may suggest to us an idea or picture of struggle, but then, it is not in every case of conflict that opponents are eliminated/injured. Conflict could be constructive in the sense that it is seen as a positive part of development and other change process, for example, protest, disagreements can be resolved without resort to the use of violence, which may lead to an improved situation. Also, for conflict to be termed “violent”, parties in disagreements or competition go beyond seeking to attain their goals peacefully and then try to dominate, damage or destroy the opposing parties’ ability to pursue their own interests. The use of force, physical damages, and human causalities are the characteristics of a conflict that is “violent”.

Types of Conflict:

Intra Personal Conflict: Is a type of conflict that occurs within a person. It is the inner struggles or internal pressures that influence choices and responses from an individual, which could lead to a positive or negative outcome. Examples include choice of cloths to wear, a course to choose, and action to take over perceived negative response e.t.c. This type of conflict therefore becomes the basic step to how a conflict develops/evolves to affect the life of a person and his/her environment.

Influencers of Confl ict Action/Reaction

Fig 2: A Graphic I l lustration of conflict dynamics

Conflicting Choices

How Much?

What?

What Time? Why?

When?

When? Fig 3: A Graphic I l lustration of Intrapersonal conflict

Fig 3: A Graphic Illustration of Intrapersonal conflict

Influencers of Conflict


Inter Personal Conflict: A type of conflict, which occurs between two or more individuals or small group of people. Examples include; conflict between husband and wife, employer and employee. It is usually caused by incompatible goals or in an attempt to pursue one’s interest at the detriment of another. Here perception plays an important role. (Refer to Fig 2)

Intra Group Conflict: A type of conflict that happens within common group(s) bound by religion, ethnic religious, ethnicity or politics, profession e.t.c Examples are conflict within a Town Development Association, Christian association e.t.c.

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Inter Personal Conflict: A type of conflict, which occurs between two or more individuals or small group of people. Examples include; conflict between husband and wife, employer and employee. It is usually caused by incompatible goals or in an attempt to pursue one’s interest at the detriment of another. Here perception plays an important role. (Refer to Fig 2)

Intra Group Conflict: A type of conflict that happens within common group(s) bound by religion, ethnic religious, ethnicity or politics, profession e.t.c Examples are conflict within a Town Development Association, Christian association e.t.c.

Inter Group Conflict: A type of conflict occurring between large organized social or identity groups. For example; associations versus associations, villages versus villages, family versus family.

Intra Group Conflict

Same Vision Common Association

Incompatible Goals Conflicting Interests

Fig 4: A Graphic I l lustration of Intra Group Conflict

Fig 4: A Graphic Illustration of Intra Group Conflict

Inter Group Conflict: A type of conflict occurring between large organized social or identity groups. For example; associations versus associations, villages versus villages, family versus family.

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Intra National Conflict : Are conflicts involving different groups within a nation. This could be inter-ethnic, inter-religious, or competition for resources, as manifested in the sharing of revenue in the country.

Incompatible goals

Conflicting Interests Different

Affi l iation ation

Differing Vision

Fig 5: A Graphic I l lustration of Inter Group Conflict

�

� Incompatible Goals

Different Affi l iations

Conflicting Interests Differing Vision

�

�

�

� Fig 6: A Graphic I l lustration of Intra National Conflict

Federal Republic of Ghana

Fig 5: A Graphic Illustration of Inter Group Conflict

Intra National Conflict: Are conflicts involving different groups within a nation. This could be inter-ethnic, inter-religious, or competition for resources, as manifested in the sharing of revenue in the country.


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Intra National Conflict : Are conflicts involving different groups within a nation. This could be inter-ethnic, inter-religious, or competition for resources, as manifested in the sharing of revenue in the country.

Incompatible goals

Conflicting Interests Different

Affi l iation ation

Differing Vision

Fig 5: A Graphic I l lustration of Inter Group Conflict

�

� Incompatible Goals

Different Affi l iations

Conflicting Interests Differing Vision

�

�

�

� Fig 6: A Graphic I l lustration of Intra National Conflict

Federal Republic of Ghana

Fig 6: A Graphic Illustration of Intra National Conflict

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International Conflict: A type of conflict between nations, this could be for ideological reasons, territorial claims or political competition.

Simulated Exercise

Select any country of your choice in West Africa and identify a familiar conflict in the community or region or specifically in your own community or country as a case study. Describe the conflict and the type of conflict. Also state your observations as regards the nature of the conflict.

Key Session Reminders:

Conflict has been defined as a relationship between two or more parties (individuals or groups) who have, or think they have incompatible goals. Conflict is inevitable part of human existence. The outcome of conflict is influenced by class, religion, culture, sex, age, family e.t.c

� � � � � �

Incompatible Goals – Bakassi Peninsula

Conflicting Interests

Different Countries

Fig 7: A Graphic I l lustration of International Conflict

Fig 7: A Graphic Illustration of International Conflict

Simulated Exercise

Select any country of your choice in West Africa and identify a familiar conflict in the community or region or specifically in your own community or country as a case study. Describe the conflict and the type of conflict. Also state your observations as regards the nature of the conflict.


Conflict has been defined as a relationship between two or more parties (individuals or groups) who have, or think they have incompatible goals. Conflict is inevitable part of human existence. The outcome of conflict is influenced by class, religion, culture, sex, age, family e.t.c

Types of conflict include intra personal, inter personal, intra group, inter group, intra national and international conflict.

Further References:

1. Babu Ayindo and Janice Jenner, 2008. Training of Trainers manual: Conflict Transformation and Peace building in Rwanda, June 2008, Center for Justice and Peace building


2. Coser, L., 1967. Continuities in the study of social Conflict, New York: free Press

3. Mullins, L., 1995. Management and Organisational Behaviour, Allahabad: Wheelers Publication Company, ltd.

4. Deutsh, M., 1973. “Conflicts: Productive and Destructive”. In Conflict Resolution Through Communication. Ed. By F.E. Jandt, New York.

5. Robert North, “Conflict- The Political Aspects” in Encyclopedia of the Social Sciences, Vol. 4-5

SESSION 2: THEORETICAL FOUNDATION OF CONFLICT

Time Guide: 300 minutes/5 Hrs

Tips for Trainer:

Step 1: The trainer begins with an interactive session to determine participants understanding of a ‘theory’. It provides opportunity for clarity and the importance of theory as reference in explaining causative factors of conflicts.

Step 2: Brainstorm is utilized by the trainer to give participants opportunity to identify one significant cause of conflict within their community using stick up papers. These papers are pasted on a flipchart paper, which sets the stage for an interactive session to the understanding of causes of conflict theories.

Step 3: The use of case studies is relevant to enhance the understanding of the participants on the basic factors that trigger conflict and the essence of grouping the causes of conflict under basic theories, to deepen their knowledge and versatility.

Step 4: Breaking the participants into groups of not more than 5 is encouraged for the simulated exercise provided in the handout. This highlights two key advantages of smaller group discussions and contributions and also informal opportunities for participants to discuss the key points of the session. The exercise of each group is recorded in a flipchart paper and presented to the plenary. The trainer should be cautious of managing time at the group exercise (20 minutes) and the presentation (10minutes) to provide equal opportunity for all groups to make their presentation at the plenary.

Step 5: Opportunity for questions and comments is encouraged. It enables participants/trainers to further discuss and clarify any misunderstood aspects of the session.

TRAINERS HANDOUT: THEORETICAL FOUNDATIONS OF CONFLICT

Understanding the Theoretical Foundations of the Causes of Conflict

This refers to the various theories used in analyzing the causes of conflict. These theories provide framework for understanding the manifestation of conflict as well as the conditions under which conflict occur. Despite the differences, the theories share cross cutting linkages which sometimes lead to a combination of more than one or all the theories in given conflict context leading to complex conflict situations with multiple manifestations and implications to peace and security. These theories include

1. Human Needs Theory

2. Political Theory


3. Relational Theory

4. Transformative Theory

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leading to complex conflict situations with multiple manifestations and implications to peace and security. These theories include

1. Human Needs Theory

2. Political Theory

3. Relational Theory

4. Transformative Theory

1. Human Needs Theory:

It states that deprivation of individuals and community’s access to the means of satisfying their basic human needs is behind all violent conflict. The tension between deprivation and potentials to satisfy these deprivations is at the core of conflict. Basic human needs are divided into physical, psychological and value based. Subsumed under this theory is the question of satisfying the need for resources (i.e. shelter, land, food, clothing), identity, recognition, rights, love, association, beliefs e.t.c. These needs are regarded as universal rights of every

Hum

an Need

Theory

Relational Theory

Political Theory

Transformative

Theory

Theoretical Foundation of the Causes of Conflict

Fig 8: A Graphic I l lustration of Causes of Conflict Theory Framework

Fig 8: A Graphic Illustration of Causes of Conflict Theory Framework

1. Human Needs Theory:

It states that deprivation of individuals and community’s access to the means of satisfying their basic human needs is behind all violent conflict. The tension between deprivation and potentials to satisfy these deprivations is at the core of conflict. Basic human needs are divided into physical, psychological and value based. Subsumed under this theory is the question of satisfying the need for resources (i.e. shelter, land, food, clothing), identity, recognition, rights, love, association, beliefs e.t.c. These needs are regarded as universal rights of every individual which when denied have consequences to his/her continued ability to exist and achieve set goals. It is the composite foundation that drives human existence and societal equilibrium. It is irrepressible and seeks satisfaction irrespective of how a societal regime seeks to suppress or manipulate it. A forceful suppression leads to violent response in a bid to acquire access to these needs. Lack of access not necessarily the unavailability of satisfiers of needs is a major catalyst to violent expression of conflict. The position of human needs theory is similar to that of frustration-aggression and Relative Deprivation theory. Its main assumption is that all humans have basic needs, which they seek to fulfill, and that the denial and frustration of these needs by other groups or individuals could affect them immediately or later, thereby leading to conflict4. The subsets of human needs theory- physical, psychological and value- constitute the relative drivers of various degrees of conflict. These provide both tangible and intangible reasons for the exacerbation of violent conflicts.7

7 “Developing Capacity for Conflict Analysis and Early Response: A Training Manual”. Unpan1.un.org/intradoc/groups/public/documents/un/unpan011117.pdf


Fig 9: A Graphic Illustration of the elements in Human Needs Theory

2. Political Theory:

This theory assumes that the State is the sole context where various groups or individuals are competing to take advantage of others. They often believe that they will only gain access to the State when others are eliminated or disabled. Power is at the center of political conflict. It is perceived to be a critical currency for the gratification of dignity, recognition, freedom e.t.c. often contested for by groups. Another assumption of this theory is that anarchical international systems based on competing national interests are either behind violent intra/inter state conflicts or fuel the conflicts once they erupt. It is a contingent result of pyscho-political dynamics of misperceptions and identity crisis of political leaders; pyscho-political pathologies of men and women leaders have taken nations to senseless wars. Especially important in this regard is the coercive power the political elite are willing to employ. The more dominant the political system in social affairs, the more social conflict swirls around the extensions of government control. Whether in fact the


conflict will be manifest is another question. This depends on the force and terror the elite are willing to employ. Repression raises the costs of opposition. The increase in the use of force signals a decrease in legitimacy.8

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Self Interest

Society Political Class

Bourgeois

Power

State

National Interest

Polit ical Conflict

Corruption Bad Governance

Weak Democracy

National/ Human Security

Good Governance Strong Democracy

Accountabil ity

Fig 10: A Graphic I l lustration of the Polit ical Theory in Causes of Conflict. © Ifeanyi Okechukwu

Fig 10: A Graphic Illustration of the Political Theory in Causes of Conflict. © Ifeanyi Okechukwu

8 R.J. Rummel, “ Understanding Conflict and War: Vol.2: The Conflict Helix”.


3. Relational Theory:

It attempts to understand ethnic or identity based conflicts that have overwhelmed a number of countries. Why do people resent those who are different from them? At the sociological level it is proven that differences challenges one’s identity formation process. From perceiving oneself as the centre of the world, the presence of another person or group challenges one to rethink this identity as sharing the centre with another person. Political economy helps to understand the tension between groups. It shows that groups who share a common resource are likely to engage in violent conflict more than groups who do not. Scrambling for limited shared resources can lead groups to want to eliminate, injure, or neutralize the other. History of the groups and their relationship can also explain the way they interact. Violent historical relation can perpetuate the divide and may entrench the dehumanization of the other. Common indicators of social divide among groups include stereotypes and prejudice. Relational theory makes the following assumptions:

» Conflict is as result of different men and women and/or groups with differing cultural orientations, values and interests

» Conflict is innate in the nature of men and women and therefore characterizes the way they behave while interacting with others.

» Conflict is a consequence of poor communication or miscommunication and misperception

» “Otherness” resulting from the natural discomfort of encountering people or groups different from self or one’s group can lead to conflict

» Groups tend to protect their boundaries for fear of losing their identity or being invaded by other groups

» On group perceiving one or several of their inter-relationships with other groups as illegitimate; e.g. indigene vs. settler conflicts

» History of shared memory of groups influences the way they perceive and interact with others

» Conflict generated from individual or group interaction include stereotype and prejudice, miscommunication, xenophobia, symbols e.t.c.


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• On group perceiving one or several of their inter-relationships with other groups as illegitimate; e.g. indigene vs. settler conflicts

• History of shared memory of groups influences the way they perceive and interact with others

• Conflict generated from individual or group interaction include stereotype and prejudice, miscommunication, xenophobia, symbols e.t.c.

Xenophobia

Prejudice

Stereotype

Culture

History

Gender

Ethnicity

Relational Conflict

Citizen A Citizen B

Citizen C

Fig 11: A Graphic Illustration of Relational Theory in Causes of Conflict. © Ifeanyi Okechukwu

4. Transformative Theory:

It states that conflict is caused by systemic and structural injustice and inequality expressed by competing social, cultural, economic, religious and political frameworks. Structural factors also encompass tangible or symbolic resources like traditional institutions, beliefs, practices, government institutions and laws. Transformative conflict is exacerbated by the tension between the demand for change and the resistance of the structures and institutions to the demand for change. Conflict is a consequence of the way some societies are structured. These are often slow to change. They are sometimes static while demographic, environmental, economic, social changes are taking place. The tension between static institutions and structures and the dynamic change process in people, perceptions, the environment, etc, is a source of conflict. For example, while population increases, institutions that provide social services remain the same. The pressure of population demand for change exacerbates a push and pull factor that leads to tensed demand for accelerated change to existing slow or static systems and structures. In Africa this has led to the emergence of proximate conditions that trigger or accelerate violent conflicts in societies.

Blurred Circle of Relationship


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4. Transformative Theory:

is exacerbated by the tension between the demand for change and the resistance of the structures and institutions to the demand for change. Conflict is a consequence of the way some societies are structured. These are often slow to change. They are sometimes static while demographic, environmental, economic, social changes are taking place. The tension between static institutions and structures and the dynamic change process in people, perceptions, the environment, etc, is a source of conflict. For example, while population increases, institutions that provide social services remain the same. The pressure of population demand for change exacerbates a push and pull factor that leads to tensed demand for accelerated change to existing slow or static systems and structures. In Africa this has led to the emergence of proximate conditions that trigger or accelerate violent conflicts in societies.

Simulated Exercise

Transformative

Conflict

Transformative

Conflict

Demand for Change

Resistance to Change

Resistance to Change

Systems/ Structures

Demand for Change

Fig 12: A Graphic I l lustration of Transformative Theory in Causes of Conflict. © Ifeanyi Okechukwu

Fig 12: A Graphic Illustration of Transformative Theory in Causes of Conflict. © Ifeanyi Okechukwu

Simulated Exercise

As part of an ongoing ECOWAS peer review mechanism on peace and security in Nigeria, Mali, Cote D’Ivorie, Niger and Ghana, you have been selected as member of the expert panel to perform this assessment. Your first task is to choose a country of choice among the identified country and give a background of its conflict context. Also justify your background with one or more of the causes of conflict theory.


The theoretical Foundations of the cause of conflict include:

The Human Needs Theory which states that the denial of basic human needs hampers the actualization of the potentials of groups and individuals, subsequently leading to or states that all humans have basic human needs which they seek to fulfill and that the denial of these needs by other individuals or groups could affect them immediately or later, thereby leading to conflict.

Relational Theory: Attempts to provide explanations for violent conflict between groups by exploring sociological, political, economic and historical relationships between such groups.

Political Theory propounds that the State is synonymous with power and therefore individuals and groups compete to gain access to the State by eliminating or disabling others.

Transformative Theory: Assumes that conflict is caused by real problems of inequality and injustice expressed by competing social, cultural and economic frameworks.

Fig 12: A Graphic Illustration of

Transformative Theory

in Causes of Conflict. ©

Ifeanyi Okechukwu


Further Reference:

1. Cohen, Percy S., 1968. Modern Social Theory. London: Heinemann

2. Faleti, Stephen Ademola, Peace and Conflict Studies Programme, Institute of African Studies, University of Ibadan in Shedrack Gaya Best, 2006. “Introduction to Peace and Conflict studies in West Africa, Spectrum Books ltd. Ibadan Nigeria.

3. Heinrich Boll Stiftung Nigeria, “Capacity for Peacebuilding: An Introductory Manual”, 2008.

4. Rosati, J., et al. 1990. “ A Critical Assessment of the Power of Human Needs in World Society”, in Burton J. and Dukes, F., “Conflict: Human Needs Theory”, 1990.

5. Fisher, S., et al. 2000. “Working with Conflict: Skills and Strategies for Action”, Zed books.

SESSION 3: PEACEBUILDING: A SYSTEMS AND STRUCTURAL VIEW

Time Guide: 240 Minutes/4 Hrs

Tips for Trainer:

Step 1: The trainer introduces the session in Plenary by reflecting on the meaning of peace building with the participants, using multimedia projector to further enhance the understanding of the participants. The participants are encouraged to give examples from their environment or country, which will increase interaction and deepen their understanding of the session.

Step 2: A multimedia presentation on peace building activities, provides improved knowledge for the participants. Using case studies, the trainer gives the participants the opportunity to interact and brainstorm on what peace building entails. Key points of the brainstorm session are highlighted on the flipchart paper.

Step 3: Group Exercise: The participants are divided into groups of not more than 5 persons to work on the simulated exercise for 20minutes. Their responses are presented by a Rapporteur nominated by each group to present their exercise to plenary for 5minutes.

Step 4: Questions and Comments provide an opportunity for the participants and trainer to discuss and clarify any misunderstood aspects of the presentation or the session as a whole.

TRAINERS HANDOUT: PEACEBUILDING: A SYSTEMS AND STRUCTURAL VIEW

What is Peacebuilding?

Peace building is defined as …employment of measures to consolidate peaceful relations and create an environment, which deters the emergence or escalations of tensions which may lead to conflict.9 Peace building assumes that conflict is a natural part of human existence and that the goal is to transform the destructive ways we deal with conflict to lead to more constructive outcome.10 It is a collective term used to describe all activities and actions taken towards strengthening peace, while preventing a future relapse to conflict. It usually involves restructuring while advancing measures toward harmony. Peace building is a long-term process that covers all activities intended to build, promote peace and overcome violence. Its

9 International Alert. 1996. Resource Pack for Conflict Transformation. Parts I-V, London.

10 Caritas International. 2002. Peacebuilding: A Caritas Training Manual. http://www.caritas.org/upload/pea/peacebuilding_1.pdf


overall aim is to prevent violent outbreaks of conflicts or to make a sustainable transformation of violent conflict into peaceful actions.

Peace building measures aim to prevent conflict from re-emerging through the creation of mechanisms that enhance co-operation and dialogue among different identity groups, these measures can help parties manage their conflict of interests through peaceful means. This might include building institutions that provide procedures and mechanisms for effectively handling and resolving of conflict. 11 Peace building seeks to prevent, reduce, transform and help people recover from violence in all forms, even structural violence that has not yet led to massive civil unrest, as well as empower people to foster relationships at all levels that sustain them and their environment.

Approaches to Peacebuilding

Fundamentally there are different opinions about how peacebuilding should be approached. One approach categorizes peacebuilding into prescriptive and elicitive approach.

In a prescriptive model, a peacebuilding process works through a top-bottom approach to intervene in specific issue. The solution or strategy for change wholly depends on an ‘outside’ expert who utilizes his/her skills and techniques to proffer alternate solutions to the conflict without major recourse to the prevailing techniques or opportunities in the target community.

Elicitive model, on the other hand, addresses conflict through a popular participatory process, thereby giving target communities’ opportunity to utilize existing local resources to resolve their conflict or bring about sustainable peace and development. This fundamental difference has critical implications on the basic features of both approaches. Those basic features are summarized in the following table:

Prescriptive Elicitive

Peacebuilding as capacity transfer Peacebuilding as discovery and creation

Resource: wholly the knowledge and model of the intervener or ‘outside expert’

Resource: within the target community

Peacebuilding as content oriented: Top-down approach and technique

Peacebuilding as process-oriented: Bottom-up approach. Participate in model creation

Empowerment as learning new ways and strategies for facing conflict

Empowerment as validating and building from the context

Intervener as expert, model and facilitator Intervener as facilitator or catalyst

Culture as technique Culture as foundation

Another approach by the Institute of Multi-Track Diplomacy (IMTD) argues that there are 3 broad types of Peace building: 12

a. Political Peace building: Is about agreement and legal issues and includes formal negotiations, diplomacy, etc.;

11 SAIS. The Conflict Management Toolkit. The Conflict Management Program, John Hopkins University. http://cmtoolkit.sais.jhu.edu/

12 John McDonald. The Institute of Multi track Diplomacy. http//imtd.org/cgi-bin/imtd.cgi


b. Structural Peace building: Is about infrastructures and includes building economic, military, social and cultural systems that support a culture of peace through activities such as voter education, disarming a warring parties, police training, building schools and good governance;

c. Social Peace building: Is about relationships and includes dealing with feelings, attitudes and opinions, belief and values through dialogue processes, community –building activities and training.

More so, it is pertinent to state that relationships are a form of power or social conflict. When people connect and form relationships, they are more likely to cooperate together to constructively address conflict. As peace building is not only for post-war societies, peace building needs to take place in all societies as a way to prevent violence and satisfy human needs.

Advocating for Change

• Human Rights and Social Justice Advocacy

• Non Violent direct Action

Building Capacity

• Training and Education

• Economic, Political and Social Development

Reducing Direct Violence

• Legal and Justice systems

• Humanitarian Assistance

• Peacekeeping

• Early Warning

Transforming Relationship

• Trauma Healing

• Conflict Transformation

• Restorative Justice

• Governance and Policy Making

Circle of Peacebuilding

Fig 13: A Graphic Illustration of the Map of Peacebuilding. Adapted from the “The Little Book of Peacebuilding”, by Lisa Schirch

The Structural View of Peacebuilding

It is a transformative process of changing structures of violence to structures of peace. The structural view of peace building focuses on the social conditions that foster violent conflict. Stable peace is built on social, economic and political foundations that serve the needs of the populace. In many circumstances,


the roots causes of conflict are found in the system, which are complex and includes, unequal land distribution, environmental degradation and unequal political representation13, if these social problems are not addressed, there can be no lasting peace. In other to establish durable peace, parties must analyze the structural causes of conflict and initiate social structural change.

The promotion of substantive and procedural justice through structural means typically involves institution building and strengthening of civil society14, however, peace building initiatives aim to promote non-violent mechanisms that eliminate violence, foster structures that meet basic human needs, and maximize public participation.

For sustainable peace, democratization has been figured out as a way to creating these sorts of peace- enhancing structures as democratization seeks to establish legitimate and stable political institutions and civil liberties that allow for meaningful competition for political power and broad participation in the selection of leaders and polices. 15

Structural change can also be economic. Many are of the view that economic development is integral to preventing future conflict and avoiding a relapse into violence.16 Economic factors that put societies at risk include unemployment, food scarcity and lack of access to natural resources or land. Also, social structural changes aim to eliminate the structural violence that arises out of a society’s economic system. These economic and social reforms include economic development programs, health care assistance, land reform, social safety nets and programs to promote agricultural productivity11.

Peacebuilding Spectrum 17

Peacebuildilng entails a broad spectrum of systems and processes engaged at specific times under specific context with the goal of furthering the transformation of conflict and development within a target community. The application of each system is dependent of the level of systemic or structural dysfunction that lead to destabilizing conflict in a given community/society. The major categories in this spectrum include preventive peacebuilding, peacekeeping, peacemaking, post conflict peacebuilding.

» Preventive Peacebuilding: Preventive Peacebuilding can be defined as the totality of measures adopted to avert the escalation of conflict or the eruption of violent conflict, using a multi-tool approach. These approaches include preventive diplomacy, early warning/response, facilitated dialogue, negotiation, Joint community problem solving, group dialogues e.t.c.

» Peacekeeping: Peacekeeping is defined as the deployment of a neutral third party security force with the consent of belligerents. It can also be defined as the monitoring and enforcement of a comprehensive peace agreement by intergovernmental body such as ECOWAS Monitoring Group (ECOMOG), the AU Standby Force e.t.c. It facilitates the supervision and verification of agreement by conflicting parties and supervises confidence-building activities. The functions/tasks associated with peacekeeping are centred on the protection of civilians; the provision of basic necessities; the rebuilding of social and political institutions; and the organizing and monitoring of sections. Some of the approaches embarked within this level include military/civilian peacekeeping, DDR, fact finding, transitional/retributive Justice (especially war crimes under the Geneva Convention), humanitarian aid, demilitarized zone e.t.c.

» Peacemaking: Peacemaking is intervention designed to end hostilities and bring about an agreement using diplomatic, political and military means as necessary. If conflict has gone unresolved, it is not because techniques for peaceful settlement were unknown or inadequate.

13 Henning Hangerudbradten, “Peace building: Six Dimensions and two Concepts; “Institute to Security Studies. (available at http://www.iss.co.za/Pubs/ASR/TNOC/Peacebuilding.html)

14 Lederach, John Paul, 1997. Building Peace: Sustainable Reconciliation in Divided Societies, United State Institute of Peace, Washington DC

15 SAIS. Opcit

16 SAIS. Opcit

17 Lydia Umar et al. 2008. Capacity for Peacebuilding: An Introductory Manual. Nigeria. Heinrich Boll Stiftung


The fault lies first in the lack of political will of parties to seek solution to their differences and also lack of leverage at the disposal of a third party. Peacemaking strengthens platforms that provide greater unity among conflicting parties with opportunities for negotiation to settle disputes and if all the parties to a dispute so request, make recommendations to the parties for a pacific settlement of the dispute. Approaches engaged in peacemaking include confidence and trust building, negotiation, mediation, transitional justice, peace conferences, civilian peace monitoring arms control agreements and arms proliferation control e.t.c.

» Post Conflict Peacebuilding: Post conflict Peacebuilding. Peacemaking and peacekeeping operations to be truly successful, must be followed by a comprehensive effort to identify and support structures which will tend to consolidate peace and advance a sense of confidence and well being among the people. Through agreements ending civil strife, these may include disarming the previously warring parties and the restoration of order, the custody and possible destruction of weapons, repatriating refugees, advisory and training support for security personnel, monitoring elections, advancing efforts to protect human rights, reforming or strengthening governmental institutions and promoting formal and informal processes of political participation. The aftermath of war, post conflict peacebuilding may take the form of concrete cooperative projects which link the previously conflicting parties in a mutually beneficial undertaking that not only contribute to economic and social development but also enhance the confidence that is so fundamental to peace.

39

Preventive Peacebuilding

Peacekeeping

Peace Making

Post Conflict Peacebuildling

Negotiation

Confidence Building

Peace Conferences

Military/ Civilian peacekeeping

Fact Finding

Humanitarian aid

Early Warning

Preventive Diplomacy

Facil itated dialogue

DDR

Polit ical Reforms

Economic and Social Development

Fig 14: A Graphic I l lustration of the Spectrum of Peacebuilding adapting the concept of Peace Flower© Ifeanyi Okechukwu

Peacebuilding O

ptions

Fig 14: A Graphic Illustration of the Spectrum of Peacebuilding adapting

the concept of Peace Flower© Ifeanyi Okechukwu

The Concept of ‘Proventive’ Peacebuilding 18

‘Proventive’ peacebuilding is a concept popularized by the West Africa Network for Peacebuilding. The concept suggests that an effective peacbuilding requires a proactive approach to transform structures and systems that initiate or foster conflict in communities. When conflicts occur, it results in heavy material and

18 Lydia Umar. Op cit


human casualties. These destabilizing impacts often leaves the community traumatized and sometimes protracts any opportunity for cooperation and inclusive participation of conflicting parties to a rebuilding process. When ‘Proventive’ peacebuilding approaches are seen as a continuous action that needs to be sustained, it strengthens platforms and ‘culture’ of conflict management that reduces vulnerability to violence and destruction. Thus it is cheaper and more efficient in addressing the problem of violence and wars.

Simulated Exercise (Instability in the Islamic Republic of Ulak)

On January 17, 2014, fighters from the National Coalition for the Freedom of Northern Ulak (NCFNL) attacked the towns of Pedan, Hega, and Pasha in Northern Vula. The NCFL rebellion, like other reflected long held grievances and bitter historical memories among some ethnic minorities in the country. Rebel Fighters felt that post colonial Ulak had marginalized and victimized ethnic minorities. The NCFL dreamed of seceding and founding an independent state, comprising the northern towns of Ulak.

Even before the rebellion broke out, a confluence of problems, ranging from longstanding communal grievance to official corruption and complicity in drug smuggling and perhaps militant activity as well, had weakened the Ulak State. Despite a much-lauded democratic transition in 1998 and a decade of multiparty elections, many ethnic minorities at Northern Ulak viewed the state and the political class with apathy or disdain. In early December 2013, sporadic fight broke out between the NCFNL and the Ulak soliders which triggered violent protests by Ulak indigenes for a referendum to official secede as an independent country. (Adapted and modified from Institute for the Study of Islamic Thought in Africa (ISITA) working papers series, “A Handbook on Mali’s 2012 – 2013 Crisis. Alexander Thurston.)

Yours Task:

As a peacebuilding expert what peacebuilding, option will you recommend. Justify your recommendation with further analysis that reflects an effective peacebuilding structure for the State.

Key Session Reminders

Peace building is a long-term preventive, post-hostility measures or strategies to remove the internal causes of conflict and to strengthen structural stability in a country against the threat of or renewal of civil war. It can also be seen as initiatives that are designed to prevent the eruption or return of armed conflict by strengthening national capacities at all levels for conflict management and to lay the foundations for sustainable peace and development. 19

Approaches to peacebuilding include:

A prescriptive model that works through a top-bottom approach to intervene in specific issue.

Elicitive model that addresses conflict through a popular participatory process, thereby giving target communities’ opportunity to utilize existing local resources to resolve their conflict or bring about sustainable peace and development

Structural Peace building is a transformative process of changing structures of violence to structures of peace.

19 Conceptual basis for peace building for the UN system adopted by the Secretary- General’s Policy Committee in May 2007


Peacebuilding Spectrum include

Preventive Peacebuilding, which is the totality of measures, adopted to avert the escalation of conflict or the eruption of violent conflict, using a multi-tool approach

Peacekeeping defined as the deployment of a neutral third party security force with the consent of belligerents

Peacemaking designed to end hostilities and bring about an agreement using diplomatic, political and military means as necessary

Post Conflict Peacebuilding designed to identify and support structures, which will consolidate peace and advance a sense of confidence and well being among the people

Further References:

1. Caritas International, 2002. Peace building: A Caritas Training Manual; also available at http://www.caritas.org/upload/pea/peacebil-ing_1.pdf.

2. International Alert, 1996. Resource Pack for Conflict Transformation, Parts I-V, London

3. SAIS, “The Conflict Management Toolkit Approach”, The Conflict Management Program, John Hopkins University. (available at http://cmtoolkit.sais.jhu.edu/)

4. Lisa Schirch, 2005. “The Little Book of Strategic Peace building, Good books.

5. John McDonald, The Institute of Multi-Track Diplomacy, http://imtd.org/cgi-bin/imtd.cgi

6. Henning Hangerudbradten, “Peace building: Six Dimensions and two Concepts; “Institute to Security Studies. (available at http://www.iss.co.za/Pubs/ASR/TNOC/Peacebuilding.html)

7. Lederach, John Paul, 1997. Building Peace: Sustainable Reconciliation in Divided Societies, United State Institute of Peace, Washington DC.

8. Michael Lund, “A tool box for responding to Conflict and building peace”, “ In Peace building : A Field Guide, Luc Reychler and Thania Paffenholz, eds. (Boulder, Coloradi Lynne Reinner Publishers, Inc. 2001).

9. Robert Ricigliano, 2010. “System Peace building: Implications for Teaching and Practice, June 28, 2010, Non-violent Civic Action Around the World, University of Wiscosin, milwankee robr, @uwn.edu.

10. Donella Meadows in Robert Ricigliano, 2010

11. Louise Diamond, 1997. A System’s approach to Peace building

12. Conceptual basis for peace building for the UN system adopted by the Secretary- General’s Policy Committee in May 2007.

13. Christie, D.J. et. al., 2001. Peace, Conflict and Violence: Peace Psychology for the 21st century. Englewoods Cliffs, New Jersey: Prentice –Hall.

14. Lydia Umar, Naomi Akpan-Ita, Roselyn Oneyegbula, Ese Ajuyah, Ifeanyi Okechukwu, Rev.Bitrus Dangiwa, Muh’d Sani Isah. 2008. Capacity for Peacebuilding: An Introductory Manual. Nigeria. Heinrich Boll Foundation Nigeria.

Module 2Analysis of Conflict and

Peacebuilding

www.ric.edu

WANEP • Module 2 - Analysis of Conflict and Peacebuilding 24

Contents:

» Session 1: Overview of Conflict Analysis

» Session 2: Tools of Conflict Analysis

» Session 3: Conflict Sensitive Approach to Peacebuilding/Aid Response

Key learning Objectives:

At the completion of the module, the participants will

1. Understand Conflict Analysis

2. Develop skills of Conflict Analysis Tools

3. Enhance understanding of the relevance of conflict sensitivity to peacebuilding and aid response.

Methodology: Plenary Presentation, Lectures, Group Exercises, Graphic Illustration, Case Studies, experience sharing, Questions and Comments, Interactive Discussions, Brainstorm, Multimedia projection.

Overall Duration: 13 Hours

SESSION 1: OVERVIEW OF CONFLICT ANALYSIS


Tips for Trainer:

Step 1: A plenary session is used to introduce the session by the trainer, focusing on discussions and clarifications of the concept of conflict analysis, using flipchart paper. The Plenary will provide the trainer the opportunity to raise reflective questions on the essence of analysis in conflict. The participants are encouraged to provide realistic experiences of conflict escalations in their country/region to deepen their understanding.

Step 2: Using a case study, the participants are given opportunities to interact and brainstorm on why they think conflict analysis is important. Key points are noted on a flip chart for further discussion.

Step 3: Group Exercise: The participants are divided into groups of not more than 5 persons to deliberate and respond to the provided simulated exercise through group work (10minutes). A rapporteur will be nominated by each group to present their exercise to plenary (5minutes) and also respond to questions and comments on the presentation

Step 4: The Use and description of the illustrations by the trainer as a participatory learning action is encouraged to improve the learning and understanding of the participants is key to better appreciation of the session.

Step 5: Questions and Comments provide an opportunity for the participants and trainer to discuss and clarify various aspects of the presentation or the session.


TRAINERS HANDOUT: OVERVIEW OF CONFLICT ANALYSIS

What is Conflict Analysis?

Conflict analysis is a practical process of examining and understanding the reality of the conflict from a variety of perspectives. As this understanding then forms the basis on which strategies can be developed and actions planned. 20 Conflict analysis is the systemic study of the profile, causes, actors and dynamics of conflict. It helps development, humanitarian and peacebuilding organizations to gain a better understanding of the context in which they work and their role in that context. Conflict analysis can be carried out at various levels (e.g. local, regional, national e.t.c.) and seeks to establish the linkages between these levels. Identifying the appropriate focus for the conflict analysis is crucial: the issues and dynamics at the national level may be different from those at the grassroots. But while linking the level of conflict anlaysis (e.g. community, district, region or national) with the level of intervention (e.g. project, sector, policy), it is also important to establish systematic linkages with other interrelated levels of conflict dynamics. These linkages are important, as all of these different levels impact on each other.21 Conflict analysis supplies a detailed picture of what is happening and helps us to determine what we might do to create more peaceful and just societies.22

48

Why do we need to analyze conflict?22

1. To understand the background and history of the situation as well as current events.

2. To identify all the relevant groups involved, not just the main or obvious ones

3. To understand the perspectives of all these groups and to know more about how they relate to each other

4. To identify factors and trends that underpin conflicts, power, attitudes, behaviours, systems and structures, levels of involvement, root causes and triggers, needs, interests and positions.

5. To learn from failures as well as successes.

22 Simon Fisher et. al, 2000. Op cit

Local Levels

National

Level

International and Continental Level

Regional Level

Local

National

Regional

International

Fig 15: A Graphic I l lustration of interrelated levels of conflict analysis (adapted from “Conflict Sensitive Approaches to Development – www.saferworld.org/u.k/downloads/pubdocs/chapter_2_266.pdf )

Fig 15: A Graphic Illustration of interrelated levels of conflict analysis (adapted from “Conflict Sensitive Approaches to Development – www.saferworld.org/u.k/downloads/pubdocs/chapter_2_266.pdf )

Why do we need to analyze conflict?23

1. To understand the background and history of the situation as well as current events.

2. To identify all the relevant groups involved, not just the main or obvious ones

3. To understand the perspectives of all these groups and to know more about how they relate to each other

4. To identify factors and trends that underpin conflicts, power, attitudes, behaviours, systems and structures, levels of involvement, root causes and triggers, needs, interests and positions.

5. To learn from failures as well as successes.

20 Simon Fisher et. al, 2000. “ Working with Conflict, Skills and Strategies for Action”, Zed books.

21 www.saferworld.org/u.k/downloads/pubdocs/chapter_2_266.pdf

22 Caritas International, 2002. Peace building : A Caritas Training Manual: available at http://www.caritas.org/upload/peac/peacebil-ing_1.pdf

23 Simon Fisher et. al, 2000. Op cit


Conflict analysis is not a one-time exercise. It must be an on-going process, as the situation is developing, so that you can adapt your actions to changing factors, dynamics and circumstances.

Key Elements of Conflict Analysis3

Generally, “good enough” thinking is required. This means accepting that the analysis can never be exhaustive, nor provide absolute certainty. Conflict dynamics are simply too complex and volatile for any single conflict analysis process to do them justice. Do not be discouraged; some analysis, no matter how imperfect, is better than no analysis at all. The common features (of conflict analysis) are the conflict profile, actors, causes and dynamics. Each is further described below:

Profile

A conflict profile provides a brief characterization of the context within which the analysis is situated.

Key questions for a conflict profile include

» What is the political, economic and socio-cultural context? E.g. physical geography, population make-up, recent history, political and economic structure, social composition, environment;

» What are emergent political, economic, ecological and social issues? E.g. elections, reform processes decentralization, new infrastructure, disruption of social networks, mistrust, return of refugees, military and civilian deaths, presence of armed forces, mined areas, HIV/AIDS;

» What specific conflict prone/affected areas can be situated within this context? E.g. areas of influence of specific actors, frontlines around the location of natural resources, important infrastructure, marginalized or excluded populations;

» Is there a history of conflict? E.g. critical events, mediation efforts, external intervention;

Causes of Conflict

In order to understand a given context, it is fundamental to identify existing conflict causes, as well as possible factors contributing to peace. Conflict causes can be defined as those factors, which contribute to people’s grievances; and can be further described as:

a) Structural Causes: These are pervasive factors that have become built into the policies, structures and fabric of a society and may create the pre-conditions for violent conflict

b) Proximate Causes: Factors contributing to a climate conducive to violent conflict or its further escalation, sometimes apparently symptomatic of a deeper problem

c) Triggers: Single key acts, events, or there anticipation that will set off or escalate violent conflict. Protracted conflicts also tend to generate new causes (examples, weapons circulation, war economy, culture of violence), which help to prolong them further. As the main causes and factors contributing to conflict and to peace are identified, it is important to acknowledge that conflicts are multi-dimensional and multi-causal phenomena – that there is no single cause of conflict. It is also essential to establish linkages and synergies between causes and factors, in order to identify potential areas of intervention and further prioritize them. Many tools developed for conflict analysis also categorize conflict causes or issues by governance, economics, security and socio-cultural factors.


Key questions for an Analysis of Conflict Causes include:

» What are structural causes of conflict? E.g. illegitimate government, lack of political participation, lack of equal economic and social opportunities, inequitable access to natural resources;

» What issues can be considered as proximate causes of conflict? E.g. uncontrolled security sector, light weapons proliferation, human rights abuses, destabilizing role of neighbouring countries e.t.c.;

» What triggers can contribute to the outbreak/further escalation of conflict? E.g. elections, arrest/assassination of key leader or political figure, drought, sudden collapse of local currency, military coup, increased price/scarcity of basic commodities, capital flight

» What new factors contribute to prolonging conflict dynamics? E.g. radicalization of conflict parties, establishment of paramilitaries, development of a war economy, increased human rights violations, weapons availability, development of a culture of fear;

» What factors can contribute to Peace? E.g. communication channels between opposing parties, demobilization process, reform programmes, civil society commitment to peace, anti-discrimination policies

Actors

People are central when thinking about conflict analysis. Actors refer to all those engaged in or being affected by conflict. This includes individuals, groups and institutions contributing to conflict or being affected by it in a positive or negative manner, as well as those engaged in dealing with conflict. Actors differ as their goals and interests, their positions, capacities to release their interests and relationships. Actors are also analyzed in relation to their level of operation. Examples include; grassroots, middle level, top level, etc. Analysis places emphasis on the relationships between actors/groups at various levels and how they affect the conflict dynamics. Some approaches distinguish actors according to the level at which they are active (grassroots, middle level, top level). In particular, conflict transformation theory attaches great importance to middle level leaders, as they may assume a catalytic role through their linkages both to the top and the grassroots. In any case, it is important to consider the relationships between actors/groups at various levels and how they affect the conflict dynamics. Particular attention should be paid to “spoilers” i.e. specific groups with an interest in the maintenance of the negative status quo. If not adequately addressed within the framework of preventive strategies, they may become an obstacle to peace initiatives. Similarly, it is important to identify existing “institutional capacities for peace” in order to further define entry points to address causes of violent conflict. Capacities for peace typically refer to institutions, organizations, mechanisms and procedures in a society for dealing with conflict and differences of interest. In particular, such actors need to be assessed in relation to their capacity for conflict management, their legitimacy, the likelihood of their engagement, and the possible roles they can adopt.

Key questions for an Actor Analysis include:

» Who are the main actors? E.g. national government, security sector (military, police), local (military) leaders and armed groups, private sector/business, foreign embassies, multilateral organizations, regional organizations (e.g. ECOWAS) religious or political networks, civil society (local, national, international), peace groups, trade unions, political parties, neighboring states, women and men living in a given context;

» What are their main interests, goals, positions, capacities and relationships? E.g. religious values, political ideologies, need for land, interest in political participation, economic resources, constituencies e.t.c.

» What institutional capacities for peace can be identified? E.g. civil society, informal approaches to conflict resolution, traditional authorities, political institutions (IGAD, ASEAN);


» What actors can be identified as spoilers? Why? E.g. groups benefiting from war economy (combatants, arms/drug dealers, e.t.c) , smugglers, “non conflict sensitive” organizations

Dynamics

Conflict dynamics can be described as the resulting interaction between the conflict profile, the actors and causes. The key to the understanding of conflict dynamics will help identify windows of opportunity, in particular though the use of scenario building, which aims to assess different possible developments and think through appropriate responses. Scenario basically provide an assessment of what may happen next in a given context according to a specific timeframe, building on the analysis of conflict profile, causes and actors. If history is the key to understanding conflict dynamics, it may be relevant to use the timeline to identify its main phases. Try to explain key events and assess their consequences.

54

The underlying preoccupation of every analysis is to empower either the conflict analyst or intervener with the right and adequate information, as well as tools to intervene in the conflict. Conflict Analysis does not simply explain the conflict, but it explains the conflict with a view to transforming or resolving it. Since conflicts are about individuals, groups and societies, the goal is to positively transform their relationships by bringing about a change in their activities, perceptions and behaviours, thereby achieving sustainable peace.

Simulated Exercise

Causes

Actors

Profile

Intervention

Planning Implementati

on

Monitoring and Evaluation

Dynam

ics

Dynam

ics

CONTEXT

Fig 16: A Graphic I l lustration of Integrated Cycle of Conflict Analysis (adapted from “Conflict Sensitive Approaches to Development – www.saferworld.org/u.k/downloads/pubdocs/chapter_2_266.pdf )

Fig 16: A Graphic Illustration of Integrated Cycle of Conflict Analysis (adapted from “Conflict Sensitive Approaches to Development – www.saferworld.org/u.k/downloads/pubdocs/chapter_2_266.pdf )

The underlying preoccupation of every analysis is to empower either the conflict analyst or intervener with the right and adequate information, as well as tools to intervene in the conflict. Conflict Analysis does not simply explain the conflict, but it explains the conflict with a view to transforming or resolving it. Since conflicts are about individuals, groups and societies, the goal is to positively transform their relationships by bringing about a change in their activities, perceptions and behaviours, thereby achieving sustainable peace.

Simulated Exercise

Using a recent crisis in your community, region or country as a case study, highlight the importance of analysis for effective intervention. How will you utilize the key elements of conflict analysis in the conflict context identified?

Key Session Reminders

Conflict analysis is the systemic study of the profile, causes, actors and dynamics of conflict.


The key elements of conflict analysis include

Profile, which is a brief characterization of the context within which the analysis is situated;

Causes of conflict that defines those factors, which contribute to people’s grievances;

Actors which refers to all those engaged in or being affected by conflict;

Conflict dynamics described as the resulting interaction between the conflict profile, the actors and causes.

Further References:

1. Simon Fisher et. al, 2000. “ Working with Conflict, Skills and Strategies for Action”, Zed books.

2. Caritas International, 2002. Peace building : A Caritas Training Manual: available at http://www.caritas.org/upload/peac/peacebil-ing_1.pdf

3. Lydia Umar, Naomi Akpan-Ita, Roselyn Oneyegbula, Ese Ajuyah, Ifeanyi Okechukwu, Rev.Bitrus Dangiwa, Muh’d Sani Isah. 2008. Capacity for Peacebuilding: An Introductory Manual. Nigeria. Heinrich Boll Foundation Nigeria

4. “Conflict Sensitive Approaches to Development – www.saferworld.org/u.k/downloads/pubdocs/chapter_2_266.pdf )

SESSION 2: TOOLS OF CONFLICT ANALYSIS


Tips for Trainer:

Step 1: In plenary, the trainer uses multimedia presentation to discuss conflict analysis and tools. This is complemented with flipchart interactive illustrations. The use of case studies will enhance knowledge and practical understanding of participants of how the tools can be applied to recognizable experiences. Participants will be encouraged to make contributions and also share experiences that can improve their use of the conflict analysis tools in their work.

Step 2: The participants are divided into groups of not more than 5 persons to deliberate and respond to the provided simulated exercise (40 minutes). Their responses are put down on a flip chart paper and presented by a nominated rapporteur for the group to plenary.

Step 3: Questions and Comments provides an opportunity for the participants and trainer to further discuss and clarify any misunderstood aspects of the presentation or the session as a whole.

TRAINERS HANDOUT: TOOLS OF CONFLICT ANALYSIS

Understanding Tools of Conflict Analysis

Conflict analysis is a continuous process. Therefore, conflict should be regularly analyzed at different stages as it unfolds, using a combination of tools. These tools have been likened to a workman with complete set of work tools as instruments used for any successful construction. The toolbox contains various tools box that provide a workman with an array of options of the most effective implement available to


achieve sustainable output. Likewise, the conflict analysis tools aid analysts and interveners to understand a particular situation. It is useful when the analysis is being undertaken as a basis for action.24 A single or combination of these tools provides diverse perspectives of a conflict and gives the ‘big picture’ or various angles that will facilitate the successful analysis and intervention in a conflict situation.25 These tools have been universally tested and easily adaptable in any context to suit the needs of a target beneficiary.

Some of the available tested tools include;

a) Stages of conflict

b) The Conflict Tree

c) Conflict mapping

d) Stakeholder Analysis

e) The Onion (or Doughnut)

f) Timelines

a. Stages of Conflict

» Conflict changes over time, passing through different stages of activity, intensity, tension and violence. It is helpful to recognize these stages and use them together with other tools to analyse the dynamics and events that relate to each stage of the conflict. The basic analysis comprises five different stages, which generally occur in the order below. These stages are:

» Pre Conflict: This is the period when there is an incompatibility of goals between two or more parties, which could lead to open conflict. The conflict is hidden from general view, although one or more of the parties is likely to be aware of the potential for confrontation. There may be tension in relationships between the parties and/or a desire to avoid contact with each other at this stage.

» Confrontation: At this stage the conflict has become more open. If only one side feels there is a problem, its supporters may begin to engage in demonstrations or other confrontational behavior. Occasional fighting or other low levels of violence may break out between the sides. Each side may be gathering its resources and perhaps finding allies with the expectation of increasing confrontation and violence. Relationship between the sides is becoming strained, leading to a polarization between the supporters of each side.

» Crisis: This is the peak of the conflict, when the tension and/or violence is most intense. In a large-scale conflict, this is the period of war, when people on all sides are being killed. Normal communication between the sides has probably ceased. Public statements tend to be in the form of accusations made against the other side(s).

» Outcome: one way or another the crisis will lead to an outcome. One side might defeat the other(s), or perhaps call a ceasefire (if it is a war). One party might surrender or give in to the demands of the other party. The parties may agree to negotiations, either with or without the help of a mediator. An authority or other more powerful third party might impose an end to the fighting. In any case, at this stage the levels of tension, confrontation and violence decreases somewhat with the possibility of settlement.

» Post conflict: Finally, the situation is resolved in a way that leads to an ending of any violent confrontation, to a decrease in tensions and to more normal relationships between the parties. However, if the issues and problems arising from their incompatible goals have not been adequately addressed, this stage could eventually lead back into another pre-conflict situation.

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25 Simon Fisher et. al. , 2000. “Working With Conflict: Skills and Strategies for Action”, Zed books


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confrontation and violence decreases somewhat with the possibility of settlement.

Post conflict: Finally, the situation is resolved in a way that leads to an ending of any violent confrontation, to a decrease in tensions and to more normal relationships between the parties. However, if the issues and problems arising from their incompatible goals have not been adequately addressed, this stage could eventually lead back into another pre-conflict situation.

b. The Conflict Tree

Esca

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f Co

nflic

t

Descalation of Conflict

28 months 12 months 18 months 24 months 6 months

Pre Conflict

Confrontation

Crisis

Outcome

Post Conflict

Formative Stage

Improvement Stage

Incompatible

Goals

Degeneration of Relationships

Transformative Stage

Fig 17: A Graphic I l lustration of the Stages of Conflict Fig 17: A Graphic Illustration of the Stages of Conflict

b. The Conflict Tree

The conflict tree is an analytical tool used to identify and trace evolving patterns of conflict and its interdependency in addressing destabilizing conflicts. This tool is best used within groups – i.e. collectively rather than as an individual exercise. It is adapted from the ‘Problem Tree’ analysis tool, which is familiar to development and community practitioners. It works on the assumption that in many conflicts there will be a range of opinions concerning questions as: What is the core problem? What are the roots causes? What are the effects that have resulted from this problem? What is the most important issue for a participating group to address? The conflict tree offers a method for a team, organization, group or community to identify the issues that each of them sees as important and then sort these into three categories: Causes (Roots) Core problems (Trunk) and Effects (Branches).

The Roots are the structural or causal factors. Although they are the invisible contents of the tree, the roots are the anchor and source of life for the tree. Examples of root causes are injustice, poverty, economic deprivation, ethnic prejudice and intolerance, corruption, poor governance both at the state and chieftaincy levels.

The Trunk is the largest visible content of the tree. It is where all of the roots have converged. It is difficult to distinguish the link of the trunk to a particular string of the roots. The trunk gives onlookers some clue about the name and nature of the tree. However, the tendency to associate conflict only to the visible core problem can be deceptive since this is just a converged expression of many roots, the trunk comprises dimensions of the conflict.

The Branches, Leaves and Fruits are the multitude of smaller co

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