Adapting to mediation online: the Irish experience

This article contrasts the use of online mediation in Ireland from February 2019, prior to the Covid-19 pandemic in March 2020, and from then until March 2021. It considers the context for online mediation in Ireland, the challenges to the mediation process, the experience of online mediation from the perspectives of mediators and participants in mediation. Sharing these experiences informs future decisions as to how technology might best be integrated into mediation practice in the longer term. The experience of 13 mediators indicates that there are challenges due to familiarity with technology for mediators and participants, and challenges to power balancing and confidentiality. In Ireland, although platforms such as Zoom played a major role, use of the telephone in the mediation process also increased. An online mediation competence framework for mediators is proposed.

“Sisters in Peace”: Analyzing the Cooperation between the United Nations and the European Union in Peace Mediation

This article examines UN–EU cooperation over peace mediation. It compares their conceptual approaches to peace mediation and the evolution of their institutional capacities, demonstrating that the EU has learned from the UN, while actively supporting the strengthening of UN mediation capacity. The most important difference concerns the embeddedness of mediation in a broader foreign policy agenda in the case of the EU compared to the UN. The article also examines models of EU–UN cooperation in mediation practice. Drawing on an overview of cases of UN–EU cooperation, the article develops a typology of the constellations through which the two organizations have engaged with and supported each other. A case study on the Geneva International Discussions on South Ossetia and Abkhazia investigates the effectiveness of this coordination. The findings point to a high degree of effectiveness, although this has not yet translated into tangible mediation outcomes.

Mediación didáctica e inclusión educativa en la educación básica desde el enfoque socioformativo

Ante los retos del desarrollo social sostenible, es esencial fortalecer la inclusión en la educación básica con nuevos enfoques como la socioformación. Sin embargo, se desconocen los avances en la didáctica inclusiva en primaria, con base en este nuevo enfoque. Es por ello que el propósito del presente estudio fue determinar el grado de implementación de las prácticas de mediación didáctica inclusiva desde el enfoque socioformativo, con el fin de sugerir mejoras en este proceso a las escuelas. Acorde con esto, 689 docentes y 645 estudiantes de escuelas primarias públicas de México respondieron una rúbrica analítica compuesta por diez prácticas de mediación didáctica inclusiva. Esta rúbrica fue previamente validada con docentes y estudiantes. Cada práctica tuvo cinco niveles de desempeño, con base en la taxonomía socioformativa: preformal, receptivo, resolutivo, autónomo y estratégico. Los resultados muestran que hay un grado medio alto o alto en la implementación de la mediación didáctica inclusiva desde la socioformación, y esto fue superior en los docentes respecto a lo hallado en los estudiantes. La práctica de mediación didáctica inclusiva más desarrollada fue el respeto a la diferencia y la menos desarrollada la evaluación formativa. Se concluye que los docentes tienen logros relevantes en la implementación de la mediación didáctica inclusiva, tomando como base la socioformación, pero esto debe ser tomado con precaución y se debe continuar con la mejora de este proceso mediante el trabajo colaborativo, la formación continua y la tutoría. Faced with the challenges of sustainable social development, it is essential to strengthen inclusion in basic education with new approaches such as socioformation. However, advances in inclusive didactics in primary schools are unknown based on this new approach. That is why the purpose of this study was to determine the degree of implementation of inclusive didactic mediation practices from a socioformative perspective, in order to suggest improvements in this process to schools. Accordingly, 689 teachers and 645 students from public elementary schools in Mexico responded to an analytical rubric composed of ten inclusive didactic mediation practices. This rubric was previously validated with teachers and students. Each practice had five levels of performance, based on the socioformative taxonomy: preformal, receptive, decisive, autonomous and strategic. The results show that there is a medium high or high degree in the implementation of inclusive didactic mediation from a socioformation perspective, and this was higher in the teachers than in the students. The most developed inclusive didactic mediation practice was that of respect for difference and the least developed was formative evaluation. It is concluded that teachers have relevant achievements in the implementation of inclusive didactic mediation, based on socioformation, but this must be taken with caution, and the improvement of this process must continue through collaborative work, continuous training and tutorships.

Identifying the Moderating and Mediating Variables in Parental Mediation Practices in Nigerian Families in the Digital Age

This study examined the moderating and mediating variables in parental mediation practices in Nigerian families in the digital age. This study applied a multi-stage sampling technique to achieve an adequate representation of the population in six educational districts in Lagos, Nigeria. The study included 1,270 adult sample. Data were obtained through questionnaire from parents of children in the selected schools. Findings of the study showed that a strong and positive relationship exists between parent’s age and educational level and parent’s gender and educational level. These relationships were evident as strong moderating variables for the four mediation strategies measured in this study. It was found that, relating to the digital literacy of parents, the hierarchical regression analyses showed that only 7% of variance in parental mediation practice, in the case of participatory learning, was explained. By implication, the constructs of digital literacy are more relevant to participatory learning mediation practice compared to other parental mediation practices in the context of Nigerian families.

Grillo’s Rigorous Path to Intentional, Mindful Mediation

Trina Grillo’s critique of the “promises of mediation” in her article, The Mediation Alternative: Process Dangers for Women, was influential during the formative years of mediation practice in this country—when state and federal courts across the country were exploring and expanding mediation’s use. Mediation was heralded as an informal, contextual, noncoercive forum where parties could have their voices heard and keep decisions in their own hands, and as a viable alternative to the adversarial, patriarchal, objectivist trial system....

MEDIATION IN EDUCATION AND DEVELOPMENT OF CONFLICTOLOGICAL COMPETENCE OF THE TEACHER

The history of mankind confirms: both harmony and conflict are characteristic of communication in society. This article is devoted to the problem of conflicts in education. Unfortunately, conflict interaction occurs in school life, therefore, teachers need to learn how to apply innovative technologies in resolving conflicts, focus on respecting the rights and freedoms of all participants in the educational process, and act in accordance with the interests of the parties. The article discusses the technology of mediation, which orients the participants in the interaction towards cooperation in the conflict with the help of a mediator. The implementation of mediation practice requires special training of teachers, the formation of completely new competencies and, first of all, conflict management, which should be developed within the framework of continuous pedagogical education, using interactive training technologies and role-playing games. The authors present the experience of implementing the advanced training program “successful strategies of behavior in conflict and the development of a teacher's resistance to conflict”.

TRAINING IN MEDIATION: APPLICATION ON THE COMMUNICATION MODEL

Teaching the participants of the conflict to conduct a communication is an important process in the mediation. A positive result of the mediation, i.e., resolution of the conflict, is impossible without teaching the participants the rules of a conflict-free communication; that will allow them to avoid conflict situations in society also in future. The publication considers a model of communication between the participants in the conflict as well as the mediator. The model is built on the basis of an analysis of the principles of existing communication models and experience of a practicing mediator. The types of communication noises (including constructs as communication barriers) have been identified and classified, and techniques for detecting these noises has been proposed. By selecting and studying them the mediator has the opportunity to effectively arrange a training for the participants of the conflict. The objective of the study is to build a communication model in a mediation, taking into account semantic and psychological noises; to demonstrate the role of a mediator in a constructive conflict resolution for dialogue teaching; to determine the mediator’s tools. The theoretical study is based on the analysis and assessment of philosophical, pedagogical and psychological literature and a mediation practice. Results: a model of communication in the process of mediation, questionnaire for identifying noises and a processing algorithm for it to determine the methodology for teaching communication to the participants of the conflict.

MEDIATION: PRACTICE IN THE CORPORATE WORLD

The relationship between parties in corporate world is essential in order to addressing business disagreements. Where it is focusing on the language of business contract per se. Despite various dispute solutions and legal provisions on corporate, company and shareholder rights, all the parties concern are still facing some challenges. Mediation method is one of the alternative dispute resolutions for those who seeks justice without undergo the court proceeding. It is a swift and inexpensive form of dispute resolution. Mediator’s role is to facilitate the disputing parties, and utilizes both joint and private sessions to assist them to achieve consensus. In view of the economic interest, and with a vision to maintain their business relation, a private settlement is preferred between them. This study is using the doctrinal and comparative research methods. In which, this study is comparing the pertinent literature on jurisdiction of the court and Mediation Bodies in terms of Corporate / Company / Shareholders. The discoveries of this study are vital in describing the pros and cons of mediation practices and how it reflects justice to the Malaysian society.

Rethinking Peace Mediation

Written by international practitioners and scholars, this pioneering work offers insights into the peace mediation practice and explains how multifaceted assistance has become an indispensable part of it. With its policy focus and real-world examples, this is a go-to resource for researchers and advisers involved in peace processes.

Mediating Across Worldviews

This chapter considers the ways in which liberal institutions and approaches to peace mediation are inadequate for conflicts rooted in competing worldviews. Many of the most persistent and challenging conflicts are, and always have been, propelled by contending worldviews and their normative dictates. Yet peace mediation processes seem inadequately attuned to the drivers of such conflicts, and unresponsive to the core motivations and aspirations of conflict stakeholders. As a result, the default mechanisms, practices and mindsets that have been relied upon for decades in efforts to manage and resolve violent intra state and international conflict, including common modes of peace mediation, may no longer be fully up to the task. The chapter highlights this failure and proposes a strategy for peace mediation practice to engage in a more meaningful way with this tension.