Tag Archives: intercultural

Medianos Intercultural: Constructive Intercultural Protocol for Sustainable Conflict Responses

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Massimiliano Ferrari’s creation of Medianos, a board game designed to help parties align with “interests and needs” rather than “positions”, demonstrates measurable success in Western mediation training contexts (Tambù Creative Team, 2023). The board game is designed to effectively teach collaborative problem-solving skills and transform adversarial thinking patterns. Ferrari’s intent to democratize mediation knowledge through accessible gameplay merits recognition (Gowers, 2025).

However a critical problem emerges as the western Medianos board game expands internationally: “most standard mediation practice is the antithesis of social transformation; it is interculturally incompetent” (Gowers, 2023). When Western-derived intervention tools spread globally, regardless of noble intentions, they risk reproducing colonial paradigms. At this point in history, we need “a new intercultural competence playbook” that honours Ferrari’s democratic vision while co-creating genuinely inclusive, inter-culturally capable conflict responsive approaches.

The Cultural Assumptions Challenge

Medianos succeeds within Western contexts because it aligns with specific cultural values of individual agency, rational discourse, and negotiated outcomes. However, Ting-Toomey’s (1988, 2005) face negotiation theory reveals that conflict parties must manage “face-related concerns” that vary widely between individualistic and collectivistic cultures. The core issue is that game-based mediation training may embed the implicit cultural assumptions of its creator.

Xiao and Chen (2009) observed that Western communication competence (defined as “goal-oriented, self-oriented, lauding assertiveness”), directly contradicts what Chinese and other Asian cultures have considered communicatively competent for centuries. When mediation training reinforces Western competence models, it undermines inter-cultural rapport.

Māori scholar Tauri (2024) warns that Western alternatives become “a way for policymakers and politicians to silence Indigenous critique” by “repackag[ing] and sell[ing] the system back to itself.” Research (Gowers, 2023) confirms this pattern, showing how standard practices “restrict access to justice by using negotiation powerplay to deny the potential for greater benefit for all parties.”

Indigenous Epistemological Challenges

Contemporary indigenous scholarship identifies fundamental clashes with Western conflict resolution approaches. Latin American decolonial theorists document how Western models emerge from “the project of modernity and the ongoing expansion of a European cultural imaginary” (Rodriguez & Inturias, 2018; Quijano, 2000). Australian Aboriginal experts specify that Indigenous approaches “embrace a deeper level of healing and renewal of relationships” compared to Western “dispute resolution” (ADRAC, 2020).

Indian Adivasi philosophy of “Adivasiyat” emphasizes “a strong sense of connection to land, nature, spirits and community” (Xalxo, 2021) that conflicts with the anthropocentric individuality in Western mediation training. When conflict resolution focuses exclusively on person-to-person negotiation while excluding relationships with land, community, ancestors, and spiritual dimensions, it violates fundamental worldviews of numerous global communities.

Smith (2012) identifies this as reproducing “imperial and colonial discourses” that marginalize non-Western ways of knowing within supposedly inclusive frameworks.

Research Imperatives

To honour Ferrari’s democratic vision while avoiding colonial reproduction, research must build on the insight that “interculturally competent mediators recognize these gaps and propose just and intelligent solutions that include all relevant third parties” (Gowers, 2023).

Specific requirements include:

  • Collaborative epistemological mapping that documents indigenous and traditional conflict resolution approaches from specified continents, understanding their philosophical foundations rather than extracting techniques.
  • Critical analysis of embedded assumptions in game-based mediation training through “crossing over with appropriate immersion in at least one other culture” (Gowers, 2023) to identify where Western individualism, rationality, and anthropocentrism conflict with other worldviews. Of course, in instances where other dominant cultures implicitly enforce their worldview the same concerns may also require critical appraisal.   
  • Development of genuine intercultural frameworks where Western innovations like Medianos engage with other traditions as equals, applying for example the “7 steps of RESPECT” methodology (Gowers, 2023).
  • Testing of hybrid approaches that integrate indigenous knowledge systems as equal partners, recognizing the principle that “conflict is endemic in the process of social change itself” (Gowers, 2023).

The Intercultural Mastermind Initiative

This moment demands concrete action aligned with a call for stakeholder collaboration to “define the principles, practices, and techniques necessary to navigate intercultural complexity sensitively and effectively” Gowers’ (2023). We propose establishing an Intercultural Mastermind Working Groupbringing together Ferrari, Gowers, and indigenous knowledge holders from specified continents to co-design Medianos Alternative Protocol (MAP): An Intercultural Framework for Constructive Problem-Solving and Peace-Building.

This initiative embodies the vision that “interculturally competent mediation practice is adaptable to social transformation” through equal partnership including:

  • Indigenous knowledge holders from Australian Aboriginal (including Professor Marcia Langton’s frameworks), Māori, Latin American, Middle Eastern, and Indian Adivasi traditions
  • Intercultural communication theorists who understand both Western and non-Western approaches
  • Community practitioners working at the intersection of traditional and contemporary conflict responses
  • The original creators bringing expertise in game-based learning and mediation theory

The MAP Development Process

The Medianos Alternative Protocol would emerge through the “7 steps of RESPECT” (Gowers’ (2023) methodology:

  1. Reframe the Context by revealing foresight and establish focus. Each tradition shares its cultural background and expectations about conflict resolution. Identify how different approaches engage with mediation based on their cultural contexts.
  2. Resolve the Content by specifying facts, pondering feelings and examining findings. Document where approaches complement, contradict, or offer alternatives while honouring diverse motivations.
  3. Recreate the Contract by confirming finalization and tracking fulfilment. Co-create methodologies integrating multiple epistemologies, test through community implementation with relationship tracking. Verify that agreements are fulfilled or re-negotiated until complete.

This framework develops “inter-cultural respect-ability” (Gowers 2023) terms through the insight that effective intercultural mediation requires “crossing over with appropriate immersion in at least one other culture” while maintaining cultural integrity.

Modelling the Solution

The Intercultural Mastermind approach provides specific advantages over traditional research-then-application models:

  • Immediate Impact: Creates practical tools while building theoretical understanding
  • Authentic Partnership: Positions indigenous knowledge holders as co-creators rather than consultants
  • Living Laboratory: The collaborative process models the intercultural problem-responses it teaches
  • Scalable Innovation: Success informs broader cross-cultural program development

Conclusion: Beyond Cultural Wars to Co-Creation

Current trajectories risk reproducing patterns where Western innovations spread globally with cultural modifications while fundamental power dynamics remain unchanged. The Intercultural Mastermind approach requires courage to question whether appropriate participation demands genuine co-creation from the foundation level.

Ferrari’s vision of democratizing mediation knowledge through accessible, engaging methods deserves fulfillment through the most ambitious interpretation possible. True ‘democratization’ (spoiler alert – a western paradigm) requires surrendering Western centrality for multicultural co-creation that produces innovations none of the traditions could create alone.

The proposed Intercultural Mastermind Working Group represents both urgent scholarly priority and opportunity to model “transforming our viewpoints, priorities, and actions” to “create a new era of intercultural mediation” (Gowers 2023). Rather than studying cross-cultural adaptation, we could demonstrate inter-cultural innovation and answer the question: “How do you plan to come out of these current crises?” (Gowers, 2023).

This moment calls for investigation matching the scope of the challenge, not merely examining how diverse human traditions might inform conflict responses but bringing them together to create new possibilities for our interconnected world.

Note: This Intercultural Mastermind approach demands international collaboration, indigenous partnership, and creative courage that could transform not just conflict response education but our broader approaches to respectful intercultural collaboration. What might be the learnings to use in future IT and AI developments?

References

Informed, Involved, Inclusive: The Proposed Curriculum

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Rory Gowers & Milan Nitopi
This article is Part 2 of 3 in our series ‘Informed, Involved, Inclusive’.

Rory and Milan (left to right) presenting at the 12th Conference World Mediation Forum – Foro Mundial de Mediación in Brazil in November 2024.

Disclaimer: ​​This introductory story is a work of fiction and does not intend to resemble any person or their lived experiences. Names, persons, places, and incidents are products of the author’s imagination. Any resemblance to actual events, locales, or persons is purely coincidental.

In the past…
Ashita had a promising future in Aressa, Syria. As a rising star in the development of artificial intelligence, she was ecstatic when her supervisor pulled her aside on Friday afternoon to share exciting news—her talents had been noticed. Come Monday morning, she would step into a new role, a significant leap forward in her career. As she travelled home that evening, she imagined the innovations she would contribute and the problems she would solve. But by Sunday night, the world she knew was gone.

Then something happened…
The war arrived without warning. Bombs shattered in the night sky, and chaos erupted in the streets. Her family fled in the back of a cattle truck that night, carrying with them only what they could. As the days turned into weeks, and the weeks turned into months, her past was slowly stripped away as she crossed each border. 

But eventually she arrived in her host country, and she was alone—her family was scattered, lost in the chaos of displacement. In her host country, Ashita faced a new kind of struggle. The temporary permit allowed her to stay, but it did not offer any sense of belonging. She could barely communicate her basic needs, let alone articulate her expertise in AI–employers saw a refugee, not a specialist. The locals eyed her with suspicion, their mistrust became a barrier she could not break down. Without any support or others willingness to understand, her talents and her livelihood began slipping away.

So now we’re doing this…
But there is another way. We offer a fresh and constructive path forward with specific application of the myRESPECTability model (Gowers, 2023) and through the Mastering Intercultural Mediation Initiatives (MIMI) training program. MIMI equips professionals in all fields with the skills to turn challenging intercultural communication into innovative and constructive dialogue with the involved stakeholders central to the issues in question. MIMI trained professionals will gain enhanced skills and competencies that enable them to facilitate sophisticated intercultural bridges to overcome long-standing cultural divides and reflect the current realities of our diverse, complex, and globalised world.

So we can have a future like this…
With skilled intercultural professionals, Ashita does not have to remain unseen. Professionals who are interculturally competent can help resolve situations–like Ashita’s–by adapting the standard mediation principles, processes and practices to ensure all parties feel able to express and address their interests, needs, and concerns in culturally relevant ways so that they may have an equal place at the table.

In this way, people who may be experiencing a sense of ‘out-culture’ can come into their foreground and make significant contributions for the benefit of the whole community as they now have an opportunity to share their insights and talents.
The Author/s have labeled this AI-generated content (AIGC). This indicates that this content was completely AI-generated or significantly edited with AI.

We share this so that we can create a future that bridges the gap between culture and encourages collaboration between people of all nations. We share this so that we can all work together to address global challenges and achieve solutions that promote peace, equity, and sustainability for all life on this planet. And, we share this so that we can equip the world with the knowledge and skills required for tomorrow’s challenges. But let us explain how we propose to do this…

In our first article we laid the foundations that underpin our proposed intercultural competency training model. In this article, we share our working developments that set out curriculum and rubric which outline the key assessments and learning objectives we intend to achieve.

    As becoming interculturally competent is more than an intellectual and mindful journey, we decided it is crucial to centre our training model on participant transformation. This means ensuring that key learning objectives are met, including:

    1. Participant engagement
    2. Research informed learning
    3. Self-reflection
    4. Flexibility

    MIMI Foundation 1: Interculturally Informed

    As the first foundation is a structured learning process centered on establishing the baseline knowledge of intercultural competence, we decided that participants would benefit most by undergoing an intensive workshop whereby they can both learn theory as well as engage in practical exercises with their cohort.

    We envision the workshop to be a total of 12 hours completed over a 3 day period (4 hours each day). Throughout the 3 days, participants will engage in collaborative style learning to learn intercultural theory as well as participate in group discussions and completion of case studies. Upon completion of the 3 days, participants will submit a portfolio detailing their reflections of the theory and activities they engaged in.

    Group discussions will focus on key interculturality issues in mediation practice, root causes for communication and dialogue issues, as well as a discussion of case studies to address questions such as:

    • How did each party feel about the experience?
    • What was the impact on the parties?
    • What could the facilitator have done differently?
    • How did the different communication skills influence the outcome?
    • What does that tell us about the importance of intercultural principles in mediation?

    We expect participants will satisfy the following rubric components to demonstrate their competence in being interculturally informed:

    1. To engage in the workshop including all group discussions, case study analyses, and other activities. This will be evidenced by their attendance and their portfolio submission following the 3 days.
    2. To learn and demonstrate an understanding of intercultural theory and its application to communication and dialogue within mediation practice. This will be evidenced by their portfolio submission following the 3 days.
    3. To self-reflect on learnings, insights, and peer contributions. This will also be evidenced by their portfolio submission following the 3 days.

    MIMI Foundation 2:  Interculturally Involved

    As the second foundation is centered on developing a deeper understanding of other-cultural needs, values, and expectations, we decided that participants would benefit most by undergoing a full other-culture immersion program whereby they can become practically involved to witness, first-hand, their stories, songs, and symbols.

    We recommend that participants undergo 10 consecutive days of immersion (with no less than 3 consecutive days). However, it is not a ‘one size fits all’ situation. Some participants may require more or less time to become fully involved in the other-culture–and that is okay! We support flexibility and we encourage participants to be self-determined in their own learning. During and upon completion of their immersion experience, participants will be required to submit a portfolio documenting their daily and final reflections.

    In documenting their daily reflections, participants will be prompted on a variety of intercultural issues, such as:

    • What is a specific cultural difference and similarity you experienced today?
    • What was a communication and dialogue challenge you perceived today?
    • How and why did you address and/or manage the intercultural challenge that you faced today?
    • Record one specific cultural story, song, or symbol that you experienced today.

    In documenting their final reflection, participants will be prompted on key interculturality issues in mediation practice or root causes for communication and dialogue issues by drawing on their own knowledge, insights, and immersion experience, such as:

    • How have your learnings and experiences affected your approach to peoples of an other-culture in your day to day life and/or in your mediation practice?
    • What communication or dialogue skills will you bring into your life and/or mediation practice?
    • How are those communication or dialogue skills relevant to effective mediation practice?
    • What do your learnings and experiences tell you about the importance of intercultural principles in mediation?

    We expect participants will satisfy the following rubric components to demonstrate their competence in being interculturally informed:

    1. To engage in at least 3 days of immersion in the other-culture and demonstrate a willingness to participate despite feeling a sense of discomfort, unease, or unfamiliarity. This will be evidenced by their attendance and daily reflections.
    2. To learn and develop an acceptance of the needs, interests, concerns, expectations of the other-culture in a way that is culturally relevant to their own intercultural interactions and mediation practice. This will be evidenced by their daily and final reflections.
    3. To self-reflect on learnings, insights, and lived experience. This will also be evidenced by their daily and final reflections.

    MIMI Foundation 3: Interculturally Included 

    As the third foundation is focused on putting learnings and reflections into practice, we decided that participants would benefit most by engaging in a final practical workshop to adapt their current core principles, practices, and processes to the interests, needs, concerns, and expectations of the other-culture they immersed themselves in.

    We envision the workshop to be a total of 20 hours completed over a 5-day period (4 hours each day). Throughout the 5 days, participants will engage in activities such as group discussions, case studies, and role-play exercises. The key focus of this workshop is for participants to demonstrate they are able to accurately identify and address communication and dialogue issues within an intercultural context. Upon completion of the 5 days, participants will be required to submit an ‘Intercultural Practice Statement’ as well as a portfolio detailing the activities they engaged in.

    Group discussions, case studies, and role-play exercises will focus on key interculturality issues in mediation practice, root causes for communication and dialogue issues, as well as a discussion of case studies to address questions such as:

    • How did each party feel about the experience?
    • What was the impact on the parties?
    • What could the facilitator have done differently?
    • How did the different communication skills influence the outcome?
    • What does that tell us about the importance of intercultural principles in mediation?

    The ‘Intercultural Practice Statement’ is a refined methodology for intercultural interaction and participants will be required to present this with their cohort. This provides an opportunity for them, as well as their cohort, to share insights and experience so that they can learn from each other. Participants will be asked to address a final question such as:

    • What are you going to do differently (i.e., how are you planning to include your learnings and experience into your life) now that you are informed and involved with the other-culture?

    We expect participants will satisfy the following rubric components to demonstrate their competence in being interculturally informed:

    1. To engage in the workshop including all group discussions, case study analyses, role-plays, and other activities. This will be evidenced by their attendance and their portfolio submission following the 5 days.
    2. To apply their learnings and insights accurately to identify and address communication and dialogue issues within an intercultural context and in a way that is culturally relevant to their own intercultural interactions and mediation practice. This will be demonstrated by their portfolio submission following the 5 days.
    3. To present their intercultural practice statement to their cohort. This will be evidenced by their attendance and portfolio submission following the 5 days. 
    4. To self-reflect on learnings, insights, lived experience, and peer contributions. This will also be evidenced by their intercultural practice statement and portfolio submission following the 5 days.

    Intercultural Competency Specialisation (optional add-on)
    As an optional add-on, practitioner-based participants (mediators, family dispute resolution practitioners, lawyers, etc.) can elect to undergo a further 1.5 hour role-play assessment to apply their learnings in a practical scenario.

    Our vision for the future is to incorporate this training model within leading institutions (such as mediator Recognised Accreditation Providers, Law Societies, Bar Associations, etc.) to develop an intercultural competency specialisation that practitioners can obtain and enhance their own competencies and professional practices.

    Continuing Professional Development (CPD)

    Each foundation addresses a different, but very necessary, aspect in intercultural competence development. But, because we believe that competency requires ongoing and continual development, the program will provide life-time access to resources and be supported by mentors, alumni, and peers in the online myRespectAbility community.

    Professional Members will also receive exclusive discounts on registration in other myRespectAbility or Affiliate programs and workshops. 

    Participants who demonstrate extraordinary performance throughout the program may be invited to add a chapter to the Intercultural Competence Playbook–a journal that we will publish, print, and mail annually–and is an opportunity for all to learn from others’ insights and experiences.

    Author Biography

    Rory Gowers is a Master of Dispute Resolution (MDR), a Master of Education (MEd), an intercultural mediator, and a business strategist, residing in Greater Sydney, Australia. Rory has extensive international experience as a visionary business problem solver, and certified results coach. Rory’s mission is to facilitate a more respectful world by inspiring people and groups to transform business ecosystems with practical sustainable solutions with a vision to facilitate a place for all and peace for all in our time. Contact Rory via
    Webpage: www.myRESPECTability.com
    Email: rory.gowers@gmail.com
    Mobile: +61 425 292 811
    LinkedIn: www.linkedin.com/in/constructiveconflictsolutions

    Milan Nitopi is an accredited lawyer and mediator with a Master of Laws in Family Dispute Resolution (LLM FDR). Milan has a passion concerning people, law, and resolution and he strives to equip people with skills for better communication and dialogue to address all kinds of conflict.
    Contact Milan via
    Email: manitopi@outlook.com
    Mobile: +61 432 547 538
    LinkedIn: www.linkedin.com/in/manitopi/

    Informed, Involved, Inclusive: Laying The Foundations

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    Rory Gowers & Milan Nitopi
    This article is Part 1 of 3 in our series ‘Informed, Involved, Inclusive’.

    Rory and Milan (left to right) presenting at the 12th Conference World Mediation Forum – Foro Mundial de Mediación in Brazil in November 2024.

    Every culture is in conflict; and, we are all moderated by cultural norms and expectations. Where there is more cultural diversity, there is a greater chance for misunderstanding and an escalation of conflict.

    In the context of meditation, facilitators who are not equipped with the necessary intercultural competencies risk undermining that process, which can contribute to difficult or unproductive communication and dialogue. Although competencies standards exist (such as the Intercultural Competence Specialisation by the International Mediation Institute), facilitator training in intercultural predisposition is limited. 

    We presented our proposition to counter this serious gap in mediator development at the 12th Conference World Mediation Forum – Foro Mundial de Mediación in Brazil in November 2024 in our address: ‘Informed, Involved, Inclusive: A New Chapter In Intercultural Competence’. The Mastering Intercultural Mediation Implementation (MIMI) training program is based on three core foundations:

    1. Informed,
    2. Involved, and,
    3. Inclusive.

    MIMI is a specific application of the my-RESPECT-ability model which entails the intercultural mediation principles, processes, and practices at the heart of the Intercultural Competence Playbook (Gowers 2023).

    Visit my-RESPECT-ability to read more on the model or to enrol in introductory webinars.

    In developing the MIMI training program we explored intercultural research concepts and approaches (including Dai & Chen, Sveiby & Skuthorpe, Gowers) as well as drawing on our combined lived experience and extensive mediation practice. Rory has lived in over 7 countries and brings insights from over a decade of real-life intercultural mediation practice (in public, private, and voluntary sectors).

    Becoming interculturally competent is more than an intellectual and mindful journey. Therefore we decided it is crucial to centre our training model on participant transformation. As participants become more aware, more accepting, and more appreciative of an ‘other-culture’, they begin to develop competencies which enable them to facilitate intercultural interactions effectively.

    An ‘other-culture’ is a class, community or sub-culture of any kind (social status, ethnicity, spiritual, gender identity, wealth, occupation, species, etc.) that is so different that it reveals in you a sense of personal discomfort or powerlessness (such as fear or anxiety or a capacity to interact). It is the feeling of being a total foreigner, in contrast to the feeling of being a relaxed tourist. It may be experienced as a feeling of alienation. This is what people from an other-culture experience when they enter into a new, dominant culture where they lack the capacity or the social skills to interact or negotiate on a level playing field.

    Foreigner. 外人 Gaijin. 鬼佬 Gwáilóu. Stranieri. Gudiya. Alien. 

    The word ‘gudiya’ refers to non-Indigenous people in the context of Aboriginal-English. Indigenous Australians adapted English to communicate with non-Indigenous people after their traditional languages were stolen and is a variety of English, distinct from Australian English.

    There are many words to refer to an ‘outsider’ and we all have experienced this feeling at some point in our lives.

    Communication and dialogue is an essential and fundamental aspect of mediation, but how do we consider this through the lens of the three cultural motifs:

    • the Eastern “We”
    • the Indigenous “Be”
    • the Western “Me”

    In a Western context, ideals such as self-determination and non-partisanship (including neutrality and impartiality) are often discussed as being critical to an effective mediated outcome. But what do these aspects actually mean with consideration of other-cultures?

    Whereas in an Eastern context, the ideal of achieving harmony appears critical to an effective mediated outcome. And, in an Indigenous context, ideals of responsibility and collective existence appear critical to an effective mediated outcome. Yet the Western understanding of ‘mediation’ does not translate well with ideals belonging to other-cultures.

    We see here that ethical practice is shaped by varying culturally embedded needs and these needs are not exclusive to just one specific cultural perspective. In the context of communication and dialogue, they illustrate the interests, needs, concerns, and expectations of other-cultures. Unless a mediator is interculturally aware, accepting, and appreciative of other-culture perspectives and ethical frameworks, their ability to facilitate effective and enduring outcomes is significantly diminished.

    Where all parties to an intercultural dispute are able to express and address their interests, needs, and concerns in culturally relevant ways, then a more creative, sustainable, and harmonious outcome can be achieved.

    Mastering Intercultural Competence

    Our intercultural competence training model is built on three foundations:

    1. Informed
    2. Involved
    3. Inclusive

    Foundation 1: Informed (awareness)

    The first foundation is focused on being better informed. By being better informed, we are led to an increased awareness. And, to be better informed we must turn our minds to the facts, feelings, and findings of intercultural research.

    This foundation is a structured learning process centered on establishing the baseline knowledge of intercultural competence.

    As it has been observed that a person’s experience of other-cultures is both an intellectual and mindful journey, knowledge of an other-culture is not itself enough to develop intercultural competence. Although the International Mediation Institute sets out the minimum standards for intercultural competence specialisation and set the pathway for internationally accepted mediation principles, we recognised that more was required in order to have a complete and comprehensive understanding of an other-culture.

    In a Western context, unless we become aware and address our own inner conflict, we are unable to take a ‘balcony view’ of others’ conflict. By failing to adopt a balcony view, we lack impartiality and neutrality; concepts that are cornerstone to Western facilitative mediation practice. However, within other-cultures, a different approach might be taken.

    Foundation 2: Involved (acceptance)

    The second foundation is focused on being more involved. By being more involved, we are led to a greater acceptance of other-cultures. And, to be more involved we must immerse ourselves within an other-culture and listen to their stories, songs, and symbols.

    We created this foundation to allow participants the opportunity to develop a deeper understanding of the other-cultures needs, values, and expectations by providing a full other-culture immersion program. This foundation is the heart of our training model.

    This immersion program is crucial as participants must initially feel uncomfortable and confronted with unfamiliar aspects of an other-culture. This makes for a more profound intercultural learning experience. It is ourselves actually undergoing the change where we arrive at a deeper level of understanding and respect for other-cultures and their voice at the ‘table’.

    As it takes time to begin immersing ourselves in an other-culture, some participants may elect to extend their immersion program to develop an even deeper understanding of the other-culture that they immersed themselves in.

    Immersion is more than assimilation with, or imitation of, the other-culture. In their experience, participants learn respect for the values, needs, and expectations embedded within those other-cultures. It is to understand and accept that our eyes are but only one perspective in the world and that there are many eyes which look upon the face of this earth differently. All perspectives are valued.

    Unlike how the International Mediator Institute Standards emphasise mediator proficiency of a particular culture and advocates for cross-cultural application, our approach is focused on competence in intercultural interaction.

    To be cross-cultural is not to be intercultural. They are different. ‘Intercultural’ is described by Paula Schriefer as:

    “communities in which there is a deep understanding and respect for all cultures. Intercultural communication focuses on the mutual exchange of ideas and cultural norms and the development of deep relationships. In an intercultural society, no one is left unchanged because everyone learns from one another and grows together.”

    Foundation 3: Inclusive (appreciation)

    The third foundation is focused on being more inclusive. By being more inclusive, we are led to a greater appreciation of other-culture’s wisdom, needs, and ways of working with conflict. And, to be more inclusive, we must turn our minds to choosing the most appropriate principles, processes, and practices of intercultural mediation for that culture.

    We created this foundation to allow participants the opportunity to further develop their intercultural mindset and heart-set behaviours. A participant is to adapt their current core principles, practices, and processes to the interests, needs, concerns, and expectations of the other-culture they immersed themselves in.

    By putting learnings and reflections into practice, participants are able to accurately identify and address communication and dialogue issues within an intercultural context. This can be achieved with case studies or role play exercises.

    Authors Biography

    Rory Gowers is a Master of Dispute Resolution (MDR), a Master of Education (MEd), an intercultural mediator, and a business strategist, residing in Greater Sydney, Australia. Rory has extensive international experience as a visionary business problem solver, and certified results coach. Rory’s mission is to facilitate a more respectful world by inspiring people and groups to transform business ecosystems with practical sustainable solutions with a vision to facilitate a place for all and peace for all in our time. Contact Rory via
    Webpage: www.myRESPECTability.com 
    Email: rory.gowers@gmail.com
    Mobile: +61 425 292 811
    LinkedIn: www.linkedin.com/in/constructiveconflictsolutions

    Milan Nitopi is an accredited lawyer and mediator with (soon) a Master of Laws in Family Dispute Resolution (LLM FDR). Milan has a passion concerning people, law, and resolution and he strives to equip people with skills for better communication and dialogue to address all kinds of conflict.
    Contact Milan via
    Email: manitopi@outlook.com
    Mobile: +61 432 547 538
    LinkedIn: www.linkedin.com/in/manitopi/

    Breaking Negotiation Deadlock: Co-Creating the New Intercultural Competence Playbook

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    By Rory Gowers
    15 March 2024

    Author note: Intercultural is not multicultural, or cross cultural. ‘Intercultural’ is described as “communities in which there is a deep understanding and respect for all cultures. Intercultural communication focuses on the mutual exchange of ideas and cultural norms and the development of deep relationships. In an intercultural society, no one is left unchanged because everyone learns from one another and grows together.” — Paula Schriefer, Spring Institute

    Source: Nina Simon, 15 October 2014

    We have recently heard from two long-standing luminaries in the world of conflict resolution and negotiation.

    On 22 February 2024 Dr Rosemary Howell in her post within the Kluwer Mediation Blog refers to recent research by Cobb, Castel and Sultani with its dark summary of our times with “Polarisation, violent conflict, fractures, and divisions across and within societies are on the rise globally …” labelling ‘Hyperpolarization’ as “the state of the world we currently inhabit”.

    Dr Howell acknowledges the bleakness of the situation, however she points to the encouraging work by Carrie Menkel-Meadow which provides an optimistic insightful and constructive recipe – an article well worth a full read.

    On 24 February 2024 William Ury, co-author of Getting to Yes, in a seemingly unrelated post, recalled his recent appearance on Ari Melber’s The Beat concerning the current political tribalism in the United States of America. Ury states “we need more conflict – not less”, and further suggests that we cannot end polarization, however we can transform it into ‘healthy conflict’ with constructive creative negotiation.

    Of course, in Australia we see similar polarization of political debate, as demonstrated in the 2023 Referendum, and this continues to stymie meaningful bipartisan collaboration to this day. 

    Such polarisation does not achieve constructive outcomes for a peaceful and progressive society but serves dominant factions in enlarging their power base and further marginalising minority voices.

    Many of us will agree with the statements from both Dr Rosemary Howell and William Ury that the first constructive step is to reframe the context of the conflict by helping parties reflect on the cultural background dynamics shaping the narrative and expectations of each party (and their tribe). It is also useful to adopt the ‘balcony strategy’, as explained by Ury, as well as considering the other party’s perspectives to get the full context. 

    I encourage all to employ the use of an acronym of the word ‘cultural’ to remind us of the full scope of a cultural background: Commonly Understated Lores, Traditions, Understandings, Rituals, Expectations, Assumptions, Legacy.

    By reframing the context of conflict, participants become more empowered and are in a better position to see life from all sides which then prepares them to confer more civilly with others in a joint constructive discourse as all parties seek to bridge the current impasse with practical and realistic solutions that meet the legitimate needs of all.

    But is this enough to break the polarization?

    After a decade of mediation, I think not; that is, unless we are prepared to adapt the process and embrace the culturally embedded needs of each party rather than blindly use the standard dominant culture’s approach (i.e. western culture). It is a whole new playing field!

    I make ‘A Call for a new Intercultural Competence Playbook in Mediating social transformation’ in a recently published peer-reviewed research paper. I posit a new level where the future of mediation is intercultural. This paper can be located on the University of Montreal’s Online Law Journal Lex Electronica Volume 28 n. 5 2023 Special Dossier, Paper 13, pp. 195-215.

    We require a new toolkit, and the adventure of our time is to co-create it. Will you join me?

    A call for a new mediator playbook

    In my paper I claim that “every culture is in conflict; conflict is endemic in the process of culture metamorphosis.” My paper examines the paradox that conflict is intrinsic to every culture, yet there is little attention to the ‘culture’ norms in resolving that conflict. I refer to original thinkers such as Hofstede and Ting-Toomey and compare their contributions to the change in intercultural understanding since.

    We are in an unprecedented global pandemic where cultural norms and expectations are under threat, in individualistic and collectivist cultures. We face existential threats from climate change and environmental catastrophes. We need a new mediator playbook for effective intercultural negotiation and issue resolution.

    All professionals can acquire intercultural skills, mentorship, or supervision; join immersion events to extend intercultural awareness and communications skills; foster inclusive work environments; adapt coaching methods; cultivate intelligence about cultural differences; and engage with a positive intercultural predisposition, and approach. 

    Everyone can actively facilitate social transformation by making peace with the other cultures in your land as a vital forerunner to effective intercultural mediation of conflicts. 

    To allow peace a chance, we must unlock and activate intercultural competence in mediation!

    I invite your active participation in reading my paper and responding to the recommendations I put forward. 

    For this playbook to succeed our approach must be intercultural. Let’s start now. Welcome aboard!

    Author biography
    Rory Gowers is a Master of Dispute Resolution MDR, a Master of Education MEd, an intercultural mediator, and a business strategist, residing in Brisbane, Australia. Rory has extensive international experience as a visionary business problem solver, and certified results coach. Rory’s mission is to facilitate a more respectful world by inspiring people and groups to transform business ecosystems with practical sustainable solutions with a vision to facilitate a place for all and peace for all in our time. Contact Rory via
    Webpage: www.myRESPECTability.com 
    Email: rory.gowers@gmail.com 
    Mobile: +61 425292811
    LinkedIn: www.linkedin.com/in/constructiveconflictsolutions