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How Do W e E ach A pproach C onflict?. Each person stand under/near one of the four images in the room (i.e., fox , lion, turtle, gull) based on how you deal with conflict .

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How do w e e ach a pproach c onflict
How Do We Each Approach Conflict?

  • Each person stand under/near one of the four images in the room (i.e., fox, lion, turtle, gull) based on how you deal with conflict.

  • Within your animal group, 1) introduce yourselves (first name only), 2) elect a spokesperson, 3) discuss what you have in common and how that's different from the other animals.

  • Spokesperson for each group tell us how your group is different from the other three

Sustainability and conflict t his morning and through the week
Sustainability and Conflict:This Morning and through the Week

  • Introduction

  • Interrupted Case: Tanzania

  • Interpretation

  • Jig-saw Case: Ecuador

  • Interpretation

  • Synthesis


  • Jim, Catherine, Molly, Alli

  • A little background about each of us

  • Our participants

  • Name, school, grade and field you teach

  • Our week and our syllabus

  • Overall goal and end product

  • Sessions during the week

  • Mechanics: bathrooms, lunch, logistics

Case Studies:

Tools for Teaching and Learning

  • Case studies are valuable ways to get people engaged with the content

  • This morning, we will engage in two case studies, each presented in a different way

  • Each will take about 45 minutes and we will use each to demonstrate a particular pedagogy and content

  • After each, we will discuss what we did and why

  • After the two, we’ll look at the bigger picture

As we break for lunch
As we break for lunch ...

This is our syllabus; you can see where we are going and what to expect

Lake Jipe, Tanzania

An interrupted Case

Lake Jipe, Tanzania

Part I:

Your Charge

  • USAID is looking for a transboundarydevelopment trial location with a village council that has a proven ability to self-govern. If stakeholders are capable of reaching a simple majority vote, Jipe will be selected and funds secured.

  • The issue at hand on which we must vote is whether to approve or deny a proposal presented by the WavuviwaJipe (Fishers of Jipe).

  • Given the context you have heard so far, here is a written story. Good luck.

In group discussions

Discuss the following questions with others in your grid:

  • How do communities cope when resource supplies decline?

  • There are four stakeholders represented here; are any missing from the dialogue?

  • How does compromise work (i.e., what process might stakeholders use to seek a mutually acceptable solution)?

    Discuss as a class

Part II: Fishers’ Proposal

Count off in groups, 1 through 4 (i.e., first person is 1, next is 2, next is 3, next is 4, next is 1).

  • “1s” are fishers, representing the coalition of Tanzanian and Kenyan fishers

  • “2s” are environmentalists, representing the Environmental Coalition

  • “3s” are agriculturalists, representing the plantation owners

  • “4s” are the managing committee of Tsavo West N.P., also on behalf of the Kenya Wildlife Service

Discussion of the vote

  • Consider selecting speaking points and potential areas of compromise for the impending debate and final vote.

  • Remember, a majority vote is required for the approval of the Jipe region for the USAID development trial.

  • You will receive further instruction for Part III.

Part III: Vote

  • Remember: If a majority is not reached, the USAID trial will not be approved for the Jipe region.  

  • Debate the Perch Proposal during the allotted time. Decide on your vote. Elect a jury speaker who will share your mini-council’s vote with the class when prompted.


  • We just engaged in a story about Lake Jipe as an interrupted case1

  • We engage with the content in phases, getting participants to interact and think about each subset of the information sequentially

  • It is better if people have materials in advance?

  • What went well and what was weak about that experience? How might you use it?


Galapagos Islands, EcuadorA jigsaw role-play


  • Years of conflict surrounding resource management

  • Ecuador’s Minister of Environment has given residents one last chance

  • If they can’t agree, she will impose payments for ecosystem services (PES)

  • Model will result in loss of local control, increased taxation and increased regulation

  • Mayor of Puerto Ayora agreed to lead a discussion among stakeholders to reach agreement


  • Reach compromise in which all parties reach a mutually beneficial agreement in which natural resources can be collectively shared and managed.

  • If at least three stakeholder groups agree to a PES model, the government will allow local decision

Our Process

  • In your group, you must negotiate a solution to balance ecosystem service fluxes, or the Minister will impose a solution from afar.

    Count off in groups, 1 through 4 (i.e., first person is 1, next is 2, next is 3, next is 4, next is 1).

  • “1s” are fishers, representing the fishing industry

  • “2s” are hoteliers, representing the tourist industry

  • “3s” are environmentalists, representing an coalition of international conservation groups

  • “4s” are government employees from the Ecuadorian government in the capital city of Quito

Phase 1

  • Meet within your stakeholder/disciplinary group; discuss how the issue is relevant to your role.

  • What argument will you individually take into a discussion and how will your group’s interests be presented and defended in the cross-disciplinary discussion?

Phase 2

  • Within your group, count off in groups of 4 (i.e., first is A, second is B, third is C, fourth is D, fifth is A). Meet as a multi-stakeholder group; all A’s meet as one, B’s meet as one, etc.

  • Elect a recorder and a spokesperson within your group.

  • Each multi-stakeholder group must weigh the options, reach a majority decision, and present their findings to the mayor for his/her final verdict. The mayor will be one of the conference leaders.

PES Model

  • The Excel PES model displays current values and their relationships. You may alter the yellow cells to reach a resolution. All other cells are fixed (“locked”).

  • The current flux of ecosystem values totals $710,625, which is more than $110,000 away from the target of $600,000 + 10%.


  • Group A Decision

  • Group B Decision

  • Group C Decision

  • Group D Decision


  • We just engaged in a jigsaw, a role-playing exercise using the Galapagos as our content

  • In my experience, it is best to assign roles and offer background in advance, and have students write a one-page paper defining their assigned position

  • What went well with that and what was weak? How might you use this approach?


  • We’ve experienced two types of active learning and learned something about conflict and sustainability

  • You may take home these two for your use

  • Through the week, each person will work with at least on other person and will develop their own case study, in any pedagogical format you choose

  • At the end of the week, we will share and everyone will have access to all cases

As we break for lunch1
As we break for lunch ...

… this is our syllabus again; might make more sense about where we are going and what to expect