Outreach Efforts

The domestic APT teams this year are a reflection of the current state of practice in the field of Conflict Resolution.

In every ICAR course, students work to develop the theory, research, and practice loop in the field. It is important for those in academia to do research and build theory, but then to follow that up with practice. If we don’t do practice work, then it is important for us to build strong relationships with those who do practice. We are obliged to test our theories with real life applications.

One of the courses I teach is called Applied Practice and Theory (APT). This is one of the last courses the students take in their degree program. We utilize a medical model of teaching in order to train the students in fieldwork, i.e., we train them in the theory and research, and then supervise them closely with the practice work in the field. Part of the medical model is also that you plan an intervention, carry it out, and reflect on the results. This field work affords them the opportunity to integrate their knowledge in a practice setting. The students work in the field in teams of at least three over the course of one year. A vital part of taking part in field work is the knowledge the students learn from each other. For many of them, this is the first time they have the opportunity to work in the field and as part of a team.

I have learned five important things about teaching this course in the community:

1) First, the necessity to find good mentors and practitioners in the field. These need to be people who are doing good practice work themselves and are willing to also learn with the students. They need to be willing to learn good research and theory building from the students. In this manner, knowledge is co-built. The students will always, by the nature of the project, learn from the practitioners, but the learning should ideally be reciprocal.

2) Secondly, I have learned to speak to the students about the ethics of fieldwork. The possibility exists anytime people are doing fieldwork for their process to be “hijacked.” I have learned to be aware of the fact that the person who calls you to do work in the field may want the students there to help maintain the status quo, which may include a power imbalance. Part of the task I have as the supervisor of their field experiences is to help students work through the ethical dilemmas they face in the fieldwork. I also help them decide what types of work to get involved in, and how to hone the project into something that is accomplishable in one school year.

3) Thirdly, I have learned to set up practice opportunities for the possibility of double loop learning. Very simply put, in single loop learning, you try what you did in another way or do it the same way with more energy. Double loop learning involves asking yourself different questions. This double loop learning is especially important in cross-cultural settings where problems and solutions may be framed totally differently.

4) Fourthly, in all practice related work, there exists the need to balance real work in the field with a safety net for the students. This safety net can be that of the University and their status as student learners. It is important to set the students up for success in the field and with their learning experience. Professors, practitioners, and students become co-learners in the process. It is also possible to have practitioners become co-researchers in the process. In this way, the action based research is ongoing and creates the theory, research, and practice loop.

5) And lastly, the last part of my job is to set up working relationships in the community where I can send different students year after year. These lasting relationships are built on a strong foundation of trust and cooperation. One team of students has the opportunity to take on a project where the last team left off.

Workshop on Films from the Americas

Pushpa Iyer, ICAR ABD

In April, 2003 I, along with Chris Mitchell organized a workshop, Films from the Americas. The workshop events, which consisted of film presentations followed by panel discussions, were scheduled over two Saturdays (April 19 and 26. 2003). The workshop titled, “On Taking a Stand,” was the first ever of its kind to be presented by ICAR and was well attended by many from the Institute. Many other departments of the University were represented with a good number of those from the Spanish language department.

In keeping with the theme, the three films presented on the first day of the workshop were: Threads of Hope from Chile; Inside the School of Assassins on the School of Americas; and The Official Story from Argentina. The panelists were Dr. K C Soares, Dr. Esperanza Roman and Dr. Carlos Sluzki, with the discussion moderated by Dr. Wallace Warfield. On the second Saturday, the three films were: Krik Krak! from Haiti; Dawn of Hope from Guatemala and Romero from El Salvador. Dr. Julie Christiansen, Ms. Linda Poole and Dr. Christopher Mitchell were the panelists that evening with Dr. Mitchell serving a dual role as moderator.

The films were based on true stories of individuals or groups of people, who exhibited great courage during times of conflict. They were very disturbing but at the same time conveyed a powerful message in the context of the environment around us today. The panelists provided excellent insights into the conflicts in the regions and also on the issues of role and impact of films in conflict.

The workshop was organized under the banner of the Latin American and Carribean Working group whose members assisted in the planning and development of the workshop. ICAR advisory board member, Dr. K.C. Soares, was particularly helpful in providing technical advise on organizing this event.