Brinson et al. (2004:296) present several cross cultural conflict resolution techniques and strategies that have merit when working with culturally and linguistically diverse students. The principals must place a professional emphasis on cross-cultural problem solving. Firstly, the manager needs to define, understand and make sense of conflict within the cultural context of the groups involved in the dispute (Lederach, 1995 in Brinson et al. 2004:296). Secondly, overreliance on traditional problem- solving techniques and strategies when working in cross-cultural situations could increase vulnerability to emotional and behavioural problems. Thirdly, Tyler, Lind and Huo 2000 in Brinson et al. (2004) emphasize that cross-cultural strategies provide a framework for understanding the role the culture has in influencing human behaviour and interactions, and consequently, how culture can affect the problem- solving process.
In their research, Brinson et al. (2004:297) found the following techniques and strategies that are helpful when mediating disputes within and between culturally diverse groups:
2.4.7.1 Community assembly: The Semai Becharra’
According to Brinson et al. (2004:297) the tradition of African culture requires disputes not to be handled in isolation or to be between the disputants only. Disputes are a concern of everyone in the community or the school. The headman in the community gathers people in the ‘becharra’ (discussion session) to share the discussion and the disputants are each afforded a platform to state their story to the listeners. Thereafter, the dispute is discussed by the listeners. Eventually the headman, or the principal in a case of the school, judges the case and imposes a verdict. The one who is found to be guilty is fined and both parties are strongly rebuked. The collective responsibility of handling the conflict is emphasised, and the disputants do not address one another.
i 2.4.7.2 Qai-Chewing sessions
This strategy originates in Yemen (Brinson et al. (2004). The disputants are given a plant called the “qat” to chew which after seconds of chewing starts to have a tingling sensation to the tongue and mouth. The leader is the only person who is not allowed to chew this qat and he/she has the antidote that eliminates the tingling in the mouth. It is believed that both parties will cooperate quickly with the intention of getting the antidote. In order to get the antidote, the members must listen to each other and reach a resolution as quickly as possible. In the school context the manager can choose any object, such as a cell phone and withhold it until both parties cooperate to come up with the solution to resolve their conflict.
2.4.7.3 The role of poetry
According to Brinson et al. (2004) poetry is a powerful resource in schools, primarily because many students across various racial/ethnic groups love to listen to lyrics. For example, rap music can be used to pass a message that condemns destructive conflict.
2.4.7.4 Dia
The concept of Dia originates in some African cultures whereby its payment is used as a common way to prevent or settle a feud. It is used by members of the group who work together and support one another in collective social responsibility. The Dia (fine) is used for compensation and upliftment. This approach can be applied in a school context whereby the principal together with the SGB could create a judicial system run by students. The jury (formed by elected students) would make judgments against students who are accused of an offence. Such guilty students would have to pay for each other for damages in a form of community service that is helpful to the school.
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This is an intervention used to help students discover specific dynamics relating to intergroup conflict. The intervention involves a manager telling a story that will depict or portray the nature of the current conflict and this story should also paint a picture of the consequence of the conflict if it is left unsolved. The story is left without an ending and the students are expected to fantasize the ending.
The above mentioned strategies are some of the examples that can be effectively used by the SGB in their efforts to support educators in conveying the necessary skills to the learners.
I would like to conclude with the viewof De Vries and Zan (1994) in Chen (2003:205) when they emphasize the need for educators to assist learners in acquiring constructive conflict strategies, to let them recognize and utter their feelings and listen to one another, to clarify the problem and if the conflict becomes destructive, how they can intervene to stimulate children’s abilities to generate possible solutions. De Vries and Zan (1994) in Chen (2003:205) further urge teachers to be calm and to control their own emotions and reactions. Whether teachers like it or not, they must acknowledge that conflicts are not something that can be avoided or prevented. Instead Chen (2003:207) wants to know “why these conflicts cannot be used as opportunities to develop strategies for peaceful resolution of differences?”
In sum: According to the American Health Lawyers Association (1988:18), foundational principles necessary to support conflict management include: a) a willingness to acknowledge the existence of conflict; b) open communication; c) dealing with conflict within an environment of mutual respect; d) acceptance and tolerance of different perspectives through the process; e) commitment to fundamental fairness; f) educating all stakeholders about conflict management; g) developing a conflict management process with policies and procedures, with input from the stakeholders; and h) holding stakeholders accountable to use the conflict management process responsibly.