Dispute Resolution Discussion Strategy: Explanation
This activity mirrors those situations that can develop in real life, whereby two parties find themselves in conflict.
The discussion centres on the resolution of whatever is in dispute.
Learners must explore the issue, along with arguments that have led to the disagreement.
Two alternative approaches are possible:
Dispute Resolution Discussion Activity: Approach One
The teacher divides the class into groups of three or four.
The whole class is introduced to a dispute related to the topic.
Groups are asked to discuss the dispute, to produce a range of possible solutions, and to decide on one of these to put forward to the rest of the class.
Each group’s solution is discussed in turn.
Groups must explain why they settled on their solution and why they think it will solve the dispute.
Then, the rest of the class have an opportunity to ask questions, probing whether the solution really is as good as the group say it is.
Once each group’s proposal has been heard and discussed, a vote is taken as to which resolution learners think is best.
Dispute Resolution Discussion Activity: Approach Two
The teacher divides the class into groups of three or five.
One learner from each group takes on the role of mediator while the remaining learners take on the role of opposing parties (in a group of three this means 1 vs. 1; in a group of five it means 2 vs. 2).
The teacher explains what it is that is in dispute and who the opposing parties are.
If possible, there will be some pre-prepared material for each group member.
For the mediator this will explain their role and offer some tips on how to mediate.
For the opposing parties it will explain what their position is in the dispute and what has led them to think in it that way.
A discussion then takes place in which the opposing parties state their cases and explain why the dispute should be settled in their favour.
It is the mediator’s job to try and help the parties find a mutually satisfactory solution through discussion.
They should prompt, ask questions, suggest alternatives, and clarify the views held on both sides.
The teacher ought to make it clear that a resolution is possible; the pupils playing the opposing parties should react in character and not be deliberately belligerent!
Dispute Resolution Discussion Strategy: Example
Topic: Government Industrial Policy
In this example, let us imagine that learners have been studying the topic for several lessons.
Dispute Resolution is being used by the teacher to draw together various strands that have been part of the work so far.
The following two examples refer to the two options outlined above:
Dispute Resolution Approach One: Example
Learners are divided into groups of four and the teacher presents the class with the following dispute:
- ‘The government wants to remove funding from a deprived area of the UK. They say that the money is not attracting investment, and that the economy would be better served if funds were spent elsewhere. They have a project earmarked in an affluent area that is guaranteed to create new jobs. The people living in the deprived area are angry and claim that the government should be investing more in their region to attract new industries. They say that the affluent area does not need government funds and that jobs will be created there anyway.’
The teacher gives groups ten minutes to discuss the dispute, to generate possible solutions, and to settle on one they will be happy putting forward to the whole class.
Each group’s solution is heard in turn. This includes learners having an opportunity to question their peers so they can better understand the thinking behind their solutions.
Depending on how things develop, the teacher might choose to open out the activity into a general discussion about the dispute, before holding a vote so the class can decide which solution they think is the best one.
Dispute Resolution Approach Two: Example
Learners are divided into groups of five.
The same scenario as above is outlined by the teacher.
One person in each group takes on the role of mediator, two learners take on the role of government representatives, and two take on the role of local citizens.
Discussion ensues, supplemented by support materials if these are available.
In this example, there is greater scope for learners on either side to get into the detail of their respective arguments.
It should also be noted that the mediator’s job isn’t an easy one. Think carefully before choosing which learners you want to play this role.
Dispute Resolution Discussion Strategy: Extensions and Developments
- In the second approach, give learners a set of criteria that must be met for the resolution to be deemed successful. These might include things such as: both parties feel they have got something positive from the settlement; different interests are considered; the final resolution is predicated on clear, logical reasoning. This is a tool the mediator can use to help them work their way towards a solution.
- In the second approach, ask the learners who have played the role of mediator to talk to the class about their experiences. They should explain what it was like to be in the middle of the dispute and how they, as neutral observers, saw the arguments put forward by each of the opposing parties.
