Comparative Approaches to Dialogue-Based Peace Education Among Israeli, Palestinian, and American Youth

Phillip L. Hammack

War is characterized by the absence of opportunities for dialogue among groups in conflict. At least two distinct paradigms of formal dialogue facilitation have emerged in the curricula of peace education programs. In one paradigm (the contact approach), facilitators seek to reduce individual prejudice and stereotypes through acquaintanceship. In another (the social identity approach), facilitators seek to raise awareness of collective action, policy, and power dynamics in conflict reproduction. Though both approaches exist in practice, no systematic research has compared the process and outcome of participation in distinct paradigms of dialogue. In this field study of a peace education program for Israeli, Palestinian, and American youth, participants were randomly assigned to one of these two paradigms of dialogue facilitation. Fusing qualitative and quantitative methods in a longitudinal design, I will examine the relationship between dialogue paradigm and four process-related factors (identity salience, emotion, use of collective narrative, and power dynamics) and two outcome-related factors (support for political violence and participation in peace-building activities). The goal of the project is to provide peace education practitioners with vital data on the distinct processes and outcomes associated with particular dialogue paradigms and to thus identify best practices for peace education programs.

About Phillip L. Hammack

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