Visible and Invisible

NOTE FOR ADULT LEADERS / FACILITATORS: Deep reflection is required to achieve the objectives of this activity and the leader should take time to prepare sufficiently. Adults Leaders will find it useful to read through the supporting manuals and materials related to Dialogue for Peace and conflict, such as the Guide for Dialogue Ambassadors.

To prepare for this activity, you will need a blank wall with three or four flipchart pages attached in a square. You will need to draw a tree (with deep roots) on these flipchart pages, as you will stick post-it notes to the paper later.

1. To introduce the topic, ask the young people what words come to mind when they think of conflict. Gather some ideas from the group and write them on a flipchart.
    
2. Explain the definitions and explanation of conflict provided here:
   
   - Conflict is a relationship between two or more parties (individuals or groups) who have, or think they have, incompatible goals or may have compatible goals but different means processes and approaches (Abu-Nimer, 1996).
   - It’s not always a negative thing, it can also be a positive conduit for change. The important bit to focus on is the mechanism of how we manage that conflict and ensure it does not become physical or violent.
   - It doesn’t always have to be a big thing, it may be a conflict with a sister or brother, a disagreement about a process at work, or it could even be as small as one person wanting a window open and another wanting it closed
    
3. Now ask the participants to reflect on this question: What are the different types of conflict?
   
   You will need to explain the three areas:
   - Physical
   - Emotional
   - Structural (when institutions keep the conflict alive via systems and policy) 
    
4. Split the participants into groups of 3 and ask them to write on post-it notes as many causes of conflict as they can in 5 minutes. This could be money, food, TV, religion, etc.. anything they think of.
    
5. Draw the groups back together and share that causes of conflict can be either visible or invisible. Give an example.
    
6. Show the group the tree and explain that the roots are beneath the surface, they are invisible, whereas the leaves are visible. Invite the groups to stick their post-it notes on the tree where they think the cause of conflict fits between visible and invisible.
    
7. Once complete, give the participants time to read through the causes and where they are placed. Then, invite a discussion about the tree:
   
   - Do you agree?
   - What makes this visible?
   - Can you give an example?
   - Does anyone have a different view? Why?
   - Do we collectively agree (after discussion) that some need to be moved to an alternative place on the tree?
    
8. Summarise and debrief. Explain that even the causes of conflict have different reasons, perceptions and opinions in this group. Consider this in a national or global context.
   
   Hidden areas can be linked heavily to the structural and cultural elements of identity and conflict – these might be: 
   • Structural issues (laws that may be unfair to one group, or education that teaches one set of beliefs) 
   • Cultural (the way we do things – for example, covering women’s hair, the way we dress, how we interact with other people) 
   • Perceptions (what we think about others but is not necessarily based on fact e.g blonde people are not as clever as brunettes) 
     
     Use the debriefing questions below to reflect with the group.

Please refer to the Learning Objectives above for each age group when explaining, facilitating, and recapping this activity. Select the questions relevant to the age group and their objectives.

• Why is it important to know that there are both visible and invisible causes of conflict?
• What can make something hidden or visible?
• Now that you can understand the causes of conflict, do you think you can identify signs of misunderstanding better? How can you use dialogue to prevent conflict?
• Where might there be misunderstandings in your community that cause conflict?

As the adult leader, you should also encourage other reflections and questions based on your knowledge, experience and desired objectives