Suchergebnisse

AbstractWho decides qualifications?

Mediators are expected to include or uphold a growing number of norms in their interventions. For instance, inclusivity, gender equality, transitional justice, democracy promotion and the implementing instruments that accompany them are increasingly incorporated into the strategies of international and regional organizations, states and non-state actors that mandate mediation missions in conflicts around the world. This working paper takes one step back and asks whether mediators actually can, or have the agency to, promote these norms. It presents the analytical framework of a three-year multi-case research project on the role of mediators in norm diffusion. It examines what norms form part of the framework for mediation processes, if mediators promote these norms and how and what norms are internalized in the peace process. Through process-tracing, the research project will apply this analytical framework to mediation processes in Syria, South Sudan and Myanmar.

AbstractIn this initial study from the Mediator Skills Project (MSP), background characteristics and incentives of mediators who practice in public, private, and government agency settings in Georgia are examined. First, mediators in the state are described to provide a profile of the range of practicing mediators in a state population. Second, mediators are compared across practice settings. Differences were found among mediators across the three settings on the following variables: sex, age, family income, education, occupation, and career‐and income‐related incentives.

This paper considers the question of the role of teachers with respect to knowledge, an issue that has been reopened as a consequence of the widespread interest in outcomes-based education. Proponents of an outcomes-based education are sometimes guilty of defending a role for teachers that is limited to facilitation. Against this rather passive understanding of the role of teachers, the paper defends a notion of teachers as critical mediators of knowledge. The role of teachers as mediators of knowledge is developed from debates in epistemology about knowledge and truth. The role of teachers as socio-cultural critics, analogous to the role of art critics, is developed from debates around knowledge, values and the politics of curriculum design. These two roles are synthesised into teachers as critical mediators of knowledge. ; postprint

AbstractSome mediation scholars argue that mediator effectiveness is a direct function of matching the mediator to a specific mediation case, in terms of aligning the neutral's skill and experience to the dynamics of the case in question. This study uses Q methodology and reveals four styles of mediators: the counselor, the negotiator, the facilitator, and the democrat.

Suppose X and Y are binary exposure and outcome variables, and we have full knowledge of the distribution of Y, given application of X. We are interested in assessing whether an outcome in some case is due to the exposure. This "probability of causation" is of interest in comparative historical analysis where scholars use process tracing approaches to learn about causes of outcomes for single units by observing events along a causal path. The probability of causation is typically not identified, but bounds can be placed on it. Here, we provide a full characterization of the bounds that can be achieved in the ideal case that X and Y are connected by a causal chain of complete mediators, and we know the probabilistic structure of the full chain. Our results are largely negative. We show that, even in these very favorable conditions, the gains from positive evidence on mediators is modest.

Mediation -- Mediation and mediator trust -- Mediators' relational characteristics : impartiality and interest -- Two dimensions of trust and two relational characteristics of mediators -- Mediation for the Borneo dispute and the Yemen dispute -- Good mediators.