PSC3702 ASSIGNMENT 1 2026
DUE AUGUST 2026
Based on the information in this case study description, you have to address the
following two points: Point 1 dentify the specific type(s) of confidence-building
used by the conference organisers to unlock the stalemate. Some of the possible
mechanisms are amnesty, release of political prisoners, Track II-V, power-
sharing, ceasefire, etc. Discuss how it was used by referring specifically to this
case description. What is the purpose or function of confidence-building n
conflict resolution?
According to the case study and the study guide, the conference organisers used Track
II diplomacy and a ceasefire as confidence-building measures to unlock the stalemate
between the two neighbouring states.
Confidence-Building Measures Used to Unlock the Stalemate
The two neighbouring states had reached a "mutually-hurting stalemate" with a deep
sense of distrust, making direct talks impossible (Study Guide, Unit 5, p. 62).
William Zartman explains that a ripe moment for negotiation only appears when the
conflict hurts all parties to the extent that they do not want to continue with it. The
conference organisers recognised this ripe moment and used specific confidence-
building measures to create a situation conducive to dialogue and negotiation.
Track II Diplomacy
The primary confidence-building mechanism used was Track II diplomacy. The
organisers planned an academic conference in a neutral state, bringing together
influential academics from both conflicting sides. This is a textbook example of Track II
, diplomacy, which is defined as "unofficial, non-structural interaction between members
of adversarial groups or nations that is directed toward conflict resolution by addressing
psychological factors" (Study Guide, Unit 5, p. 63). Joseph V Montville, who introduced
the concept, explains that Track II diplomacy focuses on the psychological dimensions
of conflict, such as mistrust and negative stereotypes. John W Burton describes it as
"unofficial, informal interaction between members of adversary groups or nations which
aim to develop strategies, influence public opinion, and organise human and material
resources in ways that might help resolve their conflict".
In this case study, the academic conference served several critical functions:
Creating a Safe Space for Dialogue: Since the political leaders refused to meet face-to-
face, the conference provided a neutral and less-threatening environment for informal
dialogue. The academics could engage with each other without the political pressure of
being seen as "negotiating with the enemy" (Study Guide, Unit 5, p. 63). The neutral
state hosting the conference further reduced suspicions and allowed participants to
speak more freely.
Breaking Down Negative Stereotypes: Conflict is characterised by negative attitudes
and entrenched opinions about the other side as enemies (Study Guide, Unit 5, p. 61).
According to Galtung's conflict triangle, conflict involves negative attitudes and
perceptions (contradiction, attitude, behaviour) where parties develop hostile views
about each other. The conference allowed them to interact personally, which helped
humanise the "other" and break down mutual suspicion. This addresses the "attitude"
component of Galtung's conflict model.
DUE AUGUST 2026
Based on the information in this case study description, you have to address the
following two points: Point 1 dentify the specific type(s) of confidence-building
used by the conference organisers to unlock the stalemate. Some of the possible
mechanisms are amnesty, release of political prisoners, Track II-V, power-
sharing, ceasefire, etc. Discuss how it was used by referring specifically to this
case description. What is the purpose or function of confidence-building n
conflict resolution?
According to the case study and the study guide, the conference organisers used Track
II diplomacy and a ceasefire as confidence-building measures to unlock the stalemate
between the two neighbouring states.
Confidence-Building Measures Used to Unlock the Stalemate
The two neighbouring states had reached a "mutually-hurting stalemate" with a deep
sense of distrust, making direct talks impossible (Study Guide, Unit 5, p. 62).
William Zartman explains that a ripe moment for negotiation only appears when the
conflict hurts all parties to the extent that they do not want to continue with it. The
conference organisers recognised this ripe moment and used specific confidence-
building measures to create a situation conducive to dialogue and negotiation.
Track II Diplomacy
The primary confidence-building mechanism used was Track II diplomacy. The
organisers planned an academic conference in a neutral state, bringing together
influential academics from both conflicting sides. This is a textbook example of Track II
, diplomacy, which is defined as "unofficial, non-structural interaction between members
of adversarial groups or nations that is directed toward conflict resolution by addressing
psychological factors" (Study Guide, Unit 5, p. 63). Joseph V Montville, who introduced
the concept, explains that Track II diplomacy focuses on the psychological dimensions
of conflict, such as mistrust and negative stereotypes. John W Burton describes it as
"unofficial, informal interaction between members of adversary groups or nations which
aim to develop strategies, influence public opinion, and organise human and material
resources in ways that might help resolve their conflict".
In this case study, the academic conference served several critical functions:
Creating a Safe Space for Dialogue: Since the political leaders refused to meet face-to-
face, the conference provided a neutral and less-threatening environment for informal
dialogue. The academics could engage with each other without the political pressure of
being seen as "negotiating with the enemy" (Study Guide, Unit 5, p. 63). The neutral
state hosting the conference further reduced suspicions and allowed participants to
speak more freely.
Breaking Down Negative Stereotypes: Conflict is characterised by negative attitudes
and entrenched opinions about the other side as enemies (Study Guide, Unit 5, p. 61).
According to Galtung's conflict triangle, conflict involves negative attitudes and
perceptions (contradiction, attitude, behaviour) where parties develop hostile views
about each other. The conference allowed them to interact personally, which helped
humanise the "other" and break down mutual suspicion. This addresses the "attitude"
component of Galtung's conflict model.
