Empowering Global Citizens

groups). Students should also examine in which situations they are

relevant and in which situations they aren’t relevant. (Use the exam—

ples of conflicts that students brought to class as part of the previous

night’s homework.)

Students discuss whether there are conflicts that can neither be

managed nor resolved and why this might be so.

Cover the following points from the SPICE curriculum:

a. Reactive versus proactive methods of conflict resolution

b. Unilateral versus bilateral or multilateral ways to manage or re—
solve a conflict

Violent versus nonviolent methods

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d. Methods that can be used simultaneously or in stages

e. Methods that encourage common ground, that encourage so—
cial change, that operate through institutions, and so on

f. Other categories (invite students to think of them)

Excerpts from the following books would be good supplements to

the activity and would encourage the students to talk about the dif-

ferences between win—win, win—lose, and lose—lose outcomes:

a. Getting to Yes: Negotiating Agreement wit/goat Giving In, by
Fisher and Ury

b. Dzfiicnlt Conversations: How to Discuss What Matters Most by
Stone, Patton, and Heen

Ask students to use some of the conflicts that they’ve been work-

ing on or acting out or some of the conflicts that they brought in

as examples on previous days to create several skits that show how

the conflicts can be resolved (or not) using the various possible

resolution methods discussed above. In all of the following cases,

students should be encouraged to talk about the feelings involved

for the stakeholders (e.g., the desire for a quick resolution, the fear

of escalation, anxiety about uncertainty, hunger for power, etc.) as

well as about the values (e.g., national pride, nonviolence, the desire

to uphold tradition, etc.) that could influence and determine their

choices and decisions.