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A Learning Model for Effective Literacy Instruction in Diverse Papuan Contexts
No full textThis study seeks to address the persistent challenge of low literacy rates among Papuan primary school children by answering the research question: What factors hinder literacy development, and how can a holistic learning model improve literacy outcomes in this context? Conducted in Keerom and South Manokwari Regencies, the research adopts a qualitative approach to design an inclusive and effective learning model. The study involved a multi-stakeholder approach, engaging primary school students, educators (teachers and principals), parents, community leaders (village heads, religious leaders, and traditional leaders), government officials (education office and local government), legislative representatives (DPRD members), and academic experts from universities. Data were collected through focus group discussions (FGDs), in-depth interviews, and participant observation. The findings led to the development of a comprehensive learning model characterized by: (a) the integration of local food-based breakfasts within the school environment; (b) a curriculum focused on enhancing basic literacy skills using contextually relevant and functional learning materials; (c) the adoption of flexible and context-adaptive instructional methods and media; (d) assessments aimed at measuring literacy skill development; and (e) fostering collaborative partnerships among educators, families, and the local community. The phased and sustainable implementation strategy emphasizes stakeholder engagement to ensure long-term success
Discourse Markers in Conflict Management: A Literature Review
No full textDiscourse Markers in Conflict Management: A Literature Review
Discourse markers, often seen as fillers in conversation, are important for managing interpersonal conflicts. This literature review aims to show how these markers influence conflict dynamics, with implications for promoting peace and strengthening community relationships. By combining research from linguistics, communication studies, and conflict resolution, the review looks at how discourse markers function during three phases of conflict: initiation, escalation, and de-escalation. The authors aim to improve both theoretical understanding and practical approaches to engaging constructively in conflicts, enhancing cohesion within global and local communities through better communication.
Using a qualitative synthesis methodology, this review examines peer-reviewed studies from 2000 to 2025, drawing on materials from fields like linguistics, communication, psychology, and conflict resolution. Data will be gathered through comprehensive searches in databases such as PsycINFO, JSTOR, and Communication & Mass Media Complete. Inclusion criteria will focus on empirical studies that investigate spoken conflicts involving discourse markers, excluding those solely focused on fillers or non-conflictual conversations. Extracted data will be systematically categorized based on marker type, conversational function, conflict phase, and cultural or relational context.
Early findings suggest that mitigating markers (e.g., “I mean,” “kind of”) can help ease conflict escalation, while directive markers (e.g., “so,” abrupt “well”) might increase tension, especially in hierarchical or intercultural interactions. The review will identify existing research gaps and suggest future research directions, including the use of discourse analysis in conflict coaching and mediation practices.
By highlighting the impact of everyday language on the progression of interpersonal conflicts, the authors aim to make significant contributions to peace and conflict studies, interpersonal communication, and human security. Insights from this analysis could lead to the development of more empathetic and effective conflict engagement strategies, grounded in dialogue, respect, and relational peace
An Unlikely Ironic Intervention: Reimagining the Fourteenth Amendment of the United States of America
No full textThe project of interest is an intervention in the United States of America to reform racial and minority vote dilution, along with systemic entrenchment of power within gerrymandering, to undo the legacies of colonialism and racism within the states. Holding the government accountable to Constitutional and human rights is a patriotic act, even if many Americans don’t see it that way. Though often linked to the Global South, peacebuilding can also include institutional reform in non-war contexts. Peacebuilding processes are intended to improve society’s institutional structures for the betterment and sustainability of its constituents. I argue that the United States of America requires a peacebuilding intervention to create a more racially/ethnically equitable society, specifically regarding voting rights and accessibility. This paper argues that the United States requires a peacebuilding intervention centered on fully implementing the Fourteenth Amendment to address systemic racial inequality and strengthen democracy in the United States.
Lastly, in arguing for this intervention, legal precedent, advocacy work, and contemporary conditions of BIPOC citizens will be noted. This paper proposes a three-pronged intervention: Legal Reform: Reimplementing and expanding voting rights protections and Constitutional oversight. Community Empowerment: Partnering with NGOs to educate and mobilize BIPOC voters. Truth-Telling Commission: Establishing a national initiative to document and acknowledge historical disenfranchisement.
Legal precedents such as Thornburg v. Gingles (1986), Shaw v. Reno (1993), and Rucho v. Common Cause (2019) serve as evidence for the need for such a peacebuilding intervention in the United States
Facilitated Processes: Expanding the Boundaries of Peace and Conflict Studies
No full textThis paper introduces facilitated processes as a unifying conceptual framework that encompasses a spectrum of dialogic and participatory practices central to peacebuilding. These include both established approaches in PACS, such as problem-solving workshops (John Burton) and interactive conflict resolution (Ronald Fisher) and under-theorized practice-based methods that have yet to be extensively theorized within academic discourse, including Nonviolent Communication, the Circle Process, Deep Democracy, the Circle Way, and the Art of Hosting. Despite their widespread use in transforming interpersonal, communal, and systemic conflicts, these practices remain marginalized in scholarly discussions. Drawing on transformative learning theory and the framework of emancipatory peacebuilding, this paper argues that facilitated processes foster inner transformation, relational awareness, and collective meaning-making through structured dialogue. They operate across levels of conflict, from interpersonal healing to systemic change, as seen in applications ranging from restorative justice and community reconciliation to deliberative democracy and inclusive policymaking. By surfacing often-marginalized knowledge and practitioner-based innovations, this paper seeks to expand the epistemological boundaries of PACS and re-center embodied, dialogic, and facilitative practices as foundational to sustainable peacebuilding
Bytes of Peace: CAQDAS, GAI, and the Future of Applied Conflict Resolution Research Communities
No full textUniversity-based conflict resolution professors and practitioners alike are faced with quickly evolving Computer Assisted Qualitative Data Analysis Software (CAQDAS) and Generative Artificial Intelligence (GAI) that hold great potential and significant peril for both applied knowledge production and community collaboration on all levels. What are the specific factors that conflict resolution scholar-practitioners should consider in determining the degree to which we will adopt the use and teaching of these advanced technologies within applied research contexts?
In this presentation, I will discuss some of the latest research on CAQDAS and GAI for research within the theoretical contexts of Qualitative Methods Pedagogy, Professional Pedagogy, and Theories of Technological Adoption and Acceptance. Furthermore, I will assist conflict resolution professors, graduate students and professionals in gleaning specific scaffolding lessons for leveraging these and other advanced research technologies as well as evaluating relevant research and teaching practices in their respective departments, programs or practices. In this effort, I will describe the evolution of ELA Nonprofit Consulting, a U.S. 501(c)(3) nonprofit that I founded in 2005 as Environment Bolivia and continue to lead as my team transforms into a multinational, advanced technological, applied research, and research-informed fee-for-service consulting organization. In an extended Question & Answer session, per the methods of social constructivist variants of narrative inquiry, in dialogue with my audience, I will reflect on the opportunities and obstacles to increased applied knowledge generation as well as organizational engagement and “community” that have occurred with the welcoming of advanced technologies such as Atlas.ti and Endnote 2025 onto our team
Re-encountering spaces, unfolding stories: Community efforts to stay grounded while making sense of the hyper-capitalistic Hong Kong
No full textThe typical discourses around social movements in Hong Kong since the city’s retrocession from London to Beijing in 1997 emphasize people’s distrust of the Hong Kong and Chinese central governments, the fight for democracy, and the staggering socio-economic disparity as the dominant reasons for the protests and violence. However, through critical analyses, we learned that the obsession with capitalism and efficiency, and the state-capital alliance inherited from the colonial era have led to an absence of decolonization and a clear sense of identity — the root causes of Hong Kong’s unsustainability. Social movements are in fact public outcries for alternative ways of living to the current hyper-capitalistic arrangement where people’s everyday lives are determined by the handful billionaires in the city.
This proposed paper consists of three sections. The first section provides the context of Hong Kong’s unsustainability by critically re-articulating the history and narrative of Hong Kong’s development, an alternative to the commonly-known colonial, British framing.
The second section describes an organic emergence of community-based initiatives that utilizes local tours and oral history projects to invite Hong Kong residents (as familiar strangers) and tourists to re-discover and re-engage with local histories, stories, and cultures of different neighborhoods, a lot of them are at risk of being demolished for redevelopment but are homes to socio-economically marginalized communities, sunset industries, and gurus of cultural heritages. Three case studies will be highlighted to showcase different financial models and practices
The last section discusses the opportunities and challenges for each model. This paper presents an interesting case of seeing local community-based tourism as an opportunity for one to take the time to focus on their relationship with themselves, their communities, and the environment; reflect on their social identity; and reconcile with different lived experiences — a powerful act to counter the de facto capitalism and efficiency doctrine and a way to enhance social cohesion and inclusion, and nurture peace and community sustainable development at the time of rampant politicization and radicalization
APA 7th Edition Citation
No full textThis workshop covers basic information on APA 7th citing and reference format.https://nsuworks.nova.edu/library_learn_all/1101/thumbnail.jp
Negotiating Tradition and Modernity: An Ethnographic Study of Leadership and Collaboration in Acehnese Islamic Higher Education
No full textThis ethnographic study explored the relationship between State University Institutes (SUIs) and Ulama Dayah (Islamic scholars) as mutual co-existing beneficiaries in an Islamic educational organization in Aceh, Indonesia. While the relationship is characterized by a shared commitment to Islamic education, tensions simmer regarding leadership styles and the balance between tradition and modernity. This study is guided by the following research questions: (a) How do SUI leaders in Aceh perceive and manage the inherent tensions between upholding Islamic values and adapting to contemporary demands? (b) How do these leaders reconcile the potentially competing expectations of religious and secular stakeholders? (c) How do Ulama Dayah perceive the organizational realities and leadership dynamics within SUIs? Employing in-depth interviews with key stakeholders, including local scholars such as the head of Dayah leaders, SUI leaders, and Acehnese Islamic scholars, the study revealed how the beneficiaries act as local figures, fostering collaboration within SUIs. The scholars’ strengths lie in mediation, promoting servant leadership, and advocating for a long-term vision co-created with all stakeholders. This approach, grounded in Islamic principles of empathy and mutual respect (Rahmatan lil Alamin), offers a pathway towards a more harmonious and progressive Islamic educational environment in Aceh. Thus, this study highlights the importance of collaboration, shared vision, and stakeholder engagement, as well as navigating the balance between tradition and modernity, as the foundation for conflict resolution within organizations for SUIs
Conducting a Qualitative Umbrella Review for Novice Researchers: A Critical Reflection of Primary Documents
No full textThe need for scientific evidence in education has accelerated systematic reviews. However, the practice of conducting umbrella reviews is not yet common in education. Among the possible reasons for the scarce number of umbrella reviews in education is the lack of knowledge of the steps required to conduct them and the specific challenges of this method. Their usefulness in the educational context lies in their ability to offer new findings of great scope and transferability based on evidence from multiple systematic reviews in an efficient and in-depth manner. This study provides a critical reflection on the methodological implications of conducting a qualitative umbrella review, as well as an in-depth examination of the challenges and difficulties associated with analyzing the primary documents of systematic reviews forming part of the umbrella review. The study seeks to offer guidance for future novice researchers interested in synthesizing scientific evidence on a given topic. By developing an umbrella review using the example of digital storytelling in education, the study explores key questions and challenges in the review of primary documents
Potential Mediators in the Relationship between Racial Identity and Neuropsychological Performance in a Retired NFL Cohort
No full textHistorically, Black Americans have consistently performed more poorly than White Americans on various neuropsychological tests, with debates surrounding the causes of these differences ranging from genetic to societal factors. These differences have been documented across various cognitive domains, including memory, attention, executive function, and processing speed. Findings from previous research suggest that individuals with higher levels of education and stable marital relationships tend to exhibit better cognitive functioning, while certain football positions are linked to differences in cognitive abilities. However, the specific effects of these factors on neuropsychological performance require further investigation. The present archival study was derived from a pre-existing database, and no tests were administered as a part of this study. The two main groups consisted of Black and White retired NFL athletes. Prior research has found that racial identity is a significant predictor of neuropsychological test performance on WAIS-IV Digit Span, Arithmetic, Letter Number Sequencing, Block Design, Visual Puzzles, and Similarities, and WMS-IV Verbal Paired Associates II and Visual Reproduction I (Bennett, 2018). The current study seeks to confirm and build upon these findings to investigate to what extent racial identity, educational level, marital status, and primary position explain variation in neuropsychological performance