Decolonizing Conflict Resolution: Addressing the Ontological Violence of Westernization

The Community Story, Relationality and Process: Bridging Tools for Researching Local Knowledge in a Peri‐urban Township

“…For Walker (), ‘Western’ problem‐solving models of dispute/conflict resolution reflect an atomized individualism, an emphasis on technique, intellectual experience and linear time conceptions, that when applied blindly to local communities amounts to ontological violence (Wilson, ). Alternatively, indigenous conflict transformation models emphasise interconnectedness, process and relationships, holistic experience, emotional and spiritual knowing and an expanded time conceptualization (Walker, ). For example, justice ceremonies are avenues for dispute resolution among the Navajo people (Brown, ).…”

“…Connected to storytelling (orality) and relationality in indigenous knowledges is the value of process (Brown, ; Walker, ). Process as an epistemology reflects a holistic worldview and is prioritised over fixed essences; thus, of import is what happens in the flow or intertwining spaces between humans (or between humans and the physical world).…”

“…This dimension of knowing, captured in intuition or emotional knowing reveals an ontology of ‘being present’ in the moments of interaction (whether with self, others or nature) to cultivate living relationships (Porr & Bell, ). In an American Indian context, the peacemaking process is viewed as a guiding process and healing journey, typified by flux (or movement) towards harmony or disharmony (Walker, ). Experiential learning through process has also been illustrated in the context of refugee communities.…”

“…In intervening in social challenges impacting local communities, ‘Western’ forms of violence prevention and conflict resolution have been critiqued for imparting norms and practices that marginalise indigenous worldviews (Walker, ). Some have viewed this usurpation of ‘indigenous knowledge’ as a perpetuation of colonialism, a form of ontological violence against local ways of knowing (Walker, ; Wilson, ). Others have called for a decolonizing stance, a restoration of ‘lost’ indigenous values, beliefs and practices (Chilisa, ; Mucina, ; Tuhiwai Smith, ).…”

Engineering Education: Moving toward a Contemplative Service Paradigm

“…When matters of great concern came before the council, the leading elder would hold the talking stick and begin the discussion. 15 When he finished what he had to say he would hold out the talking stick, and whoever wished to speak after him would take it. In this manner the stick was passed from one individual to another until all who wished to speak had done so.…”