From Intragroup Conflict to Intergroup Cooperation

Rothman, Jay

doi:10.1108/s0163-786x20140000037004

Cited by 5 publications

(8 citation statements)

References 21 publications

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“…In addition, findings support previous studies that describe the role of narratives as supporting mechanisms that contribute to moral disengagement from violence done to the other, while at the same time, indicating the potential contribution of encountering narratives of the other to reconciliation (Adwan & Bar-On, 2003;Bar-Tal, 2013;Sagy et al, 2011). Furthermore, findings add empirical evidence to propositions about the potential of intragroup work for constructive conflict engagement in the context of deep-seated intergroup conflict (Rambsbotham, 2010;Rothman, 2014). We also propose that findings indicate the contribution of specific cultural premises to the position of passive bystander in relation to the violence toward the other, the challenges and opportunities for the transformation of these premises in the context of intragroup work, and the contribution of such transformations toward the position of active bystander (Staub, 2013).…”

Section: Conclusion and Questions For Future Researchsupporting

confidence: 85%

“…Interestingly, even though the inherent challenges of intergroup dialogue in the context of asymmetric violent conflict are well documented, little attention has been given to the use of intragroup dialogue as a principal setting. Intragroup dialogue is usually addressed as a supportive framework within an intergroup process and not a principal framework in its own right (Rothman, 2014). The intragroup setting in the course of intergroup discussions is largely considered to provide a safe space for participants to process the experiences and challenges of the intergroup dialogue.…”

Section: Dialogue As Generators Of Change the Roles Of Inter- And Int...mentioning

confidence: 99%

“…It also enables an examination of alternatives to existing types of conflict engagement. However, even though these propositions are promising, systematic research on the contribution of intragroup dialogue in the context of conflict is still lacking (Rothman, 2014).…”

Section: Dialogue As Generators Of Change the Roles Of Inter-and Intr...mentioning

confidence: 99%

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“Nobody ever told us”: The contribution of intragroup dialogue to reflexive learning about violent conflict.

Sternberg¹,

Hirsch²,

Sagy³

2018

Peace and Conflict: Journal of Peace Psychology

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The goal of this study was to explore the contribution to reflexive learning about conflict reality when encountering narratives of the other in intragroup dialogue. That is, dialogue within one national group in the context of a binational conflict. This dialogue was with a group of Jewish-Israeli undergraduate students. The study explored the contribution of the dialogue to the capacity to relate to ongoing conflict relations from perspectives that go beyond binary and oppositional assumptions and positions. This research is based on detailed observations of the dialogue, interviews with group members, and a field diary kept by Michael Sternberg. Findings indicate that, without the immediate need to close ranks in the presence of the outgroup, the intragroup setting supplied opportunities to explore diverse identities, narratives, power structures, and related collective assumptions and to examine alternatives to existing types of conflict engagement. Furthermore, findings indicate the contribution of such processes to the readiness to challenge hegemonic perceptions of conflict reality and cope with the challenges of becoming an active bystander toward the abuse of power relations.

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Section: Conclusion and Questions For Future Researchsupporting

confidence: 85%

Section: Dialogue As Generators Of Change the Roles Of Inter- And Int...mentioning

confidence: 99%

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“Nobody ever told us”: The contribution of intragroup dialogue to reflexive learning about violent conflict.

Sternberg¹,

Hirsch²,

Sagy³

2018

Peace and Conflict: Journal of Peace Psychology

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“…On the one hand, it seems desirable that a course dealing with dialogue and partnership between communities should include members of both groups. However, on the other hand, the literature on peace education reveals that intragroup dialogue, in contrast to intergroup dialogue, may encourage participants to openly express their feelings (Rothman, 2014; Sternberg et al, 2018), especially after such violent events. The qualitative findings of this study demonstrate this because not only did the students’ words include exposure to emotions and feelings but some students wrote directly about the importance of the safe space they were given in the course to express feelings, particularly during and after the violent events.…”

Section: Discussionmentioning

confidence: 99%

“…In such a model, a reflective process is created. Participants consider their point of view toward the member of the other group (the outgroup member; Rothman, 2014; Sternberg et al, 2018). An effective form of indirect contact is extended contact, according to which simply knowing that ingroup members have outgroup friends (extended contact) or observing these friendships vicariously (vicarious contact) can improve intergroup relations (Vezzali et al, 2014).…”

Section: Literature Reviewmentioning

confidence: 99%

Learning about dialogue and partnership between rival groups during an intractable conflict.

Kapshuk¹,

Shapira²

2022

Peace and Conflict: Journal of Peace Psychology

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The present study focuses on a minority group of Israeli Arab students who learned about dialogue and partnership between Arab and Jewish communities in a mixed college in Israel. The real-time study of the damaging effects of the intractable conflict suggests a unique model based on three concepts—shallow roots need constant watering, extended contact, and minimizing status differences (SEM)—for intervention in peace education. The first concept reflects the conceptualization of peace education initiatives operating on cognitive, emotional, and behavioral dimensions. The second concept is based on encounters with the outgroup by watching videos showing intergroup meetings and shared lives; the third concept minimizes the asymmetry in powers between the groups. Two questions guided our research: (a) How did the course that coincided with an outbreak of violence in an intractable conflict affect the Israeli Arab students who learn in a mixed college? (b) How did the SEM model affect Israeli Arab students’ trust in reconciliation during an intractable conflict? The findings indicate a complex picture: negative emotions, descriptions of racism, and a more negative perception of the other side. However, the course, which emphasized the conflict and its consequences and complexities, also evoked feelings of hope, trust, and a desire for reconciliation. Therefore, this study’s unique model for learning about partnership and dialogue in a complex and challenging situation may be helpful to other situations of peace education during an intractable conflict.

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Factions/Factionalism

Kretschmer

2022

The Wiley-Blackwell Encyclopedia of Social and Political Movements

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A faction is a subgroup within a larger organization that is in conflict with other members of that organization. Factions occur when a subset of organizational members begin to develop a distinct collective identity that is at least partially at odds with other members. Factionalism refers to this conflict between an organizational faction and other members, or between competing organizational factions. Strictly speaking, factionalism refers to intra‐organizational conflict. However, many social movement scholars have used the concept of factionalism to understand interorganizational conflict within a broader social movement. In other words, we can use the language of factions to understand a wider range of phenomena, including how different branches of a social movement form and interact. Scholars have paid attention to the ways factions originate, to how they disperse or strengthen over time, to the different outcomes of factionalism, and to the consequences of factionalism for social movements generally.

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From Intragroup Conflict to Intergroup Cooperation

Cited by 5 publications

References 21 publications

“Nobody ever told us”: The contribution of intragroup dialogue to reflexive learning about violent conflict.

“Nobody ever told us”: The contribution of intragroup dialogue to reflexive learning about violent conflict.

Learning about dialogue and partnership between rival groups during an intractable conflict.

Factions/Factionalism

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