Social Justice Mediation Training May 14-18, 2017
A mediation training that includes an exploration of how identity and power imbalances affect the development and resolution of conflict
Social Justice Mediation Training:
Participants will explore the relationship between social justice and how conflicts develop and are resolved through lectures, interactive activities, analyses of (actual) videotaped mediation sessions, skill improvement, and roleplays.
Participants will receive a mediation certificate of successful completion of the training.
Why a social justice approach to mediation?
The Social Justice Mediation Model was developed in response to the pattern that has emerged in the field of mediation revealing that mainstream mediation is not equally serving all segments of the population. Despite the demonstrated success of mediation, recent research shows that it also routinely reproduces privilege both structurally within the institution and interpersonally between disputing parties. In this training, we will undertake a critical examination of how and why this occurs in the mainstream approach to mediation and we will investigate a new strategy that accounts for privilege and works to undermine it.
After having considered challenges facing conflict resolvers by issues of racism, classism, sexism and other forms of social inequities, participants will be trained to mediate using a social justice lens that is focused on their own intervention strategies while helping disputing parties reach mutually agreeable solutions.
This model is built upon theoretical frameworks grounded in the fields of Postcolonial Studies, Critical Race Studies, Multicultural Education, and Conflict Resolution. Its unique approach is not offered by any other training institute or trainers and has been utilized by over 100 campuses and organizations across the country. So far, over 3000 people have been trained in this model. It has been praised for preparing mediators to effectively respond to the realities of multicultural conflicts in organizations and communities.
For more details on the approach and how one college utilized it, see the 2002 Paine article: http://www.campus-adr.org/CMHER/ReportArticles/Edition2_4/Oberlin2_4.html.