Community-Based Dialogue and Online Peacebuilding Practice

Nolte-Laird, Rachel

doi:10.1007/978-981-16-6013-9_3

Rachel Nolte-Laird²

219 Accesses

Abstract

This Chapter presents a rumination on two essential areas: dialogue in community-based peacebuilding and peacebuilding practices in online settings. This discussion reveals the present gaps in knowledge related to implementing dialogue-based peacebuilding practices in online environments while addressing the critiques and limitations of those practices. The chapter first establishes an understanding of track-three, community-based dialogue, presenting five characteristics that typically embodies an intentional and sustained dialogue model. These five characteristics include: encountering other, establishing a safe space that addresses issues of inequality amongst participants, attending to issues of identity both within in-group and out-group contexts, the examination of truth and narratives, and creating relationships with other that enable a movement towards change or action. Dialogue can have a long-term outcome on participants in how they perceive the other, engage in their world, and understand their own identities, in ways that create conditions for positive peace within their broader community and society. These outcomes of community-based dialogue practices are then discussed within the chapter alongside several critiques of dialogue practices including failure to adequately address power dynamics, normalization of status quo, negative contact outcomes, and variations in outcomes. A review of current peacebuilding practices in online environments, including online dialogue initiatives, peace-education models, the Contact Hypothesis online, and games-based models is presented. Finally, while the accessibility of the internet offers an enticing promise from a logistical perspective, questions remain regarding the effectiveness of virtual encounters, particularly in comparison to face-to-face programs. Critiques of the concept of online dialogue for peacebuilding are discussed. The examination of current knowledge presented in this chapter surfaces the opportunity to bring new insight to future practices as peacebuilding moves increasingly into online spaces.

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Notes

1.
For more on Contact Hypothesis and Peacebuilding, see: Amichai-Hamburger et al., (2015), Austin (2006), Hasler and Amichai-Hamburger (2013), Maoz et al., (2002), McKenna et al., (2009), and Pettigrew & Tropp, 2011.
2.
While Sustained and IGD are specific models in the field of peace and conflict, this chapter seeks to synthesize an array of models and theories, including but not limited to these. Therefore, while elements of IGD and Saunders’s sustained dialogue are incorporated within this chapter, I am not exclusively drawing from these two definitions.
3.
For more on dialogue in community-based peacebuilding see: Dessel and Rogge (2008), Gawerc (2006), Maoz et al., (2002) Phipps (2014), and Ron and Maoz (2013b).
4.
For more on dialogue outcomes see Bryn (2015), Burkhardt-Vetter (2018), Dessel and Ali (2012), Hoover (2011), Kelleher and Ryan (2012), Maoz et al., (2002), Mor et al., (2016), Ron and Maoz (2013b), and Ross and Lazarus (2015), Ungerleider (2012), and Zartman (2008).
5.
For more on technology integration into peacebuilding see: Best (2013), Peace Direct (2020), Hattotuwa (2004), Kahl and Puig Larrauri (2013), Manojlovic (2018), Miklian and Hoelscher (2017), Roy and Kundu (2017) Schumann et al., (2017), Tellidis and Kappler (2016), White et al. (2015b).
6.
Examples include Peace Factory (Amichai-Hamburger et al., (2015), Sechrist (2014), and Todd (2017), Tweeting Arabs (Mor et al., 2016), YaLa Young Leaders (“YaLa,” 2016) and Other Voice (Baraaz, 2015; Chaitin, 2012; Roberts, 2009; Witte & Booth, 2014).
7.
Further examples of online dialogue programs include: wedialog.net (Selvanathan et al., 2019), Platform4Dialogue (Peace Direct, 2020), and ‘Feeling Close from a Distance,’ which offered a hybrid model of both online and face-to-face encounters (Yablon, 2007).
8.
Examples of online peace education include: Trust Building in Online Collaborative Environments (TOCE) (see: Ahmad & Hoter, 2019; Amichai-Hamburger et al., 2015; Hoter et al., 2012; Kampf, 2011; White et al., 2015b), Dissolving Boundaries (Amichai-Hamburger et al., 2015; Austin, 2006; Rickard, Grace, Austin, & Smyth, 2014; White et al., 2015b), Peace Gong in India (Roy & Kundu, 2017), and YaLa Academy(“YaLa,” 2016).
9.
For examples of Contact Hypothesis Online see: Amichai-Hamburger (2012), Amichai-Hamburger et al., (2015), Ellis and Maoz (2007), Kampf (2011), McKenna et al., (2009), Mollov and Schwartz (2010), White et al. (2015b, 2018), and Yablon and Katz (2001).
10.
Examples of games in online peacebuilding include: PeaceMaker (Cuhadar & Kampf, 2014; Kampf, 2011; Kampf, 2014), Games for Peace (Amichai-Hamburger et al., 2015; Manojlovic, 2018), Peace App (Manojlovic, 2018; United Nations Alliance of Civilizations, 2014), Global Conflicts (Kampf & Cuhadar, 2015; Kampf & Stolero, 2018), and Sambaza Peace Game (Kahl & Puig Larrauri, 2013).

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National Centre for Peace & Conflict Studies, University of Otago, Dunedin, New Zealand
Rachel Nolte-Laird

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Rachel Nolte-Laird
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Nolte-Laird, R. (2022). Community-Based Dialogue and Online Peacebuilding Practice. In: Peacebuilding Online. Palgrave Macmillan, Singapore. https://doi.org/10.1007/978-981-16-6013-9_3

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DOI: https://doi.org/10.1007/978-981-16-6013-9_3
Published: 17 November 2021
Publisher Name: Palgrave Macmillan, Singapore
Print ISBN: 978-981-16-6012-2
Online ISBN: 978-981-16-6013-9
eBook Packages: Political Science and International StudiesPolitical Science and International Studies (R0)

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