Dialogue and peace-building Dialogue and peace-building contributing to reconciliation in contributing to reconciliation in Montenegro: techniques appliedMontenegro: techniques applied

Ivana Ivana Gajović, Gajović, Nansen Dialogue Nansen Dialogue Centre Montenegro/Global Centre Montenegro/Global

Partnership for Prevention of Partnership for Prevention of Armed ConflictsArmed Conflicts

Western Balkans regional mapWestern Balkans regional map

Nansen networkNansen network

• In 1995 Nansenskolen/Nansen Humanistic In 1995 Nansenskolen/Nansen Humanistic Academy from Lillehammer, Norway started the Academy from Lillehammer, Norway started the project project “Democracy, Human Rights and Peaceful “Democracy, Human Rights and Peaceful Conflict Resolution” Conflict Resolution” which aimed to motivate and which aimed to motivate and strengthen potential leaders from ex-Yugoslavia to strengthen potential leaders from ex-Yugoslavia to work actively for democratisation, reconciliation work actively for democratisation, reconciliation and peace. and peace.

• One of the strongest aspects of the project was One of the strongest aspects of the project was that it provided dialogue spaces where the that it provided dialogue spaces where the participants could compare notes, compare their participants could compare notes, compare their “ethnic truths” and listen to the “other stories”, “ethnic truths” and listen to the “other stories”, thereby breaking down the one-dimensional thereby breaking down the one-dimensional enemy images built up by home education, school enemy images built up by home education, school education and nationalistic media. education and nationalistic media.

Nansen networkNansen network

• Nansen Dialogue Centers in the Western Nansen Dialogue Centers in the Western Balkans: Belgrade, Osijek, Sarajevo, Prijedor, Balkans: Belgrade, Osijek, Sarajevo, Prijedor, Mostar, Priština and Mitrovica, Skopje, Mostar, Priština and Mitrovica, Skopje, Podgorica; Podgorica;

• Inter-ethnic dialogue in divided communities;Inter-ethnic dialogue in divided communities;• Dialogue and reconciliation workDialogue and reconciliation work• Long-term presence and cooperation with Long-term presence and cooperation with

different actors within local communities: different actors within local communities: teachers, students, local authorities, political teachers, students, local authorities, political parties, media, state institutions, NGOs.parties, media, state institutions, NGOs.

Nansen Dialogue?Nansen Dialogue?

• NANSEN DIALOGUE is marked by the wish to provide a neutral NANSEN DIALOGUE is marked by the wish to provide a neutral and open space where the different actors in a serious conflict and open space where the different actors in a serious conflict can meet face to face in truthful and honest communication. can meet face to face in truthful and honest communication.

• The aim is to break down enemy images, as well as to The aim is to break down enemy images, as well as to increase understanding of each other’s positions, interests increase understanding of each other’s positions, interests and needs. and needs.

• Facilitators and lecturers try to stimulate the cognitive Facilitators and lecturers try to stimulate the cognitive analysis of the conflict itself and the experience of “the analysis of the conflict itself and the experience of “the other’s” position. other’s” position.

• The focus is not on who is right or most guilty, but on how to The focus is not on who is right or most guilty, but on how to build respect for democratic principles, human rights and build respect for democratic principles, human rights and peaceful conflict resolution for future improvement of society. peaceful conflict resolution for future improvement of society.

Debate vs. dialogueDebate vs. dialogue

• Aim is to winAim is to win - - Aim is to understand Aim is to understand • Convince/ArgueConvince/Argue - - Explain/tell your story Explain/tell your story • TalkTalk - - Listen Listen • Hunt for the weak argumentHunt for the weak argument -- Look for the Look for the

strength in the other strength in the other • Make opponent feel insecureMake opponent feel insecure - - Make Make

opponent feel safe opponent feel safe • Moral JudgeMoral Judge - - Tolerance/Self-discipline Tolerance/Self-discipline • Confrontational body languageConfrontational body language - - Inclusive Inclusive

body language body language • Change of mind is a sign of weaknessChange of mind is a sign of weakness - -

Change of mind is a sign of strengthChange of mind is a sign of strength

Montenegro mapMontenegro map

Quick context MontenegroQuick context Montenegro

• Since Since 19921992, Montenegro has been a , Montenegro has been a republic in the republic in the (FRY),(FRY), a a membermember state in state in Serbia and MontenegroSerbia and Montenegro (2002 (2002 – 2006), and an – 2006), and an independent stateindependent state (2006 – onwards). (2006 – onwards).

• Division over statehood and identity. Division over statehood and identity.

• On On 1 March 19921 March 1992, when the first referendum on the , when the first referendum on the independence of Montenegro was held, independence of Montenegro was held, 95.4%95.4% of the of the people people (66% turnout)(66% turnout) opted for Montenegro to remain opted for Montenegro to remain in a common state with other former Yugoslav in a common state with other former Yugoslav republics wishing to do so (ICG 2000, 6). At the republics wishing to do so (ICG 2000, 6). At the population census conducted a year before, population census conducted a year before, 61.9%61.9% of of the population defined themselves as the population defined themselves as Montenegrins,Montenegrins, 9.4%9.4% as as Serbs,Serbs, while the remainder were of different while the remainder were of different minorities (FSO 1991). minorities (FSO 1991).

Quick context MontenegroQuick context Montenegro

• The results of the second referendum on The results of the second referendum on independence in Montenegro, held on independence in Montenegro, held on 21 21 May 2006May 2006, were different. Out of the , were different. Out of the 86.5%86.5% turnout, independent statehood was turnout, independent statehood was supported by supported by 55.5%,55.5%, while the preservation while the preservation of the union with Serbia was supported by of the union with Serbia was supported by 44.5%44.5% (CDT 2006). At the population (CDT 2006). At the population census census of 2003, 43.2%of 2003, 43.2% of people in Montenegro of people in Montenegro declared their national identity as declared their national identity as ‘Montenegrin’, while ‘Montenegrin’, while 32%32% professed it as professed it as ‘‘Serb’Serb’ (Monstat 2003). (Monstat 2003).

General ApproachGeneral Approach

• Long-term presence within the community;Long-term presence within the community;• Forming lasting relationships: local Forming lasting relationships: local

stakeholders became associates and stakeholders became associates and partners;partners;

• Providing safe space for dialogue and Providing safe space for dialogue and consultations, away from public eyes, without consultations, away from public eyes, without media attention in the initial phase;media attention in the initial phase;

• When trust was built and working relations When trust was built and working relations established, the time was ripe for creating established, the time was ripe for creating media strategy;media strategy;

• Raising awareness in the public by using local Raising awareness in the public by using local media.media.

Approach at the early stageApproach at the early stage

• Providing a cycle of trainings for one target Providing a cycle of trainings for one target group;group;

• Trainers and facilitators teams - a combination of Trainers and facilitators teams - a combination of local and Norwegians in the first phase;local and Norwegians in the first phase;

• Next phase, lNext phase, local facilitators.ocal facilitators.• Growing with the reality on the ground: adapting Growing with the reality on the ground: adapting

to circumstances, changing approaches and to circumstances, changing approaches and content, consulting with local associates on the content, consulting with local associates on the needsneeds and interests. and interests.

• Maintaining good relationships with local Maintaining good relationships with local government and informal leadersgovernment and informal leaders

NDCMN activities and methodsNDCMN activities and methods

• Dialogue seminars with politicians and Dialogue seminars with politicians and leaders from communities, early stageleaders from communities, early stage

• Dialogue evenings, next stageDialogue evenings, next stage• Direct actions (“Dialogue and tolerance” by Direct actions (“Dialogue and tolerance” by

Djuro Susnjic distributed to the MPs of MN)Djuro Susnjic distributed to the MPs of MN)• E.G. “Responsible Vote” malty segmented E.G. “Responsible Vote” malty segmented

project (web-site, “Hyde Park TV” cross-project (web-site, “Hyde Park TV” cross-regional conference);regional conference);

• Schools: Virtual school, Nansen School of Schools: Virtual school, Nansen School of Dialogue, School of Democratic LeadershipDialogue, School of Democratic Leadership

Goals and strategyGoals and strategy

• To support local communities in re-To support local communities in re-establishing collaboration and better establishing collaboration and better understanding of “OTHER”understanding of “OTHER”

• To connect people and help them To connect people and help them prepare the ground for living peacefully prepare the ground for living peacefully together (after referendum conducted)together (after referendum conducted)

• Empowering local population to Empowering local population to create create its own strategy for future by working its own strategy for future by working with grassroots'with grassroots' representatives representatives and on and on institutions buildinginstitutions building

““Responsible vote” Responsible vote” conferenceconference

Dialogue evening, historians Dialogue evening, historians from MN and SRfrom MN and SR

All the activities brought us to...All the activities brought us to...

• 20072007 Regional goal to contribute to the Regional goal to contribute to the transformation in societies with transformation in societies with Education for Education for Peace programmes;Peace programmes;

• 20082008 Memo on cooperation with the Ministry of Memo on cooperation with the Ministry of Education in Montenegro on Education for Peace Education in Montenegro on Education for Peace programmes;programmes;

• Pioneering School Mediation programmes in Pioneering School Mediation programmes in collaboration with the MoE MN;collaboration with the MoE MN;

• 20112011 Declaration on collaboration between Declaration on collaboration between Ministry of Education in Montenegro and Ministry of Education in Montenegro and Ministry of Education in Serbia with NGOs in Ministry of Education in Serbia with NGOs in Peace Education programmesPeace Education programmes -The first bilateral -The first bilateral document signed after 2006, on the level of document signed after 2006, on the level of Deputies between Montenegro and Serbia;Deputies between Montenegro and Serbia;

Qualified facilitator, by Steinar Qualified facilitator, by Steinar BrynBryn• A qualified facilitator can assist in shifting A qualified facilitator can assist in shifting

the focus from positions to interests;the focus from positions to interests;• Trust andTrust and confidence;confidence;• Solid Solid knowledge knowledge of the situation;of the situation;• Showing Showing respect for all sides respect for all sides involved;involved;• EmpathyEmpathy;;• Self confidenceSelf confidence;;• Capacity and energy Capacity and energy to maintain focus to maintain focus

through emotionally challenging processes;through emotionally challenging processes;• Good trainer Good trainer "lives like she preaches“;"lives like she preaches“;

Lessons we are learning....Lessons we are learning....

• Investing time and energy for work with Investing time and energy for work with leaders in communities, local authorites, leaders in communities, local authorites, politicians, may bring results;politicians, may bring results;

• Good ear to listen and understand the local Good ear to listen and understand the local needs;needs;

• Learning the language and argumentation for Learning the language and argumentation for talks with decision-makers can make a change;talks with decision-makers can make a change;

Lessons learntLessons learnt

• Persistence and responsibility for the process of change, Persistence and responsibility for the process of change, equally important;equally important;

• Involvement of opponents may create a huge difference;Involvement of opponents may create a huge difference;

• Collaboration between different sectors is need in order to Collaboration between different sectors is need in order to get to the changes;get to the changes;

• Listen to the needs and interests of the parties in conflict, Listen to the needs and interests of the parties in conflict, there might be some commonalities.there might be some commonalities.

• Be conscious of the values and goals, remember, good Be conscious of the values and goals, remember, good facilitator acts like teacher, consultant, adiser, friend....facilitator acts like teacher, consultant, adiser, friend....

For closure...For closure...

• ““No realist politics in a civilised No realist politics in a civilised society is imaginable unless it is society is imaginable unless it is based on love of ones neighbour, based on love of ones neighbour, mutuality, helpfulness and trust. This mutuality, helpfulness and trust. This is the rock upon which all human is the rock upon which all human cooperation cooperation must must be built.”be built.”

• Fridtjof Nansen (“Nestekjærlighet”, Fridtjof Nansen (“Nestekjærlighet”, 1922)1922)