Papers by Jayne S . Docherty
Editors’ Note: Docherty argues that in addition to improved sensitivity to culture, argued in man... more Editors’ Note: Docherty argues that in addition to improved sensitivity to culture, argued in many of the writings in this series, it is time to demand that would-be negotiators and those who attempt to teach them become more sensitive to situations where the culture and norms are themselves in flux. What is needed, she says, is to re-center much of our teaching on the development of creative and critical thinking, including a critical awareness of the context, the self, the other, and the definition of the problem to be negotiated or negotiable. Docherty uses an ostensibly simple story of a negotiation in an Istanbul market to illustrate how a focus on the parties’ different ways of “worldviewing” changes perception as to what is really going on, and what is possible to negotiate.
Editors’ Note: In a conscious parallel to the preceding chapter, Docherty describes an initial ex... more Editors’ Note: In a conscious parallel to the preceding chapter, Docherty describes an initial experiment, developed largely from Chrustie’s practical experience, with teaching “wicked problems” to graduate students in peacebuilding at a Mennonite university. The collaboration between a professor of peacemaking on the one hand, and a highly experienced police officer and peacekeeper on the other, is as significant to the development of our field as the flow of information, experiments and ideas back and forth between the peacebuilding professional environment and the Command and General Staff College of the U.S. Army, discussed in chapter 17 in this volume, and further amplified in this chapter.
Editors’ Note: This chapter picks up where the “wicked problems team” left off in Venturing Beyon... more Editors’ Note: This chapter picks up where the “wicked problems team” left off in Venturing Beyond the Classroom: with the need to formulate effective teaching strategies for an exceptionally important area of inquiry, in which our understanding is, as yet, far short of perfection. Docherty and Lira are examples of professionals whose students cannot wait for anything close to perfection: both in peacebuilding and in the military, a professional must work with the understanding that is available. It is significant that in their very different environments, Docherty and Lira have been learning from each other, adapting ideas from the military into peacebuilding and vice versa, in order to formulate teaching programs that can work even within the single perspective of either discipline. Their experiments are groundbreaking, and of importance to many other professional fields.
Negotiation Journal, 2013
ABSTRACT What conditions, including standards for promotion and tenure, should we be cultivating ... more ABSTRACT What conditions, including standards for promotion and tenure, should we be cultivating at universities if we want scholar practitioners (or pracademics) in conflict-related fields to thrive in academic settings? This article examines the Center for Justice and Peacebuilding at Eastern Mennonite University as an example of “positive deviance” — a university and an academic program that wholeheartedly support faculty members who engage in extensive practice, including long-term involvement with peacebuilding processes. Three conditions — location, culture, and the application of peacebuilding strategies within the university — have given rise to and continue to support this system even as the university embraces a commitment to increasing scholarly productivity by faculty members.
law.hamline.edu
Her first book Learning Lessons from Waco was an analysis of the Federal Bureau of Investigation'... more Her first book Learning Lessons from Waco was an analysis of the Federal Bureau of Investigation's attempt at hostage negotiation with the Branch Davidian sect, and her subsequent work has frequently involved the intersection and relationships between uniformed forces and civil society, ethnic minorities, and religious groups. Her email address is
Mennonite Life, Mar 14, 2014
Terror Polit Violence, 1999
Marquette Law Review, 2004
To try to learn a culture from lists of traits and custom is akin to trying to learn English by m... more To try to learn a culture from lists of traits and custom is akin to trying to learn English by memorizing the OED [Oxford English Dictionary]: all vocabulary, no grammar. This method is particularly ill suited if what one is trying to master in another culture is a dynamic process to begin with-a process such as negotiation.1
ABSTRACT Thesis (Ph. D.)--George Mason University, 1998. Includes bibliographical references (lea... more ABSTRACT Thesis (Ph. D.)--George Mason University, 1998. Includes bibliographical references (leaves 403-418). Photocopy. THIS WAS LATER PUBLISHED AS A BOOK BY SYRACUSE UNIVERSITY PRESS. TITLE: LEARNING LESSONS FROM WACO: WHEN THE PARTIES BRING THEIR GODS TO THE NEGOTIATION TABLE
Marquette Law Review, 2004
Marquette Law Review, 2004
Marquette Law Review, 2004
Marquette Law Review, 2004
Marquette Law Review, 2004
Marquette Law Review, 2004
Marquette Law Review, 2004
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Papers by Jayne S . Docherty
http://www.newyorker.com/reporting/2014/03/31/140331fa_fact_gladwell
And there is also a good audio clip that explains some of what went wrong with the negotiations in Waco.
http://www.newyorker.com/online/blogs/culture/2014/03/out-loud-malcolm-gladwell-on-the-limits-of-ame...
For more details, you will need to read the book, which is available at:
http://www.amazon.com/Learning-Lessons-Waco-Negotiation-Religion/dp/0815627769/ref=sr_1_1?ie=UTF8&qi...