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How Do W e E ach A pproach C onflict?

How Do W e E ach A pproach C onflict?. Each person stand under/near one of the four images in the room (i.e., fox , lion, turtle, gull) based on how you deal with conflict .

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How Do W e E ach A pproach C onflict?

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  1. How Do We Each Approach Conflict? • Each person stand under/near one of the four images in the room (i.e., fox, lion, turtle, gull) based on how you deal with conflict. • Within your animal group, 1) introduce yourselves (first name only), 2) elect a spokesperson, 3) discuss what you have in common and how that's different from the other animals. • Spokesperson for each group tell us how your group is different from the other three

  2. Sustainability and Conflict:This Morning and through the Week • Introduction • Interrupted Case: Tanzania • Interpretation • Jig-saw Case: Ecuador • Interpretation • Synthesis

  3. Introduction • Jim, Catherine, Molly, Alli • A little background about each of us • Our participants • Name, school, grade and field you teach • Our week and our syllabus • Overall goal and end product • Sessions during the week • Mechanics: bathrooms, lunch, logistics

  4. Case Studies: Tools for Teaching and Learning • Case studies are valuable ways to get people engaged with the content • This morning, we will engage in two case studies, each presented in a different way • Each will take about 45 minutes and we will use each to demonstrate a particular pedagogy and content • After each, we will discuss what we did and why • After the two, we’ll look at the bigger picture

  5. As we break for lunch ... This is our syllabus; you can see where we are going and what to expect

  6. Lake Jipe, Tanzania An interrupted Case

  7. Lake Jipe, Tanzania

  8. TANZANIA

  9. TANZANIA

  10. MWANGA DISTRICT

  11. Part I: Your Charge • USAID is looking for a transboundarydevelopment trial location with a village council that has a proven ability to self-govern. If stakeholders are capable of reaching a simple majority vote, Jipe will be selected and funds secured. • The issue at hand on which we must vote is whether to approve or deny a proposal presented by the WavuviwaJipe (Fishers of Jipe). • Given the context you have heard so far, here is a written story. Good luck.

  12. In group discussions Discuss the following questions with others in your grid: • How do communities cope when resource supplies decline? • There are four stakeholders represented here; are any missing from the dialogue? • How does compromise work (i.e., what process might stakeholders use to seek a mutually acceptable solution)? Discuss as a class

  13. Part II: Fishers’ Proposal Count off in groups, 1 through 4 (i.e., first person is 1, next is 2, next is 3, next is 4, next is 1). • “1s” are fishers, representing the coalition of Tanzanian and Kenyan fishers • “2s” are environmentalists, representing the Environmental Coalition • “3s” are agriculturalists, representing the plantation owners • “4s” are the managing committee of Tsavo West N.P., also on behalf of the Kenya Wildlife Service

  14. Discussion of the vote • Consider selecting speaking points and potential areas of compromise for the impending debate and final vote. • Remember, a majority vote is required for the approval of the Jipe region for the USAID development trial. • You will receive further instruction for Part III.

  15. Part III: Vote • Remember: If a majority is not reached, the USAID trial will not be approved for the Jipe region.   • Debate the Perch Proposal during the allotted time. Decide on your vote. Elect a jury speaker who will share your mini-council’s vote with the class when prompted.

  16. Review • We just engaged in a story about Lake Jipe as an interrupted case1 • We engage with the content in phases, getting participants to interact and think about each subset of the information sequentially • It is better if people have materials in advance? • What went well and what was weak about that experience? How might you use it? 1http://sciencecases.lib.buffalo.edu/cs/pdfs/Interrupted%20Case%20Method-XXXV-2.pdf

  17. Galapagos Islands, EcuadorA jigsaw role-play

  18. Introduction • Years of conflict surrounding resource management • Ecuador’s Minister of Environment has given residents one last chance • If they can’t agree, she will impose payments for ecosystem services (PES) • Model will result in loss of local control, increased taxation and increased regulation • Mayor of Puerto Ayora agreed to lead a discussion among stakeholders to reach agreement

  19. Negotiation • Reach compromise in which all parties reach a mutually beneficial agreement in which natural resources can be collectively shared and managed. • If at least three stakeholder groups agree to a PES model, the government will allow local decision

  20. Our Process • In your group, you must negotiate a solution to balance ecosystem service fluxes, or the Minister will impose a solution from afar. Count off in groups, 1 through 4 (i.e., first person is 1, next is 2, next is 3, next is 4, next is 1). • “1s” are fishers, representing the fishing industry • “2s” are hoteliers, representing the tourist industry • “3s” are environmentalists, representing an coalition of international conservation groups • “4s” are government employees from the Ecuadorian government in the capital city of Quito

  21. Phase 1 • Meet within your stakeholder/disciplinary group; discuss how the issue is relevant to your role. • What argument will you individually take into a discussion and how will your group’s interests be presented and defended in the cross-disciplinary discussion?

  22. Phase 2 • Within your group, count off in groups of 4 (i.e., first is A, second is B, third is C, fourth is D, fifth is A). Meet as a multi-stakeholder group; all A’s meet as one, B’s meet as one, etc. • Elect a recorder and a spokesperson within your group. • Each multi-stakeholder group must weigh the options, reach a majority decision, and present their findings to the mayor for his/her final verdict. The mayor will be one of the conference leaders.

  23. PES Model • The Excel PES model displays current values and their relationships. You may alter the yellow cells to reach a resolution. All other cells are fixed (“locked”). • The current flux of ecosystem values totals $710,625, which is more than $110,000 away from the target of $600,000 + 10%.

  24. Results • Group A Decision • Group B Decision • Group C Decision • Group D Decision

  25. Review • We just engaged in a jigsaw, a role-playing exercise using the Galapagos as our content • In my experience, it is best to assign roles and offer background in advance, and have students write a one-page paper defining their assigned position • What went well with that and what was weak? How might you use this approach?

  26. Overview • We’ve experienced two types of active learning and learned something about conflict and sustainability • You may take home these two for your use • Through the week, each person will work with at least on other person and will develop their own case study, in any pedagogical format you choose • At the end of the week, we will share and everyone will have access to all cases

  27. As we break for lunch ... … this is our syllabus again; might make more sense about where we are going and what to expect

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