Conflict Resolution and the Structural Sources of Conflict

Rubenstein, Richard E.

doi:10.4324/9780429444142-8

Cited by 4 publications

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“…Various studies indicate that mothers who exhibited competence in responding to hypothetical child-related means-end thinking were likely to offer suggestions, state the consequences, and talk to their children about feelings when they were faced with real-life situations (Rothbart et al, 1994). However, other studies have shown that in spite of finding no gender differences in the children’s interpersonal cognitive problem solving skills, mothers’ cognitive problem solving skills, and child-rearing style correlated with skills of daughters but not of sons (Hakvoort and Olsson, 2014; Rothbart et al, 1994; Rubenstein, 2018; Shure, 1982). However, in developing countries such as Tanzania, teaching pre-primary children to constructively resolve conflicts faces the challenge of getting parents involved (Ndijuye, 2016; Ndijuye and Rao, 2018a).…”

Section: Introductionmentioning

confidence: 96%

“…This is because, if this situation prolongs for a long time, it is likely that the future society will be characterized by frequent and unnecessary conflicts. This goal may be accomplished by creating a peaceful and non-violent environment and educating children on amicable conflict resolution skills (Aurora, 1994; Johnson and Johnson, 1995; Rubenstein, 2018).…”

Section: Introductionmentioning

confidence: 99%

“…Dealing with conflict that escalates regularly among children can be an extremely frustrating experience (Ayas et al, 2010; Rubenstein, 2018). Studies have shown that children are likely to engage in up to eight peer conflicts per hour during a typical day (Edet et al, 2017; Hakvoort and Olsson, 2014; Johnson and Johnson, 2000).…”

Section: Introductionmentioning

confidence: 99%

“…Literally, stakeholders’ strategies for developing conflict resolution skills among pre-primary children face several challenges (Rubenstein, 2018; Stevahn et al, 2000; Van Acker, 1993). Some scholars associate these challenges with inborn characteristics of children, while others view as being triggered by the environment (Adeyami, 2009; Edet, et al, 2017; Okotoni and Okotoni, 2009).…”

Section: Introductionmentioning

confidence: 99%

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Developing conflict resolution skills among pre-primary children: Views and practices of naturalized refugee parents and teachers in Tanzania

Ndijuye

2019

Global Studies of Childhood

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This study examined parents and teachers’ strategies to develop conflict resolution skills among naturalized refugee pre-primary children in Tanzania. A total of 8 school principals, 18 teachers, and 15 parents – by then serving in the Parent-School Association – were selected on the virtue of their positions. Findings revealed that pre-primary stakeholders preferred adult intervention, religious and vocational lessons, and establishing children’s government as strategies to develop conflict resolution skills. However, there was no specific strategy suggested by the existing curriculum documents. It was reported that poor parent–school relationship, lack of curriculum guidelines, poverty, and poor mastery of Kiswahili – the language of instruction – were the main challenges in developing naturalized former refugee children’s conflict resolution skills. These findings underline that, given the benefit associated with pre-primary education for children form disadvantaged backgrounds, and in order to ensure naturalized refugee children are developing to their fullest potentials and integrated into a host society, deliberate efforts are much needed to devising appropriate strategies to develop naturalized refugee children’s constructive conflict resolution skills.

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Section: Introductionmentioning

confidence: 96%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Developing conflict resolution skills among pre-primary children: Views and practices of naturalized refugee parents and teachers in Tanzania

Ndijuye

2019

Global Studies of Childhood

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Listen to us—we know the solution: mapping the perspectives of African communities for innovative conflict resolution

Velthuizen¹

2015

Conflict, Security & Development

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Traditional Leadership and Conflict Management in Africa: An Examination of the Bole Chieftaincy in Ghana

Yaro,

Nuru-Deen,

Kipo-Sunyehzi

2024

Afr. Quarterly S.S. Review

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Many scholars have studied the roles of traditional leaders in a democracy, social cohesion, political participation, and cultural heritage preservation. However, the extent to which their roles impact conflict management has not received much academic attention. This study attempts to bridge this gap. The main objective of the study is to examine traditional leadership and conflict management in Africa, and the theory employed is a subjective or objective approach to conflict management. The study employed a mixed method. Approached and cross-sectional design, questionnaires, and interviews were used to solicit primary data from 364 respondents. The target population for the study was the members of the three chieftaincy gates, which are Sarfope, Jagape, and Denkeripe. Simple random sampling for quantitative data and the snowball sampling technique were used to select key informants; descriptive analysis and correlational analysis were used to ascertain the relationship between traditional leadership and conflict management; and a relative importance index was used to identify the conflict resolution mechanisms in the Bole Traditional Area of Northern Ghana. The analyses revealed that traditional leaders’ roles have a positive impact on conflict management and collaborate with the central authority in conflict management in Ghana, but that this role is hampered by interference, corruption, inadequate resources, and conflicts of interest. The study recommends that the state put in place measures to improve the leadership skills of traditional rulers, increase collaboration between traditional and central authorities, and increase budgetary allocations for traditional authorities.

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Conflict Resolution and the Structural Sources of Conflict

Cited by 4 publications

References 0 publications

Developing conflict resolution skills among pre-primary children: Views and practices of naturalized refugee parents and teachers in Tanzania

Developing conflict resolution skills among pre-primary children: Views and practices of naturalized refugee parents and teachers in Tanzania

Listen to us—we know the solution: mapping the perspectives of African communities for innovative conflict resolution

Traditional Leadership and Conflict Management in Africa: An Examination of the Bole Chieftaincy in Ghana

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