We learn democracy when we begin to negotiate power and possibility -187

8. CONCLUSION

8.6. We learn democracy when we begin to negotiate power and possibility -187

The research has highlighted that participants need to be aware that their attitude and actions·have consequences for the project success and for democracy.

It has also shown that the role and responsibilities of each participant and the lines of authority in a project need to be clearly defined before the introduction of resources.

The negotiation of power will in part be determined by the recognition of status, authority and ownership. Recognition of status, particularly professional status, is of great importance if work is to continue without conflict. Professional people working on projects need to be sensitive to the role and authority of others. They need to develop ways to encourage joint decision making by, where necessary, a major shift in attitude.

This will be aided by an increase in knowledge about the other participants and different methods of working together. Control must be shared. The power to make decisions, act unilaterally or organise and lead debate must be distributed by consensus.

The right of ownership and authority over the use and allocation of the resources needs to be clearly established. Ownership rights to resources need to be clearly discussed upfront and revisited constantly throughout a project's development.

8.7.

LEARNING SHOULD BE A CENTRAL FOCUS DURING A PROJECT'S DEVELOPMENT

This research has highlighted the following: that for this initiative to succeed into the future the focus has to shift away from building facilities to building the human, interpersonal relationships so lacking previously. Task driven initiatives remain important and necessary, but participants working on development projects need to devote a significant amount of time to building good human relationship and interpersonal skills, even if this delays or prevents the task driven initiatives.

It has shown that learning can be enhanced when people consciously focus on learning opportunities. Learning needs to be the top item on each agenda and recognised as an important outcome of every interaction.

As I have indicated earlier many learning opportunities were missed throughout the development of the Project and it is regrettable that learning was not on the agenda and that it did not play a more significant role. It is regrettable that someone did not interrupt the focus on the building of the Project - the learning by doing, task driven cycle, - earlier to allow 'conscious learning' to play a meaningfUl role in helping the two groups to learn to work together in a better way. The groups did begin to learn how best to act together in order to overcome major conflict and to create new ways of

relating to each other but they did not manage to build what Kilgore calls a shared vision of social justice nor a collective identity. They did each become more 'sensitive' (FG2) to the other and are actively seeking a better understanding of how their relationship could be strengthened in the future.

8.8. PEOPLE NEED TOOLS TO HELP THEM LEARN DEMOCRACY

The research has revealed that participants working together in difficult situations will come to realise that they need tools to enable them to work together in a better way.

Over time there will be a change of focus of attention away from task driven initiatives toward better relationship building, and participants will determined what tools they require to assist the process of working together. The democratic actions based on Larsson's Aspects of Democracy provided a good basic democracy tool kit when used by the participants working on the Project and it is important that for democracy to happen these continue to be used in everyday interaction between people.

8.8.1. Communication

Democracy is enhanced by the use of an appropriate and acceptable vehicle for meaningful communication. Communicating honestly with each other is a powerful tool to assist the democratic process. The research showed that a lack of open, honest communication acts as a barrier to democracy and provides a platform for conflict.

There are a number of vehicles that can aid adequate communicate, some are more effective than others.

The use of an appropriate medium of communication will aid the development of better understanding and aid the democratic process. Meetings and minutes of meetings did not prove an effective means of honest communication within the Project and they did not assist the development of good working relationships. This situation was improved however, as the participants were able jointly to set agendas and actively take part in the decision-making process.

The use of a respected communicator enhances the level of understanding and acceptance of the communication as participants are more likely to listen attentively to the information communicated and are more likely to respond appropriately.

Silence has proved a powerful and useful tool, to enable communication without conflict. Silence is not however totally effective in helping to bring about democratic action. Its very use precludes full and equal participation and open communication, two essential pillars of democracy. The strategic use of silence can influence relationships but it is important not to recommend silence as an effective means of achieving democracy. When/if silence is heard, action should stop until the underlying cause is addressed, and silence should never be assumed to mean consent.

Everyone should listen harder to the silences!

8.8.2.

Quality Relationships

The research clearly indicated that time spent building quality relationships can assist us to build a better democracy by developing a collective attitude based on co- operation. Quality relationships are made as groups work together and learn about each other. As people learn to work together during the everyday activities of building a project, they deal with conflicts and concerns and go through a process of learning which helps them to re-form identities and alter relationships· in order to work together in a better way. Democracy is enhanced where there are horizontal relationships and people participate in decision making as equals. A top-down approach limits learning democracy but successful horizontal relationships are inclusive and they will help to create a culture of democracy within a project development.

8.8.3.

Knowledge

Knowledge of democracy is not a prerequisite for learning democracy but accessing and sharing useful knowledge is a powerful democratic action. In order to be able to participate on any level knowledge is a necessity. Withholding knowledge that is needed to make a successful project means democracy is limited and the development of a quality relationship is unlikely and conflict is likely. Knowledge gives the participants power to negotiate the way forward and it enables them to take a stand about issues and to form opinions. The knowledge that people need as they work together on a project so that they can make informed decisions may vary but this research has shown that it must always include full and open disclosure about issues of ownership and the roles and responsibilities of the key people involved.

8.8.4.

Diverse Identities

In recogmslng and accepting diverse identities the dividing lines which hinder democracy are dissolved and new, better working relationships can evolve as new identities are built. The process of learning about each other and re-forming identities as relationships alter in the context of the project along specific, demonstrable dimensions is a process of learning to work together.

Value systems can act as barriers to democracy; however they need not necessarily be abandoned if people working on projects are willing to reassess the values and norms they hold dear and measure them against the reality of the situation. The research indicated very strongly that enforced stereotyping needs to be focussed upon and talked about so that participants know how to deal with concerns that may arise as a consequence of wrong assumptions. As the research strongly indicated the attitude of the key support people is critical to the development of democracy. Leaders must be able to rise above personal and outdated professional norms and values in order to accommodate a process of learning democracy. Diversity can bring greater learning through challenge and conflict. As participants begin to achieve mutual respect for each other while working together they will learn how to best move

a

project forward.

This learning will be learning democracy. The research has indicated that learning democracy is made easier in an atmosphere of mutual respect and understanding.

Within the Project the two groups developed a deeper understanding of what Larsson calls the 'concept of equal value' (Larsson 2001 :209) because they were aware of the 'multitude of identities' and more accepting of the many diversities which still have the possibility to exclude and marginalise. As this research closed there was a focus on the building activity again but the plan for the future included working within new structures which are more democratic. The groups' ability to 'accept diversity and fight social exclusion based on differences' (Larsson 2001 :209) continues to be the challenge for democracy in the future. Future research is needed to see if and how the groups meet the challenge.

8.8.5.

Internal Democratic Decision Making

The research has highlighted the need for participants to continue practising internal democratic decision-making as this is vital for the success of any project. Those with