Conflict Resolution in Higher Education: the Usefulness of Conflict Analysis Tools to Reflect and Engage Diaspora in Peacebuilding Dr. Siew Fang Law, Victoria University Dr. Tania Miletic, SSPS, University of Melbourne

Acknowledging the Strengths of Diverse Student Backgrounds We have both taught Conflict Resolution (CR) in different universities in Australia and overseas. A number of CR or peacebuilding subjects have discontinued in the last decade. The conflict resolution class at VU has its unique charms and qualities. Diverse student backgrounds, cross-interdisciplinary, wealth of lived experience Group learning environment

Over 10 years of Teaching Conflict Resolution and Peace in Melbourne’s West Repeat semester of undergraduate and postgraduate units entitled Conflict Resolution in Groups and Communities for 10 years Geographically based in Melbourne’s West St Albans Footscray BA in Conflict Resolution ended in 2009 Tried different pedagogies and structures Formerly based in the Faculty of Arts, Education & Human Development; then School of Social Sciences and Psychology; then College of Arts at VU Repeat semester undergraduate and postgraduate course “Conflict Resolution in Groups and Communities”, Semester 1 & 2 in 2005 (SFL), 2006, 2007, 2008, 2009 (TM). BA in CR ends in 09 2010 CR Intensive 1 undergrad, 1 postgrad (TM) 2011 – 2014 CR & Peace, Conflict and Violence co-designed and co-delivered (TM + SFL) 2016 CR, PCV, Peace Psychology (SFL) Focus on understanding conflict analysis and analytic skills and tools; reflection; self-selection of conflict used in 2 assessments (Conflict mapping; reflective or analytic essay) Structures Pedagogies 2 hours x 12 weeks Face-to-face seminars + workshops 4 full-days Blended learning Field excursion

Development of ‘new’ subjects Co-designed and co-delivered a new postgraduate unit Peace, Conflict and Violence Introduced Peace Psychology (Current Issues in Psychology) to Honours psychology students. Assessment All subjects focus on understanding conflict, conflict analysis and acquiring practical skills and tools. Reflection and self-selection of conflict used in assessments (Conflict mapping; reflective or analytic essay)

Patterns in self-selection of conflicts International civil conflicts (often related to home country, localised). E.g. South Sudan, Darfur, Solomon Islands and Timor Leste. Intersection of conflicts (as above) and dynamics such as gender, ethnic, religious, land rights. Community conflicts - issues such as community organisations with many sub-groups and ethno-religious-linguistic representations (E.g., South Sudanese, Ethiopian) and tensions over funding, representation, inclusiveness. Issues relating to intergenerational conflict and when different values and cultural practices come up against local education and social systems (e.g. intergenerational conflict, growing up in Australia, old and new ways).

Observations Students value opportunity to reflect, analyse and explore conflicts and peacebuilding approaches Diaspora communities want to/ and play a significant role in contributing to peace processes and efforts abroad Limits and problems of financial support Movement between countries more fluid Interest in supporting and working with agencies that support recently arrived communities Want to bring conflict resolution skills back home. For example: Our panelist member Peter Pal completed his study in 2012. Utilizes his CR skills and assisted in research on South Sudanese dispute resolution in Australia Presented at the National Mediation Conference in 2015 - Further study at the Charles Stuart University. - Active member of a number of South Sudanese community organizations.

East-Timorese international student and musician (2006) 2006 Crisis in Timor-Leste: Finally, by learning from my experience I would like to use arts as tools for reconciliation. Working to carve out new places for expression as the country explores its thresholds for tolerance in the post-conflict era. Therefore, I expecting that country like Timor-Leste if we could use our potential within country which arts as one of the potential perhaps we could reduce the conflict within Timor-Leste. As well as can become an example for other country in the world. Quote from student’s reflection on role plays and simulations: “The in-class conflict resolution simulation was a great way to visually see and understand the effects, strategies and tactics taken by many of the member states. It allowed me to understand and grasp a detailed knowledge about the rules and structure of a very complicated meeting. At first, I was a sceptic that a simulation such as this, on a grand scale of two university classes would run smoothly and effectively.”

Developing CR in courses Keep applied conflict analysis component challenge but value of choice of assessment topic (goes against streamlined assessment); Create connections to students experiences and aspirations knowledge and networks in the field locally and internationally; guest speakers (including former students); excursions to Dispute Settlement Centre of Victoria Desire for subject to continue to benefit more students VU and elsewhere Similar process when working with communities via AMF and across Asia Need support for developing peacebuilding initiatives

Thank you.