NGOs and Ethnic Conflict: Lessons from the Work of the Project on Ethnic Relations in the Balkans

This article examines the impact of nongovernmental organization-sponsored contact and communication on fostering peaceful solutions to ethnic conflict via case studies of the activities of the Project on Ethnic Relations (PER) in Romania, Macedonia, Montenegro, Kosovo, and Serbia. It explores five operational principles that guide PER activity: creating credible, neutral forums for dialogue; maintaining momentum; working within political realities; encouraging indigenous solutions from within existing processes; and acting with the backing of powerful states. These principles explain PER's success as a "weak mediator" of ethnic conflicts. According to this analysis, PER also exhibits organizational characteristics that contribute to success, including nonpartisanship, area expertise and extensive networks of local contacts, and an ability to secure the trust of local actors.
A significant indicator of the success of PER activities is the establishment by conflicting parties of institutionalized mechanisms for addressing their differences. Contrary to the view that electoral competition contributes to conflict, this study finds that the possibility of achieving an electoral advantage by participating cooperatively in conflict resolution activities creates incentives for local actors to recognize opportunities offered by PER activities and leads local actors to heed PER's advice. Finally, the article offers a cautionary observation. While PER's perceived influence with major international actors may contribute to its local successes, once a state actor with the power to impose a solution has committed itself to ending a conflict, its preferences outweigh any local interests in determining the outcome and renders the efforts of a "weak mediator" such as PER irrelevant.     

英国的调解制度--近期发展

本文分析了英国近来的一些案例,介绍了英国在采取非诉方法解决争议方面的最新发展,强调了法院在一些案件中的态度.     

‘Bilingual’ education and discontent in Xinjiang

Efforts to promote and impose Mandarin Chinese as the language of instruction in ethnic minority schools in the Xinjiang Uyghur Autonomous Region, aimed at further integrating the state and raising regional educational and economic quality, have had mixed success. The 2004 plan to consolidate Han Chinese and minority elementary and middle schools and to make Mandarin the universal language of instruction in those schools is fostering an immersive second-language environment without prior preparation for students, bringing native speakers of Mandarin into unfair competition with non-native speakers. The increased focus on Mandarin has already had grave consequences for ethnic relations, especially in urban Uyghur schools, where the project is focused, while the mandate for change in educational curriculum and methodology has also been poorly planned and remains under-resourced, negatively impacting educational quality. The Chinese government has available to it other language policy solutions that are both more workable and friendlier to minority sensibilities.