Conflict and land tenure in Rwanda

The purpose of this paper is to shed light on the historical relation between conflict and land tenure in Rwanda, a country that experienced a harsh civil war and genocide in the mid-1990s. The victory of the Tutsi-led rebel, Rwandan Patriotic Front (RPF) at that time triggered a massive return of refugees and a drastic change in land tenure policy. These were refugees who had fled the country at around the time of independence, in 1962, due to the political turmoil and persecution (the "social revolution") and who shared the background of the core RPF members. The social revolution had dismantled the existent Tutsi-led political order, compelling many Tutsi families to seek refuge outside their homeland. Under the post-independence rule of a Hutu-led government, the Tutsi refugees were not allowed to return and the lands they left behind were often arbitrarily distributed by local authorities among Hutu peasants. After victory in the mid-1990s civil war, the newly established RPF-led government ordered the current inhabitants of the lands to divide the properties in order to allocate portions to the Tutsi returnees. Different patterns of land holding and land division will be explained in the paper from data gathered through the authors' fieldworks in the southern and eastern parts of Rwanda. Although overt resistance to land division has not been observed to date, the land rights of the Tutsi returnees must be considered unstable because their legitimacy depends primarily on the strength and political stability of the RPF-led government. If the authority of RPF were to weaken, the land rights will be jeopardized. Throughout Rwandan history, in which political exclusion has often led to serious conflict, macro-level politics have repeatedly influenced land holding. Promotion of an inclusive democracy, therefore, is indispensable to escape the vicious circle between political instability and land rights.

Culture conflict and crime,

Mode of access: Internet.

The report of the International Commission for Central American Recovery and Development : poverty, conflict, and hope /

Mode of access: Internet.

Social identity and diversity in organizations

In this paper, a social identity perspective on the management of diversity in organizations is outlined. The perspective is well-placed to offer considerable insight in this area, given that it explicates the processes through which group memberships impact on people's attitudes and behaviour both within and between groups that are operative in the workplace. According to this perspective, relative group status and the perceived permeability of intergroup boundaries are key factors that need to be considered in any efforts to understand intergroup relations in the workplace. After a brief overview of the social identity perspective, the paper discusses: i) the role that group status and perceived permeability play in determining the nature of intergroup relations in the workplace, and 2) the type of interventions that can be derived from a social identity perspective in an effort to improve intergroup relations in the workplace.

Complexity, conflict and uncertainty: Issues in collaboration between child protection and mental health services

This paper provides an analysis of data from a state-wide survey of statutory child protection workers, adult mental health workers, and child mental health workers. Respondents provided details of their experience of collaboration on cases where a parent had mental health problems and there were serious child protection concerns. The survey was conducted as part of a large mixed-method research project on developing best practice at the intersection of child protection and mental health services. Descriptions of 300 cases were provided by 122 respondents. Analyses revealed that a great deal of collaboration occur-red across a wide range of government and community-based agencies; that collaborative processes were often positive and rewarding for workers; and that collaboration was most difficult when the nature of the parental mental illness or the need for child protection intervention was contested. The difficulties experienced included communication, role clarity, competing primary focus, contested parental mental health needs, contested child protection needs, and resources. (C) 2004 Elsevier Ltd. All rights reserved.

An examination of the effects of print media exposure and contact on subjective social reality and acculturation attitudes

This study draws upon cultivation theory, acculturation theory, and works on intergroup relations to examine the effects of print media exposure and contact on subjective social reality and acculturation attitudes of Chinese immigrants in Australia. Data was gathered via a survey administered to 265 respondents with Chinese origin. Results indicate that exposure to mainstream newspapers is only positively related to one indicator of subjective reality, namely, outgroup perception whereas exposure to ethnic newspapers was not significantly related to any of the indicators of subjective reality. Acculturation attitudes, on the other hand, are more closely related to group perception and contact but not closely associated with exposure to print media. These findings have again challenged the direct effect assumption of cultivation theory, paved the ground for combining mediated communication variables with interpersonal communication variables in acculturation research and suggested policy implications for interethnic coexistence. (c) 2005 Elsevier Ltd. All rights reserved.

The impact of LMX differentiation on perceptions of team conflict and procedural justice climate

The fundamental tenet of Leader Member Exchange (LMX) theory is that leaders develop different quality relationships with each of their employees; however, to our knowledge, no study has investigated the impact of LMX differentiation on teams. Drawing upon the justice literature, we suggest that fostering different quality LMX relationships runs counter to principles of equality' and consistency, which are important for maintaining social harmony in groups, and perceptions of procedural fairness. We therefore propose that differential treatment of employees by the leader (as indicated by within-team variability in LMX relationships) will have a negative effect on team reladons, and percepdons of procedural jusdce climate. Two samples of employed individuals are used to invesdgate the hypothesized reladonships. Sample A consists of 74 individuals from a variety of occupadonal and organisadonal backgrounds, and Sample B consists of 152 individuals from an Australian organisadon dealing in the sale and service of heavy machiner)'. In both samples, high LMX variability within teams is associated with higher reports of team reladonal conflict, and lower reports of procedural jusdce climate. The results suggest that leaders may need to be caudous about fostering special relationships with only a select subset of employees.

Ethnic conflict and war crimes in the Balkans:the narratives of denial in post-conflict Serbia

In the years following the fall of Slobodan Milo evic, Serbian social, cultural and political responses to the wars of the 1990s have fallen under intense international scrutiny. But is this scrutiny justfied, and how can these responses be better understood? Jelena Obradovic engages with ideas about post-conflict societies, memory, cultural trauma, and national myths of victimhood and justified war to shed light upon Serbian denial and justification of war crimes - for example, Serbia's reluctant cooperation with the International Criminal Tribunal for the former Yugoslavia (ICTY). Rather than treating denial as a failure to come to terms with the past or as resurgent nationalism, Obradovic argues that the justification of atrocities are often the result of a societal need to understand and incorporate violent events within culturally acceptable boundaries.

A study of intrablack conflict and work attitudes within an African American organization

The present research evidences a field setting studying attitudinal and behavioral results of five Black group contacts. The research was designed, in part, to determine the demographic, cultural, social, and psychological factors associated with intrablack perceptions of conflict and work attitudes in an African American organization. Two organizational groups, African Americans and Caribbean/West Indians totaling 112 participants were studied. The objective of the research was to gain information about attitudinal levels perceived by each of the two groups. Each group rated the other group on items dealing with conflict and work attitudes. One-way analysis of variances (ANOVAs) were employed to test the overall differences on scale means among the groups. The findings in this study buttress some of the major themes in the impressionistic literature on cultural/multicultural diversity in organizations and Caribbean/West Indian literature. The data are reported and examined, and theoretical implications are discussed. ^

Patterns of cooperation, conflict, and domination in children's collaborative problem-solving

This study examined the influence of age, expertise, and task difficulty on children's patterns of collaboration. Six- and eight-year-old children were individually pretested for ability to copy a Lego model and then paired with each other and asked to copy two more models. The design was a 3 (dyad skill level: novice, expert, or mixed) X 2 (age: six or eight) X 2 (task difficulty: moderate or complex) factorial. Results indicated that cooperation increased with age and expertise and decreased with task difficulty. However, expertise had a greater influence on younger than older children's interaction styles. It is argued that with age, social skills may become as important as expertise in determining styles of collaboration. The issue is raised of whether cooperation, domination, and independence represent developmental sequences (i.e., independence precedes cooperation) or whether they represent personal styles of interaction. Finally, it is suggested that an important goal for future research is to assess the relationship between patterns of collaboration and learning.

Autonomy-Oriented Social Movements and the Politics of Affect

Abstract This dissertation explores damaging tendencies that exist within autonomy-oriented activism in the West. I examine how affect shapes the way that internal conflict is approached and internal strife is dealt with in radical communities. I adopt Sara Ahmed’s proposition “that our emotions are bound up with the securing of the social hierarchy” (Ahmed, 2004b: 4) and given that autonomy-oriented practices are committed to dismantling existing hierarchies, it follows that the less oppressive social configurations sought by autonomous social movements must have different emotional underpinnings. My thesis involves applying critical theory on affect and emotion in social movements to interview data gathered from activists both currently and historically involved in autonomy-oriented social movement communities in Kingston, Ontario. I ask whether anglophone, western-based, autonomy-oriented social movements reproduced understandings of affect/emotions/feelings that underwrite the social order they are working against? I also ask, “how are our emotions conditioned by capitalism?”. The research that I engage with provides responses to these questions by pointing out how the dominant discourse on emotions in the West encourages and informs certain modes of identity production that affect the diminishing and sad practices of autonomy-oriented communities and the (re)production of oppressive practices found in the dominant order. My work critically places this psychologizing view of emotions, and its damaging effects on resistance, within the context of neoliberal capitalism. I argue that the way we understand the politics of affect is an important dimension of radical struggle, and will inform and impact upon our individual and collective capacities to respond to, and refuse to reproduce relations of control and domination. I look for an understanding of “why” and to “what extent” these determinations exists, and look for hope in a politics of affect which supports an autonomy-oriented ethic.

Addressing conflict and tolerance through the curriculum

Political, religious and national divisions in Northern Ireland go back many hundreds of years so it is not surprising that the lack of a common national narrative has made the teaching of history in schools difficult. The fact that schools have largely been organized on a denominational basis has added to the challenge. When political violence broke out in the late 1960s many looked to schools to contribute to the promotion of reconciliation and the way history had been taught received significant critical attention. This chapter will outline the evolving nature of the history curriculum and review evidence on the impact of this curriculum on the historical understanding of students and young people. In addition, the chapter will briefly consider other ways in which students engage with historical issues through the teaching of citizenship, and wider family and community influences. Whereas the teaching of history in the past either was largely absent or often took on a partisan character, the development of a statutory curriculum in the 1990s helped promote a more dispassionate, skills-based approach which emphasized critical engagement with evidence and a multiperspectivity. While this represented a significant improvement on what had gone before, evaluation of the impact of this approach has highlighted the need for a consideration of the emotional impact of historical understanding and the need better to connect the lessons of history to contemporary society.

Conflict and Stability in the Neoliberal Era: Explaining Urban Unrest in Latin America

Thesis (Ph.D.)--University of Washington, 2016-08

Social capital and educational achievements: Coleman vs. Bourdieu

The influence of social capital on an individual’s educational achievements is the subject of numerous scientific papers. Research on social capital is most frequently based on Coleman’s (1988) or Bourdieu’s (1986) theories of capital, which are related to different paradigms of social theory: whereas Coleman’s approach has its roots in structural functionalism, Bourdieu’s approach contains elements of conflict theory. A number of authors, starting with Bourdieu, attempt to explain and prove that, when connected with the education of individuals, the activity of social capital facilitates social reproduction. Other authors support the notion that social capital is, in fact, a powerful weapon that encourages social mobility. A third group of researchers emphasise that neither of these approaches in isolation can entirety explain the influences of social capital on an individual’s education (Ho, 2003). The present paper offers a review of research focusing on the influences of social capital on educational achievements, while outlining the fundamental differences between the two theoretical approaches that are most frequently used for research of this topic. The aim of the paper is to explain the influence of social capital on an individual’s educational achievements under Bourdieu’s and Coleman’s theoretical concepts, and to establish whether combining the approaches is possible. The conclusion and arguments show that it is legitimate to use all three theoretical approaches. (DIPF/Orig.)