Bringing Practitioner Experience into the Classroom: The United Nations Intensive Summer Study Program

Diplomatic practitioners and policy makers represent an important, although frequently neglected, resource for teaching about international relations. The insights and stories provided by practitioners regarding key processes and events are often able to inspire our students to engage complex material and to play a much more active role in their own learning. While it is possible to argue that any type of practitioner contact is beneficial in terms of going beyond the material covered in textbooks, there are definite challenges associated with how to most effectively integrate these experiences with overall student learning. What type of format is most conducive to providing students with an insider's view? What type of preparation is required before contact with practitioners? How can student learning be evaluated in terms of assignments and debriefing activities? And finally, are traditional student feedback mechanisms appropriate for a course that involves a substantial practitioner component? This article investigates each of these challenges in the course of discussing one mechanism for bringing practitioner experience into the classroom, the United Nations Intensive Summer Study Program.     

Teaching Mediation as Reflective Practice

This article contributes to a growing body of research about how to effectively teach mediation by considering how best to use role-plays in the mediation classroom to encourage reflective practice with a particular emphasis on the role of the teacher as a facilitator of reflective learning. The author suggests that the process of teaching mediation as reflective practice starts with teaching as reflective practice and emphasizes the importance of teachers' critical self-reflection. The article provides some examples of how teachers can encourage students to engage in reflective learning and develop their skills as reflective practitioners for their continued professional development.     

A New Use for Practitioners in Teaching Negotiation

This article examines the role that practitioners as guest lecturers have traditionally played in the teaching of negotiation. The authors argue that, as seen from the perspective of student learning, this traditional role has not utilized the practitioner's expertise and experience to an optimal degree. Because of this, they have redesigned the role of the practitioner as guest lecturer in their negotiation course. They describe this new role in some detail. Their goal is to encourage students to understand how and why integrative negotiation techniques can work beyond the classroom in what students call the "real world."     

Participatory development: an approach sensitive to class and gender

This article begins by presenting development experience gained in the Indonesian province of Irian Jaya as a means of highlighting the centrality of popular participation to the development process. Important lessons from the ongoing development work in Irian Jaya were that it is not sufficient to consult beneficiaries and then act on their behalf or to engage in a development process unless the participants understand the project's conceptual orientation and language and have the tools to assess their needs and options for constructive change effectively. Also, developers must supply participants with information about the larger economic and political context in which they are operating. The article continues with an exploration of the ways in which a focus on class and gender raises participatory development to a new level. Constraints on transformative participation are then defined as 1) the political conditions and power structures existing in the country and community, 2) administrative opposition, 3) sociocultural impediments, and 4) limitations imposed by daily life. While it may be impossible to avoid the effects of such constraints, development agents can help villagers anticipate their impact and support efforts to cope with them. Participatory development challenges the status quo by enhancing economic equity and social equality and, if effective, will engender opposition, especially when a large amount of funding is at stake. Opposition can take many forms, including ridicule or resistance and can get personal. The demand to produce quick results also creates restraints on development agents. It is concluded that the development agent must engage key sectors of the local population in the development process and nurture this participation. Development agents should act as facilitators rather than independent initiators telling people what is best for them. Development agents must become very familiar with the community to earn the trust that is needed to guide people toward self-analysis and priority-setting.     

The mechanics of democracy promotion tools: bridging the knowledge-to-practice gap

By drawing upon the literature that diagnoses the gap between academics and practitioners, this article categorises and describes the traditional democracy promotion tools developed by international governmental and non-governmental organisations to bridge the gap between knowledge and practice. Further, it examines the utility of ICTs in promoting and upholding democratic change. The findings inform considerations and specific recommendations offered to the tool developers on how to converge traditional and new democracy promotion tools. These are intended to assist in focusing tool design and development efforts, and promoting standardisation and innovation.     

How NATO remembers: explaining institutional memory in NATO crisis management

This article introduces an argument for how institutional memory of crisis management operations develops in North Atlantic Treaty Organization (NATO). Scholars of European security and of international organisations have examined organisational learning, but have yet to explain its precondition: institutional memory. In a context of increasing turnover due to defence budget cuts, it remains unclear how shared knowledge of strategic errors is acquired. This article finds that the NATO secretariat facilitates practitioners’ use of informal processes for contributing to institutional memory in response to the constraints of existing formal learning processes. These formal processes, including a lessons learned centre and a lessons learned database, inadvertently disincentivise practitioners from contributing such knowledge as using them can incur reputational costs. Drawing on NATO documentation and interviews with 27 NATO elite practitioners, the paper provides evidence that practitioners instead share knowledge through three informal processes: interpersonal communications, private documentation and crisis simulations.     

Returnees for change? Afghan return migrants' identification with the conflict and their potential to be agents of change

This article interrogates the assumptions that returned migrants can be agents of change in development and peace-building in the country of origin. In current political and academic debates, it remains under-defined which category of returnees can contribute to what kind of change. This article identifies four ways in which voluntary and involuntary returnees relate to the conflict after return: physically, institutionally, psychologically and with regard to the future. It finds that the only returnees who could potentially live up to the expectations raised in the migration-development-peace-building debate, are voluntary returnees, while involuntary returnees were in no way potential contributors to Afghan peace-building and development. It concludes that, first, the human dimension of returnees' involvement is the most important potential contribution to change. Second, while the international community sees repatriation as the ultimate proof of peace that represents the restoring of normalcy, it is rather continued transnational mobility that could be the basis for Afghan migrants to contribute to change in Afghanistan.     

The learning process of the Local Capacities for Peace Project

If aid is found to support a war effort, should aid agencies and practitioners continue to give it? The resounding answer given by aid workers all over the world is that the needs of suffering people are too important to ignore and, further, that there can be no justification for not assisting suffering people. But how can one provide aid in the context of conflict without exacerbating the conflict? The Local Capacities for Peace Project (LCPP) was formed in 1994 to learn how aid and conflict interact in order to help aid workers find a way to address human needs without feeding conflict. This paper will discuss how the learning process of the LCPP was designed, the results gained at each step, and how the results were fed back to the participating organisations.     

Water tariff conflict resolution through indigenous participation in tri-water sector partnerships: Dalun cluster communities in northern Ghana

The paper examines how the perceived ownership of a water resource negatively influenced local people's attitudes towards payment of potable water tariffs and exacerbated conflicts between water users and service providers in the Dalun community of the northern region of Ghana. The paper presents a case study of how community participation and endogenous approaches to conflict resolution contributed to payment of water tariffs. The findings show that the establishment of a tri-water sector partnership (TWSP), consisting of the Ghana Water Company Ltd (GWCL), private sector development practitioners, and community water boards, led to positive mediation of water tariff conflicts using the institution of chieftaincy. Alternative, endogenous conflict resolution methods combined with modern methods in a tripartite partnership showed promise as an approach to managing conflicts in water projects and in broader poverty reduction efforts.     

Drawing development: Analysing local understandings of development in three Andean communities

This article shows how local understandings of development can be researched empirically by reference to experiences presented from three drawing workshops performed with children in the Ayacucho region in the Peruvian Andes. The children were asked to draw pictures from their community, as they would like it to become in the future. Their drawings are analysed by using an adapted form of Grounded Theory, and further interpreted as expressions of local development discourses. Although the three villages are located within the same area and share a violent history of war and instability, the research shows how each community has its own interpretation of development.     

An endogenous empowerment strategy: a case-study of Nigerian women

In Nigeria women's empowerment is essential to improving their standard of living and protecting their right to participate fully in development. More effective strategies are needed for women to participate in decision making. There are both static and dynamic aspects of the concept of empowerment. The former may lead to exogenous power strategies, while the latter may lead to endogenous empowerment facilitated by the dynamic concept that regards empowerment as a bottom-up process that develops the capacity of individuals. This process can be accomplished in six stages that encompass awareness, skills and capacity assessment, capacity-building and skills development, participation and greater control in decision-making, action for change, and evaluation. Nigeria needs an endogenous empowerment strategy for women's effective participation within organizations that is based on the tenet that women can only protect their interests through effective participation in their organizations and that highlights awareness-building, skills-acquisition and capacity-building, and changing discriminatory norms. External agents can not empower women but can foster conditions conducive to self-empowerment.     

Knowledge to action: Evaluation for learning in a multi-organisational global partnership

Many organisations do not learn. There are many reasons for this, and a lack of donor support tends to be cited as one of the greatest. But this is not the primary reason for a lack of learning. We fail to learn because we are unable to see the importance of doing so. We become so embroiled in our busy-ness and our self-inflicted demands for action, that we have ceased to value learning. And we have lost sight of the fact that without learning our action is doomed to ineffectiveness. If we are about development and cannot measure how we are doing, how can we develop a rigorous and effective practice?     

The lost 1990s? Personal reflections on a history of participatory technology development

This article traces a history of agricultural participatory research, largely from the author's personal experience. Participatory research in the 1970s was mostly led by disciplinary scientists, and characterised by innovative activities and open academic debate, with some recognition that policy and development practice was a political process. The 1980s saw a shift to learning from past experience, and a participatory mainstream developed, seeking methods for scaling up. Meanwhile, others sought to understand and influence policy and institutional change in their political and cultural contexts, and to keep open the academic debates. The author considers the 1990s as ‘lost years’, during which mainstream participatory practitioners became inward-looking development generalists, not so interested in learning from others outside their paradigm. The late 2000s provide a chance to re-recognise the political and cultural embeddedness of science and technology; re-introduce strong, widely based disciplines; and learn from past activities that resulted in positive development outcomes (planned or unplanned).     

Enhancing Community Leadership Negotiation Skills to Build Civic Capacity

Most intra‐ and interorganizational decision making entails negotiations, and even naturally talented negotiators can improve with training. Executive trainings for managers and leadership programs for publicly elected officials, public managers, and nongovernmental organizations frequently include negotiation modules. These efforts, however, have yet to reach community leaders who also need to develop their negotiation skills. We propose that members of disadvantaged low‐income communities who lack educational and economic opportunities, and are less able to advocate for their own interest, need to build and strengthen their civic capacity, including their negotiation skills, to become more effective parties to decisions affecting them. While many professionals and executives have access to training, such opportunities are less accessible to the leaders of these disadvantaged communities. Although such leaders draw from their own heuristic knowledge, skills, and abilities, they could also benefit from sharpening their negotiation skills. We propose that the multidimensional understanding of their community that members accumulate through direct experience is indispensable, nontransferable to outsiders, and not teachable through in‐class activities. Leaders with the ability to leverage knowledge and assets to connect effectively to community insiders as well as to outside people, institutions, and resources, however, possess some specific inherent personality traits as well an understanding of social structures, strategies, and agency, which can be taught and learned. Such skills as how to conduct negotiations around the table and away from it and how to identify community members who can help and how to rally them are also teachable. The cases were chosen to illustrate the knowledge, skills, and abilities (KSAs) that make these leaders effective in and beyond their communities. We highlight those KSAs that we think are teachable in the framework of a negotiation module in community leadership training to enhance civic capacity for community betterment.     

Poverty reduction and violence against women: exploring links,assessing impact

In 1993 the international community acknowledged for the first time that violence against women (VAW) is a human rights issue, while VAW is also increasingly recognised both as a global public health issue and a barrier to sustainable development. However, even where they are committed to reducing VAW through their programmes and advocacy activities, development practitioners are sometimes unsure about where this fits into the poverty‐reduction agenda. This article tries to situate VAW in the poverty discourse, drawing from a range of documentary sources to outline the conceptual links between VAW, poverty, and human development. It then goes on to look at issues surrounding the impact assessment of programmes aimed at reducing VAW, and offers examples of how specific programmes have been evaluated.     

Complex adaptive systems as a valid framework for understanding community level development

Complex adaptive systems (CAS) theory is gaining mainstream recognition in development policy and management. This article looks to the correlations between development theory and CAS theory to support an argument for the validity of community level development as a complex adaptive system. The article describes some theoretical and practical implications of using CAS theory as a framework for community level development. This includes a call for researchers and practitioners to understand more thoroughly the contextualised nature of development, and the communities in which development interventions are implemented.     

Cultural encounters: learning from cross-disciplinary science and development practice in ecosystem health

Overcoming challenges to ecosystem health calls for breaking down disciplinary and professional barriers. Through reflection on a research and development project to address pesticide-related concerns in northern Ecuador, this article presents challenges encountered and accommodations made, ranging from staff recruitment, through baseline assessments and community education activities, to mobilising for policy change. In so doing, it exposes underlying problems of paradigm and process inherent in bringing researchers and development practitioners together, in addition to the problematic role of advocacy that is associated with joint research and development initiatives in the fields of agriculture and health.     

Partnerships,learning, and development: a case study from Ghana

Decades of development practice suggest the fundamental importance of improving aid-delivery systems and stakeholder competence in order to improve the well-being of poor people. However, it is questionable whether the aid system is able to change its attitudes and values through such partnerships in a way that will do this. This paper suggests that for this change to be possible, processes of individual, organisational, and inter-organisational learning have to be encouraged, in ways that do not sacrifice the knowledge obtained by aid workers in the processes of global management. The paper explores procedures of bilaterally funded community education projects in Ghana, in order to give insights into the working of partnership arrangements as a means to contribute to the alleviation of global poverty. Critical instances from the case study projects reveal the ways in which learning is facilitated, used, ignored, and hindered as the organisational relations develop.     

Using key informant monitoring in safe motherhood programming in Nepal

This article discusses the methodology and application of the Key Informant Monitoring (KIM) tool as used by the Nepal Safer Motherhood Project (NSMP). NSMP aims to achieve a sustained increase in the uptake of midwifery and essential obstetric care services by addressing, among other things, constraints on access to such services. Data collected by community-based Key Informant Researchers (KIRs) are synthesised and used by NSMP and key project partners for monitoring and planning purposes. NSMP has used KIM findings to modify its main interventions at the local level. International and Nepali NGOs have adopted KIM in their safe motherhood and other development programmes. Village Development Committees, with support from NGOs and NSMP, have responded to issues raised by KIM by running maternal health awareness-raising campaigns, working with traditional healers, improving the quality of care, and facilitating local emergency transport and funding schemes. KIRs have proved effective as sources of information and as change agents, spreading safe motherhood messages to promote behaviour change.     

Beyond PRA: experiments in facilitating local action in water management

As a tool both for research and for structuring community-level interaction, Participatory Rural Appraisal (PRA) is now well embedded in development practice. This paper, however, argues that in order to play an enabling role towards community action, facilitators need to offer much more than the traditional PRA approach. Based on work with groups of women and of men in North Bengal, the paper describes how local politics and facilitators' strategies interact and complicate the use of PRA-like planning approaches. The article stresses the need for effective and long-term facilitation strategies that take into account organisational, methodological, and contextual considerations, and argues that organisations need to invest far more in ensuring the quality of facilitators than is generally the case.