34217 FIELD RESEARCH GUIDES KDP & COMMUNITY CONFLICT NEGOTIATION STUDY ___________________________________ QUALITATIVE RESEARCH PHASES 1, 2A, 2B, 3A AND 3B NTT AND EAST JAVA INDONESIA Patrick Barron Rachael Diprose Claire Q. Smith Preface The KDP & Community Conflict Negotiation study is a large-scale, multi-year mixed method research project that is being undertaken by the World Bank Office Jakarta, with active support from the Development Research Group in Washington, D.C. The study aims to provide a better understanding of the dynamics of local level conflict in Indonesia and, specifically, to examine the impact of the Kecamatan Development Project (KDP), the World Bank's primary community-driven development project in Indonesia, on the ability of communities to manage local level conflict. A fundamental (and foundational) component of the research design was an extensive program of quasi-anthropological fieldwork, with twelve researchers (plus their supervisors) spending almost eight months mapping conflicts, tracing their pathways, and gathering general data on a range of socio-economic, demographic, and institutional factors in forty villages in two Indonesian provinces.1 Preparing the team for the challenge of such a large and complex research undertaking involved the development of an extensive six-week training program. The program aimed not only to verse the researchers in the technical research skills necessary for the study, but also to provide an adaptive learning and decision-making environment where preliminary findings could be debated and where the research tools and questions could be developed iteratively drawing on ongoing lessons. The four field guides presented here form the basis of the training program; they were used to provide structure to the different phases of training, as well as being practical on-hand manuals for the research team whenever they were in the field conducting research. The four guides represent, and were written for, the different phases of qualitative fieldwork.2 The first field guide (Field Guide Phase 1) was developed during the first two-week training program, which preceded the first phase of qualitative research in February-March 2003. It was then revised ex-post by the research team. Revisions were made based on the lessons we had collectively learned about how better to investigate local conflicts and organize the research strategy during the first phase of field research. This first phase lasted for four weeks and involved the mapping of conflicts and the socio-economic conditions within the research districts and sub-districts. As such, the guide provides an introduction to the study, outlines the practical skills and techniques utilized in the first round of research, and provides an overview of the data recording formats used in this phase. The second field guide (Field Guide Phase 2A) was distributed during the second training program, which took place over ten days in March 2003. This training session prepared the researchers for their first extensive period of village-level research; as such, the accompanying guide contains in- depth information on using the different qualitative research tools, as well as advice on local level sampling and information on the new recording formats used for this phase. This guide is perhaps the most comprehensive of the four, outlining the basic methods and research tools used throughout the study. Phase 2A of the research lasted for approximately two months. After a break of a few weeks--to allow for preliminary analysis of the field data gathered thus far and for methodological and empirical lessons from that phase to be drawn--the research teams reconvened for a third week- 1See Barron, Diprose, Madden, Smith, and Woolcock (2004) for a full project methodology. The qualitative research was useful in its own right, but also fed into the design of subsequent large-scale survey instruments. 2Indonesian versions of the guide have also been produced and will be published separately. i long training phase in preparation for Phase 2B of the research. The third field guide (Field Guide Phase 2B) was prepared in preparation for this phase, and largely consists of feedback on the previous phase, as well as modifications to the research strategy. The researchers then returned to the villages for another two months of qualitative research. A fourth field guide (Field Guide Phase 3) was produced for the third phase of qualitative research, which two place in two periods in November 2003 and February 2004. This additional phase examined in greater depth the interaction between KDP and local conflict dynamics. As such, the field guide contains more detailed guidelines on ways of establishing KDP impact including disaggregating program from non-program impacts, different causal hypotheses to investigate, and new informants to work with. This phase also utilized key informant surveys; the accompanying field guide gives instructions and advice on how to implement these surveys, and how to fill in the other new research formats. This fourth field guide was used in both phases 3A and 3B of the study. Individually, the field guides paint a picture of how the research developed over the course of a year. They were developed as the project progressed, which means that they do not always follow a linear path. Yet a key feature of both the research methodology and training program was the way that it was refined and modified as fieldwork progressed. While future attempts to construct a training program would undoubtedly reorder some of the material, we thought it more useful to present the materials in the order they were developed and in which the researchers received them, than to take a more revisionist route. Collectively, the field guides outline a coherent research and training program. Given the specifics of the substantive aims of the study, and of the context in which it was being implemented, these guides do not constitute a training or research model that can simply be cut and pasted for use elsewhere. The guides--as with the methods themselves--were developed in response to context- specific factors: to the research questions asked and hypotheses being tested; to the culture of the areas where the study was implemented; and to the experience and capacity of the research team. Nevertheless, elements of the training program may be adaptable for use in other contexts, within and outside Indonesia, and in studies relating to a range of social development issues; it is in that spirit that we present them. It is hoped that these guides will provoke and help clarify thinking among those tasked with running research studies on (or in conjunction with) development and project evaluation issues, and facilitate further efforts to engage in locally-tailored research approaches. Patrick Barron Rachael Diprose Claire Q. Smith ii Acknowledgements These field guides were prepared under the supervision of Michael Woolcock, who also helped with the final editing. Katherine Whiteside did the bulk of the work associated with collating and refining the training manuals into their current format. Generous financial assistance for the project as a whole came from DfID, AusAID, the Norwegian Trust Fund (Measuring Empowerment Study), and the World Bank's Conflict Prevention and Reconstruction Unit, and Development Economics Vice Presidency (Research Support Budget). We would like to thank all the people in the Indonesian Country Office who helped make this study, and the trainings, possible, especially Yatrin Kaniu and Adam Satu. Others who offered invaluable advice and help include Leni Dharmawan, Vivi Alatas, Joanne Sharpe, Kristen Stokes, Arie Purwanti, Inge Tan, Victor Bottini, Susan Wong, Ova, Dida, Junko Onishi and Pieter Evers. We are particularly indebted to Sri Kuntari and Scott Guggenheim for their active support and feedback, and finally to the research teams, who were such willing and able participants in this extensive and intensive endeavor. iii Acronyms and Indonesian Terms AN Austronesian (language group) CDD Community-driven development FGD Focus Group Discussion NTT Nusa Tenggara Timur SERP Social and Economic Revitalization Program UNDP United Nations Development Program Indonesian Jurisdictional Levels Kabupaten District, or regency Kecamatan Sub-district Desa Village Dusun Sub-village RT/RW Neighborhood/collection of neighborhoods Institutions Bappeda District Agency of the National Planning and Development Board (Badan Perencanaan Pembangunan Daerah) BAPPENAS National Planning and Development Board BPD Village Representative Council (Badan Perwakilan Desa) BPN National Land Agency (Badan Pertanahan Nasional) BPS Bureau of Statistics (Badan Pusat Statistic) Dinas Social Office of Social Affairs Dina Kesehatan Office/Department of Health Kodim District Military (Komando Daerah Militer) Koramil Sub-district military (Komando Rayon Militer) LKMD Village Development Planning Board (Lembaga Ketahanan Masyarakat Desa) LMD Village Development Board (Lembaga Masyarakat Desa) LSM Non-governmental organization (Lembaga Swadaya Masyarakat) PKK Kecamatan Development Program (Program Pembangunan Kecamatan) PMD Community Development Agency under the Ministry of Home Affairs (Pemberdayaan Masyarakat Desa) Polres District police (Kepolisian Resort) Polsek Sub-district police (Kepolisian Sektor) Puskesmas Community health center (Pusat Kesehatan Masyarakat) Government Positions Bupati District, or regency, head Camat Sub-district head Kades Village head (Kepala Desa) Kapolres Head of district police (Kepala Polisi Resort (Kabupaten)) Kapolsek Head of sub-district police (Kepala Kepolisian Sektor (Kecamatan)) Sekdes Village secretary (Sekretaris Desa) iv KDP positions/institutions FD Village facilitator (of KDP) (Fasilitator Desa) FK Sub-district facilitator (of KDP) (Facilitator Kecamatan) KDP Kecamatan Development Program KMKab District Management Consultant (Konsultan Managemen Kabupaten) Tim Kordinasi Coordination Team (District Level) PjOK KDP Project Manager (sub-district),Development Activities Officer (Penanggung Jawab Operasional Kegiatan) TPK Activities Management Team (Tim Pelaksanah Kegiatan) TTD Technical Assistance Team (Tengaga Teknis Desa) UDKP Kecamatan Development Forum, composed of village representatives and key local officials (Unit Daerah Kerja Pembangunan) UDKP3 Third Kecamatan Development Forum UPK KDP Financial Unit (sub-district) (Unit Pelaksanaan Kegiatan) Other Indonesian terms used Adat Traditional or customary (as in hukum adat, traditional law) Bahasa Language (also refers to Indonesian language) Hakim Judge Ibu Mother (respectful term of address for elder woman) Jaksir Advocates Kepala Head (as in head of, or chief) Kyai Islamic leader Rp. Indonesian currency (Rupiah) Surat Letter Tim Team Toko Masyarakat Community Elder v Table of Contents Preface............................................................................................................i Acknowledgements.............................................................................................iii Acronyms and Indonesian Terms............................................................................iv Field Guide Phase 1.............................................................................................1 Field Guide Phase 2A.........................................................................................53 Field Guide Phase 2B.........................................................................................123 Field Guide Phase 3..........................................................................................165 References....................................................................................................340 Field Research Guide KDP & Community Conflict Negotiation Study ___________________________________ Qualitative Research Phase 1 February ­ March 2003 NTT and East Java Indonesia 1 2 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 1 FIELD GUIDE Contents A. BACKGROUND .......................................................................................................................3 1. INTRODUCTION TO FIELD GUIDE...............................................................................................3 2. INTRODUCTION TO KDP & COMMUNITY CONFLICT NEGOTIATION STUDY ..............................3 2.1 Background to the Study....................................................................................................3 2.2 Research Questions............................................................................................................4 2.3 Qualitative and Quantitative Methods...............................................................................4 3. APPLICATIONS OF THE STUDY...................................................................................................5 3.1 Operational Applications...................................................................................................5 3.2 Feedback and Capacity Building.......................................................................................6 3.3 Knowledge Development ...................................................................................................6 B. RESEARCH LOCATIONS......................................................................................................7 1. PROVINCIAL SELECTION ...........................................................................................................7 2. District Research Site Selection...........................................................................................8 3. Local Level Research Site Selection ....................................................................................8 C. WORK-PLAN FOR RESEARCH...........................................................................................9 1. OVERALL QUALITATIVE RESEARCH WORK-PLAN.....................................................................9 1.1 Phases of Qualitative Research .........................................................................................9 1.2 Training..............................................................................................................................9 1.3 Writing Workshops...........................................................................................................10 2. WORK-PLAN FOR PHASE 1 ......................................................................................................10 D. DISTRICT PROCEDURES...................................................................................................11 1. OVERALL GUIDELINES............................................................................................................11 2. STEP-BY-STEP GUIDE TO STAY IN THE KABUPATEN AND KECAMATAN......................................11 3. LIST OF INFORMANTS..............................................................................................................12 E. AIMS OF PHASE 1 AND TYPES OF DATA......................................................................13 1. CONFLICT MAPPING................................................................................................................13 2. INSTITUTIONAL AND SOCIO-ECONOMIC MAPPING ..................................................................14 2.1 Institutions and Capacity.................................................................................................14 2.2 Socio-Economic Mapping................................................................................................14 3. INTRODUCTIONS TO THE RESEARCH AREAS............................................................................15 F. OVERVIEW OF DATA RECORDING FORMATS AND RESEARCH INSTRUMENTS ..........................................................................................................................16 1. RESEARCH INSTRUMENTS .......................................................................................................16 2. RAW DATA FORMATS: SEMI-STRUCTURED AND INFORMAL INTERVIEWS ...............................16 2.1 Interview Data Sheet (see Annex B1)...............................................................................16 2.2 Semi-standardized Questionnaire Form (see Annex B2).................................................16 2.3 Case Study Format (see Annex B3) .................................................................................16 3. SECONDARY DATA..................................................................................................................17 1 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 1 FIELD GUIDE 3.1 Health Officials Data Format (see Annex B4).................................................................17 3.2 Other Secondary Data .....................................................................................................17 4. IN-FIELD ANALYTICAL PIECES................................................................................................17 4.1 Diary ................................................................................................................................17 5. FINAL ANALYTIC PIECES ........................................................................................................18 G. ETHICAL ISSUES .................................................................................................................19 1. INTRODUCING THE STUDY ......................................................................................................19 1.1 Problems Related to the Topic of Study...........................................................................19 1.2 Problems Related to the Institution You Work For..........................................................20 2. `DOING NO HARM' .................................................................................................................21 ANNEX A: QUESTION GUIDE................................................................................................23 A1: QUESTION GUIDE: CASE STUDY FORMAT............................................................................24 ANNEX B: DATA RECORDING FORMATS.........................................................................27 B1: STANDARD DATA FORMAT ..................................................................................................28 B2: STANDARD INTERVIEW FORMAT..........................................................................................30 B3: CASE STUDY RECORDING FORMAT......................................................................................33 B4: HEALTH OFFICIALS RECORDING FORMAT............................................................................37 ANNEX C: EXTRA GUIDELINES...........................................................................................45 C1: TIPS FOR SUCCESSFUL INTERVIEWING: TECHNIQUES AND CONSIDERATIONS.......................46 C2: GUIDELINES FOR ACCESSING AND INTERVIEWING GOVERNMENT OFFICIALS..............................48 C3: GUIDELINES FOR ACCESSING AND INTERVIEWING MILITARY AND POLICE ..........................49 C4: GUIDELINES FOR ACCESSING AND INTERVIEWING HEALTH OFFICIALS................................50 2 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 1 FIELD GUIDE A. Background 1. Introduction to Field Guide This field guide is for use in the first phase of the KDP & Community Conflict Negotiation qualitative research. We will produce additional guides for subsequent periods of research. The field guide has the following purposes. First, it provides background information on the overall study, including its purposes and how it will contribute to the operational work of the World Bank. The field guide includes basic information on the Kecamatan Development Project (KDP), the World Bank's primary community driven development program in Indonesia. Evaluating the conflict-related effects of this program is one of the principal aims of the study. Second, the field guide roughly outlines the work program for this phase of research, as well as for the study more generally. Undoubtedly, the research plans will change as we learn what works and what does not, but this will give you a rough idea of the different research phases and the schedule for the year. Third, the field guide outlines the activities you will undertake for Phase 1, and some of the practical skills and techniques you will use in the next month. We will explain these in much greater depth in the first training session. The field guide serves as both a rough guide to the training, and a reminder of the key research elements and principles for when you are in the field. Fourth, the field guide gives information relating to some of the other issues you will confront when conducting research, including the ethics of research and safety considerations. Fifth, the field guide provides an overview of the data recording formats you will use in this phase. The actual formats are printed in Annex B. 2. Introduction to KDP & Community Conflict Negotiation Study 2.1 Background to the Study The KDP & Community Conflict Negotiation study is a major new social research initiative administered by the Social Development Unit of the World Bank Office Jakarta, and funded from a range of sources including the UK's Department for International Development (DfID), the Australian Agency for International Development (AusAID), the Norwegian Measuring Empowerment Study Trust Fund, and the World Bank's Conflict Development and Reconstruction Unit, Development Economics Vice Presidency, and project preparation grants for the Support for Conflict Ridden Areas Project (SCRAP).3 The study aims to provide a better understanding of the reasons for differences in levels of violent conflict across Indonesia, and to assess the impact (positive and/or negative) of the World Bank's KDP program on conflict. Since the fall of Soeharto in 1998, violent conflict has become more 3The project name has since changed to SERP (Support for Social and Economic Revitalization Program). 3 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 1 FIELD GUIDE widespread throughout Indonesia. Academics and practitioners alike have devoted considerable attention to uncovering the reasons for this macro-level increase. However, they have paid less attention to (a) how this plays out at the local level, and (b) reasons for local variation in levels of violent conflict. Given that many of the external/structural factors caused by transition are similar across Indonesia, why do some communities experience violence and others not? And within regions, why are some communities violent while others are peaceful? What localized factors matter in determining whether or not conflict takes violent form? Studies have also tended to focus on a limited number of "high conflict" regions and on a few conflict types (ethnic, religious, separatist, etc.), at the expense of looking at more common conflicts that affect ordinary Indonesians across the archipelago. The KDP & Community Conflict Negotiation study seeks to identify the factors that affect local level capacity to manage conflict. In particular, the research will evaluate the extent to which local level organizational and civic skills--and particularly civic interaction--are important (as opposed to other factors) in determining whether communities suffer from violent conflict. The research will also examine the extent to which KDP helps villagers build such skills, and will seek to test empirically whether this accounts for higher conflict management capacity. 2.2 Research Questions Over the course of the research, we will try to answer five broad questions: 1. What are the main factors that affect local level capacity to manage conflict? 2. How important is the nature and extent of interaction between different groups, and between those groups and the state, to local conflict mediation? How are boundaries between different groups constructed and sustained? 3. Does KDP help communities manage conflict more constructively? More generally, can external agents help establish more inclusive, transparent, and accountable local level institutions for mediating conflict? 4. If so, for what types of cases of conflict, and under what conditions? 5. If so, which elements of the KDP program appear to be most influential? 2.3 Qualitative and Quantitative Methods The KDP and Community Conflict Negotiation Study uses a mixed method research design, incorporating a range of different research tools and data sources (qualitative and quantitative, primary and secondary) to answer the research questions. The longest (and most in-depth) part of the study is the qualitative fieldwork, for which you have been hired. In recent years, the World Bank has increasingly undertaken large social research studies (for example looking at the incidence and impacts of poverty) but these have more often than not used primarily quantitative methods. Where qualitative methods have been utilized, they have often been relatively small--if not token--in comparison to their quantitative counterparts, often involving little more than a series of focus group discussions to provide color to primarily numerical analysis.4 This study aims to take qualitative fieldwork more seriously, recognizing that: (a) some questions--especially those relating to process--require in-depth study that necessitates extensive, and time-intensive, qualitative fieldwork; and (b) if this work is to generate robust answers from which broader implications can be drawn, this will involve devoting the same attention to 4 There are, of course, exceptions, most notably the World Bank's Local Level Institutions (LLI) study which ran in three countries (including Indonesia) in two enumerations. 4 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 1 FIELD GUIDE methodology (in terms of hypothesis development, data collection and, in particular, sampling procedures) as would be given in serious quantitative studies. As such, this is one of the largest (in terms of time, scope and ambition) social research studies utilizing qualitative methods that the World Bank has ever conducted. The study will involve over six months of qualitative data collection, primarily at the village level, by a team of nearly twenty. This translates to almost ten person years of data collection. We will divide the qualitative fieldwork into three phases (see Section B1 for details), although we may add further phases if necessary.5 3. Applications of the Study Why is the World Bank conducting a study like this in Indonesia? This section provides three primary reasons and sets of applications for this study. 3.1 Operational Applications Greater understanding of the causes and dynamics of local level conflict in Indonesia, and the role that development projects play, is vital if we want both to design new and better interventions that help reduce levels of violent conflict, and to improve other development projects operating in areas with high levels of conflict. Because violence negatively effects the ability of development policies and projects to deliver social and economic goods, consideration of conflict and its impacts is critical. The primary purpose of the study is thus to get a better empirical and conceptual understanding of the "issues on the ground," and the ways in which existing development programs and other intervention mechanisms interact with them. This will help us refine existing, and design new, interventions that can support local conflict management capacity and stimulate social and economic development in Indonesia, and elsewhere. Regarding the World Bank's operational work in Indonesia, there are two obvious applications: First, the Kecamatan Development Project (KDP) is a participatory mechanism that aims to deliver social and economic goods to villages across Indonesia, while building a culture of democratic (and transparent) decision-making at the village and sub-district levels. Experience--in Indonesia and elsewhere--has shown that, in certain cases and under certain conditions, participatory mechanisms and fora can play a positive role in conflict management. While KDP was not designed as a conflict resolution project, the ongoing monitoring and evaluation of the project has found that, in some cases, it was helping communities manage conflict.6 Similar mechanisms are being utilized elsewhere (Rwanda, Bosnia, Azerbaijan, Columbia, etc) as conflict management tools. The study will evaluate the potential for (and the ways in which) KDP can be improved to help build local conflict management capacity. This information will feed into the ongoing refinements of the KDP model. Second, the findings of the study will contribute to the design of a new World Bank project that focuses directly on conflict issues in Indonesia. The Support for Conflict Ridden Areas Project 5See Barron et al. (2004) for details on the full study methodology, including description of the quantitative aspects of the work. As Phase 1 will involve qualitative research and collection of secondary data, but no use of survey techniques, you do not need to focus on the quantitative aspects of the research at this point. 6See Government of Indonesia (2002). 5 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 1 FIELD GUIDE (SCRAP)7 aims to bridge the transition between reconstruction aid and development in areas that have been (and/or likely will be) affected by significant destructive conflict. There are three main components of the project that aim to: boost private sector development; improve the delivery of health and education services; and use community-driven development (CDD) mechanisms to deliver small-scale infrastructure and micro-credit facilities, as well as improve local level access to justice. The initial project design was influenced by prior research on conflict conducted by the World Bank in Lampung, Central Kalimantan, and Madura.8 This research will systematically test some of the hypotheses that emerged from that work, with the aim of improving project design. More generally, the research should provide broad lessons about the interactions between conflict and development interventions in a range of contexts. Lessons from this study can potentially influence the design of other development and conflict resolution projects, in Indonesia and other countries, funded by the World Bank or other agencies. In particular, the study will yield important insights regarding the capacity or limits of external interventions seeking to instill "grassroots" democratic procedures and conflict resolution skills in the citizens of post-autocratic developing countries. 3.2 Feedback and Capacity Building A second application of the study is the development of local knowledge regarding the causes and dynamics of conflict, to help build conflict management capacity at the local level. We want to avoid a common one-way approach to social research, where researchers `take' data but rarely return to share the results. Thus, once the research phase is over and we have conducted preliminary analysis, you will return to the localities you studied to share the results of your research. We plan (at some point next year) to hold workshops at both the kabupaten and kecamatan levels to disseminate findings and to offer an opportunity for discussion with local communities and their leaders about how local conflict management capacity can be improved, and the role that external actors can play. You will also have the opportunity to publish your results (in newspapers, newsletters, and other local journals) with the aim of stimulating productive debate and increasing rights consciousness among local population groups. 3.3 Knowledge Development Academic and policy communities have only relatively recently devoted attention to the links between development and conflict. As such, there is still limited understanding of the complex ways in which the two interrelate. A third aim of the study is to provide empirical evidence (and `grounded' analysis) on the nexus between conflict and development--with the aim of advancing theoretical understanding in the field, and, as a result, strengthening the conceptual foundations of future policies and projects. The findings of the research will be of interest to a broad range of practitioners, scholars, and policy makers, who are interested in a wide range of areas including (but not limited to) state transition, human security and development theory. Several policy research articles will be prepared from the results of the research. 7See footnote 3. 8See Barron and Madden (2003a), and Smith (2004). 6 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 1 FIELD GUIDE B. Research Locations The qualitative research will run in four districts in two provinces. We recruited you for a particular district location (either because of your local language ability or experience living/working in a particular location). You will work in field teams of three researchers (except in Pamekasan which has only two researchers). The research locations are as follows: East Java NTT Pamekasan Manggarai Ponorogo Sikka This section outlines briefly how, and why, we selected these research locations. 1. Provincial Selection The objective of the provincial selection for the qualitative work was to pick two very different provinces in which to work. The rationale for this is that since we are looking for common patterns of project impact, our findings will be strengthened if they hold up in two different settings. We focused on a range of variables to help determine the nature of a province. These included: · Population size and density · Ethnic homogeneity · Religious homogeneity (and dominant religious group) · Overall level of provincial development (roads, etc.) · Access to resources Using these criteria, we selected two provinces as different as possible from one another to compare. We excluded provinces dominated by higher levels of conflict for two reasons: first, the nature of the KDP project; and, second, our interest in local level conflicts and conflict resolution mechanisms. With regards to the first, a driving factor behind our decision to exclude high-conflict sites was our assumption that development projects are most likely to have a measurable effect at the level at which they operate. KDP operates at the sub-district level and below, with decision-making forums held within the sub-village, village and sub-district levels. If the project does produce any positive externalities that help communities constructively manage conflict, it is thus likely to be in aiding the management of conflicts that exist at the sub-district level and below. Given the nature of conflict in many high-conflict provinces, where cleavages exist on a provincial or at least district level, if we had selected such provinces we would have biased our research against observing any project impact. Further, in areas of high-conflict, where violence levels are affected significantly by external actors and exogenous factors, such as military action, it would be much harder to separate out the potential impact of a local level project from all the other causal variables in the research site. After extensive consultation and a round of discussion in Jakarta, with key staff from UN agencies, the central government's planning board (BAPPENAS), non-governmental organizations working in 7 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 1 FIELD GUIDE conflict areas, and World Bank staff familiar with the macro-social and economic indicators listed above, we selected East Java and NTT as the sites for the qualitative research. 2. District Research Site Selection In each province, we chose two districts--one with a `high capacity' to manage conflict, one with a `low capacity' to manage conflict. We selected these after extensive consultation at the provincial level with government, international and local NGOs, regional development experts, universities, and KDP staff. Picking both `high' and `low' capacity districts for each province allows us to defend our claims regarding the nature and extent of KDP's impact on local conflict resolution by showing that they take place irrespective of whether the broader environment is `conducive' to conflict resolution or not. The selected district sites are: Pamekasan (low capacity, East Java), Ponorogo (high capacity, East Java), Manggarai (low capacity, NTT), and Sikka (high capacity, NTT). 3. Local Level Research Site Selection Within each district, you will work in two kecamatan--a KDP site and a non-KDP site. The former will have had KDP for at least three years (our `treatment' sites); the latter will not yet have had KDP (our `control' sites). We will select sub-district locations during the first training. We will choose two sub-districts within each district that are as similar to each other as possible, in order to control as much as possible for non-program effects that may stem from socio-economic, institutional or other differences. We will match the sub-districts first using statistical methods, which will result in a number of `pair options' for each sub-district. Later in the training we will discuss which of these statistically selected pairs makes most sense given your knowledge of the research areas. In Phases 2A and 2B of the research (see schedule below) you will spend time at the village level. Village selection will take place after Phase 1 of the research. 8 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 1 FIELD GUIDE C. Work-plan for Research 1. Overall Qualitative Research Work-plan As noted above, the study will use both qualitative and quantitative methods. This section outlines the different components of the qualitative research and the objectives for the training workshops. The next section (C2) gives further details on the schedule for this phase of research. 1.1 Phases of Qualitative Research Our plan at this point is to divide the qualitative research into three phases: Phase 1, Phase 2A, and Phase 2B. Phase 1 (which you are about to commence, after the first training workshop) will involve you spending approximately one month at the district (kabupaten) and sub-district (kecamatan) levels. You will spend one week at the district level, one week in the KDP sub-district, and one week in the non- KDP sub-district. You will use the last week to finish writing up data formats and analytical pieces, and debrief with your provincial supervisors. The main aims of the first phase (see details in Section C below) are to provide an overview of the situation in the district and sub-district, and to map the conflicts and tensions that exist in the research areas. Phase 2A of the research will last for approximately six weeks and will involve primarily village-level research in the non-KDP kecamatan. Here, you will follow pre-selected cases of conflict, tracking their progress over time. In Phase 2B you will spend another six weeks in the field, this time in the selected KDP kecamatan. Here you will also follow conflict cases, but will focus more carefully on the relationship between KDP and conflict. We may add further phases of research as necessary. 1.2 Training We will hold three formal training workshops throughout the research, amounting to five weeks of training. The training workshops will take place before each period of research: Phase 1, Phase 2A, and Phase 2B. The trainings aim to: 1. Provide a better understanding of the (formal and informal) institutional environment you will be working in. This includes sessions on the legal system, local level government, the security sector, and traditional religious and kinship systems of societal organization. It will also include training on KDP processes. The sessions will focus as much as possible on the actual research areas, through participatory sessions that seek to ground the macro-level lessons in the social, cultural and economic particulars of the study sites. 2. Increase your competence in research techniques. This will involve training in anthropological field methods, including how to conduct ethnographic interviews, how to do participant observation, and how to write-up qualitative case studies, as well as how to work in conflict- afflicted environments. 9 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 1 FIELD GUIDE 3. Inform the development of the project methodology. We already have some working hypotheses regarding the factors that influence the ability of communities to manage conflict, and that help dictate the success or failure of KDP. We will further develop these hypotheses during the training workshops. The training workshops offer an opportunity to field test the methodology and to then refine it before each period of field-work proper starts. 4. Build a team. Last but not least, a major aim of the training is to turn a set of individuals with diverse characteristics and personal experiences into a functioning, cohesive team. The research will involve long stays in the trying environment of desa (village) life. If we are going to be able to work effectively together, we will need to build relationships and understanding in advance. 1.3 Writing Workshops In addition to the training, we will hold writing workshops. At present, we are not sure how many of these there will be (the number depends in part on how successful they prove to be). However, we will definitely hold one after Phase 1 of research, and most probably will also hold them after phases 2A and 2B. We may also hold writing workshops and debriefs in-field in the middle of each phase. The first writing workshop (to be held after your first month in the field) aims to provide a space for you to write the analysis pieces based on the data you collected from stakeholders at the district and sub-district levels. 2. Work-plan for Phase 1 The dates for this phase of research are as follows: 3rd February Travel to four research sites 3rd­6th February Conduct interviews at kabupaten level 7th February Move to non-KDP kecamatan 7th­14th February Interviews with key informants in non-KDP kecamatan 14th­16th February Mid-point debriefs in central location (in Surabaya and Ende) 17th February Move to KDP kecamatan 17th­23rd February Interviews with key informants in KDP kecamatan 24th­27th February Return to kabupaten for more interviews 28th February ­ 3rd March Finish write-up of interviews and data collected, and debrief 4th March Researchers return to their homes 10 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 1 FIELD GUIDE D. District Procedures 1. Overall Guidelines This phase of research will take place at the kabupaten and kecamatan levels. You have approximately one week to spend in the kabupaten where you are working, and one week in each of the two kecamatan (see Section C2 for timeline). In both the kabupaten and the kecamatan, you will use three research tools (see Section F for details): · Semi-structured interviews · Secondary data collection · Informal interviews and participant observation Use the information you collect to create maps of: (a) conflict; (b) institutions and their capacity; and (c) socio-economic conditions. (See Section E for details on the aims and types of data you will collect in this phase.) 2. Step-by-step Guide to Stay in the Kabupaten and Kecamatan (i) Arrival and Accommodation in the Kabupaten 1. When you arrive in the kabupaten try to make an appointment to see the Bupati. Introduce the project to him/her. Show him the surat (letter) which outlines what you are doing. Ask for his/her permission to conduct research in his/her district. If you have any problems, contact your supervisor immediately. If the Bupati is not available, try to speak to someone else in his/her office. 2. Introduce yourself to the police in the district where you are working. During this first visit you probably should not try to conduct an interview, or collect secondary data. Just introduce yourself and the project, and then arrange a follow-up interview. 3. When you are introducing the research you are doing, do not say that you are investigating `conflict'. Conflict is a sensitive issue and if you bring it up straight away there may be negative consequences for your research, especially regarding the access you are given to informants. Instead think about more sensitive ways to explain what you are doing (see Section G1 for some ideas on how to introduce the study). 4. Stay in a local hotel when conducting the kabupaten-level research. In the kecamatan, either stay in a hotel (if there is one) or try to find accommodation with someone local. If you are staying in someone's house, pay an appropriate sum to cover accommodation and food (make sure you get a receipt). 5. When you arrive in the kecamatan make sure you introduce yourself and the research to the camat and the local police. (ii) Conducting the Research: Mapping and Collection of Secondary Data 1. Your primary aim of this phase is to construct maps of the location of conflicts, of the socio- economic conditions in the research areas, and of the institutions that exist and their capacity. Do this both by conducting interviews with a cross-section of informants (see below) and by collecting appropriate secondary data (see Section F). 11 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 1 FIELD GUIDE 2. Interview the required informants (see Section D3) and write-up the interviews on the standardized formats (see Section F). 3. Make sure you leave enough time each day to write-up your interviews, write in your diaries and organize your data. 3. List of Informants During this phase of research, purposively pick informants who are likely to have knowledge on conflict and the socio-economic conditions in the areas where we are working (see Section E for information on the types of data we want to collect in this phase). Figures 1 and 2 list the informants you should interview at the kabupaten and kecamatan levels, respectively. You must interview starred (*) informants. Respondents without a star (*) are optional. Balance the number of government and non-government respondents, and interview as many women as you can. Figure 1: Respondent List - Kabupaten 1. Government 2. Security/Justice 3. Non-governmental 4. KDP Bupati/Sekda * Kapolres * Religious organizations KMKab * Kepala Dinas Social * Kodim * (e.g. NU, Muhamidiah) Konsultun Managmen Kepala Dinas Kesehatan * Judges (Hakim) Academics PMD * BPS * Advocates (Jaksir) NGOs (Local & Bappeda * BPN * International, e.g. Red Tim Koordinasi * PKK Cross, World Vision) District Hospital * Confederations (e.g. adat groups) Youth organizations Other ethnic or cultural organizations Figure 2: Respondent List - Kecamatan 1. Government 2. Security/Justice 3. Non-governmental 4. KDP Camat * Kapolsek * Religious organizations FK * Other government Koramil * (e.g. Kyai, church UPK * officials in Camat's office leaders) PjOK * BPS (If there is one) LSM branches (e.g. Land office Red Cross, World Health office Vision) PKK Adat networks Youth organizations Other ethnic or cultural organizations 12 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 1 FIELD GUIDE E. Aims of Phase 1 and Types of Data Phase 1 is the mapping stage of the research. In the month you spend in the field you will map levels and types of conflict, local institutions/capacity, socio-economic conditions, and potential tensions. The objectives of this first phase of research are thus three-fold: (1) to collect data from which we can map the frequency and type of conflicts; (2) to collect data on the institutions (both formal and informal) to which people turn to solve their problems and the extent to which these institutions are successful, and to gather data on the socio-economic conditions of the research areas; and (3) to complete the basic introductions necessary for the village-level research to proceed smoothly. The first phase of research will thus provide much of the basic data necessary for Phase 2--the desa- level research--to proceed smoothly. We will use the data from this phase to select research locations for the next phase of research, as well as to help refine hypotheses, research questions and approaches. 1. Conflict Mapping Conflict mapping is a vital prerequisite for any further in-depth research. We need to know the basic spatial distribution of conflict, the types that exist and their intensities, the actors involved (including victims), and broad impacts in order to be able to select village research locations. A primary aim of this phase is thus to map the incidence of conflict across the kabupaten and, specifically, in the kecamatan where we will be working. You will use a number of techniques to construct conflict maps of the research locations: First, interview a range of key informants at the kabupaten and kecamatan levels, from the government and non-government sectors. (See Section D3 for a full list of informants ). Ask these informants about where conflict is located in the district/sub-district, the forms it takes, and reasons why the informants think the conflicts have erupted. Remember, many of the answers you get will be normative and reflect the interests/biases of the informant. Always cross-check information from a number of sources. Second, collect secondary data on conflict levels. Some good sources for this are the local Bureau of Statistics (BPS) office, the police, the army, morgues, newspapers, and health care providers. In particular, in this phase we are experimenting with a data recording format to use with health care providers that tries to get at levels of conflict over time and space (see Section F3.1). Where possible, try to get photocopies of records that your informants may have. Third, undoubtedly you will have informal conversations with a range of people while you are conducting the research. Often these can be the best source of information, particularly on sensitive subjects such as conflict. Keep your ears open, and your notebook nearby! 13 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 1 FIELD GUIDE At the end of Phase 1 you will write a summary piece on the conflict map in your district. Where possible, it would be great if you could also create a conflict map `graphic', showing where the hotspots are within the areas we are working. This will help us select villages in which to conduct research in Phase 2.9 2. Institutional and Socio-Economic Mapping Your second objective for Phase 1 is to map the institutions that exist to manage conflict, the extent to which they are successful in doing so, and the basic socio-economic conditions within the research areas. The main purposes of this are (a) to provide a basic profile and overview of the localities where we are working, and (b) to help inform hypothesis development, the list of questions for respondents, and the list of informants for the next phase of research. 2.1 Institutions and Capacity Institutions are particularly important when thinking about conflict. Conflicts become violent not because of anything intrinsic about their type or the actors involved, but because of the absence of institutions to manage them in peaceful ways. Every society has institutions that `deal' with conflict, but in some these act in more productive ways than in others. Institutions can be formal or informal: that is, they may be legally titled organizations (e.g., PKK), or they may be informal associations (e.g., woman's prayer group). Either way, institutions provide the structure through which people relate, help to organize incentives and embody norms about the processes through which problems should be handled. In trying to understand differences in the dynamics of conflict across our different research areas, it is thus important to understand the different institutions that exist to deal with conflict and other problems. A key hypothesis of this study is that the nature and extent of interaction between individuals and groups is critical for determining levels of conflict and local conflict management capacity. Institutions are important in this regard because they create the spaces (formal or not) within which people meet and interrelate. They can thus be mechanisms for either bringing people of different identities together (inclusive institutions), or for reinforcing differences between individuals and groups (exclusive institutions).10 In Phase 1 of the research, you will thus map the different institutions that exist for problem solving, and their capacity. Relevant questions to research include: Where do people go to solve problems? Which institutions are used for problem solving/dispute resolution? How strong or weak are these institutions in the areas where we are working? Provisional answers to these questions will help develop the research hypotheses, questions, and list of informants for the next phases. 2.2 Socio-Economic Mapping In this first phase of research you will also map the basic socio-economic conditions of the research areas. Prior work on conflict has shown that structural factors such as inequality between groups, levels of unemployment, and cultural cleavages can often help predict who conflicts may be 9Exact criteria for village selection are currently being developed. We will spend time on this in the second training workshop. 10See Varshney (2002). 14 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 1 FIELD GUIDE between.11 A socio-economic mapping can also reveal potential hotspots, where future conflict may occur. In composing your socio-economic mapping: First, note the general features of the district and sub- districts you are researching. How does it compare to neighboring districts? Is unemployment a big problem? Are there prominent identity cleavages (ethnic, religious, political)? Second, try to note variations within the areas you are studying. Are there any particular villages which are poorer than others? Are there any areas where numerous identity groups live together, in a climate of either violence or peace? At the end of Phase 1, you will write an analysis piece on the socio-economic map of the research area in which you are working. 3. Introductions to the Research Areas The third, and perhaps most important, aim of research Phase 1 is to give you time to settle in to the research areas. You will spend upwards of six months of the next year in these districts. In order to facilitate later research, it is important that you build good relations early on. Spend time meeting with local government and other important institutions (police, church, kyai, adat leaders) to explain the purposes of the research. Gaining the support of these key people will be vital for you to freely conduct research later. 11See Ross (1993). 15 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 1 FIELD GUIDE F. Overview of Data Recording Formats and Research Instruments 1. Research Instruments In this first phase of research, you will use three different research instruments: · Semi-structured interviews · Secondary data collection · Informal interviews This section outlines the different formats you will use in this phase to collect primary data (through semi-structured and informal interviews), the different types of secondary data you should collect, and the summary analytical pieces you will write after the end of the phase. The formats should be fairly easy to use. We will spend time practicing using them in the training workshop. You will submit all data in Indonesian. 2. Raw Data Formats: Semi-structured and Informal Interviews These formats are for recording primary data (and in some cases secondary data). In most places, you should record the raw data, rather than conducting any analysis yourself. You can do this in other places (your diary and analytical pieces). But please try to keep the information you record in these formats in the words of the respondents as much as possible. 2.1 Standard Data Format (see Annex B1) · For every interview conducted, fill out a standardized `background' data sheet. · This background sheet records basic info: sex, age, position, occupation, wealth categorization, ethnicity, religion of interviewee; date, time, location and length of interview; as well as who else was present during the interview. · Code this sheet by interview number to match the questionnaire format (in case they become separated). · Try to incorporate these questions into an opening discussion rather than asking them outright. 2.2 Standard Interview Format (see Annex B2) · Use this general format to record information gained from respondents. · As much as possible, use the words of the respondents themselves. When you record the respondent's actual words, use quotation marks. · Fill in this form for every interview, whether as a team or individual interview. · The form provides basic guidelines for questions to ask during the interview, but do not fill it in during the interview. · Fill in the form at the end of every interview. · Feel free to ask the questions in any order and to use your own choice of wording. 2.3 Case Study Recording Format (see Annex B3) · Use the case study format to record stories/cases that come up during interviews. 16 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 1 FIELD GUIDE · You may use more than one format for each interview (i.e. use one format for each conflict case). · As much as possible, record the information in the informant's own words. Mark the respondent's own words in quotation marks. · Feel free to ask the questions in any order and to use your own choice of wording. · Fill out this form after the interview, but keep it handy when interviewing to help you decide which questions to ask. 3. Secondary Data In the first phase of research, collect secondary data on conflict as well as on the socio-economic and demographic features of the areas you study. We have developed one format on which to record secondary data from health officials. While there is no standard form for collecting other secondary data, information/data you get from other sources (police, military, government, NGOs, etc) should be collected, recorded clearly and submitted at the end of the research period. 3.1 Health Officials Data Format (see Annex B4) · Use this format to interview health care providers at the kabupaten and kecamatan levels. Fill out the form yourself--do not hand it to the informant to fill out--as some of the questions are quite sensitive and will need to be phrased carefully. · Use the format to collect `informal' statistics on levels of injury/death from violent conflict. · Also fill out the semi-standardized questionnaire form and/or case study form(s) after interviewing health officials (this form is just for collecting the informal statistics). · Fill out this format after the interview, but use it to guide your questions. 3.2 Other Secondary Data Other secondary data you should try to collect include: · Crime/conflict statistics from the police · Demographic information from kabupaten and kecamatan governments · Conflict information from the military · Information from other sources (including the Church, NGOs, adat leaders, etc.) Make sure you record this information clearly. 4. In-field Analytical Pieces Use the formats above to record and arrange data obtained from respondents. Record your analysis of this data in your diary--keeping it separate from the raw data. 4.1 Diary The purpose of the diary is to give you a separate space for your own preliminary analysis. · Complete your diary at the end of each day. · Each researcher should fill it out separately. 17 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 1 FIELD GUIDE · Include the following information: o Who you interviewed that day and whether it was helpful o Problems (access or otherwise) encountered and how you solved the problem o Where you found good data--both official and unofficial sources o Analytical observations and ongoing hypotheses · Restrict your diary entries to a maximum of half to one page per day (do not go over this limit). 5. Final Analytic Pieces You will also fill out analysis pieces at the end of Phase 1. In the last week of research, each team will write a number of very short analytical pieces. Each piece should be 1-2 pages. These will summarize your thoughts on: - main types of conflict within each kecamatan - conflict map showing location and intensity of conflicts - underlying causes/triggers - main resolution mechanisms used and their success. These pieces will form the basis of presentations you will give in the next training workshop. 18 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 1 FIELD GUIDE G. Ethical Issues There are numerous ethical questions related to conducting any kind of social research. Conducting research in impoverished areas and focusing on sensitive topics such as conflict and violence further compound these issues. This section briefly outlines some of the issues you may face and the ethical dilemmas related to your work. In most cases there are no hard and fast answers to the questions raised here, but it is important that you remain cognizant of these issues at all times. We will spend a significant proportion of training talking about the ethical aspects of the research. 1. Introducing the Study Every time you meet a new respondent you will need to introduce yourself and explain what you are doing. Respondents will wonder why you, as an outsider, have visited their village and why you want to ask (often intrusive) questions about their lives. You have an ethical responsibility to be honest about your activities and intentions. However this raises some complex issues related to (a) your ability to get good data from respondents, and (b) the possibility of falsely raising expectations amongst respondents. These problems relate both to the topic of the study and the institution you represent. 1.1 Problems Related to the Topic of Study First, when introducing the topic of the study you face a dilemma. Prior research has shown that if you advertise that you are studying a subject that people perceive as negative (such as conflict or corruption) they are much less likely to be honest with you about the local situation. Surveys in Indonesia that have directly asked about such questions have uniformly come up with results that do not seem to reflect conditions on the ground.12 On the other hand, it is blatantly wrong to mis- advertise your purpose. Informants may find a research study on a technical issue (such as the presence of irrigation, roads, etc.) less threatening than one that asks about (and hence potentially makes judgment regarding) socially constructed issues like conflict where the respondent may feel, at least in part, morally culpable. Yet the basis of any interviewer-interviewee relationship is trust, which requires honesty. As such, you have a duty to be truthful about what you are studying. However, there are ways in which you can present your research that are less likely to scare off the potential interviewee. Lessons that have emerged from previous research include: · Try to build trust within the interviewer-interviewee relationship before broaching sensitive issues. · Try to use sensitive language (for example talk about problems rather than conflicts). · Emphasize the positive elements of village life you are researching (e.g. we are trying to learn about the ways in which the community solves problems, rather than looking at the community's problems). 12For example, a number of surveys have been conducted in Indonesia with questions along the lines of "How corrupt are your leaders?" The results of the surveys have been uniformly disappointing, with the data giving a very different picture to the known ­ and often easily observable ­ situation on the ground. The reasons for this are partly cultural. However, it is probably true that anywhere in the world, questions that focus on negative aspects of community life are less likely to lead to accurate and honest responses, than studies that are less negative, particularly when the interviewer is an `outsider'. 19 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 1 FIELD GUIDE 1.2 Problems Related to the Institution You Work For A second issue relates to the institution you work for: the World Bank. While conducting research you are on contract with the World Bank, which is one of the main users of the data you gather. As such, you have a duty to convey this information to anyone who asks. Working for an institution such as the World Bank, rather than (for example) working as an independent researcher, raises some issues. First, the World Bank has a `mixed' track record in Indonesia, to say the least. Common perceptions, amongst both educated and uneducated Indonesians, is that the World Bank was responsible for propping up the morally noxious, if economically quite successful, New Order regime under Soeharto. Indeed, financial lending from the Bank to the Government of Indonesia was high during this time, and undoubtedly the steady flow of funds did give some credibility to the regime in international eyes. Further, the Bank has a history of developing and delivering large-scale top-down projects (in particular, transmigration). Many Indonesians, with some degree of justification, see these past projects as having contributed to the country's present-day ails. The debt issue is also a live one. In sum, the institution's history, and perceptions of its role in Indonesia, may frame the way in which the respondent will view you as an individual. (This is particularly true among NGO representatives, whom you may come across at the district level. It is less likely to be so at the village level). Second, from a different angle, the World Bank is primarily a lending institution: that is, it disburses large sums of money. Knowledge of this is pervasive, even at the village level. As such, you may find that when you visit the villages where we are conducting research, there will be a common expectation that you may have money to give the village. This effects your research in two ways. First, villages, and especially their leaders, may try to paint an overly rosy (and hence distorted) picture of their village, in order to show they are worthy of extra development assistance. Second, you may create an expectation that the research will be accompanied by a flow of money in the future, something particularly troubling given that the SCRAP (now SERP) conflict project, the design of which this project is contributing to, will not operate in any of the areas where we are conducting research. While you cannot avoid these issues, here follow some related tips: · Be honest about who you are working for, and the purposes of the study. · Be honest about the fact that you do not come bearing gifts. Explain that the results of the study will help feed into project design, but that there are no plans at present to expand the program to the locations where the research will take place. But also explain that the study will help to improve KDP (a program in at least half of the research locations). · Explain your status as a consultant (rather than as a full World Bank staff member) and hence your lack of leverage over funds. · Explain the ways in which the study will contribute to the local area, and the ways in which lessons learned in the research can help elsewhere. These include: helping generate knowledge about problems the community has, and ideas on how to support them; learning positive lessons relating to how the community deals with its problems, to act as a good example for other areas with bigger problems (especially high conflict areas); and giving donors and the government a better sense of the needs of local communities, to guide future planning. 20 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 1 FIELD GUIDE · Explain that we will be having feedback workshops after the research has finished to discuss the findings, and to work out (with the communities) ways in which local conflict management capacity can be supported. 2. `Doing No Harm' Increasingly there is an awareness within the development community that development projects can have unintended negative effects. What is valid for development projects is equally true for social research on development issues, in particular those relating to sensitive issues such as conflict. Collectively, we have a moral responsibility to ensure that both the process of research, and the results it produces, do not cause any harm (directly or indirectly) to the individuals and communities that we are studying. To avoid adverse impacts, remain constantly aware of the potential ways in which the research could have negative effects, the ways in which respondents may view what we are doing, and the meaning our actions embody. Some potential scenarios where our research could potentially `do harm' include (but are not limited to): · Where asking questions about past conflicts reignites passions, and hence acts as a trigger for a reoccurrence of conflict; and · Where it is perceived that you are taking sides in the conflict, and hence acting as a `supporter' of one side or another. As such, be very careful when you are doing research. If at any time you feel tensions are rising too high, slow things down by asking questions about non-sensitive, `safe' issues. Make sure respondents do not see you as supporting one conflicting group over another. To do this, do not always stay with one group, balance the number of interviews you do with both sides, and make a point of interviewing the leaders (formal and informal) of both disputing groups. This becomes a delicate balancing act, and achieving this balance is as much a mark of a good researcher as the quality of the data you produce. Second, you need to remain aware at all times of the fact that the knowledge you are obtaining in the research is power. If you do your job well, you will discover very delicate and sensitive information on a range of issues including illegal acts, corruption, perpetrators of violence, and possibly planned acts of future violence. It is not your responsibility as a researcher to seek to remedy these things. If you do so, you will lose the trust of the people you are interviewing. Rather, unless you feel there is an imminent threat (e.g. a planned act of severe violence) you should not report these--for example, to the police or project facilitators. It is important that you convey to your informants that the information they give will be treated as confidential; that is, names will be changed before the material (case studies and analytical pieces) is released beyond the research team. 21 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 1 FIELD GUIDE Annex A: Question Guide 23 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Question Guide A1: Question Guide: Case Study Format 1. Background to the dispute/conflict · When did the conflict occur (date, time)? · How long has it lasted/did it last? · Where did the conflict take place? · Who was involved? · Was it an individual or group-based conflict? · How many people were involved and which groups? 2. Causes (tensions & triggers) · What were the underlying tensions that led to the conflict? · What were the trigger events that led to the conflict/that escalated the conflict? · Why did the conflict take place? 3. What happened? (history) · What was the chronology of events--the sequential evolution of the conflict? · At what points did it escalate? Why? · At what points did it dissipate? Why? · What is the current status of the conflict? 4. Impact and effect of the dispute/conflict · How may people were injured/died in the conflict? · Who were they? · How did they get injured/die? · Where did they get injured/die? · Was there any property destruction? · If so, who did it and what was destroyed? · If so, why did they destroy property? · If so, whose property was destroyed? And why were they targeted? · What were the indirect impacts of the conflict? · Has the conflict changed relations between individuals/groups? · If so, in what ways? · Have there been any behavioral changes since the conflict? · If so, what changes and by whom? · Have there been any economic impacts from the conflict? 24 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Question Guide · If so, what are they and who is affected? 5. Mediation/Intervention · Were there any attempts at intervention? · If so, by whom? · What happened? · What was the effect: positive, negative or did it make no difference? · Why was there that effect? · Did formal state institutions/authorities get involved? · If so, which ones and in what ways? · If not, why not? · Did informal organizations/authority figures get involved? · If so, which ones and in what ways? · If not, why not? 6. Outcome of mediation/intervention · Was the conflict resolved? · If so, what does this mean? · If not, what are the prospects for resolution? 25 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 1 FIELD GUIDE Annex B: Data Recording Formats 27 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Standard Data Format B1: Standard Data Format Code No: Researchers present: Interviewer(s): Note-taker(s): Date: Time: Length (hours, minutes): Where held: Kab: Kec: Desa: Dusun: Location/Place: People present: Respondent: Gender: Age: < 15 41-50 15-21 51-60 22-30 > 61 31-40 Organization (if applicable): Position held: Ethnicity: Religion: Place of birth: Time lived in present location (kabupaten): 28 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Standard Data Format Context 29 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Standard Interview Format B2: Standard Interview Format Date : Code : Location : Informant : 1. Characteristics of conflict in the kabupaten/kecamatan 2. Causes of conflict at the kabupaten/kecamatan level 30 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Standard Interview Format 3. The level/seriousness of the conflict? 4. Location of conflict (per kecamatan / per desa) 31 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Standard Interview Format 5. Parties involved in the conflict (where do they live, ethnic group, religion, age, gender) 6. Underlying tensions 32 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Case Study Recording Format B3: Case Study Recording Format Date: Coding #: Kabupaten location: Interviewee: Instructions: - Summarize the key aspects of any story/case an interviewee tells you about on this sheet - Each sheet should only record the story of one interview. You will not combine the stories from several different interviews (that is, from all respondents) to create a full case until later. - As much as possible, use the respondents' own words. - If there is more than one respondent in the interview, note which respondent provided the information. - Mark where it is the respondent's own words (or a translated version) in quotation marks. - Very important: Do not do the analysis yourself at this point. - Record exactly what the informant says here, not what you think. - Put other parts of the interview not related to the story on the separate format sheet. - Use your diary/analysis sheets for your own analysis. - You do not need to fill in the whole sheet. 1. Background to the dispute/conflict 33 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Case Study Recording Format 2. What happened 34 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Case Study Recording Format 3.Why it happened? 4. Impact and effect of the dispute/conflict 35 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Case Study Recording Format 5. Status of the conflict 6. Attempts at conflict management/resolution 36 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Health Officials Recording Format B4: Health Officials Recording Format Date: Coding #: Kabupaten location: Interviewee: 1. Number of `accidents' related to conflict referred Estimate / Official (a) # Per Month (2003 and 2002): (b) # Per Year: 2003 2002 2001 2000 1999 1998 1997 (c) Trend: up down around the same Time span: Level of confidence: 37 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Health Officials Recording Format 2. Number of referred accidents related to conflict that end in death (at the hospital) (a) # Per Month (2003 and 2002): (b) # Per Year: 2003 2002 2001 2000 1999 1998 1997 (c) Trend: up down around the same Time span: Level of confidence: -------------------------------------- 38 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Health Officials Recording Format 3. `Types' of accident Injuries (deaths) 2003 2002 2001 2000 1999 1998 1997 Stabbings Shootings Burnings Beatings Other categories related to conflict: Trends: Injury type Time span up down same (please circle) up down same up down same up down same If official statistics, note sources here: -------------------------------------- 39 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Health Officials Recording Format 4. Locations where violent conflict-related injuries/deaths took place Across kecamatan Kecamatan with highest levels in kabupaten: Desa with highest levels: Non-KDP kecamatan Level in our non-KDP kecamatan: Desa within our non-KDP kecamatan: 40 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Health Officials Recording Format KDP kecamatan Level in our KDP kecamatan: Desa within our KDP kecamatan: 5. Characteristics of victims (a) Victims by ethnic group (%) Time span: (b) Victims by religious group (%) Time span: Catholic Muslim Protestant Hindu Buddhist Other 41 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Health Officials Recording Format (c) Victims by sex (%) Time span: Male Female (d) Victims by age group (%) Time span: < 15 51-60 15-21 > 61 22-30 31-40 41-50 42 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Health Officials Recording Format 7. Notes 8. OTHER INFORMATION - For other information use the standardized sheets, but staple them together with this sheet. - In addition to health `stats' you can get information on: o main types/patterns of conflicts o their views on the conflict situation o who may be inflicting the injuries o the extent to which violent conflict is big problem for health providers - Try to record as much as possible in their own words - Use case study format to record actual cases ­ e.g. stories about people they treated 43 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Health Officials Recording Format 44 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 1 FIELD GUIDE Annex C: Extra Guidelines 45 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Tips for Interviewing C1: Tips for Successful Interviewing: Techniques and Considerations 1. Get concrete incidents, not theories · Always ask for a specific real incident about something that actually happened, rather than a generalization (seek observations, not conclusions) · For example: Do not ask the respondent if they think levels of crime are high. Ask if they can remember a specific incident, and get them to tell you about it · Do not let the respondent do the analysis; leave it for later 2. Keep your questions `neutral' · Do not lead the respondent to a certain answer (the one you want) · Do not put words in the respondent's mouth · The respondent should speak far more than you! · Harder than you might think! 3. Let respondents bring up what you looking for · In most cases, do not ask directly about what you want · Ask more general questions that give respondents an opportunity to talk about what you want to hear 4. Do not assume what you are hearing is always true · Verify information you hear from multiple sources (triangulation) · Get perspectives from all sides · Truth is built from many perspectives ­ and all are interesting! 5. Take your time ... · A first meeting is partly about establishing an interviewing partnership · Take time to build relationships with interviewees · Time spent talking about `unimportant' things is never wasted 6. ... But keep focused · You are not writing an ethnography about all elements of culture · Selectively record relevant information 7. Interview a cross-section of the population · Often you get the best information from the most unexpected source · Be wary of turning to authorities and `experts'--ordinary villagers will probably be more helpful 8. Record respondents' own words · They are probably more revealing (and more powerful) than your own! · Especially true when writing case studies 9. Keep the analysis separate · Do not mix analysis and evidence taking in your notes 46 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Tips for Interviewing · Use certain formats for recording evidence (what they said); some for doing analysis · Do not spend time developing theories and typologies ­ that is for later 10. Write-up notes as soon as possible · Either take good notes during the interview or straight after · Do not wait until the evening--you will have forgotten much · Always write up your notes on the same day · If you work in pairs, while one person asks questions, another takes notes 11. Do not mention conflict directly! · Ask about problems in the village, or difficulties they have--at most about disputes · Use questions about crime, young men, the adat system, etc., as ways into the discussion about conflict · Paint things in a positive way--do not make it seem like you are making judgments 12. Quality not quantity · Better to get a few good interviews than lots of bad ones · Take time to write up everything you have heard (that is relevant) 13. Work as a team · If you are working in pairs, decide who is leading the interview (take it in turns) · Never interrupt each other. It makes you both look bad! 47 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Tips for Interviewing C2: Guidelines for Accessing and Interviewing Government Officials Accessing and interviewing government officials requires some special considerations. The researchers should adapt these as necessary depending on the local context. 1. Aim for a first interview with the informants listed, or the head of the listed institution or department. a. You will have a copy of the surat (letter) to help you access the official. b. Do this interview for general access purposes even if you think they do not have the information you are looking for. c. Spend as much time as you need with the head, do not rush any first or second appointments. d. But do not take too much of their time if they seem busy. Just introduce yourself, and ask if you may come back to them later. e. If you sense any problems, or think that you have reached a sensitive point, retrace your steps and go back to talking about "neutral" issues until they are comfortable again. f. Take it especially slowly with the military and police at the district levels. If they say they have five minutes, only stay longer if they indicate they want you to. 2. If you cannot get an appointment with the head, talk to their nearest representative. 3. Your objective is to get access to other officials within the head's department as well as to get information from the head. Make sure this is ok with the head. 4. Always interview other officials or representatives to cross- check information. a. For example, at the land department, interview the land titling officer, not just the head. b. If the head won't leave you alone for these interviews, come back another time when you can talk to other informants on their own. 48 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Tips for Interviewing C3: Guidelines for Accessing and Interviewing Military and Police The military and police are some of the most sensitive informants you will interview. These sources also have some of the key information we need on crime and violence. These guidelines should give you some help on how to access this information. 1. Your first interview should be for introductions only. Ask to meet the head of the district police or military, or their representative if they are not available. 2. At the district office it may be that chatting to the secretary will be a much more useful exercise than the "real" interview. But do not let them be suspicious of you--remember that you have to work in this area for five months. 3. Briefly tell the chief about the research and say that you hope they will be able to help you with information. Be vague about your research objectives until you feel they are comfortable and trust you. 4. Entry points: discuss the "local situation and problems." Ask them about logistics, how they "manage" the area, the structure of their organization, their "strategy" etc. 5. Flatter their expertise and knowledge of the local context and situation. 6. Be very nice and very soft. 7. DO NOT talk directly about conflict or violence at the first meeting. Simply tell them you are there to get information about "local issues and problems in the community." Soon enough, they will talk about crime and violence. 8. DO NOT take notes until you have established a very comfortable rapport--you may never get this at the kabupaten police office, so just stick to introductions. 9. In any interview, if they start to appear angry, be patient and slow down. 10. If you sense any problems, or think that you have reached a sensitive point, retrace your steps and go back to talking about "neutral" issues until they are comfortable again. 11. Take the discussion very slowly. If they say they have five minutes, only stay longer if they indicate they want you to. This is unusual at kecamatan, but common at kabupaten. 12. In the kecamatan, talking outside of the office, in the evening, or early in the morning, can be the best time to get them to open up. 13. The military have very detailed data at the kecamatan level on social tensions, political conflicts, etc. But it is hard to get them to reveal it. Try to get it. If they do show you their data, do not write it down in front of them. 49 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Tips for Interviewing C4: Guidelines for Accessing and Interviewing Health Officials Another key source of information is health officials. They may hold data (formal or informal) on injuries and deaths from violence--a key proxy for levels of violent conflict. The following guidelines should help you obtain data from officials at the kabupaten and kecamatan levels. Kabupaten Level · Introduce yourself to Kepala DINAS Health (or his representative). · Say you are doing research on `disputes' and want to find out information on levels of injuries from disputes. · Ask if they have any information on injuries from violent conflict. · Even if they say no, ask if you can talk to them about their opinions. · You can generally be more direct with health officials than you can with other government officials. · Ask for permission to interview relevant staff (e.g., at district hospital). · Talk to the chief of hospital (or his representative). · The Chief of hospital may refer you to a nurse or doctor. · Interview as many as you can. The main areas to get information on are: · Levels of injuries/deaths from violent conflict · Injuries/deaths from different `types' of violent conflict · Locations where injuries/deaths took place (where referred from--by kecamatan, desa if they have it) · Characteristics of victims (religion, ethnicity, class, sex, age) · Types of injury (including severity) · Any changes in injury rates/types Information will mainly be `informal' data--e.g., unofficial estimates. However, you may be lucky to get some `official' statistics. Kecamatan Level · Introduce yourself to head of Puskesmas (health center) · You need to talk to: (1) doctor; (2) paramedic; (3) nurse(s); (4) midwife · Interview as many of the above as you can · Say you are doing research on `disputes' and want to find out information on levels of injuries from disputes. · Ask if they have any information on injuries from violent conflict. · Even if they say no, ask if you can talk to them about their opinions. The main areas to get information on relate to levels of injuries. You should be able to gather data on: · Levels of injuries/deaths from violent conflict · Injuries/deaths from different `types' of violent conflict · Locations where injuries/deaths took place (where referred from--by desa) 50 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Tips for Interviewing · Characteristics of victims (religion, ethnicity, class, sex, age) · Types of injury (including severity) · Any changes in injury rates/types In addition, health officials may be able to give information on population flows. Again, data will mainly be of an `informal' type--unofficial estimates. You may also be able to gather stories/cases of injuries from conflict--write these on your case study format. 51 52 Field Research Guide KDP & Community Conflict Negotiation Study ___________________________________ Qualitative Research Phase 2A April--May 2003 NTT and East Java Indonesia 53 54 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 2A FIELD GUIDE Contents A. BACKGROUND .........................................................................................................58 1. INTRODUCTION ...........................................................................................................58 2. BACKGROUND.............................................................................................................59 3. RESEARCH QUESTIONS ...............................................................................................59 B. SELECTING RESEARCH SITES............................................................................61 1. KECAMATAN SITES.......................................................................................................61 2. VILLAGE SITES ...........................................................................................................61 3. PRIMARY CASE SELECTION.........................................................................................61 3.1 Cases One and Two--Similar Cases, Different Outcomes (within Kecamatan) .61 3.2 Case Three--Similar Case in Two Kecamatan....................................................62 3.3 Case Four--Peaceful Resolution in Violent Area ..............................................62 3.4 Case Five--Violent Case in Peaceful Area ........................................................62 C. WORK-PLAN FOR RESEARCH PHASE 2A ........................................................63 1. TIMELINE....................................................................................................................63 1.1 East Java..............................................................................................................63 1.2 NTT .....................................................................................................................63 2. RESEARCH WORK-PLAN: FIRST THREE WEEKS ..........................................................63 2.1 Week One Instructions.........................................................................................64 2.2 Week Two Instructions.........................................................................................65 2.3 Week Three Instructions ......................................................................................65 3. MID-WAY REVIEW......................................................................................................65 4. RESEARCH WORK-PLAN: SECOND THREE WEEKS ......................................................65 5. WRITE UP AND ANALYSIS PHASE................................................................................66 D. VILLAGE PROCEDURES........................................................................................67 1. OVERALL GUIDELINES................................................................................................67 2. STEP-BY-STEP GUIDE TO VILLAGE STAY ....................................................................67 2.1 Arrival and Accommodation................................................................................67 2.2 Initial Mapping and Introductions.......................................................................67 2.3 Interviewing and Format Writing........................................................................68 3. LIST OF VILLAGE INFORMANTS...................................................................................68 3.1 Cross-Section of Population ................................................................................68 3.2 Snowball Sampling of Respondents Involved in a Conflict Case ........................69 3.3 Focus Group Discussions (FGDs).......................................................................69 E. UNDERSTANDING CONFLICT AND CONFLICT MANAGEMENT: TYPES OF DATA..........................................................................................................................71 1. CASE DATA.................................................................................................................71 1.1 Basic Approach....................................................................................................71 1.2 Case Data Topics.................................................................................................71 1.3 Recording Data and Question Guide...................................................................72 2. GENERAL DATA..........................................................................................................72 55 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 2A FIELD GUIDE 2.1 Basic Approach....................................................................................................72 2.2 General Data Topics............................................................................................73 2.3 Recording Data and Question Guide...................................................................74 F. RESEARCH INSTRUMENT #1: IN-DEPTH INTERVIEWS...............................75 1. OVERVIEW OF IN-DEPTH INTERVIEWS ........................................................................75 2. OBJECTIVES ................................................................................................................75 3. TARGET GROUPS.........................................................................................................75 4. METHODS AND PROCEDURES......................................................................................76 5. INTERVIEW GUIDELINES .............................................................................................77 6. PREPARATION FOR IN-DEPTH INTERVIEWS..................................................................78 7. RECORDING AND WRITE-UP........................................................................................79 G. RESEARCH INSTRUMENT # 2: FOCUS GROUP DISCUSSIONS (FGDS).....80 1. OVERVIEW OF FGDS...................................................................................................80 2. OBJECTIVES ................................................................................................................80 3. TARGET GROUPS .........................................................................................................80 4. METHOD AND PROCEDURE .........................................................................................81 4.1 Focus Groups with Women..................................................................................81 4.2 Focus Groups with Men.......................................................................................82 5. PREPARATION FOR FGD .............................................................................................83 6. IMPLEMENTATION OF THE FGD ..................................................................................83 6.1 Composition of the Group....................................................................................83 6.2 Atmosphere ..........................................................................................................84 6.3 Timing ..................................................................................................................84 6.4 Name Tags ...........................................................................................................84 6.5 Closing the FGD..................................................................................................84 7. RECORDING AND WRITE-UP........................................................................................84 7.1 Recording and Note-taking..................................................................................84 7.2 Write-up Process..................................................................................................85 H. RESEARCH INSTRUMENT # 3: INFORMAL INTERVIEWS AND PARTICIPANT OBSERVATION.................................................................................86 1. OVERVIEW OF INFORMAL INTERVIEWS AND PARTICIPANT OBSERVATION..................86 1.1 Informal Interviews..............................................................................................86 1.2 Participant Observation.......................................................................................86 2. OBJECTIVES ................................................................................................................87 3. TARGET GROUPS.........................................................................................................87 4. METHOD AND PROCEDURE .........................................................................................87 5. RECORDING AND WRITE-UP........................................................................................87 5.1 Informal Interviews..............................................................................................88 5.2 Participant Observation.......................................................................................88 I. OVERVIEW OF DATA RECORDING FORMATS................................................89 1. DATA RECORDING FORMATS......................................................................................89 1.1 Standard Data Format (Annex B1)......................................................................89 1.2 Standard FGD Data Format (Annex B2).............................................................89 56 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 2A FIELD GUIDE 1.3 Standard Interview Transcript Recording Format (Annex B3)...........................90 1.4 Standard Focus Group Discussion Transcript Recording Format (Annex B4) ..90 1.5 Case Study Recording Format (Annex B5)..........................................................90 1.6 Diary ....................................................................................................................91 2. FORMATS BY RESEARCH TOOL ...................................................................................91 2.1 Research Tool 1: In-depth Interview ...................................................................91 2.2 Research Tool 2: Focus Group Discussion .........................................................91 2.3 Research Tool 3a: Informal Interview.................................................................91 2.4 Research Tool 3b: Participant Observation........................................................92 J. CONCEPTS, ASSUMPTIONS AND DEFINITIONS..............................................93 1. CONFLICT, SOCIAL TENSIONS AND VIOLENCE............................................................93 2. FACTORS AFFECTING LEVELS OF CONFLICT AND LOCAL CAPACITY .............................94 3. GROUPS, ETHNICITY AND CIVIC INTERACTION...........................................................95 4. COMMUNITY-DRIVEN DEVELOPMENT (CDD) ...........................................................96 ANNEX A: RESEARCH TOPICS, DATA CODES AND FIELD QUESTION GUIDES ............................................................................................................................97 A1: GENERAL DATA TOPICS AND CODES .......................................................................98 A2: GENERAL DATA FIELD QUESTION GUIDE ..............................................................100 A3: CASE DATA TOPICS, CODES AND FIELD QUESTION GUIDE ....................................108 ANNEX B: DATA RECORDING FORMATS...........................................................111 B1: STANDARD DATA FORMAT ....................................................................................112 B2: STANDARD FGD DATA FORMAT ...........................................................................114 B3: STANDARD INTERVIEW TRANSCRIPT RECORDING FORMAT ...................................115 B4: FOCUS GROUP DISCUSSION TRANSCRIPT RECORDING FORMAT.............................116 B5: CASE STUDY RECORDING FORMAT........................................................................117 57 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 2A FIELD GUIDE A. Background 1. Introduction This field guide is for use in the first part of the second phase of qualitative research of the KDP & Community Conflict Negotiation Study.13 This period of research will take place in the non-KDP kecamatan sites, mainly at the village level. A new guide will be produced for the research in the KDP locations (Phase 2B, June-August), although the basic methodology and research instruments will remain the same. This guide provides background to the research as well as key information on: · How to select cases to follow (Section B) · How you will spend the eight week research period (Section C) · How to plan your time in the kecamatan and village (Sections C and D) · Where to stay when you are conducting the research (Section D) · The types of data to collect and the questions to ask (Section E) · How to conduct focus group discussions (FGDs), interviews, and participant observation (Sections F, G and H) · How to record the data and your findings (Section I) In addition, it gives the concepts and definitions we will be using to ensure common understanding (Section J). Annex A, at the end of this document, contains the Field Question Guide that you will use as a basis for your interviews in the field. It also lists topics and data codes to help you organize the information you record. Annex B contains the data formats we will be using. Print or photocopy these formats to fill out as the research progresses. 13See Barron et al. (2004) for full description of the study's methodological approach. Four documents served as useful resources for preparing this field research guide: Dudwick and Kuehnast (1999); Dudwick (2001); Pradhan et al. (2003); and Dharmawan (2001). 58 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 2A FIELD GUIDE 2. Background Since the fall of Soeharto in 1998, violent conflict has become more widespread in Indonesia. This destructive conflict has not only played out in the high profile conflict regions (Aceh, West Papua, the Malukus, Central Sulawesi, and Central and West Kalimantan), but across the archipelago. The dynamics of transition--from an authoritarian state to the foundations of a democratic one-- help explain the background to many of these conflicts. During the thirty years of New Order government, a `vertical' institutional state structure repressed conflict but at the tragic expense of the human rights of the Indonesian people. Recent decentralization and regional autonomy laws, accompanied by ongoing democratization, set Indonesia on a path that has the potential to dramatically change the nature of Indonesian society (Friend, 2003). Yet a fully functioning democracy has still to take its place, and a conflict management vacuum is still to be filled. This macro picture is increasingly observed. However, what is less clear is how this plays out at the local level. Given that many of the external/structural factors caused by transition are similar across Indonesia, why do some communities experience violence and some not? And within regions, why are some communities violent while others are peaceful? What localized factors matter in determining whether or not conflict takes violent form? This research seeks to identify the factors that affect local level capacity to manage conflict. By local level we mean the district level and below--the kabupaten (district), kecamatan (sub-district), desa (village), dusun (sub-village or hamlet), and the household. In particular, the research will evaluate the extent to which local level organizational and civic skills--and particularly civic interaction--are important (as opposed to other factors) in determining whether communities suffer from violent conflict. The research will also examine the extent to which KDP (the World Bank's primary community-driven development project in Indonesia) helps villagers build such skills, and will seek to test empirically whether this accounts for higher conflict management capacity. If organizational and civic skills are acquired by villagers in a participatory development project such as KDP, and if these skills carry over to the successful management of local conflicts, then such projects may have a broader development impact than alternative delivery mechanisms. If they do not, the study will still yield important insights regarding the capacity or limits of external interventions seeking to instill "grassroots" democratic procedures and conflict resolution skills in the citizens of post-autocratic developing countries. The research will seek first to understand (and map) conflicts and tensions that exist in the research areas. Understanding the range of conflicts is the first step towards understanding community capacity to cope with conflicts. The research will look, second, at the conflict resolution mechanisms that exist, whether they are successful or not, and which mechanisms people turn to in times of trouble. These activities are a prerequisite to answering the following five key research questions. 3. Research Questions The study seeks to answer five questions: 1. What are the main factors that affect local level capacity to manage conflict? 59 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 2A FIELD GUIDE 2. How important is the nature and extent of interaction between different groups, and between those groups and the state, to local conflict mediation? How are boundaries between different groups constructed and sustained? 3. Does KDP help communities manage conflict more constructively? More generally, can external agents help establish more inclusive, transparent, and accountable local level institutions for mediating conflict? 4. If so, for what types of cases of conflict, and under what conditions? 5. If so, which elements of the KDP program appear to be most influential? In this period of research, you will focus on the first two questions: · looking at the different factors that affect local level capacity to manage conflict--the economic/structural, social/cultural, and institutional factors; and · examining issues of group identity, construction, and interaction, and how this relates to conflict and conflict management. See Section J for an explanation of these concepts and some of the theory behind them. You will explore these questions by examining in detail cases of conflict while collecting general data on the research areas (see Section E). You will not investigate the questions regarding the relationship of KDP to conflict and conflict management until the next phase of research in the KDP kecamatan. 60 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 2A FIELD GUIDE B. Selecting Research Sites 1. Kecamatan Sites You will spend all six weeks of research in the non-KDP kecamatan in your kabupaten. These are: Province Kabupaten Kecamatan East Java Ponorogo Sampung East Java Pamekasan Palengaan NTT Sikka Maumere NTT Manggarai Kota Kumba You should not follow cases of conflict in other kecamatan within your kabupaten, even if these are extremely interesting. If you feel you need to visit another kecamatan in order to find out information about a case that has taken place within your kecamatan, always talk this over with your research coordinator first. 2. Village Sites We will chose the exact villages where you will conduct research on the basis of conflict cases that we want to follow. You will enter the field with a predetermined list of villages that cover approximately five conflict cases. However, since we will determine research locations by conflict case and not by village, you may not end up conducting research in exactly five villages. For example, some of the conflict cases we follow may be located in the same village, meaning you would cover two or more cases in one village. Do not worry about this--just make sure that you investigate each case thoroughly. Even if a conflict case revolves around one village, you may also need to visit other villages nearby to increase your range of informants. The provincial coordinators will advise you on these issues. 3. Primary Case Selection During the second phase of training in Bali (before research Phase 2A starts), we will collectively decide the preliminary conflict cases for investigation (and hence village sites). We will choose five primary conflict cases per kecamatan using the following criteria: 3.1 Cases One and Two--Similar Cases, Different Outcomes (within Kecamatan) Two similar cases of conflict within the kecamatan but with different outcomes--one violent, one peaceful. Criteria for similarities: · Same type of conflict (e.g. land) · Same underlying tensions · Same scale of conflict (numbers of actors involved, number of people injured, etc.) 61 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 2A FIELD GUIDE · Same types of actors If all of these criteria cannot be met, cases will be chosen which fulfill as many as possible. If all cases of a certain interesting type are resolved violently, we will choose one case that differs in terms of the intensity or level of violence. This will allow us to compare cases to discover important factors that determine the quality of conflict management. 3.2 Case Three--Similar Case in Two Kecamatan This case will match a case in the non-KDP kecamatan with a similar case in the KDP kecamatan, which you will follow later in Phase 2B. We will select similar cases using the same criteria as above, but comparing cases in the two different kecamatan (KDP and non-KDP). Not only must the conflicts be similar, but the general characteristics of the villages must be similar as well. To be clear, at this point, you will only follow the non-KDP case, and will wait to follow the similar KDP case in the next round of research. 3.3 Case Four--Peaceful Resolution in Violent Area Within a generally violent area, or an area where a high number of violent conflicts exist, you will follow a case that has been resolved peacefully. If no conflict has been resolved peacefully, you will follow the case that has been resolved with the least violence. 3.4 Case Five--Violent Case in Peaceful Area In an area of peace, or an area where there is a lower number of violent conflicts, or where most conflicts get resolved, you will follow a case which has not been resolved or which led to violence. You must follow these five primary cases in the first kecamatan (even if you think they are not the most interesting conflicts around). The exact number of primary cases may be less if one of the cases chosen fits into more than one of the above categories. The number of cases to follow will also depend in large part on the logistics of the research areas. Thus, it is likely that more cases can be chosen and followed in the East Java research sites because of shorter distances between villages than in the NTT sites, where dusun may be several hours apart. In addition to the primary cases, you should follow other interesting cases of conflict, or conflict resolution, you find in the research sites. When you are in a village, try to find out about all the conflicts that exist there and follow up on any interesting ones (especially if they fit our case selection criteria above). If you hear of interesting cases in other villages, you must speak to your provincial coordinator before you change village location. However, if you are running out of time, make sure you cover the primary cases first. Remember: We are interested in following up cases where the conflict has been managed well, that is peacefully, as well as cases that have ended in violence. Ensure that you follow through cases of successful conflict management as well as cases where things went wrong! 62 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 2A FIELD GUIDE C. Work-plan for Research Phase 2A 1. Timeline For research phase 2A, you will spend a total of six weeks in the field conducting research and a further two weeks in the field writing. The time spent will be roughly as follows. The schedules for the two teams are slightly different due to the Easter Break that only the NTT team will take. (These are approximate dates--your research supervisor will update you with actual dates as the research proceeds). 1.1 East Java April 2nd--20th Conduct research in field locations (Pamekasan and Ponorogo) April 21st--24th Debrief in Surabaya April 25th--May 14th Conduct research in field locations (Pamekasan and Ponorogo) May 15th--25th Writing workshop in Surabaya 1.2 NTT April 2nd--13th Conduct research in field locations (Manggarai and Sikka) April 14th--20th Easter Break April 21st--May 21st Conduct research in field locations (Manggarai and Sikka) (at some point--probably sometime in early May--there will be debriefs with your field supervisor in your research location) May 22nd--June 1st Writing workshop in Ende 2. Research Work-plan: First Three Weeks During the first three weeks of field research you will aim to cover two to three conflict cases out of the five primary conflict cases selected during the training. (See Section B3 for details on case selection). With the guidance of the provincial coordinators, you will decide whether you need the first three weeks to cover two or three of the cases, allowing extra time for the more complicated cases. After three weeks, you will have completed two or three cases and will move to the next location. If you have not gotten all the information you need on a case, review with the provincial coordinator whether it is feasible to revisit those locations. If the coordinator thinks you have already gathered enough information, move on to the remaining conflict cases. Below is a rough weekly guideline, which will change according to your access to informants and the complexity of the conflict cases you are following. At the training, you and your supervisor will make a preliminary strategy for which villages you visit, which should be modified as the research goes on. (See Section B2 for village selection.) You will probably also need to some interviewing at the kecamatan level. In particular, if you hear of conflict management institutions at this level you may need to visit the kecamatan kota. If so, conduct kecamatan-level interviews when you are moving between villages. However, remember that 63 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 2A FIELD GUIDE this phase of research is meant to be primarily village-based. Do not spend too much time at the kecamatan level. If you need to do any interviewing at the kabupaten level, clear this with your supervisor first. Debrief times may be an opportunity to interview on this level. Remember: you should continue to record details of other cases of conflict and conflict management that come up, but not at the expense of thoroughly investigating the primary pre- selected cases. 2.1 Week One Instructions 1. In the first few days, meet with village leaders and authority figures, conducting these interviews as a team. Decide where to live, preferably staying together as a team (see Section D for village procedures on deciding where to stay). 2. Begin setting up your focus group discussions (FGDs) for later in the week. By then you will be more familiar with the village, and villagers will have become more used to seeing you around. 3. Conduct at least two FGDs as a team, but not more than one in a single day (see FGD guidelines in Section G for target groups). On the day you conduct a FGD, use the rest of the day to write up your information. You may conduct another interview, but only a short one as you have to leave time to write up both the FGD and the interview (if you conduct one). 4. On the remaining days, conduct at least two interviews per day, but not more than three. If you try to do more interviews you will not have enough time to write them up. Some of these interviews will be done in pairs, some individually (see Section F5 for interview guidelines). 5. Make sure you complete your diary every night. 6. Allow one day for rest and finishing the write-up from the week. You can use this day to write notes in your diary to help you prepare your conflict case studies. Any initial analysis can be completed here. 7. You must complete all interview recording formats on the same day, or the morning following the interview at the latest. Make sure that your formats are always up to date. If you leave them until any later, the quality will deteriorate. If you are only able to interview someone at night, use the next morning to write up that interview. 8. Over the week conduct a balance of interviews with authority and non-authority figures (see Section D3 for informant list). If you have any access problems, you should review these as they come up with your supervisor and decide as a team how to proceed. 9. Aim to finish researching the first conflict case by the end of the first six days of research, but review as a team if you think you need more time. Remember you have approximately five primary conflict cases to research, so while you need to gather detailed information, you also need to cover the full range of conflict cases. 10. If there is more than one case in the same village (as there probably will be) it makes sense to follow them both at the same time. Just make sure you record the details about each case on a different case format, even if you get information on both cases in the same interview. 11. If you need to spend longer on the case, or if you need to interview further respondents, plan this for the following week. But make sure you talk to your supervisor first. 64 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 2A FIELD GUIDE 2.2 Week Two Instructions Follow the instructions for week one, but covering those informants you have not yet interviewed from the village informant list (see Section D3). If you have completed the first conflict case, and the next case is in another location, move to the next location and get settled in the next village. However, try to find out about all the cases in the village you are in, and do not move on until you have finished collecting data on these cases. Remember: For interviews, use one case study format per informant per case. For FGDs, use one case study format per FGD per case--but make sure you record who said what. If you discuss more than one conflict in an interview or FGD, make sure you complete two (or more) separate case study data formats. (See Section I for details on data recording formats). 2.3 Week Three Instructions Same as for week two. By the end of week three you will have completed all data recording formats, both for general data and case data. (See Section E for more information on data types). You must come to the mid-way review with all formats completed for the provincial supervisors to review. There will be no time during the mid-way review nor the final write up for you to complete your formats. 3. Mid-way Review At approximately the end of week three you will meet with the provincial coordinators for four days. The East Java teams will meet in Surabaya with the district supervisors. Due to logistical constraints, the provincial coordinators will visit the NTT team in your district site. This might mean that one team will have their midway review and debrief after three and half weeks of research, and not three weeks, as the coordinators will be with the other team for the first half of that week. The midway review aims to allow you to debrief your findings from the first two or three conflict cases with the provincial coordinators. You can discuss any problems you may have faced in the village, including problems of access. You will use this time to review your field findings to date and to hand over all completed formats to the coordinators. (You may want to photocopy some of these to keep with you). You will also start to draft multiple conflict case studies drawn from the case study formats you have completed. In addition, you will need to complete your Statement of Expenses (SOE) forms to send back to Jakarta. 4. Research Work-plan: Second Three Weeks The second three weeks follow the same pattern as the first three. During this phase you will cover the remaining two to three conflict cases. Be sure not to spend too much time on any one case, as all cases must be covered. Regularly review with your team members how many informants you have covered per case, and whether you have covered the balance required between informants. 65 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 2A FIELD GUIDE Complete all formats for all interviews before you enter the case study writing and analysis phase. You must complete them by hand at a minimum. (If you can type them it will be extra helpful). 5. Write up and Analysis Phase From weeks seven to eight (a total of one and half weeks, due to the four day mid-way review) you will meet as a provincial team to write up multiple perspective case studies. Here you will combine the information from your case data formats to write larger case pieces which include information from multiple perspectives. You will receive training on writing these multiple perspective case studies from the Jakarta team during this phase; you will also receive guidance from the provincial coordinators. You will review your findings with the provincial coordinators and compare findings across kabupaten. At the end of this phase, all case studies from the research phase 2A must be complete. You will also need to complete your statement of expenses (SOE) for the remaining Phase 2A expenses and your budgets for Phase 2B of the research. The latter should be easier than before, as you will be able to just make modifications to the budgets you submitted for research phase 2A. · The East Java team will meet in Surabaya for this 10 day session. · The NTT team will meet in Ende. 66 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 2A FIELD GUIDE D. Village Procedures 1. Overall Guidelines In each new village site you will follow the same introduction procedures. You will spend approximately one week per village. When you are in the village you will use three research tools: · Interviews (see Section F) · Focus group discussions (see Section G) · Participant observation (see Section H) You will gather two main kinds of data (see Section E): · General data · Case data This section gives information on the procedures you should follow when in the village, including logistical matters and whom you should interview. 2. Step-by-step Guide to Village Stay 2.1 Arrival and Accommodation 1. Introduce your team to the village head. Ask his permission to stay in the village for one to two weeks to conduct research. 2. When you are introducing the research you are doing, do not say that you are investigating "conflict." Conflict is a very sensitive issue and if you bring it up straight away it may have negative impacts on your research. Instead, think about more sensitive wordings. One suggestion is to say you are trying to understand the problems in the village and how people resolve them. But you will soon learn what works best! 3. If you have any problems, you can present the surat. However, do not use the letter unless you really need to. 4. Do not stay with the village head for your entire visit. If possible, do not stay with him at all. If you have to stay with the village head, and feel it is very difficult to avoid staying with him without causing offense, stay with him for only one or two nights. This can be your chance to conduct interviews with village government. Then move on, explaining that your research methodology requires you need to stay with ordinary villagers. 5. Pay an appropriate sum to whomever you are staying with to cover accommodation and food (make sure you make and get a receipt). 2.2 Initial Mapping and Introductions 1. Over the first few days, familiarize yourself with the layout of the village and introduce yourself to key informants and groups. You do not need to record this information formally, but it will help you decide whom to interview and identify the key groups in the village. 2. Introduce yourself to key authority figures in government: BPD, Kepala RT and RW. 67 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 2A FIELD GUIDE 3. Introduce yourself to key authority figures in religious and adat institutions. 4. At the same time, figure out where you can meet ordinary villagers and when will be the best time to meet them. 2.3 Interviewing and Format Writing 1. Interview the range of required respondents (see below). 2. Make sure you have enough time in the day and evening to write up your data formats. Do not conduct too many interviews or FGDs at the expense of spending time writing up the formats. 3. List of Village Informants There are two main categories of respondent whom you will interview: · A cross-section of the village population (authority and non-authority figures) · `Experts' on a particular conflict case--those involved and observers In addition, you will conduct a number of focus group discussions with particular population groups (see Section G for details). 3.1 Cross-Section of Population The table below outlines the main range of informants whom you should aim to interview. You must interview those that are starred (*). To reach a cross-section of the population, conduct interviews with a balance of authority and non- authority figures, and ensure that all the major groups are covered. Specifically, the number of interviews you conduct with respondents from the second two groups (ordinary villagers and village groups) must be at least equal to the number of interviews you do with respondents from the first two (authority figures and other figures). It is particularly important that you do not spend too much time interviewing authority figures. Most research on conflict is biased in this way. In order to fully understand a situation of conflict it is necessary to gather a full range of perspectives, including the perspectives of those who may not be `experts' or have a broad overview. Their views matter as much as those of any `expert' on conflict! Figure 1: Respondent List 1. Authority figures 2. Other figures 3. Ordinary villagers 4. Village groups Village government* Healthcare* Women Economic groups: Kepala Desa Village midwife Elite/educated e.g. savings and loans Kepala BPD Traditional healer women* (e.g. wife of groups Members of BPD village head, owners Kepala RT/RW of kiosk) Poor women* Female headed- households 68 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 2A FIELD GUIDE Religious/adat Education* Men Production groups: leaders* Teacher(s) Land owners e.g. weaving collectives, Kyai Headmaster Non-land farmers' groups for Priests Parent-teacher ownersUnemployed collective use of machinery, Adat leaders association members men groups who work on same Village Elders Elders plantation Security Recreational groups Members of village e.g. related to education, security teams culture, sports Religious groups e.g. prayer groups Political groups e.g. mass organizations, political parties 3.2 Snowball Sampling of Respondents Involved in a Conflict Case As you conduct interviews with the respondents above, you will get tips and leads on whom to interview. Particular people may have been involved in a conflict--as actors, victims, conflict managers, or observers--and some people will know more about a particular case of conflict than others. Thus, in addition to ensuring that the major population groups are covered (in a balanced way), use a snowball sampling approach to find interesting respondents. This involves following up leads that respondents give you. Ask respondents "who might know about this?" whenever you hear about a story of conflict or conflict management. At the same time, remember to devote adequate time to interviewing `ordinary villagers'. Even if they do not know about a specific incident, their perspectives are important for building an accurate and holistic picture. When you are researching a specific conflict case, speak with a balanced number of actors and victims in the conflict. Also be sure to talk to people from both sides of the conflict, as well as observers who did not actually participate or were not directly involved in the conflict. Try to build up a picture of the individuals and institutions to which people refer cases of conflict, and talk to members of these institutions. In addition, make sure you speak to people who take part in any efforts at conflict management or resolution (whether the management is successful or not). In some cases, this may involve more interviewing at the kecamatan level. If a conflict goes beyond the boundaries of the village, make sure you speak to actors or victims from those locations as well. Do not confine yourself to the one village; instead choose your informants in relation to the cases of conflict. If these other villages are near enough to visit in a day, you are free to go to that village for the day to conduct research. If the village is far enough that it would require you moving from you research location, consult your supervisor. 3.3 Focus Group Discussions (FGDs) You will also target particular population groups for focus group discussions (FGDs). Four groups whom you should consider conducting FGDs with are: 69 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 2A FIELD GUIDE · Poor women · Educated/elite women · Young men · Poor men Details on FGDs are contained in Section G. 70 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 2A FIELD GUIDE E. Understanding Conflict and Conflict Management: Types of Data The qualitative element of the research will attempt to gather two specific types of data: · Case data · General data The actual research tools you use (in-depth interviews, focus group discussions, and participant observation) were designed to capture these two types of data. (Sections F, G, and H explain the different instruments in detail.) This section explains each type of data in turn. 1. Case Data 1.1 Basic Approach This study uses primarily a case-based approach to understanding conflict and conflict management. By looking in depth at specific cases of conflict we can better understand the factors that led to the conflict and the path it took. You will develop case studies of how different actors--villagers, facilitators, local leader, etc.-- together negotiate (or fail to negotiate) different types of conflict in different settings. When you are building case studies you will seek to understand the discrete stages in the evolution of conflict. These include: · Conflict triggers · Factors or mechanisms that sustain conflict · Factors or mechanisms that allow conflict to escalate (or that control it) · Factors or mechanisms that resolve conflict By following through cases of conflict, we will be able to identify the factors that transform underlying tensions into different outcomes--violence or peace. Case studies will seek to: · Analyze processes of particular conflicts and cases of conflict management · Show why social tensions erupt into violence (or why they do not) · Show examples of mechanisms that work (or do not) in preventing conflict from turning violent and escalating · Disaggregate which factors (social, economic, institutional) helped cause and sustain the conflict, by looking at the process of incidents within the conflict Later, in Research Phase 2B, case studies will also look at the way KDP interacts with conflict in the KDP kecamatan sites. 1.2 Case Data Topics For each primary conflict case identified at the training, as well as other cases that come up during the discussion, gather data on the following six main topics. (For guiding questions related to each topic, refer to Annex A). 71 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 2A FIELD GUIDE 1. Background to the dispute/conflict 2. Causes (tensions and triggers) 3. What happened? (history) 4. Impact and effect of the dispute/conflict 5. Mediation/Intervention 6. Outcome of mediation/intervention Make sure you cover each topic thoroughly. 1.3 Recording Data and Question Guide While Section I provides further details on using each data recording format, here we provide an overview of how to record case-based data. The Conflict Case Field Question Guide gives questions to capture information relating to specific cases of conflict (see Annex A3). Answers to these questions should be recorded on the case study recording format (see Annex B5). The recording format for case data is a modified version of the case study recording format which you have already used in Phase 1, but requires more details to be recorded in the words of the informant. The case study recording format is for recording information from one respondent only, except in the case of focus group discussions. When you are recording data on cases you hear about in a FGD, fill out one case study recording format for each conflict case from that FGD. However, clearly mark who said what. After the village research is complete, we will build case studies from numerous perspectives during the writing phase. For these you will combine the individual case formats to produce fully-formed case studies of 4-5 pages. The field supervisors and the Jakarta management team will provide further guidelines on how to do this. You will make a start at drafting the multiple-perspective case studies during the mid-way review with the provincial coordinators. However, as you will add further information to your case studies over the subsequent three weeks of research, you will not finish the cases until the end of the field research. 2. General Data 2.1 Basic Approach Since our unit of analysis is not just the conflict, but also the village and the kecamatan, we need a broader picture of social tensions and conflict management capacity throughout the kecamatan. In addition to following up specific cases, you will also collect `general data' or `background data' from all respondents. Collecting this general data has two main purposes: · To help illuminate the cases we are following · To give us a broader picture of the `conflict map' of the research site, and the factors that affect levels of conflict and the way in which it is managed You will collect `background' data relating to thirteen different areas (see below) to provide generalized, non-case-specific information on the: 72 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 2A FIELD GUIDE · role of different institutions--formal and informal--in decision-making and problem solving · economic and social structure of the communities in the research sites · make-up and boundaries of the main identity groups and the way they are constructed · forms of social cohesion and civic interaction in the research sites · nature and extent of conflict · main conflict resolution mechanisms, and their success or failure · factors that may affect levels of conflict Thus, whenever you are conducting interviews or focus group discussions, ask both specific questions about individual cases of conflict, and broader questions that relate to the following thirteen research topics. 2.2 General Data Topics The specific topics you will collect information on are: 1. Socio-Economic Factors a. Inequality b. Unemployment c. Socio-Economic Mobility and Illegal Activities d. Occupations e. Education 2. Ethnic Composition a. Ethnic composition b. Main group Identities c. Construction of Group Identities 3. Formal Governance a. Trust in, and Problem Solving by, Village Government b. Trust in, and Problem Solving by, Kecamatan Government c. Participation in Village Government Decision-Making d. Participation in Kecamatan Government Decision-Making e. Knowledge of government decisions and processes and access to information f. Predictability of Decision-Making g. Accountability and Representation h. New Institutions 4. Adat a. Role of Adat b. Trust in, and Problem Solving by, Adat/Traditional Leaders c. Accountability and Representativeness of Adat d. Participation in Adat Decision-Making e. Adat Practices 5. Religious Organizations a. Role of Religious Organizations b. Trust in, and Problem Solving by, Religious Leaders c. Inter-group participation d. Tensions 6. Civic interaction 73 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 2A FIELD GUIDE a. Associational interactions b. Social interactions 7. Law enforcement/Justice system a. Police b. Positive Legal System c. Tensions between Positive/Adat/Religious Law 8. Military 9. Crime/Vigilantism 10. Population flows a. Displacement/Migration b. Female-Headed Households 11. Other Conflict Resolution Mechanisms14 a. Functional Groups b. Village Security Groups c. Illegal Groups d. Other Groups 12. Types of Conflict a. Characteristics b. Causes c. Consequences d. Actors and Location 13. Socio-Cultural Factors 2.3 Recording Data and Question Guide Section I explains the various data recording formats, and Sections F-H explain how to use the basic data collection instruments. Here are a few points to keep in mind about recording general data. The General Data Field Question Guide in Annex A2 gives a comprehensive list of questions to help guide you during your interviews and focus group discussions. You are not required to ask these specific questions. Rather, they are categories of data that we need to collect information on. They can also be modified into questions to help you get at the information you want, although in some cases the questions are too direct to be used. You will need to think of different ways to phrase questions to get at the information you need. Record any information that does not relate to a specific case of conflict on the Standard Interview Transcript Form (Annex B3). The number and letter next to each topic above is its "code." When filling out the standard interview transcript data form, use the codes to indicate which category the specific information refers to. In each interview, you will not be able to ask about every data topic. However, for each research site, make sure that all the general data topics are covered by a range of respondents from different interviews or FGDs. (Your supervisors will work with you to check that all areas are adequately covered). 14By `other', we mean mechanisms that are not included in other sections--i.e. formal government (section 3), adat (section 4), religious organizations (section 5), police (7a), courts (7b), and the military (8). 74 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 2A FIELD GUIDE F. Research Instrument #1: In-depth Interviews You will use three major research tools in this phase of research: in-depth interviews, focus group discussions (FGDs), and informal interviews/participant observation. This section gives guidelines on conducting the first--in-depth interviews. (Sections G and H give information on focus group discussions and informal interviews/participant observation, respectively). 1. Overview of In-Depth Interviews The in-depth interview will be your primary research tool. You will spend the majority of your time conducting (and writing up) in-depth interviews, and they will probably make up the greater part of the data you collect. You will conduct in-depth interviews with a full range of actors within the village. Interviews can be structured, semi-structured, or unstructured. In this study we are using an interview method that lies somewhere between the last two: You will have a range of topics that you can cover, but you will be free to chose which ones you address in a particular interview; you will also have a list of guiding questions, but you should adapt them in the way you feel will best get at the information needed. The advantage of this `open' approach is that it does not put a constraining structure on what you can talk about, or how you talk about it. The disadvantage is that it is easy to become unfocused or get pushed off track, and it can be hard to standardize results. In order to avoid these pitfalls, you must think hard about how you conduct and record your in-depth interviews. In addition to outlining whom you should interview, this section will detail techniques for doing in-depth interviews. 2. Objectives You will use in-depth interviews for three main purposes: (i) to gather background information on the factors (structural/economic, social/cultural, and institutional) that might affect levels of conflict and conflict management capacity. (ii) to follow through specific cases of conflict and conflict management by looking at outcomes, causes and the processes that link the two. (iii) to get an idea of the range and types of conflict that exist in the area where you are interviewing, and the impacts of those conflicts. 3. Target Groups For details on sampling and target groups, see Section D3. In general, conduct interviews with a cross-section of the population, making sure you cover all major population groups, including marginalized groups. Use snowball sampling to conduct in-depth interviews with those that you 75 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 2A FIELD GUIDE know have knowledge about specific incidents of conflict and/or conflict management. Ensure that you speak to at least as many `ordinary villagers' as authority figures. 4. Methods and Procedures In research Phase 2A, use in-depth interviews to access a wide cross-section of the population of a village and, if possible, key informants at the kecamatan level. Remember, in an interview you are trying to gather two types of data: · Case data · General data (See Section E for more details on these.) In most interviews try to collect both types of data. While you may choose respondents based on their knowledge of a conflict case you are following, you will also want to get general information from them. Some of your interviews will not address specific cases of conflict, and may be good sources of general data. Remember: there are different formats you fill out for each type of data. Also, make sure you get the information you need to fill in the cover sheet on age, ethnicity, occupation, etc. Annexes A2 and A3 provide lists of guiding questions for each topic of general and case-based data you need to cover. Remember to use these lists as outlines for a guided conversation that covers the specific topics and themes, not as questionnaires. While the guiding questions are ones that you need to find the answers to, you are free to use the questions you think will get at the information we need. Thus, you should be able to answer these questions after you have conducted the interviews. The topics should flow naturally into each other during the conversation, so you do not need to follow the order in the guides. Your main aim as an interviewer is to understand how the respondent experiences and copes with conflict. To do this, you may not be able to talk about conflict directly. Talking about the general themes not only provides us with useful background information, but also can be a way to lead a conversation into a discussion of specific conflict cases. Getting good data will require you to build relationships and trust with those you interview. This means you will normally open interviews and discussions with less sensitive questions--perhaps about people's occupation, family, or background. The General Data Field Question Guide (Annex A2) is very long, with thirteen topics for you to cover. You will not be able to cover all topics in every interview. Instead, aim to address the main themes that you think the informant will be able to discuss, and then probe to see if you can get information on another topic. For example, if you are interviewing a member of an informal security group, you can certainly ask them about Topic 9 (Crime and Vigilantism). They may also have information on Topics 7 (Law Enforcement and Justice) and 12 (Types of Conflict). However, they may also have experiences related to other areas, so try to introduce other topics into the conversation. For the topics listed in the field question guide, try to get respondents to be as specific as possible, by asking them to describe in detail their experiences. When respondents express their opinions or feelings about an issue--for example, village government or adat--probe to find out the experience 76 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 2A FIELD GUIDE or occurrence that is the basis for their opinions. If a respondent makes a statement about something, always ask why they think that way. Pose questions in a way that does not call for a "yes" or "no" or one-word answer, but encourages a fuller, more descriptive response. Aim for depth, fully exploring each issue even if this means you cannot cover every issue equally. It is much better to have a detailed story covering one of the topic areas than superficial answers on all twelve topics. However, over the course of your research in a village ensure that you cover all topic areas with a full range of respondents. Your supervisors will check that you are doing this. Try to engage everyone who is present during the interview in the discussion. Sometimes it may be necessary to interview the head of the household before you can interview other members. If you think someone did not feel comfortable enough to speak, come back to them later for another interview at a time, or in a place, where you think they will be more relaxed. Once you are in the interview, put the field question guide away so that the interview can take place in a relaxed and conversational atmosphere. 5. Interview Guidelines15 Here follow some general guidelines to doing interviews: 1. Get concrete incidents, not theories · Always ask for a specific real incident about something that actually happened, rather than a generalization (seek observations, not conclusions) · For example: Do not ask the respondent if they think levels of crime are high. Ask if they can remember a specific incident, and get them to tell you about it. · Do not let the respondent do the analysis; leave that for later 2. Keep your questions `neutral' · Do not lead the respondent to a certain answer (the one you want) · Do not put words in the respondent's mouth · The respondent should speak far more than you! · Harder than you might think! 3. Let respondents bring up what you looking for · In most cases, do not ask directly about what you want · Ask more general questions that give respondents an opportunity to talk about what you want to hear 4. Do not assume what you are hearing is always true · Verify information you hear from multiple sources (triangulation) · Get perspectives from all sides · Truth is built from many perspectives--and all are interesting! 5. Take your time ... 15See Field Guide Phase 1, Annex C, for further guides to interviewing particular population groups (government officials, military and police, and health officials). 77 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 2A FIELD GUIDE · A first meeting is partly about establishing an interviewing partnership · Take time to build relationships with interviewees · Time spent talking about `unimportant' things is never wasted 6. ... But keep focused · You are not writing an ethnography about all elements of culture · Selectively record relevant information 7. Interview a cross-section of the population · Often you get the best information from the most unexpected source · Be wary of turning to authorities and `experts'--ordinary villagers will probably be more helpful 8. Record respondents' own words · They are probably more revealing (and more powerful) than your own! · Especially true when writing case studies 9. Keep the analysis separate · Do not mix analysis and evidence taking in your notes · Use certain formats for recording evidence (what they said); some for doing analysis · Do not spend time developing theories and typologies--that is for later 10. Write-up notes as soon as possible · Either take good notes during the interview or straight after · Do not wait until the evening--you will have forgotten much · Always write up your notes on the same day · If you work in pairs, while one person asks questions, another takes notes 11. Do not mention conflict directly! · Ask about problems in the village, or difficulties they have--at most about disputes · Use questions about crime, young men, the adat system, etc., as ways into the discussion about conflict · Paint things in a positive way--do not make it seem like you are making judgments 12. Quality not quantity · Better to get a few good interviews than lots of bad ones · Take time to write up everything you have heard (that is relevant) 13. Work as a team · If you are working in pairs, decide who is leading the interview (take it in turns) · Never interrupt each other. It makes you both look bad! 6. Preparation for In-depth Interviews Before you start interviewing, familiarize yourself as much as possible with the research topics and the guiding questions. Also, try to memorize all the different types of case data you need to collect. If you know this material well you will not need to refer to the guides during your interview. This will make your interview more natural and you are likely to get better information. Before you go in to the interview decide who will lead and who will take notes. These are separate tasks--each requires full concentration. So, unless you are doing the interview by yourself, the same person should not try to do both. 78 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 2A FIELD GUIDE Think about the person you are about to interview. Which topics might they know about? Have a preliminary plan of the areas you want to cover in an interview. But be flexible--especially if they start leading the discussion into other research areas. Make sure you call at a good time. Think of whom you want to interview and when they will have the most free time to speak with you. If someone is in a rush, they will be less likely to go into depth with you. Make sure there is not an authority figure (kepala desa or the like) present when you are interviewing ordinary villagers. If there is, it is unlikely the respondent will be as candid as they otherwise would. When you are interviewing a woman, try to do it at a time when her husband is not there. 7. Recording and Write-up There is no right or wrong way of taking notes. Some people prefer to take extensive notes during the interview. The advantage of this is that you will not forgot anything that is said, and you will be most likely to be able to record the respondent's actual words. The disadvantage is that it adds an element of artificiality: Rather than giving the impression of the interview being a conversation, it reminds the respondent that what they say is being recorded. This may increase nervousness, or make the informant less likely to talk about sensitive issues. Others--notably most anthropologists--often take no notes at all during the interview, leaving the note taking and write-up until later. The advantage of this is that the informant is most likely to be at ease; the disadvantage is that it is easy to forget key elements of the interview. We suggest an approach somewhere in between--take some notes during the interview, but write them up fully straight afterwards. Another strategy is to have one note taker and another interviewer. If the interviewer does their job well, the respondent will stop noticing that someone else is taking notes. Some people tape record interviews. Do not do this. People are unlikely to want to talk about such a sensitive issue as conflict if they know they are being recorded on tape. Further, it takes immense amounts of time to transcribe even a short recorded interview. Write up a detailed account of the interview as soon as it is concluded. If for some reason this is not possible, complete your write up at the end of the day. If the interview took place at night, you can write it up the following morning. Consider writing out your notes in full before you transfer the relevant parts into the data formats. For details on how to fill out the formats, and on coding the data, see Section I. 79 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 2A FIELD GUIDE G. Research Instrument # 2: Focus Group Discussions (FGDs) 1. Overview of FGDs As a team, conduct at least two FGDs per village where you are investigating a primary conflict case, and up to a maximum of four. This means an average of about two per week, but this will depend on the number of villages you visit. You can use a FGD to discuss more than one conflict, just as you do for interviews. In addition to finding out about specific conflicts, also gather general background data. Ideally, you should not conduct more than one FGD in a single day. Only do more than one if the people you need to talk to are only available on the same day. Never do more than two in the same day. FGDs are very tiring and generate a lot of data. You must allocate enough time to write up your notes on the same day, or the following morning at the latest. 2. Objectives You will use FGDs for three main purposes: (i) to gather background information on the location of the conflict case from groups which might be hard to access in other settings. (ii) to gather specific information and perspectives on the conflict case, where possible, and other conflicts, as they come up in the discussion. (iii) to gather different perspectives on the main conflicts in the area. Women, in particular, always have a different perspective on what the major problems are than the authority figures you will have interviewed at the kecamatan. 3. Target groups In general, you will conduct FGDs with groups that are hard to target through individual in-depth interviews. These may be `marginalized' (e.g. women), or groups that you have difficulties in accessing. The main groups you should think about conducting FGDs with are given in the table below. Target Group Main Topics 1. Poor women's group 1. Women's problems 2. Problem Solving 2. Educated/elite 1. Women's problems women's group 2. Problem Solving 3. Young men's group 1. Crime and vigilantism 2. Police and security 4. Poor men's group 1. Crime and vigilantism 2. Police and security 80 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 2A FIELD GUIDE You must conduct FGDs with the two groups of women. This is because these groups are always underrepresented if we just use in-depth interviews. Generally, they are harder to access and less comfortable speaking with you. Thus, you are required to conduct FGDs with them. The two men's groups listed may also be hard to access individually. If you are having problems accessing them, try to arrange FGDs. If you are having problems accessing any other important groups, think about doing an FGD. The maximum amount of FGDs you can conduct in a village must, however, be four. If you conduct more, you will not have sufficient time to conduct individual interviews. 4. Method and Procedure You will use FGD to access groups which can be harder to reach and who might not feel comfortable in an in-depth interview. With the most poor and marginalized groups, it is usually more effective to talk with them in a group of their peers. Even then, they might be shy as you are strangers. It is therefore very important to be patient and take your time. Ideally, you would be able to do focus group discussions twice with each group. However, due to limited time you will need to just have one discussion with each group. Thus consider interviewing individually (formally or informally) some members of the FGD. Hopefully, they will be less shy after participating in your FGD and may be more comfortable speaking with you. You can verify some information you got from the FGD during these interviews. As FGDs take so much time, think about only two of the team doing them at one time. The other researcher can be doing other tasks (e.g. interviewing or writing up notes) at the same time. 4.1 Focus Groups with Women You must conduct FGDs with the following two groups for each village in which you pursue a primary conflict case. These are the minimum for each village where we pursue a primary conflict case: · Women's group (educated/elite women) · Women's group (poor women) Conduct the FGDs with educated and poor women separately. If you conduct them together, the poorer women will not feel comfortable speaking, and you will only hear the opinions of the more educated or elite women. We are interested in both perspectives. The overall topics for each women's focus group are: · Women's problems · Problem solving These topics should form the core of the discussion. 81 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 2A FIELD GUIDE Start the discussion by talking about women's problems in general. As an example, you could cover the following themes, but adapted to the local environment: · Accessing water · Accessing the market · Children's health · Access to health services · Access to schools in the village · Marital problems (divorce, etc.) As you discuss these topics, probe to find out who the women go to for help in solving these problems. This will help us to understand women's perspectives on village government, the adat system and religious organizations, and their role in problem solving--a key aspect of conflict resolution--without asking them directly about it. If you ask them directly about formal problem- solving processes, they will usually tell you that they know nothing about village government. However, they often have extensive knowledge of informal problem-solving, particularly institutions and agents who help solve the types of problems that affect women specifically (like child health issues), which we need to record. When writing the information in the recording format, you will not need to record all the information on these initial themes. You will likely have problems fitting them into any of the categories of data anyway. But these are good entry points to get at information that we do want to record. Record that information under the relevant section. You should not feel limited to these topics; they are only suggested starting points. Try to probe for information on issues of safety, violence and conflict, if you think the environment is comfortable enough to do this. However, do not push the FGD to cover these issues. It is better to get solid information on how women solve the problems related to the key topics above, than to try to force the FGD members to talk about violence when they are not comfortable. 4.2 Focus Groups with Men If you have not already covered the following men's groups through in-depth interviews we also recommend that you conduct FGDs with the following two groups: · Young men's group · Poor men's group These focus group discussions should address the same issues as for women, but you may also be able to cover the following topics: · Crime and Vigilantism (Topic 9 ) · Police and Security (Topics 7 and 8 ) On each topic, we are interested in their perspectives on crime and violence. The following questions are guidelines for your discussion. Also refer to the guiding questions from the field guide on these subjects. Do not ask these questions directly, rather ask about specific incidents of crime or violence in order to discover their opinions: · Why do the groups think crime takes place? · What do they do about crime? 82 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 2A FIELD GUIDE · Who are the main criminals and the main victims in their dusun/desa? · Who helps them solve problems if they experience crime? · Have the police ever been involved in solving criminal cases? · Who do they trust the most to help them resolve a problem? Summary: · For each village you visit for the purpose of following a primary conflict case, conduct around four FGDs. · At least two of these FGDs should be with women's groups. 5. Preparation for FGD (1) Allow at least one to two days to identify and invite participants for the FGDs. Select in advance the groups and invite them yourselves, or through a trusted informant who you think will invite the right people. (2) Do not let the kepala desa arrange the FGDs for you. If you do this, you will introduce bias into your group discussions. Better to use another key informant. For example, to organize the educated women's group, if you have already interviewed the school teacher, you could ask the teacher to invite the other teachers or members of the Parent-Teacher Association. (3) If you are an all male team, think about asking a local woman to help you arrange and facilitate the FGD. You can pay her a small sum. (4) Do not conduct the FGDs in the house of the kepala desa or kepala dusun. It is much better to conduct them in the house of one of the members of the FGD. Therefore, try to set up the FGD through the person whose home you will conduct it in. (5) A good way to select an FGD is to use an already existing group or network. For example, if you need to find a group of poor women, perhaps they are members of a weaving or savings group. Then you can just invite the whole group. (6) Limit the FGD to 6-8 people. More than 8 people is too many for you to record all the information and to have a good discussion. Less than 6 might be too small, you might not get many different perspectives. (7) Before the FGD, discuss with the Ibu of the house about providing drinks and snacks. Give her enough money to buy these items beforehand. Make out a small receipt for her to sign. (8) Reimburse any participants for transportation costs, and ask them to sign a receipt. If you need to provide them with money before the FGD, make sure you give it to them in advance and with a receipt. 6. Implementation of the FGD 6.1 Composition of the Group Conduct the FGD in pairs. One of you will take notes while the other asks questions and facilitates the discussion. Do not try to conduct the FGD on your own. It is much too difficult to facilitate the discussion and to take good notes at the same time. 83 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 2A FIELD GUIDE If you are conducting an FGD with a women's group, make sure no men are present. If a man is present, see if you can arrange to interview him privately at another time (the following day for example). You do not want him to feel excluded, but you do not want him to influence your FGD. If you conduct the FGD with the man present, the information will not be as good, and many of the women may not speak. You must be very careful about this rule. 6.2 Atmosphere Keep the atmosphere as light and fun as you can make it. Be very patient with the focus groups and do not rush to discuss topics before the group feels comfortable doing so. Lead into the discussion with neutral topics, such as the health of their children, or the harvest season, or what their main problems are. If you are conducting a FGD with a group of men you can think of other appropriate introductory questions. If it is with farmers you might ask about their crop yields or problems with pests. Young men may want to talk about motorbikes or parties they go to. Use this as your introduction and keep the discussion focused on specific cases in their dusun or desa. Stress the confidentiality of your research. Reassure them that you will not identify them by name when you are writing up your results and will treat the information they give you as confidential. Make sure they know you are impartial and will not take sides. Villagers might be very afraid to talk about the village government in a negative way. Reassure them that any information they give you is for your research only and not to report to the kepala desa. 6.3 Timing Allow three hours for each FGD. If people get tired from the questioning, allow them to take a five to ten minute break. Conduct the FGD at a time when it is convenient for that group to attend. Do not expect that a group of poor women or men will be able to attend an FGD in the morning. Most likely, they will be busy in the fields or in the home. See if you can identify a good time, when they do not have other demands from their family or from their occupation. You should accommodate their schedules, and not the other way around. If women are only available in the evening, you can use the day to interview people who do not have to work, and to write up your recording formats. 6.4 Name Tags Use name tags during the FGD, which you can make at the beginning of the session. They will help to make the FGD more personal because you can address everyone by name. 6.5 Closing the FGD At the end of the FGD thank the participants. Reassure them that their information has been very useful to your research and that you are grateful for their time. 7. Recording and Write-up 7.1 Recording and Note-taking (1) As note-taker, mark who said what in response to each question in the notebook. (2) Record the atmosphere, or the context, of the FGD--who was present, what the setting was like, and whether people were shy or nervous, or relaxed--on the FGD data sheet. 84 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 2A FIELD GUIDE (3) Record key topics during the session on a large sheet of paper. The paper serves as a reference for the FGD participants to check that you understood their information, and as your own record for write-up later. Usually, participants enjoy seeing the facilitator writing up their notes on a large sheet of paper. But do not write who said what, as this might make them nervous. Just write key topics, and record who said what in your notebook. (4) Record any information on conflict cases in the notebook and then transfer it onto the conflict data recording format after the FGD. (5) Record any general data in the notebook and then transfer it to the general data recording format after the FGD. 7.2 Write-up Process (1) Immediately after the FGD, write up your notes. If you wait you will forget what you heard! If you cannot do this immediately afterwards, be sure to write it up on the same day you conduct the focus group. (2) If you do the FGD at night (for example, if you need to wait until people come back from the fields), then write up your notes the following morning. (3) Use the standard data recording format and divide the discussion by the topics listed, just as you do for interviews. Clearly note on the FGD data recording sheet who said what (and also any details of atmosphere during the discussion). (4) Use the conflict case data format for any conflict cases you covered, but clearly note who spoke when about which topic. Just as for interviews, use one conflict case format per conflict case. The difference here is that you will record many perspectives regarding the same case on the same sheet. The note taker will record the data on the formats, but the other team member -who facilitated the discussion - will fill in any gaps or extra information the note taker may have missed. 85 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 2A FIELD GUIDE H. Research Instrument # 3: Informal Interviews and Participant Observation 1. Overview of Informal Interviews and Participant Observation The third research tool you will use consists of two main methods: the informal interview and participant observation. While the other research tools collect information in the semi-formalized environment of the interview or focus group discussion, informally talking to people and observing relations within the community take a less structured approach to increasing your understanding of the research area. Thus, a significant amount of the information you gather about the research sites--and the conflicts within them--will probably come at times when you are not conducting formal interviews or FGDs. In fact, as a qualitative researcher you are always working--even when you are not undertaking a formal research activity you will be gaining a better understanding of the communities you are working in. Stay alert at all times to information people might be giving you--consciously or unconsciously! Informal tools are important because people tend to chat more freely when they do not feel like they are being interviewed. This is particularly true when you are seeking to understand something as sensitive as conflict. Often people will not want to tell you directly about conflicts, their causes, and their impacts. However, informal conversations and the dynamics and relationships you observe will provide clues to unpacking a conflict case. We group these two techniques together because they both involve immersion in the local community. The more you can immerse yourself, the more you will learn. 1.1 Informal Interviews In addition to your formal interviews and FGDs, you will spend a lot of time talking informally with people in the villages where you are staying. For example, you will likely spend time in the evenings chatting with your host or talking with Ibu while helping her prepare the dinner. Your driver will no doubt tell you about the local situation. When you are wandering around the village people will greet you. All of these are opportunities to get key data. 1.2 Participant Observation In addition, you can sometimes learn as much by observing as by interviewing. Notice the different informal relationships and structures of the community in which you are in. Observe people's values, attitudes and ways of acting. These are all key sources of data. Whereas the other research tools rely on spoken answers as a source of data, participant observation derives insight from observed actions. The following are suggestions for things to observe: · Physical setting · Human and social environment · Activities and behaviours · Informal interactions · Forms of non-verbal communication 86 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 2A FIELD GUIDE 2. Objectives Use these methods for two main purposes: · to gather key `unspoken' information from the way people act, their relationships and so on · to gather spoken information people give you in informal environments The information you gain can give insights both on the general background of the research areas and of specific conflict cases. 3. Target Groups You should use these techniques at all times and with all people. Unlike the other tools, you will not formally sample your respondents. There are no `quotas' of people you need to interview or observe! Rather think of anyone you meet, and everyone you see, as a potential source of information. However, these techniques are especially useful at getting information from `marginalized' and `silenced' groups. A woman may not feel confident being formally interviewed by you, but may be happy to talk while you are helping her in the house. Further, even if she will not speak to you, this in itself may be a vital piece of information about women's role and social status in the area you are researching. Record all these observations (see below on how to do this). 4. Method and Procedure It is harder to identify a formal method for informal interviewing and participant observation. There is no step-by-step guide to using these research techniques. Rather, here are a few pointers: · Stay alert and keep your eyes open--see every moment as an opportunity to learn more. Constantly think of how what you see relates to what we want to find out. · Do as the people do--take part in the activities that the villagers do. Help them in the field, go to village meetings, etc. · Build relationships--a week or two is a short time to spend in a village. Yet even then, you can build relationships of trust. These are vital if you are to get good information. · Spend time with villagers--eat with them, talk with them in the evenings--and you will learn a lot. The evenings, in particular, are a key time to have long informal talks with people. Think about doing your format writing during the day and keeping some evenings free for conversations. · Walk around--do not just go straight from interview to interview. Take a walk around the villages and dusun where you are. Record what you see. 5. Recording and Write-up 87 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 2A FIELD GUIDE Unlike in-depth interviews and focus group discussions, there is no specific format for recording the data you gather using informal interviews and participant observation. Instead you will use a number of formats: 5.1 Informal Interviews For informal interviews and discussions, the format you should use depends on the amount and quality of the information you get. If you get a lot of information: · try to write it into the Standard Interview Transcript format. · also try to fill out the Standard Data cover sheet. If--as is likely--you do not have all the information for this cover sheet, just write what you know and leave the rest blank · put a note on the cover sheet that this was an informal interview If you find out about cases of conflict and/or conflict management: · try to fill out the Case Data form (same as you would do for an in-depth formal interview) If you get less information, but it is still interesting: · use your diary 5.2 Participant Observation Record your observations in your diary. Here, you can do some analysis. But make sure you also record actual events and observations. Always make sure you write down where you got your information. As mentioned earlier, when conducting in-depth interviews and FGDs, write your observations on `context'--the atmosphere, dynamics, and non-verbal signals you observe--on the appropriate cover sheet (see Annex B for formats). 88 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 2A FIELD GUIDE I. Overview of Data Recording Formats This section outlines the different data recording formats you will be using. It is extremely important that you understand these and know how to fill them in. The formats themselves are contained in Annex B. This section is in two parts: · description of each format and how to fill it in · list of which formats you should use for each research tool If you are having any problems with the formats speak to your supervisor immediately, rather than not filling in the format. 1. Data Recording Formats 1.1 Standard Data Format (Annex B1) · This is a slightly modified version of the format you used in the first phase of research. · Fill this out for every in-depth interview, and for informal interviews where you gather enough information about the respondent. Do not use this format for FGDs. · For in-depth interviews, make sure you fill out all sections; for informal interviews, fill out what you can. · This background sheet records basic info: sex, age, position, occupation, basic wealth categorization, ethnicity, religion of interviewee; date, time, location and length of interview, as well as who else was present. · There is also room to record `context' data on atmosphere, problems in the interview, dynamics, and non-verbal signals from respondents. Carry this description on to a separate sheet if you have a lot to write. · Code this format by interview/FGD number to match the Standard Interview Transcript Recording Format and Case Study Recording Format(s) from the same interview (in case they become separated). · Try to incorporate these questions into an opening discussion rather than asking them outright. 1.2 Standard FGD Data Format (Annex B2) · This is a modified version of the Standard Data Format (above) designed to capture the same information, but for numerous people. · Fill this format out for every focus group discussion. · Like the Standard Data Format, there is also room to record `context' data on atmosphere, problems in the interview, dynamics, and non-verbal signals from respondents. Carry this description on to a separate sheet if you have a lot to write. · Code this format by interview/FGD number to match the Focus Group Discussion Transcript Recording Format and Case Study Recording Format(s) from the same FGD (in case they become separated). 89 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 2A FIELD GUIDE · Try to incorporate these questions into an opening discussion rather than asking them outright. 1.3 Standard Interview Transcript Recording Format (Annex B3) · This is a completely different format than the one you used in the first phase of research. · Use this form to record general data that you gather when conducting in-depth interviews and, in some cases, informal interviews. · Do not record data on specific cases on this format. · Fill in one form for every interview you conduct. · When you finish an interview, write up your notes in your notebooks. Then try to rearrange the transcript of the interview onto this format. · This involves coding the data--working out which of the data categories the information you collect relates to (see Annex A for data categories). · Then order your transcript according to the data categories--for example grouping together the information on economic inequality (data code 1a). · Put the data code in the margin on the left side of the page; the actual data should go next to the appropriate code (see Section E for details on coding). · Record only raw data in this format--that is, what the informant actually said rather than your analysis. · Do not do any analysis on this format. · As much as possible, record the actual words the informant used. When you do this put quotation marks around those phrases. · When you summarize what the informant said, do not use quotation marks. · If there are any interesting local words the informant used, write them down and put a translation in Bahasa Indonesia in parentheses next to it. · Code each standard interview recording transcript by interview number to relate to the standard data format for the same interview. · If you are interviewing more than one respondent, make sure you record clearly who said what. 1.4 Standard Focus Group Discussion Transcript Recording Format (Annex B4) · Use this form to record general data you gather when conducting focus group discussions. · Do not record data on specific cases on this format. · The format is the same as the one you use for interviews, with the exception that it has an extra column to write the respondent's name next to the information you record. · Use the same principles of coding as for the Standard Interview Transcript Recording Format (see Section E for details). 1.5 Case Study Recording Format (Annex B5) · This is a modified version of the case study recording format you used in the first phase of research. Use it in the same way, but notice that the categories of information you need to collect are slightly different. · Use this format for recording stories/cases that come up during interviews or focus group discussions. 90 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 2A FIELD GUIDE · You can use more than one Case Study Recording Format for each interview (i.e. use one format for each conflict case). · Record only raw data in this format--that is, what the informant actually said rather than your analysis. · Do not do any analysis on this format. · As much as possible, record the actual words the informant used. When you do this put quotation marks around those phrases. · When you summarize what the informant said, do not use quotation marks. · If there are any interesting local words the informant used, write them down and put a translation in Bahasa Indonesia in parentheses next to it. · Code each standard interview recording transcript by interview number to relate to the standard data format for the same interview. · Try to cover all the data areas in each interview/FGD. 1.6 Diary · As in the last phase of research, fill in your diary each day. · Mainly use the diary for your analysis and the information you get from participant observation. · Also use it to record any notes on methodological difficulties--i.e. problems of access and so on. 2. Formats by Research Tool This section notes which formats you need to fill in when using each research tool. 2.1 Research Tool 1: In-depth Interview · Standard Data Format (one for each interview) · Standard Interview Transcript Recording Format (one for each interview) · Case Study Recording Format (one for each case you hear about) 2.2 Research Tool 2: Focus Group Discussion · Standard FGD Data Format (one for each FGD) · Standard FGD Transcript Recording Format (one for each FGD) · Case Study Recording Format (one for each case you hear about) 2.3 Research Tool 3a: Informal Interview · Standard Data Format (one for each interview, if you get enough information) · Standard Interview Transcript Recording Format (one for each interview, if you get enough information) · Case Study Recording Format (one for each case you hear about, if you get enough information) If you only get a little information, record in: · Diary 91 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 2A FIELD GUIDE 2.4 Research Tool 3b: Participant Observation · Diary 92 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 2A FIELD GUIDE J. Concepts, Assumptions and Definitions 1. Conflict, Social Tensions and Violence Conflict exists wherever people live together. In all human societies people disagree about the distribution of scarce resources, about values, and about the access to power that allows influence over the two. Conflict is characterized by disagreements and often animosity between individuals or groups. Conflict in itself is not a negative phenomenon. Development is premised on the notion of change and progression--social, political, and economic. Conflict inevitably accompanies such change because it involves realignments of power and resources as well as challenges to existing interests and values. Conflict is thus both a necessary catalyst to, and an inevitable by-product of, development (Bates, 2000). Social tensions are the substantive areas over which individuals or groups disagree and compete. They may take the form of disagreements over specific resources (e.g., land, water, or political power), over different values (e.g., moral and religious rules and codes of living), or over a combination of both. Conflict plays out through social tensions; social tensions are the forces that underlie situations of conflict. Of concern is not so much social tensions or conflict, but whether such tensions lead to violence. While social tensions and conflict are to some extent inevitable, violent conflict is not. This study assumes that violent conflict is a negative. Violent conflict is defined in this study as conflict that is destructive. Indicators of violent conflict include injuries/deaths and destruction of property or goods. Violent conflict, rather than conflict per se, has a negative impact on attempts at poverty reduction and development. This study is concerned with why some conflicts become violent and others not.16 We have studied this by looking at comparable cases of violent and nonviolent conflict. That is, we have studied similar social tensions where the outcomes were different-- violent or peaceful. A dispute is a particular incident of conflict. By an incident, we mean that we can (or at least could if we had adequate information) distinguish the actors, the location, and the time it took place. A broader conflict may be made up of a number of disputes; a social tension may manifest itself in a number of disputes. We have used the dispute as our main level of analysis as we followed `conflict cases' in the qualitative research. A dispute may, or may not, be violent. Conflicts and disputes can take a range of forms and intensities. Previous research has shown that forms of conflict tend to be related, that small disputes act as triggers for bigger conflicts (Esman and Herring, 2001). In order to understand these larger conflicts we need to study the smaller ones that led to them. We are interested in studying a wide range of conflicts, from seemingly unimportant disputes such as arguments between neighbors and incidences of robbery to large-scale conflicts such as inter-village burnings. For the purposes of this study, we thus define the terms `conflict' and `dispute' broadly. 16Violent conflict is a major barrier to development and, through its impact on human security, constitutes both a cause and consequence of `undevelopment'. We argue that the vast majority of violence (at least in Indonesia) is unconstructive and does not act as a mechanism for progressive social change. 93 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 2A FIELD GUIDE 2. Factors affecting levels of conflict and local capacity This study looks at conflict as it plays out at the local level. We define the local level as being the sub-district level and below: the village, the sub-village, and the household. We use these units of analysis because these are the levels at which KDP operates and hence, we assume, the levels at which it potentially has an impact. In some places, we use the term community. A community is a group, usually spatially concentrated, that shares certain values, beliefs, or demographic attributes. The characteristics and importance of these attributes, however, (a) are heavily context specific (that is, can change according to time, place, and circumstance), and often (b) serve to create and sustain the perceived importance of differences between groups. The extent to which violent conflict occurs at the local level is dependent on exogenous and endogenous factors. Exogenous factors may include national economic policy, population flows, and centralized security institutions. Such forces can overwhelm local communities. Large shocks can lead to both high levels of social tension and violent conflict. However, external macro forces only partially explain why some conflicts take violent form. Social tensions exist in many places, yet only lead to violent conflict in some. External forces of the same type and scale impact in different ways in different places. This study is particularly interested in factors endogenous to the local level that influence the nature and extent of violent conflict. We make the assumption, based on previous research we have conducted (Barron and Madden, 2003a; Smith, 2004), that levels of violent conflict at the local level are determined, in significant part, by localized factors and by the lack of local capacity to constructively manage conflict. By constructive conflict management we mean the ability to manage and resolve problems in ways that prevent the conflict from taking violent form. We use a framework that disaggregates localized factors that influence levels of violent conflict at the local level into three sub-sets: (1) economic and structural factors; (2) psychological and cultural factors; and (3) social and political institutional factors. (1) Economic and structural factors are descriptors of social structure that can be observed objectively and usually measured quantitatively. They include economic factors (such as inequality-- between individuals and groups--and social mobility) and demographic factors (for example, cleavages along the lines of age, gender and ethnicity). Prior research we have conducted tends to indicate that these factors often determine the parties involved in conflict. (2) Psychological and cultural factors concern dimensions of cognition. Conflict cannot solely be understood by the cleavages that dictate and describe social structure at the local level. Conflict is not only determined by these structural factors, but by people's interpretations of such structures and their meanings, and the values people place in and upon them. Our prior research has found that factors such as trust and cultural practice tend to explain the intensity of conflict. (3) Social and political institutional factors concern the formal and informal institutions at the local level. Constructive conflict management involves distributing resources, balancing interests and values, and encouraging development in ways that prevent conflict from becoming violent. Inclusive, accountable and just institutions, which people believe to be trustworthy and credible, are 94 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 2A FIELD GUIDE necessary to do this. We define institutions broadly to include groups ranging from formal state- dictated government bodies to informal functional collectives (such as saving and loans groups) to social forums (such as prayer groups). Institutions help dictate the extent to which the first two categories of factors (economic/structural and psychological/cultural) develop in ways that either promote or prevent conflict. All three subsets of factors thus help determine levels of conflict at the local level. At the same time, the three subsets also help determine the extent to which conflict becomes violent. When effective institutions are in place, problems are managed or resolved so that they do not become violent. Thus institutional factors are key. At the same time, the first two categories may influence the likelihood that effective conflict managing institutions will come into being. Thus all three categories are related and together determine local conflict management capacity. We use the term local capacity to mean the extent to which communities have norms, processes, and institutions that allow conflict to be addressed constructively--i.e., in nonviolent ways. 3. Groups, Ethnicity and Civic Interaction Another assumption of this study is that a large proportion of conflict in Indonesia is group-based. Even where conflicts are between individuals (e.g., a fight over a woman at a party), group-based identities tend to determine who the conflicting parties are. Thus much of the violence in Indonesia is, to some extent, communal (i.e., between groups and based on group identity). By group-based identity we mean forms of meaning and self-worth that adhere to membership in a group. These groups can be either ascriptive (race, language, clan, caste, language, etc) or prescriptive (village, political party, economic group where mobility is possible, etc.). In many cases the two may overlap. Following the lead of Donald Horowitz (1985), we term all identities based on ascriptive factors `ethnic'. Thus ethnic conflict includes not only `racial' or `linguistic' conflicts but also conflicts between clans or between religious groups. Our prior research has found that most group-based conflict has an ascriptive group basis. Thus, in some places we use the terms group-based conflict and ethnic conflict interchangeably. A key hypothesis of this study is that the nature and extent of social interaction between individuals and groups is a key variable in determining levels of conflict and local conflict management capacity. We use the term civic interaction as short-hand to refer to these interactions. Civic interaction can take two forms: `associational' and `non-associational'. Associational interaction refers to interaction that takes place in an associational setting (formal or informal). Non-associational interaction refers to everyday forms of engagement, including meeting in the market, attending celebrations and parties, and children playing together. Sometimes social scientists and economists aggregate these interactions and term them social capital. For the purposes of this study, however, we choose to use a range of terms that more precisely capture the particular features of organizational life we are studying. In addition to dichotomizing interactions into associational and non-associational, we also differentiate between intra-group and inter-group interactions. We hypothesize that there is a qualitative difference in the two in terms of their impact on levels of violent conflict. We hypothesize that when the former type, intra-group interactions, alone take place, the likelihood of violent conflict increases. Comparatively, the presence of the latter form, inter-group interactions, 95 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 2A FIELD GUIDE can lead to reductions in violent conflict. We will thus explore these two sets of social interactions. Further, we use the term bridging interactions to refer to interactions that take place between people of different identity groups. 4. Community-Driven Development (CDD) This study seeks to evaluate the impact of the Kecamatan Development Project (KDP) on communities' ability to manage conflict. Initiated in 1998, KDP is a massive community development project, the largest in Southeast Asia, operating in over 20,000 villages across Indonesia. Through block grants given directly to kecamatan (sub-districts) and villages for small- scale infrastructure, social and economic activities, it aims to alleviate poverty and improve local governance. KDP is perhaps the original large-scale community-driven development project. Community- Driven Development (CDD) can be defined as development projects that are designed, implemented, and maintained by the community. This implies communities having control over both decisions and resources, with support organizations and service-providers intended to be demand-responsive (Alkire, et. al., 2001). As such, KDP focuses on processes (`means') as much as outputs (`ends'). A key hypothesis that we are seeking to test is that KDP is having `democratization' effects--by creating new channels for participation, and supporting existing ones--and that this, in turn, is improving communities' capacity to manage conflict.17 While KDP was by no means designed as a conflict resolution program, anecdotal evidence suggests this may be one possible unexpected spillover from the program. Research undertaken by the authors of this paper, cited above, as well as by the Government of Indonesia (2002), has found cases where KDP forums have been used to help resolve conflicts. A principle aim of this study is thus to test, systematically and empirically, the extent to which KDP is having an effect on local conflict management capacity. By studying the case of KDP, we hope to be able to make some more general claims about the extent to which CDD mechanisms can positively impact upon situations which might otherwise lead to violent conflict. 17We are, in effect, testing whether the causal chain outlined in the latest UN Human Development Report (2002), which sees the promotion of democracy as a key conflict reducing tool, holds out in a specific democratization intervention. 96 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 2A FIELD GUIDE Annex A: Research Topics, Data Codes and Field Question Guides 97 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY General Data Codes and Questions A1: General Data Topics and Codes 1. Socio-Economic Factors a. Inequality b. Unemployment c. Socio-Economic Mobility and Illegal Activities d. Occupations e. Education 2. Ethnic Composition a. Ethnic composition b. Main group Identities c. Construction of Group Identities 3. Formal Governance a. Trust in, and Problem Solving by, Village Government b. Trust in, and Problem Solving by, Kecamatan Government c. Participation in Village Government Decision-Making d. Participation in Kecamatan Government Decision-Making e. Knowledge of government decisions and processes and access to information f. Predictability of Decision-Making g. Accountability and Representation h. New Institutions 4. Adat a. Role of Adat b. Trust in, and Problem Solving by, Adat/Traditional Leaders c. Accountability and Representativeness of Adat d. Participation in Adat Decision-Making e. Adat practices 5. Religious Organizations a. Role of Religious Organizations b. Trust in, and Problem Solving by, Religious Leaders c. Inter-group participation d. Tensions 6. Civic interaction a. Associational interactions b. Social interactions 7. Law enforcement/Justice system a. Police b. Positive Legal System c. Tensions between Positive/Adat/Religious Law 8. Military 98 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY General Data Codes and Questions 9. Crime/Vigilantism 10. Population flows a. Displacement/Migration b. Female-Headed Households 11. Other Conflict Resolution Mechanisms18 a. Functional Groups b. Village Security Groups c. Illegal Groups d. Other Groups 12. Types of Conflict a. Characteristics b. Causes c. Consequences d. Actors and Location 13. Socio-Cultural Factors 18By `other', we mean mechanisms that are not included in other sections--i.e. formal government (section 3), adat (section 4), religious organizations (section 5), police (7a), courts (7b), and the military (8). 99 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY General Data Codes and Questions A2: General Data Field Question Guide 1. Economic Factors a. Inequality · What proportion of households are poor in this desa/dusun? · Who is rich in this desa/dusun? Who is poor? (differentiate by occupation, age, ethnicity) · Has this situation changed over the last four years? · Why are some people rich and others poor? b. Unemployment · Is unemployment a problem in this desa/dusun? What proportion of people are unemployed? · Of those who are unemployed, what were their previous jobs? What gender are they? What age are they? · Has unemployment gone up or down in the last four years?19 c. Socio-Economic Mobility and Illegal Activities · What are the prospects for the poorest households in this desa/dusun to improve their economic position? Has this changed over the last four years? · What are the prospects for the poorest households in this desa/dusun to access education? Has this changed over the last four years? · If the poorest households feel they are unable to improve their economic or education position, why? If the poorest households feel able to improve their economic/educational position, why? · To what extent do people in this desa/dusun gain income from illegal activities? What illegal activities? · Why do people engage in illegal activities to make money in this desa/dusun? d. Occupations · What are the main occupations in the desa / dusun? · Has this changed over the last four years? e. Education · How many children go to / finish school? · What level of education do most people get? · Has this changed? 2. Ethnic Composition a. Ethnic composition · What is the ethnic make-up of this desa/dusun? · How has this changed over the past four years/in recent years?20 19Four years is our key measurement because it is during this time that KDP has been in existent in these kabupaten. 100 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY General Data Codes and Questions b. Main group Identities · What groups do people define themselves as part of? · Which are the most important group identities? (e.g. Clan, ethnic group, religion, silat (martial arts group), class/employment type, origin). · To what extent do these group identities overlap? · To what extent have these group identities changed over the last four years/recent years? c. Construction of Group Identities · What is the size of each group? · Who can be a member of each group? · To what extent do groups face disputes with groups of similar types (e.g. martial arts groups/religious groups/clashing house-based culture identities)? · How serious are these disputes? Do these disputes ever become violent and why? 3. Formal Governance a. Trust in, and Problem Solving by, Village Government · Which village government institutions do people trust/accept the authority of most? · What is the role of the Kepala Desa/RT/RW/BPD/LKMD or LMD/PKK in solving problems? · Which village government institutions do people turn to to help them solve their problems? Which kinds of problems? · Do people feel the village government is more able/less able to solve problems than four years ago? Why? b. Trust in, and Problem Solving by, Kecamatan Government · Which government institutions do people trust/accept the authority of most? · What is the role of the camat/camat's office in solving problems? · Which kecamatan government institutions do people turn to to help them solve their problems (if any)? Which kinds of problems? · Do people feel the kecamatan government is more able/less able to solve problems than four years ago? Why? c. Participation in Village Government Decision-Making · How does village government make decisions? Who participates? · To what extent do women participate in village government decisions? · Has the way village government institutions makes decisions changed in the last four years? · Who do decision-makers consult in making decisions? · Has this changed over the past four years? · How many women are in leadership positions in village government? 20When we say `in recent years' we just want some idea of longer-term trends. Interviewers should note the trend and the rough time period over which it has taken place. 101 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY General Data Codes and Questions d. Participation in Kecamatan Government Decision-Making · How does the kecamatan office make decisions? Who participates? · To what extent do women participate in kecamatan government decisions? · Has the way the kecamatan office makes decisions changed in the last four years? · Who do decision-makers consult in making decisions? · Has this changed over the past four years? · How many women are in leadership positions in kecamatan government? e. Knowledge of government decisions and processes and access to information · How do you find out about government decisions? · Do you know when public meetings are held? Who tells you? f. Predictability of Decision-Making · To what extent do village government institutions compete or cooperate with each other? · If they are in competition with each other, does this have an effect on their ability to help solve problems/resolve disputes? · To what extent do kecamatan government institutions compete or cooperate with each other? · If they are in competition with each other, does this have an effect on their ability to help solve problems/resolve disputes? g. Accountability and Representation · Do the village government institutions represent all people or certain groups? If the latter, which groups? · Do the government institutions represent all people or certain groups? If the latter, which groups? · How do the leaders of village government get appointed/elected? Has this changed in the past four years? · How do the leaders of kecamatan government get appointed/elected? Has this changed in the past four years? h. New Institutions · Are there any new government institutions in the village? · Are there any new government institutions at the kecamatan? · Have these new institutions had a positive/negative effect? Why and in what ways? · In what ways are they different? 4. Adat a. Role of Adat · What type of adat or customary systems exist and at what levels? · To what extent are these institutions involved in legal decision-making? · To what extent are these institutions involved in government decision-making? 102 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY General Data Codes and Questions b. Trust in, and Problem Solving by, Adat/Traditional Leaders · Who accepts adat authority, to what extent and why? · Who rejects adat authority, to what extent and why? · Has the composition of the group of people covered by adat changed over the past four years/ in recent years? · Do those who accept adat authority trust adat law/structures/decisions? · What role do these institutions/leaders play in dispute resolution at each level? c. Accountability and Representativeness of Adat · Do the adat institutions involve one clan/ethnic group only? · Do they ever involve other clans/ethnic groups? How has this changed over time? · How do adat leaders get appointed/elected? Has this changed in the past four years? · Are there ever any disputes/problems over the appointments/elections d. Participation in Adat Decision-Making · How does the adat system make decisions? Who participates? · Has the way the adat system makes decisions changed in the last four years? · Who do decision-makers consult in making decisions? · Has this changed over the past four years? · To what extent do women participate in adat decision-making? e. Adat practices · What particular Adat practices are there? · When do these take place? · Who is involved? · What is the significance? 5. Religious Organizations a. Role of Religious Organizations · What type of religious organizations exist and at what levels? · In what areas of life do religious organizations play a role? At what level? In what issues do they get involved? b. Trust in, and Problem Solving by, Religious Leaders · What is the extent of the authority of different religious organizations (informal/formal)? · Who accepts religious authority and to what extent and why? · Who rejects religious authority and to what extent and why? · What role do religious leaders play in resolving disputes? · How successful are they? c. Inter-group participation · Do religious organizations incorporate different groups (of other sorts--ethnic/clan etc)? 103 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY General Data Codes and Questions · What role do these institutions play in dispute resolution at each level? · To what extent do women occupy leadership roles in religious organizations? d. Tensions · Are there any tensions between different religious organizations? · How pervasive are these tensions? 6. Civic Interaction a. Associational interactions · To what extent are the memberships of the following functional groups made up of people of different identities? (repeat for each of the different identities that people identify): o Credit/Finance groups (e.g. savings and loans groups) o Production groups (related to availability of material inputs and/or creation of outputs - weaving collectives, farmers' groups for collective use of machinery, groups who work on same plantation, etc.) o Recreational groups (related to education, arts, culture, and sports) o Religious groups (e.g. prayer groups, churches) o Political groups (political parties, confederations) · For the above mentioned groups, has membership composition changed by identity groupings in the past four years/in recent times? b. Social interactions · When you have a party/celebration do you tend to invite people from other ethnic groups (repeat for each identity factor mentioned)? If not, why not? Has this changed over the last four years/in recent times? · What parties/celebrations do you get invited to? How often do people from other ethnic groups invite you (repeat for each identity mentioned)? Has this changed over the last four years/in recent times? · Do your children play with children from other ethnic groups (repeat for each identity mentioned)? Has this changed over the last four years/in recent times? · If a neighbor had a problem would you try to help? Would it make a difference if they were from a different ethnic group (repeat for each identity)? Has this changed over the last four years/in recent times? · Do you use kiosks/market stalls run by people from other ethnic groups (repeat for each identity)? Has this changed over the last four years/in recent times? 7. Law enforcement/Justice system a. Police · How many police are there in this kecamatan/kabupaten? · How often do they come to your dusun/village? · What kinds of disputes do police get involved in? 104 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY General Data Codes and Questions · At what point in the dispute/conflict do police get involved? · Does police involvement resolve or end disputes/conflict? If so, when and why? If not, why not? · Do people trust police involvement and why? · Who tends to appeal to the police for help? · Who does not trust police involvement and why? · Do police arrest criminals? Do they release criminals according to the law? b. Positive Legal System · Which types of disputes go to the district court? · At what stage of disputes do they go to the district court? · Do people trust the jaksir/hakim in the district courts? · Do people accept the decisions made in the district courts and why? · Do cases ever get referred to higher courts and at what levels and why? · Do court decisions tend to end disputes/conflicts? If so, why? If not, why not? c. Tensions between Positive/Adat/Religious Law · Are there ever any conflicts between positive and religious/adat law? · How are conflicts between positive and religious/adat law resolved? · Do people feel more satisfied with decisions (solutions to disputes) made by the positive legal system/adat system/ religious system? · Which system do people prefer and why? 8. Military · To what extent does the military get involved in resolving village level disputes? · Which level of the military gets involved and in which ways? · For what types of dispute? · How successful is the military at intervening in and resolving local level conflicts? · When the military gets involved, do you think their involvement is useful? · Has military involvement in dispute resolution changed over the last four years/in recent years? · Have there been any tensions between the military and police? How have these played out? 9. Crime/Vigilantism · To what extent is crime a problem in this desa/dusun? · What kinds of crime are a problem? · Who tend to be the main actors, who are the main victims? · Why do people engage in crime? · Have crime levels and patterns changed in the last four years/recent years? · How much crime is reported to the police? 105 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY General Data Codes and Questions · What responses do people have to crime? · Do people feel they can do anything about crime? · To what extent do people in this dusun/desa carry out their own forms of justice and what does this involve? (e.g. lynching suspected criminals) · If it does happen, to what extent is it socially accepted? Does anyone disagree with it and why? 10. Population flows a. Displacement/Migration · Over the past four years, how many people have moved here from outside the desa? Where were they from? · Do you know why they came here? · Are newcomers to the desa richer or poorer than you? · Over the past four years, how many people have left the desa? · Where did they go? · Do you know why they left? · Have any come back? · Have households who have had a member(s) leave grown richer or poorer? b. Female-Headed Households · How many female-headed households are there in this desa/dusun due to male household members migrating overseas for work? · How many of the male migrant workers come back? · What is the situation of the female-headed households if the male household members do not come back? 11. Other Conflict Resolution Mechanisms a. Functional Groups · Which functional groups do people use for conflict resolution21 · For what types of problem/conflict do people use functional groups? · Are functional groups ever used to solve inter-ethnic problems? · How successful are these groups at solving problems? Are there any specific types of conflict they are good at resolving? What types are they weak at solving? b. Village Security Groups · Is there a village security group? · If so, how long has it been in operation? · Who takes part? 21By functional groups, we mean the categories listed in section 6a--credit/finance, production, recreational, political groups. 106 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY General Data Codes and Questions · What is its role? · Do people ever turn to this group--or people within the group--to solve problems? · If so, what types of problems? · How effective is it? c. Illegal Groups · Do villagers ever turn to illegal groups to solve problems? · What kinds of illegal groups are involved in problem solving/conflict resolution? · What kinds of problems/conflicts do they address? · How effective are they? d. Other Groups · What other groups exist to solve problems? · How long have they been in existence? · What problems do they address? · How effective are they? · Who are these groups initiated by? 12. Types of Conflict a. Characteristics · Which forms of conflict exist? · How often do they lead to violence? b. Causes · What tend to be the triggers of the dispute? · What tend to be the underlying tensions? c. Consequences · What are the physical consequences in terms of deaths/injuries/destruction? · What are the other impacts of the conflict? d. Actors and Location · Which actors or parties are involved in the disputes? · What is the extent of wider community involvement? · What are the locations of disputes? 13. Socio-Cultural Factors 107 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 2A FIELD GUIDE A3: Case Data Topics, Codes and Field Question Guide 1. Background to the dispute/conflict · When did the conflict occur (date, time)? · How long has it lasted/did it last? · Where did the conflict take place? · Who was involved? · Was it an individual or group-based conflict? · How many people were involved and which groups? 2. Causes (tensions and triggers) · What were the underlying tensions that led to the conflict? · What were the trigger events that led to the conflict/that escalated the conflict? · Why did the conflict take place? 3. What happened? (history) · What was the chronology of events--the sequential evolution of the conflict? · At what points did it escalate? Why? · At what points did it dissipate? Why? · What is the current status of the conflict? 4. Impact and effect of the dispute/conflict · How many people were injured/died in the conflict? · Who were they? · How did they get injured/die? · Where did they get injured/die? · Was there any property destruction? · If so, who did it and what was destroyed? · If so, why did they destroy property? · If so, whose property was destroyed? And why were they targeted? · What were the indirect impacts of the conflict? · Has the conflict changed relations between individuals/groups? · If so, in what ways? · Have there been any behavioral changes since the conflict? · If so, what changes and by whom? · Have there been any economic impacts from the conflict? 108 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY General Data Codes and Questions · If so, what are they and who is affected? 5. Mediation/Intervention · Were they any attempts at intervention? · If so, by whom? · What happened? · What was the effect: positive, negative or did it make no difference? · Why was there that effect? · Did formal state institutions/authorities get involved? · If so, which ones and in what ways? · If not, why not? · Did informal organizations/authority figures get involved? · If so, which ones and in what ways? · If not, why not? 6. Outcome of mediation/intervention · Was the conflict resolved? · If so, what does this mean? · If not, what are the prospects for resolution? 109 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 2A FIELD GUIDE Annex B: Data Recording Formats 111 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Standard Data Format B1: Standard Data Format Code No: Researchers present: Interviewer(s): Note-taker(s): Date: Time: Length (hours, minutes): Where held: Kab: Kec: Desa: Dusun: Location/Place: People present: Respondent: Gender: Age: < 15 41-50 15-21 51-60 22-30 > 61 31-40 Organization (if applicable): Position held: Ethnicity: Religion: Place of birth: Time lived in present location (Kabupaten): 112 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Standard Data Format Context 113 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Standard FGD Data Format B2: Standard FGD Data Format Code No: Where held: Kab: Researchers present: Kec: Interviewer(s): Desa: Note-taker(s): Dusun: Date: Location/Place: Time: Length (hours, minutes): FGD participants: No. Name Age Education Occupation Ethnicity Religion 1 2 3 4 5 6 7 8 Notes: Include here comments on (a) atmosphere, (b) any problems during discussion, (c) non-verbal signals from respondents Please carry onto separate sheet if necessary. 114 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Standard Interview Transcript Recording Format B3: Standard Interview Transcript Recording Format here> 115 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Focus Group Discussion Transcript Recording Format B4: Focus Group Discussion Transcript Recording Format goes here> 116 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Case Study Recording Format B5: Case Study Recording Format Date: Coding #: Kabupaten location: Interviewee: Instructions: - Summarize the key aspects of any story/case an interviewee tells you on this sheet - Each sheet should only record the story of interview. You will not combine the stories from several different interviews (that is, from all respondents) to create a full case until later. - As much as possible, use the respondents' own words. - If there is more than one respondent in the interview, note which respondent provided the information - Mark where it is the respondent's own words (or a translated version) in quotation marks. - Very important: Do not do the analysis yourself at this point. - Record exactly what the informant says here, not what you think. - Put other parts of the interview not related to the story on the separate format sheet. - Use your diary/analysis sheets for your own analysis. - You do not need to fill in the whole sheet. 1. Background to the dispute/conflict 117 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Case Study Recording Format 2. Causes (tensions and triggers) 118 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Case Study Recording Format 3.What happened? (history) 119 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Case Study Recording Format 4. Impact and effect of the dispute/conflict 120 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Case Study Recording Format 5. Mediation/Intervention 121 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Case Study Recording Format 6. Outcome of mediation/intervention 122 Field Research Guide KDP & Community Conflict Negotiation Study ___________________________________ Qualitative Research Phase 2B June--August, 2003 NTT and East Java Indonesia 123 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 2B FIELD GUIDE Contents A. BACKGROUND .......................................................................................................126 1. INTRODUCTION .........................................................................................................126 2. RESEARCH QUESTIONS .............................................................................................126 B. SELECTING RESEARCH SITES..........................................................................128 1. KECAMATAN AND VILLAGE SITES..............................................................................128 C. WORK-PLAN FOR RESEARCH PHASE 2B.......................................................130 1. TIMELINE..................................................................................................................130 1.1 East Java............................................................................................................130 1.2 NTT ....................................................................................................................130 D. VILLAGE PROCEDURES......................................................................................131 1. OVERALL GUIDELINES..............................................................................................131 2. LIST OF VILLAGE INFORMANTS................................................................................131 2.1 Cross-Section of Population ..............................................................................131 E) LESSONS LEARNED: RESEARCH IMPLEMENTATION PHASE 2A.........133 1. OBJECTIVES .............................................................................................................133 2. RESEARCH IMPLEMENTATION...................................................................................133 2.1 Case Process Tracing: Tracking the Chronology of the Case in the Field.......133 2.2 Improving Team Communication ......................................................................133 2.3 Sharing Tasks Amongst Team Members............................................................133 2.4 Planning your Time in the Village.....................................................................134 2.5 Alerting Your Supervisors to Interesting Cases.................................................134 2.6 Double Checking the Respondent Profile..........................................................134 3. RESEARCH TOPICS AND CASE RESEARCH .................................................................135 3.1 Research Topics.................................................................................................135 3.2 Cases..................................................................................................................138 4. RESEARCH TOOLS.....................................................................................................138 4.1 In-depth Interviews ............................................................................................138 4.2 FGDs..................................................................................................................139 4.3 Participant Observation.....................................................................................139 4.4 Better Use of Trigger Questions ........................................................................139 F. OVERVIEW OF DATA RECORDING FORMATS............................................140 1. DATA RECORDING FORMATS....................................................................................140 1.1 Standard Data Format (Annex B1)....................................................................140 1.2 Standard FGD Data Format (Annex B2)...........................................................140 1.3 Standard Interview Transcript Recording Format ...........................................141 1.4 Standard Focus Group Discussion Transcript Recording Format...................141 1.5 Case Study Recording Format...........................................................................142 1.6 Diary ..................................................................................................................142 1.7 Glossary............................................................................................................142 124 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 2B FIELD GUIDE 1.8 List of Informants 142 2. FORMATS BY RESEARCH TOOL ................................................................................143 2.1 Research Tool 1: In-depth Interview .................................................................143 2.2 Research Tool 2: Focus Group Discussion .......................................................143 2.3 Research Tool 3a: Informal Interview...............................................................143 2.4 Research Tool 3b: Participant Observation......................................................143 2.5 Local Language Terms and Acronyms ..............................................................143 2.6 List of Informants and Cases .............................................................................143 3. FILING SYSTEMS .......................................................................................................144 3.1 Saving Files on the Computer............................................................................144 3.2 Organizing the Written/Printed Version of Your Interview Formats ................144 ANNEX A:NEW RESEARCH TOPICS, DATA CODES AND FIELD QUESTION GUIDES ..........................................................................................................................145 A1: GENERAL DATA TOPICS AND CODES .....................................................................146 A2: GENERAL DATA FIELD QUESTION GUIDE ..............................................................147 ANNEX B: ......................................................................................................................153 B1: STANDARD DATA FORMAT ....................................................................................154 B2: STANDARD FGD DATA FORMAT ...........................................................................156 B3: STANDARD INTERVIEW TRANSCRIPT RECORDING FORMAT ...................................157 B4: FOCUS GROUP DISCUSSION TRANSCRIPT RECORDING FORMAT.............................158 B5: CASE STUDY RECORDING FORMAT........................................................................159 125 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 2B FIELD GUIDE A. Background 1. Introduction This field guide is for use in Phase 2B (the second part of the second phase) of qualitative research of the KDP & Community Conflict Negotiation Study. This period of research will take place in the KDP kecamatan sites, mainly at the village level. While the basic methodology and research instruments remain the same as for Phase 2A,22 Phase 2B will differ from the previous phase by using: (i) additional research areas; (ii) revised research instruments; and (iii) revised recording formats. Specifically, this supplementary guide provides information on the: · New village and kecamatan sites for research Phase 2B (Section B). · New village and writing work-plan (Section C). · New village procedures and updated informant list (Section D). · Revised guidelines to manage your time in the field, work together as a team, follow cases, and conduct interviews; and new questions to fully cover the research topics (Section E). · Revised guidelines for to recording the data, findings and analysis (Section F). At the back of this guide (in Annex A) is the supplement to the Field Question Guide. While you will continue to ask the field questions from Phase 2A, the supplement provides additional questions to explore the role of KDP in conflict management. The data formats remain the same as for Phase 2A, but have new headers and footers to help us keep track of your transcripts (see Annex B). 2. Research Questions As in Phase 2A, there are five overall research questions for the study: 1. What are the main factors that affect local level capacity to manage conflict? 2. How important is the nature and extent of interaction between different groups, and between those groups and the state, to local conflict mediation? How are boundaries between different groups constructed and sustained? 3. Does KDP help communities manage conflict more constructively? More generally, can external agents help establish more inclusive, transparent, and accountable local level institutions for mediating conflict? 4. If so, for what types of cases of conflict, and under what conditions? 5. If so, which elements of the KDP program appear to be most influential? In this period of research, continue to research the first two questions (as in Phase 2A), yet further investigate the final three (only covered in Phase 2B). Therefore, examine: · the different factors that affect local level capacity to manage conflict--the economic/structural, social/cultural, and institutional factors; 22See Phase 2A Field Guide. 126 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 2B FIELD GUIDE · issues of group identity, construction, and interaction, and how this relates to conflict and conflict management; and · the relationship of KDP to conflict and conflict management. 127 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 2B FIELD GUIDE B. Selecting Research Sites 1. Kecamatan and Village Sites Spend all six weeks of research in the KDP kecamatan in your kabupaten. However some teams, mainly Manggarai, require periodic stops in the kabupaten capital in order to catch up with writing and to travel between villages. The sites are as follows: Province Kabupaten Kecamatan East Java Ponorogo Badegan East Java Pamekasan Proppo NTT Sikka Nita NTT Manggarai Lamba Leda Please see the next page for village selection in each kabupaten site, according to our five criteria used for conflict case selection. 128 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 2B FIELD GUIDE Phase 2B Cases: KDP sites Backup Backup Case Team Village Village Criteria 1: Same case different outcome Dayakan Village head election (nonviolent) Biting Building dam dispute Biting Village head elections (high social tensions Biting Installation of electricity dispute and demonstrations) Criteria 2: Case for comparison between KDP and non-KDP kecamatan. KDP kecamatan case 1. Dayakan Village head elections in either of these Biting 1. Dispute over building dam to 2. Biting villages to compare with village head elections compare with mining dispute in Pagerukir/Gelangkulon 2. Dispute over electricity installation (compare Sampung) Criteria 3: Case with a nonviolent outcome in a violent region Ponorogo Biting Dispute between martial arts groups (nonviolent) Criteria 4: Case with a violent outcome in a nonviolent region Dayakan Burning down the forest Criteria 5: Case of KDP which triggers conflict Biting Building the market in KDP without clear land status Criteria 1: Same case different outcome Proppo Revenge in the rice fields (very violent) Proppo Rice fields revenge (very violent) Proppo Revenge in front of the health center (less Proppo Revenge in front of the health violent) center (less violent) Criteria 2: Case for comparison between KDP and non-KDP kecamatan. KDP kecamatan case 1. Proppo 1. Revenge Seeking (one of above) to 1. Tattangoh/ 2. Development disputes 2. Panaguan compare with revenge seeking in Banyupele Panaguan 3. Offended pride over women 2. Land dispute to compare with Pal. Daya 2. Proppo Criteria 3: Case with a nonviolent outcome in a violent region Pamekasan Panaguan Dispute over land ownership Panaguan Dispute over land ownership Criteria 4: Case with a violent outcome in a nonviolent region Proppo Revenge seeking in front of the health center Criteria 5: Case of KDP which triggers conflict Tattangoh Protest over KDP implementation (blocking Panaguan Village head election and access to site) capturing KDP for water pipes Criteria 1: Same case different outcome Bloro Successfully resolved domestic violence Magepanda Unsuccessfully resolved domestic violence Criteria 2: Case for comparison between KDP and non-KDP kecamatan. KDP kecamatan case Magepanda Domestic violence case to compare to Magepanda Sikka Criteria 3: Case with a nonviolent outcome in a violent region Magepanda KDP case with peaceful outcome Criteria 4: Case with a violent outcome in a nonviolent region Nita Drunken man conflict case, violent outcome Criteria 5: Case of KDP which triggers conflict Magepanda KDP water supply conflict case Criteria 1: Same case different outcome Golo Mangu Violent land case Satar Punda Nonviolent land case between sub-village Criteria 2: Case for comparison between KDP and non-KDP kecamatan. KDP kecamatan case Golo Mangu Land case involving two clans to compare with Golo Meni case Criteria 3: Case with a nonviolent outcome in a violent region Manggarai Satar Punda Nonviolent land case in violent area Criteria 4: Case with a violent outcome in a nonviolent region Golo Mangu Violent land case in nonviolent area Criteria 5: Case of KDP which triggers conflict Satar Punda FK stole 6 million Rp. from KDP 129 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 2B FIELD GUIDE C. Work-plan for Research Phase 2B 1. Timeline For research phase 2B, spend a total of six weeks in the field conducting research, and a further two weeks in the field writing up case studies and village profiles, just as you did in Phase 2A. The schedule will be roughly as follows: 1.1 East Java June 15--2 July: Conducting research in field locations (Pamekasan and Ponorogo) July 3--6 July: Debrief in Surabaya July 7--31 July: Conducting research in field locations (Pamekasan and Ponorogo) August 1--11: Writing workshop in Malang 1.2 NTT June 15--2 July: Conducting research in field locations (Manggarai and Sikka) July 2--4 : Sikka Team Debrief in Maumere June 5--7: Manggarai Team Debrief in Ruteng July 8--3 August: Conducting research in field locations (Manggarai and Sikka) August 4--13: Writing workshop in Ende 130 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 2B FIELD GUIDE D. Village Procedures 1. Overall Guidelines In each new village site, follow the same introduction procedures as in Phase 2A. When you are in the village, use the same three research tools--but incorporate the updates from this field guide in Annex B: 1. Interviews (see Phase 2A Field Guide, Section F) 2. Focus group discussions (see Phase 2A Field Guide, Section G) 3. Participant observation (see Phase 2A Field Guide, Section H) Gather three main kinds of data (see Phase 2A Field Guide, Section E, and Annex A of this Field Guide). Two kinds of data remain the same as Phase 2A, the third relates to our new research area of KDP: 1. General data 2. Case data 3. KDP data 2. List of Village Informants Interview respondents from the same two main categories as in Phase 2A, plus one additional group: 1. A cross-section of the village population (authority and non-authority figures) 2. `Experts' on a particular conflict case--those involved and observers 3. Actors in KDP1 In addition, conduct a number of focus group discussions with the same population groups as in Phase 2A (see Section G, Field Guide 2A for details). 2.1 Cross-Section of Population The table below outlines the main range of informants whom you should aim to interview. You must interview those that are starred (*). 131 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 2B FIELD GUIDE Figure 1: Key Respondent List (updated to include KDP figures) New respondents are listed in bold. 1. Authority figures 2. Other figures 3. Ordinary 4. Village groups villagers Village government* Healthcare* Women Economic groups: Kepala Desa Village midwife Elite/educated e.g. savings and loans Kepala BPD Traditional healer women* (e.g. wife groups Members of BPD of village head, LKMD/LMD owners of kiosk) Kepala RT/RW Poor women* Female headed- households Religious/adat leaders* Education* Men Production groups: Kyai Teacher(s) Land owners e.g. weaving collectives, Priests Headmaster Non-land owners farmers' groups for Adat leaders Parent-teacher collective use of Village Elders association members Unemployed men machinery, Elders groups who work on same plantation Security Recreational groups Members of village e.g. related to education, security teams culture, sports KDP (Kec. Level) KDP (desa level) Religious groups PjOK FD (desa e.g. prayer groups UPK facilitator) Tim 2,3,5,6... TPK (activities Political groups (monitoring team) management team) e.g. mass organizations, Tim Pelaksanah political parties Kegiatan TTD (technical assistance team) Tenaga Teknis Desa 132 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 2B FIELD GUIDE E) Lessons Learned: Research Implementation Phase 2A 1. Objectives This section aims to: · Review the research implementation of Phase 2A and recommend improvements. · Review the research topics covered and case study approach, and recommend improvements. · Review the research tools and interview techniques, and recommend improvements. 2. Research Implementation Drawing on apparent strengths and weaknesses from Phase 2A, here follow some instructions for improving the way you conduct field research in Phase 2B. 2.1 Case Process Tracing: Tracking the Chronology of the Case in the Field · Use flip charts to track the chronology of the cases. This will help summarize the case in a simple manner and determine which information you need to verify. · Create flipcharts at least twice: o After you have been in a village for half the allocated time; and o 2-3 days before you are due to depart from the village. · Keep the flip charts to provide a basis for drafting your multi-perspective case study during the writing phase. 2.2 Improving Team Communication · Hold daily informal team meetings. These are essential for team communication and sharing findings, particularly if different team members are responsible for particular cases. · Review what you have learned about the case every day. · Hold more formal meetings to draw maps and undertake case process tracing twice a week. · Hold informal discussions between some or all of the team members as often as possible, while eating or resting. This is important to thrash out ideas about the case, maintain objectivity, and verify information. · If one person is responsible for a particular case it does not mean that other team members should not ask questions about that case in their interviews. · Talk regularly with the other team members to stay aware of the relevant issues and questions to ask. · Read each others diaries. This is a good way to understand each team members' analysis of cases and findings, and may help develop your own understanding of cases. 2.3 Sharing Tasks Amongst Team Members · Every team member has different skills and aptitudes. Some members are better at administration for the team and organizing the data, while others are better at organizing access to informants. Share equally the responsibilities in the team. Some tasks (such as 133 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 2B FIELD GUIDE interview coding and looking after the information) should only be handled by one person. However, other very time consuming tasks (such as setting up interviews and following up information) must be shared. · Every team member should try to take the initiative. If you know there are a certain number of tasks that need to be done before leaving the village, divide these up. · If it is your responsibility, then no excuses: make sure you finish the task. · Remember: you are relying on other team members but they are also relying on you. · Before you do something that is important for the team, tell the other members--because they may be planning to do the same thing! This also means that if you are taking on more than your fair share of tasks, the other team members can share your load. 2.4 Planning your Time in the Village · Once you have established your main and sub-cases, gained a general idea of who the key informants are, and decided who you are going to visit, plan your time in the village. · Divide up the interviews and tasks in advance, do not leave everything until the last minute. · If an interview falls through, do not just sit around waiting until the next one, try to finish off other tasks, set up other interviews, pick up documents, or whatever else you need to do. · DO NOT begin in a new village until all your formats and cases are complete. Plan 1-2 days between villages to finish off all your writing (including your diaries), collect all the documents you need, give your respects to the necessary village officials, and move to the next village. 2.5 Alerting Your Supervisors to Interesting Cases · Sometimes interesting cases that were not identified in the case strategy come up when you visit the village. · Before you start researching these cases, alert your supervisors. · If cases do not match the criteria for selecting cases exactly, then you need to justify to your supervisor why you want to follow them. Cleary explain why you want to follow the case and which criteria it matches. 2.6 Double Checking the Respondent Profile · Periodically check the profile of the informants you are interviewing to make sure that there are not too many authority figures. To do so, compare your list of respondents to the Phase 2B key informants list (see Section D2). · While authority figures are sometimes easier to access and more willing to talk about sensitive issues, make sure that everyday villagers form the bulk of your respondents. · Even if villagers do not have all the information you are looking for in the research, this is an important finding in itself. Make sure you document the question you asked and what they did not know. If you have an idea why they do not know the answer, record this in your diary. 134 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 2B FIELD GUIDE 3. Research Topics and Case Research This section reviews which research topics the teams covered well in Phase 2A, suggests areas that merit further attention in Phase 2B, and provides additional questions to help you secure more detailed answers from respondents. It further emphasizes the importance of collecting data on the post-conflict impact of the cases you research. 3.1 Research Topics Throughout this section, refer to Annex A of the Phase 2A and Phase 2B Field Guides. 1. Socio-Economic Factors · Most researchers covered this topic well in the research. · However, when covering the topic of education with the respondents, make sure you ask them about non-state based education, such as through the churches and pondok pesantren. This includes how long men and women stay at these schools, how they fund their education, and the reasons why they leave. · Ask more questions about how the villagers perceive wealthy and poorer groups in their communities: o What are indicators of wealth or poverty for them? o Does this cause tension and social jealousy in the community, or are these divisions generally accepted? o How well do the wealthier groups interact with the poorer villagers on a day to day level? Do they meet in the market? Do they go to the same functions or ceremonies? · Also ask further questions about how poorer groups find money or goods to live when have they exhausted all options: o Do they become involved in criminal activities? o If so, which groups are more likely to become involved in criminal activities? (This also relates to topic 9) Why? · Try to better quantify the levels of unemployment in the village and how much income people need to survive in the village. 2. Ethnic Composition · The NTT team covered this topic quite well, as ethnic group identities are sometimes more easily identified. · The East Java team also covered this topic well when the groups were easily identified. · However, this category focuses on group identity, including political or other ascriptive identities, not just `suku'. · Therefore, ask more questions about the identity of groups that may come from the same broad category--such as political or other divisions within a single religious group. Examples of questions include: o Why do villagers identify with a particular group? o How do they demonstrate their identity as members of this group? o Do they identify with more than one group? o When is their group identity important? 135 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 2B FIELD GUIDE o How do they perceive groups with different identities that may be in competition with their own group? 3. Formal Governance · All teams covered the role of the village government in village life well. · If it is relevant to the case, also ask questions about trust in the kabupaten government and the role of the kabupaten government in problem solving. · Pay greater attention to the sections on knowledge of government decisions and how villagers get this information. If they do not know, it is very important that you record this fact. · Pay more attention to how everyday villagers participate in decision-making: o Are they invited to meetings? Who invites them? Do they attend? Are women invited? o How do they hear about decisions that are made? o Are the same decisions generally made by the same people, or does it depend on the topic of discussion in the meeting. o Are decisions made in the village without meetings? 4. Adat · Where adat was relevant to the local context, all research teams covered this topic well. · However, remember that your readers do not know adat as well as you do. · Write down adat rules or songs in your diaries where relevant. · Similar to the formal governance section, make sure you continue to focus on the everyday villagers' understanding of adat and the relevance it has to their lives. · If any documents are available on adat in the village, please copy them. You may have these translated into bahasa Indonesia in the field if they are written in local languages. Please review them in your diaries, including the following information: o When were the adat laws codified? o Do the laws refer to one village or more? o Do all villagers ascribe to the adat laws? If not, why not? 5. Religious Organizations · All teams covered this topic well. · Pay greater attention to the levels of interaction between people from different religious groups and how this affects levels of tensions. 6. Civic Interaction · While all teams touched on this topic, it requires more in-depth research. Dig deeper with your questions. Some examples include: o What kinds of social interactions (organized and spontaneous) take place in the village? o When are market days? o Who is invited to village ceremonies? How frequently are these held? o How do people interact between RT/Dusun/Desa. o How frequently do the people living in the centre of the village visit the outer lying regions of the village? 136 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 2B FIELD GUIDE o Why do people travel to other regions in the village or outside of the village? o Will people invite newcomers to their homes or other activities? 7. Law Enforcement and the Justice System · The teams generally covered this topic well. · Pay greater attention to gauging the villager's understanding of how they can access the positive legal system, why they do or do not use the system, and what alternatives they do use. · Much of this information came through in the cases, but when conflict cases were not resolved using the courts, sometimes there was no discussion of why the villagers did not use the courts. Remember to include this important information and cover areas such as: o Did villagers not use the courts because there was no involvement of the police? o Why do people not call the police? o What is the process for a case to be taken to the courts? o Who supports the villagers in court proceedings if there are any? o Do the villagers believe the courts/police will help them? o Do villagers trust/respect or fear the police? Why? 8. Military · It seems that in our research regions, much of the discussion regarding the military is peripheral to the cases from Phase 2A, or is referred to in a pre-1998 context. · We can still explore what the villagers think about the military now. Aim to cover the following questions: o What are the military's activities? o How does the military interact in the everyday life of the village? o Do villagers trust the military? If so, why do they trust them? o If not, why not? o How has this changed? Why? o How does the military interact with the police? o Are there any clashes between police and military? o Are the clashes frequent? · Even if the villagers do not know the answers to some of these questions, record the fact that they do not know. 9. Crime and Vigilantism · All teams covered this topic well in Phase 2A · For Phase 2B, gather information on the following questions: o Why did the villagers join in `amuk massa'? o Do they think this is a better way of resolving problems? Or, do they feel they have no other choice? o Which age and identity groups are more likely to be involved in criminal activities? Why? o What do they get from these activities: for example, do they get social status? o If crime relates to youth, are they more likely to come from poorer or wealthier backgrounds? Are they still in school? Are they unemployed? 137 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 2B FIELD GUIDE 10. Population Flows · In many cases, this topic is more relevant to certain regions. In those regions where there are greater population flows this topic has been quite well covered--particularly when asking questions about migrant workers, and pengungsi (internally displaced people). · However, remember to ask questions about how newcomers are accepted into the village, why they come, how long they stay, and how do they interact. · Also dig deeper into why newcomers are not accepted. Why are villagers afraid of newcomers? 11, 12, and 13: Other Conflict Resolution Mechanisms, Types of Conflict, Socio-cultural Factors. · All research teams covered these topics well in the research. 3.2 Cases For Phase 2B, increase your focus on post-conflict impacts. · Many of the conflict cases histories in the transcripts stop once the conflict is "over". Further explore the impact of the case even if it seems to be resolved. · Pay attention to the following specific areas of post-conflict impact: o Interaction between the groups involved after the case seems to be resolved. Can they go to the same party, ceremony, festival? o Can they meet on the street? o Are people scared to go out at night due to the violence that erupted? o Have their been any efforts to replace or rebuild damaged property? Who made these efforts? Were they successful? o Will people in the village talk to and interact with the victims or accused in the conflict? Or their families? o Can members of the one household or group join other groups after the conflict? 4. Research Tools We now turn to recommendations on how to use the three research tools more effectively. 4.1 In-depth Interviews · Many of the researchers have improved this technique over the previous phase. · However, there are several things to continue to try to improve over the next phase: o Continue to explore the topics. Do not just accept yes/no answers--always ask WHY, HOW, WHO, WHERE, WHEN, HOW MANY, and WHAT IS THEIR OPINION about this topic. o Explore the general data topics in addition to the cases (see Annex A, Field Guides 2A and 2B). o Plan the topics you wish to discuss before you go in to the interview (make a short list of the codes in your note book to jog your memory if you have to). 138 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 2B FIELD GUIDE 4.2 FGDs · It seems that due to the sensitive nature of this research, it is better to conduct FGDs in an informal matter, particularly with crime and youth groups. This is fine, but continue to organize the food, transport and other necessary things you need for the discussion. · Remember to record the name of the informant who makes each comment. After you make the list of people attending the FGD, give each person a code or nickname in your note book, so that you can take notes more quickly. · Do not let the participants wander around issues and other topics. Keep the informants focused with probing questions. · Remember: one member of the team takes notes and the other facilitates the discussion. Both roles are very important. · If one person dominates the discussion, remember to draw out the other voices with direct questions to others: o "Menurut Bapak, bagaimana?" (What do you think, Pak?) o "Apakah Ibu pernah mengalami itu?" (Have you ever experienced that, Ibu?) 4.3 Participant Observation · Some team members have refined this technique better than others. · While most team members undertake this task, they forget to record the information in their diaries because it seems normal. For example, write down normal events, such as when market days occur. · Do not forget that your audience is not always familiar with village life in Indonesia. Remember to record the observations relevant to the research, particularly those related to the cases and civic interaction. · Code these sections of your diary if necessary and if it helps you later to write the multi- perspective case studies. 4.4 Better Use of Trigger Questions · It is common in Bahasa Indonesia for people to use phrases for quantifiable sums such as `banyak' (many), `massa' (en masse), and `sudah lama' (a long time ago). These words frequently appear in the transcripts, but can still be approximately quantified. · Use the following trigger questions to better quantify such phrases: o "Banyak, kira-kira berapa?" (Many, approximately how many?) o "Sudah lama, kira-kira kapan?" (A long time ago, that was approximately when?) o "Massa, artinya apa? Ratusan orang? Ribuan orang?" (What does' `en masse' mean exactly? Hundreds of people? Thousands of people?) 139 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 2B FIELD GUIDE F. Overview of data recording formats This section outlines the data recording formats you will use. These are the same as those you used in Phase 2A, but with some modifications to clarify how we track transcripts to cases and informants. Annex B of this field guide contains the updated formats themselves. This section contains two parts: · Refresher on each format and how to fill it in · Reminder list of which formats to use for each research tool If you are having any problems with the formats or are not clear about coding, speak to your supervisor immediately, rather than filling in the wrong format or using the wrong coding. · If in doubt about coding, leave it until you consult with your supervisor. 1. Data Recording Formats 1.1 Standard Data Format (Annex B1) · Fill out this format for every in-depth interview, and for informal interviews where you gather enough information about the respondent. · Continue to record `context' data on atmosphere, problems in the interview, dynamics, and non-verbal signals from respondents, as in Phase 2A. Carry this description on to a separate sheet if you have a lot to write. · Code this format by interview number to match the Standard Interview Transcript Recording Format and Case Study Recording Format(s) from the same interview (in case they become separated). · Each interview has a separate code, even if it is with the same informant. For example, if you interview the same informant twice (or three times) use a different code for each interview. · For easy coding purposes, for Phase 2B each team should start with the following number: Manggarai: 501 Sikka: 601 Pamekasan: 701 Ponorogo: 801 · Nominate one person from each kabupaten team to manage the files and interview codes to prevent duplicate or missing codes. · Do not start at number 1 again with each village, continue from the last number from the previous village. 1.2 Standard FGD Data Format (Annex B2) · Fill out this formation for every focus group discussion. · Like the Standard Data Format, continue to record `context' data on atmosphere, problems in the interview, dynamics, and non-verbal signals from respondents. Carry this on to a separate sheet if you have a lot to write. 140 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 2B FIELD GUIDE · Code this format by interview/FGD number to match the Focus Group Discussion Transcript Recording Format and Case Study Recording Format(s) from the same FGD (in case they become separated). For easy coding purposes, FGDs will be coded in sequence with the other interviews. Do not use a special code for the FGDs. · Do not start at number 1 again with each village, continue from the last number from the previous village. 1.3 Standard Interview Transcript Recording Format · Use this format to record general data that you gather when conducting in-depth interviews and, in some cases, informal interviews. · Do not record data on specific cases on this format unless you need to keep the sense of the interview, or unless they only know a small amount of information about a case. · DO NOT write about a case in the transcript and then copy it into the case study so that the same quotation appears twice. Record quotations on only one format for the entire interview. · Fill in one format for every interview you conduct. · If you interview the same informant twice, or more times, use different codes for each interview transcript format. · When you finish an interview, write up your notes in your notebooks. Then try to rearrange the transcript of the interview onto this format. · For some teams, working without electricity and computers, rearranging the transcript is too hard. In this case, write the transcript in as much order as you can. · To code the data, decide which data category the information you collect relates to (see Annex A for data categories) and then place the appropriate code in the margin, just as in Phase 2A. · Then order your transcript according to the data categories--for example grouping together the information on economic inequality (data code 1a). Only do this if you have time. It is more important to fill in the transcript and code it than to rearrange it perfectly. · Record only raw data in this format--that is, what the informant actually said rather than your analysis. However, if the informant's statement is unclear and you are unable to ask for clarification, use brackets to provide your interpretation of what the respondent meant. · When you summarize what the informant said, do not use quotation marks. · Code each standard interview recording transcript by interview number to relate to the standard data format for the same interview. · If you are interviewing more than one respondent, make sure you record clearly who said what. 1.4 Standard Focus Group Discussion Transcript Recording Format · Use this format to record general data that you gather when conducting focus group discussions. · As in Phase 2A, do not record data on specific cases on this format. 141 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 2B FIELD GUIDE 1.5 Case Study Recording Format · Use this format to record stories/cases that come up during interviews or focus group discussions. You do not need to repeat this data in the transcript format unless the transcript does not make sense without it . · You can use more than one Case Study Recording Format for each interview (i.e. use one format for each conflict case). · Record only raw data on this format­ that is, what the informant actually said rather than your analysis. However, if the statement by the informant is unclear, use brackets to provide your interpretation of what the person said. · When you summarize what the informant said, do not use quotation marks, instead put your comments in brackets. · Code each standard interview recording transcript by interview number to relate to the standard data format for the same interview. · Make sure you also include cases related to KDP in the case study formats. · Give each case study a name, and then use the same name for the case whenever an informant refers to that case. This step is particularly important if you have a number of similar cases such as domestic violence, land disputes etc., so that you can easily differentiate between each case study. This will also make it easier when you write your multi-perspective case studies. 1.6 Diary · As in Phase 2A, fill in your diary each day. · However use the diary mainly for your analysis and the information you get from participant observation. You do not need to record your daily activities, unless they are relevant to the research and your analysis. · Use the diary to start building up ideas for the case studies you will write at the end of the phase. · You can also code the information in your diary using the topic codes if the information is essential to understanding a case or the situation in the village. This does not have to be a cumbersome task, simply add the code if you think it is necessary. 1.7 Glossary · Importantly, make a glossary of local terms and acronyms so that everyone can understand the transcripts. · For Phase 2B, please use the glossaries that each team developed when writing the multi- perspective case studies. · Each time you come across a new word which other people will not understand, explain the word in brackets in the transcript/case study, then add it to the bottom of the glossary list you have already developed. · Each time you hand in your interview formats also hand in the new updated glossary. 1.8 List of Informants · Now that you have done so many interviews, it is important that we make a simple list of informants as we go. This means that when we write the multi-perspective case studies, we will quickly know which informants referred to which case. 142 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 2B FIELD GUIDE · This will not be time consuming if you fill out the list each time you complete an interview. Update the list every time you conduct an interview to make it quick and easy to keep track of your informants. · Start a new list for each village. · One member of the team should compile the informant list. · Each time you complete an interview, add the following information to the list: Int. Name of Position in the Relationship with Dusun Names of Code Informant Community the case (if appl.) Cases (add all) #501 Mr John Community Mediator Nagasari Black Magic in Leader Dusun Nagasari 2. Formats by Research Tool This section reviews which formats you need to fill in when using each research tool. 2.1 Research Tool 1: In-depth Interview · Standard Data Format (one for each interview) · Standard Interview Transcript Recording Format (one for each interview, even if there is only a small amount of information). · Case Study Recording Format (one for each case you hear about) 2.2 Research Tool 2: Focus Group Discussion · Standard FGD Data Format (one for each FGD) · Standard FGD Transcript Recording Format (one for each FGD) · Case Study Recording Format (one for each case you hear about) 2.3 Research Tool 3a: Informal Interview · Standard Data Format (one for each interview, if you get enough information) · Standard Interview Transcript Recording Format (one for each interview, if you get enough information) · Case Study Recording Format (one for each case you hear about, if you get enough information) If you only get a little information, record in the: · Diary 2.4 Research Tool 3b: Participant Observation · Diary 2.5 Local Language Terms and Acronyms · Glossary 2.6 List of Informants and Cases · List by village 143 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 2B FIELD GUIDE 3. Filing Systems 3.1 Saving Files on the Computer For those of you using a computer to write up your formats, apply the following rules: · Save all formats relating to the interview in THE SAME computer file. This includes the Standard Data Form, the Transcripts, and all Cases discussed in the interview. These files will NO LONGER be saved as separate files. · Use the following title for each interview file: Code No_Name of Informant_Case 1_Case 2_Case 3 · Use a single word or phrase to describe the case names so that you can tell quickly from the file name which cases were discussed in the interview. · For the case study section of the interview file, delete large gaps under the text to save paper and space. · Also delete the instruction section of the case study section of the file after you have completed the writing. · Include the following Header and Footer for each file (see Annex B): Header: Name of Informant, Interview Code (on right hand side) Footer: Name of Writer, Village, Names of Cases in the file (left hand side) Footer: Page number and file name (on the right hand side) 3.2 Organizing the Written/Printed Version of Your Interview Formats · For each written or printed interview, staple together the following sections: o Standard Data Form o Interview Transcript o Case Studies · For each complete interview, include the following Header and Footer on each page (see Field Guide 2B, Annex B): o Header: Name of Informant, Interview Code (on right hand side) o Footer: Name of Writer, Village, Names of Cases in the format (left hand side) o Footer: Page number and file name (if computer based) (on the right hand side) · Then arrange these formats in folders by village. · Where there is only a written form, make sure you keep a photocopy before you hand in the forms to Jakarta. · One person for each team should be in charge of this filing system. 144 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 2B FIELD GUIDE Annex A: New Research Topics, Data Codes and Field Question Guides 145 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY General Data Codes and Questions A1: General Data Topics and Codes 14. Development Projects (non-KDP) a. Presence and knowledge of development projects b. Participation in development projects c. Tensions with development projects d. Outcomes and impacts of problems with development projects 15. KDP Process and Mechanisms a. Participation in KDP b. Competitive Bidding Process in KDP c. Proposal writing process in KDP d. Facilitation of KDP e. Tensions in KDP process f. Complaints mechanisms 16. KDP and Conflict/Conflict Resolution a. Where KDP facilitators addressed non-KDP related conflict issues b. Where KDP forums were used to address non-KDP related conflict issues c. Where KDP has had a positive effect on social relations between groups d. Where KDP has led to non-KDP related conflicts 146 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY General Data Codes and Questions A2: General Data Field Question Guide These three sets of questions relate to the relationship between KDP and community capacity to manage conflict. Please refer back to the Field Guide Phase 2A for the other field guide questions. Since we already have 13 sets of questions from Phase 2A, the question numbering for Phase 2B starts at 14 (not 1). This is important for our coding system to track respondent's answers according to research areas. The questions listed below are guiding questions, therefore: · You will not necessarily ask all the questions--it depends on the informant's knowledge · You do not need to ask them in this particular order · You do not need to ask them directly, unless it is appropriate to do so. 14. Development Projects (non-KDP)23 a. Presence and knowledge of development projects · What development programs have there been in the desa/dusun? · How many years have they been in the desa/dusun? · Have there been any new projects in the last five years? · Which ones did you have in this dusun? · What were they for? · Do you know how much funding the projects had? · Do you know where their source of funding was from? b. Participation in development projects · Which people in the dusun/desa were involved in the projects? · Were you involved? · If so, in what ways? · Did you ever go to any meetings about the projects? · Were you involved in any decision or planning meetings about the projects? · Who made the decisions about these projects? c. Tensions with development projects · Were there any tensions or problems caused by these development projects? · What kinds of tensions or problems did they cause? · Why did they cause those tensions or problems? · Can you remember what happened? · Were these problems resolved? · If so, how were they resolved? 23Including government development projects and external donor or NGO projects. 147 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY General Data Codes and Questions · If not, why were they not resolved? Refer here to Q. 3,4,5 and 11 (Annex A, Phase 2A Field Guide) for guiding questions to explore how problems were managed. d. Outcomes and impacts of problems with development projects · Have any of the problems over development projects become violent? · If so, in what ways? · What other impacts did the problems over the project have in the dusun/desa? Refer here to Q. 12 (Annex A, Phase 2A Field Guide) for guiding questions related to exploring conflict cases 15. KDP Process and Mechanisms Note: The informant may never have heard of the following meetings. If so, it is important to record this information in the formats. We are interested as much in what they do not know as in what they do know. However: If the informant is aware of these meeting, if the informant can distinguish between them, or if they were present at the meetings, then ask the questions listed below. You do not need to ask them in any particular order. a. Participation in KDP There are four kinds of meetings to ask informants questions about: · KDP socialization meetings? o dusun, desa, kecamatan levels · KDP planning meetings? o dusun, desa, kecamatan levels · KDP decision-making meetings? o dusun, desa, kecamatan levels · KDP implementation meetings? o dusun, desa, kecamatan levels Be sure to ask the following questions to each of the following groups: women, the poor, ethnic or religious minorities. For each of the meetings listed above, ask the following questions: · If you went to any KDP meetings, which ones did you go to? · If you went, who invited you, or how did you hear about it? · If you were not invited, could you still go to the meeting? 148 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY General Data Codes and Questions · How many times in one year did they have meetings in this dusun/desa? · If they did not have meetings, do you know why not? · Were the meetings different in any way to other meetings for development projects? · If so, in what ways were they different? · Who were the key decision-makers in the meetings? · What was the role of the kepala desa in the meetings? · Were decisions made by consensus/voting? · If not, how were the decisions made? · What were the meetings like in the first year? · What were the meetings like in the second year? · What were the meetings like in the third year? · Was there any change in the meetings from year to year? · If you did not go to any meetings, why not? · If you did not go, did anyone in your household go to the meetings? b. Competitive Bidding Process in KDP · Was there a competitive process to select proposals in this dusun/desa? · During the bidding process, how did they prioritize projects? · Who made those decisions? · Was there any discussion about prioritizing projects? · If there was no consensus, how did they make the decision about which proposal to prioritize? · At the UKDP meetings, how did they make the decisions about prioritizing proposals? · Was there any discussion about the selection? · If there was no consensus, how did they make the decision about which proposal to prioritize? c. Proposal writing process in KDP · How did the proposal writing team get selected in this desa? · Did you know the results of the proposal writing? · Who informed you about the result of the proposal writing? · Was there any socialization in this desa about the results of the proposal? d. Facilitation of KDP · Was there an FD in this dusun/desa? · What was their role? · How were they selected to be the FD? · Was the FD related to any of the village leaders? · At the KDP meetings, was there anyone present from outside the desa? (i.e. FK) · What was their role? e. Tensions in KDP process · Were there any tensions about project design/selection/funding/implementation? 149 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY General Data Codes and Questions o Tensions over allocation of projects to one dusun/desa and not others? o Tensions over manipulation of project funds? · How serious were these tensions or problems? · Did the tensions ever lead to violence of any kind? · Who resolved the tensions or problems? · How were they resolved? · Why was that person involved? · If the problems were not resolved, why was that? Refer here also to Q.3,4,5 and 11 (Annex A, Phase 2A Field Guide) for guiding questions on conflict resolution. e. Complaints mechanisms · If there were any problems or complaints you had with KDP, where did you address the problem? · Who addressed your problems with KDP? · How effective was that person/institution? · If you did not have access to any complaints mechanism about KDP, why was that? · Did other people have access to complaints mechanisms? · Was the problem solved through this person/institution? · If not, why not? 16. KDP and Conflict/Conflict Resolution a. Where KDP facilitators addressed non-KDP related conflict issues · Were any problems not related to KDP addressed by KDP facilitators (FD or FK)? · If so, why was that? · What kind of problems did they address? · Were they effective in solving the problems? · If so, why? · If not, why not? b. Where KDP forums were used to address non-KDP related conflict issues · What kind of forums did you have in this desa before KDP? · Did you have any inter-village forums before KDP? · Were any problems not related to KDP addressed through KDP forums? · Ask for dusun/desa/kecamatan · If so, why was that? · What kind of problems were addressed in the forums? · Were the forums an effective place to solve the problems? · If so, why? · What was it about the forums that meant the problems could be resolved? · If not, why was that? · What were the limitations of the forums? 150 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY General Data Codes and Questions c. Where KDP has had a positive effect on social relations between groups · Did members of different groups24 work together on any of the projects in this desa/dusun? · If not, why not? · If so, which groups worked together? · If so, did working together on KDP projects increase "solidarity" between groups? · If so, was that unusual or normal for those groups to work together? · If it was unusual, why did they work together on this project? · Did members of different groups meet together at the KDP forums? · Which groups came to the meetings? · Did any groups not attend the meetings? · Do you know why not? · Did any groups come to the meetings that did not normally attend meetings? · If so, do you know why they came to these meetings? Refer here to Q.6.a (Annex A, Phase 2A Field Guide) on associational interaction and civil interaction for further guiding questions. d. Where KDP has led to non-KDP related conflicts · Have disputes over projects ever spilled over and led to other disputes, outside the project? · Have these disputes ever become violent? · Who was involved in resolving these disputes? Refer to Q. 15.d and Q.12 (Annex A, Phase 2A Field Guide) for further guiding questions on conflict cases. 24This could be different groups based on identity (religion, ethnicity, ancestry, political affiliation) or on income- level or other structural groups. 151 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 2B FIELD GUIDE Annex B: Updated Data Recording Formats 153 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Name of Informant, Interview Code B1: Standard Data Format Code No: Researchers present: Interviewer(s): Note-taker(s): Date: Time: Length (hours, minutes): Where held: Kab: Kec: Desa: Dusun: Location/Place: People present: Respondent: Gender: Age: < 15 41-50 15-21 51-60 22-30 > 61 31-40 Organization (if applicable): Position held: Ethnicity: Religion: Place of birth: Time lived in present location (kabupaten): Name of Writer 154 Village, Name of Cases File Name KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Name of Informant, Interview Code Context Name of Writer 155 Village, Name of Cases File Name KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Name of FGD Group, Interview Code B2: Standard FGD Data Format Code No: Where held: Kab: Researchers present: Kec: Interviewer(s): Desa: Note-taker(s): Dusun: Date: Location/Place: Time: Length (hours, minutes): FGD participants: No. Name Age Education Occupation Ethnicity Religion 1 2 3 4 5 6 7 8 Notes: Include here comments on (a) atmosphere, (b) any problems during discussion, (c) non-verbal signals from respondents Please carry onto separate sheet if necessary. Name of Writer 156 Village, Name of Cases File Name KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Name of Informant, Interview Code B3: Standard Interview Transcript Recording Format here> Name of Writer 157 Village, Name of Cases File Name KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Name of FGD Group, Interview Code B4: Focus Group Discussion Transcript Recording Format Participant> Name of Writer 158 Village, Name of Cases File Name KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Name of Informant, Interview Code B5: Case Study Recording Format Date: Coding #: Kabupaten location: Interviewee: Case Name: Instructions: - Summarize the key aspects of any story/case an interviewee tells you on this sheet. - Each sheet should only record the story of one interview. You will not combine the stories from several different interviews (that is, from all respondents) to create a full case until later. - As much as possible, use the respondents' own words. - If there is more than one respondent in the interview, note which respondent provided the information. - Mark where it is the respondent's own words (or a translated version) in quotation marks. - Very important: Do not do the analysis yourself at this point. - Record exactly what the informant says here, not what you think. - Put other parts of the interview not related to the story on the separate format sheet. - Use your diary/analysis sheets for your own analysis. - You do not need to fill in the whole sheet. 1. Background to the dispute/conflict Name of Writer 159 Village, Names of Cases File Name KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Name of Informant, Interview Code 2. Causes (tensions and triggers) Name of Writer 160 Village, Names of Cases File Name KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Name of Informant, Interview Code 3.What happened? (history) Name of Writer 161 Village, Names of Cases File Name KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Name of Informant, Interview Code 4. Impact and effect of the dispute/conflict Name of Writer 162 Village, Names of Cases File Name KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Name of Informant, Interview Code 5. Mediation/Intervention Name of Writer 163 Village, Names of Cases File Name KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Name of Informant, Interview Code 6. Outcome of mediation/intervention Name of Writer 164 Village, Names of Cases File Name Field Research Guide KDP & Community Conflict Negotiation Study ___________________________________ Qualitative Research Phase 3 November 2003 ­ March 2004 NTT and East Java Indonesia 165 166 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 3 FIELD GUIDE Contents A. BACKGROUND .......................................................................................................170 1. INTRODUCTION .........................................................................................................170 2. BACKGROUND TO QUALITATIVE RESEARCH PHASE 3...............................................170 3. AIMS OF QUALITATIVE RESEARCH PHASE 3..............................................................171 B. RESEARCH HYPOTHESES AND QUESTIONS ................................................173 1. DOES KDP HELP COMMUNITIES MANAGE CONFLICT?.............................................173 1.1 Types of Conflict KDP Most Effectively Addresses...........................................173 1.2 Cases in which KDP Has a Negative Effect ......................................................174 1.3 External Factors that Affect the Ability of KDP to Successfully Manage Conflict174 2. IN WHAT WAYS DOES KDP HELP COMMUNITIES MANAGE CONFLICT? ..................174 3. WHAT FORMS OF CIVIC INTERACTION HELP RESOLVE OR MANAGE CONFLICT?......175 C. UNDERSTANDING KDP AND CONFLICT: METHODS .................................177 1. DISTINGUISHING BETWEEN KDP AND `CONTEXT' EFFECTS .....................................177 1.1 Comparing KDP with Other Development Projects/Government Processes....177 1.2 KDP Processes Used Elsewhere........................................................................178 1.3 Before and After KDP........................................................................................178 2. CASES AND GENERAL DATA: AN OVERVIEW............................................................178 2.1 Cases..................................................................................................................179 2.2 General Data .....................................................................................................179 3. RECORDING GENERAL DATA....................................................................................181 3.1 Recording Kecamatan Information....................................................................181 3.2 Recording Village Information ..........................................................................181 4. CODES FOR PHASE 3..................................................................................................182 D. RESEARCH SITES PHASE 3.................................................................................184 1. SELECTION CRITERIA: NEW KECAMATAN..................................................................184 2. NEW KDP KECAMATAN.............................................................................................184 3. SELECTION CRITERIA: NEW VILLAGES.....................................................................185 4. `OLD' VILLAGES AND KECAMATAN ...........................................................................185 E. WORK-PLAN FOR RESEARCH PHASE 3 .........................................................187 1. NTT BASIC TIMELINE...............................................................................................187 2. EAST JAVA BASIC TIMELINE.....................................................................................187 3. RESEARCH WORK-PLAN: 3A AND 3B.......................................................................187 F. PROCEDURES FOR KECAMATAN AND VILLAGES.......................................189 1. KECAMATAN LEVEL (NEW KECAMATAN)....................................................................189 2. VILLAGE LEVEL (NEW VILLAGES)............................................................................189 3. KECAMATAN AND VILLAGES (OLD RESEARCH SITES)................................................190 4. INFORMANT LISTS.....................................................................................................190 4.1 Standardized Questionnaires: Kecamatan Level...............................................190 4.2 Standardized Questionnaires: Village Level .....................................................191 167 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 3 FIELD GUIDE 4.3 Informants for Qualitative Research .................................................................191 G. OVERVIEW OF RECORDING FORMATS AND FILING SYSTEM.............194 1. STANDARD INTERVIEW FORMATS.............................................................................194 1.1 Standard Data Format......................................................................................194 1.2 Standard Interview Transcript Recording Format ............................................195 1.3 Case Study Recording Format...........................................................................195 2. KEY INFORMANT QUESTIONNAIRES: KECAMATAN AND VILLAGE-LEVEL FORMS.......196 3. IN-FIELD SUMMARY FORMS......................................................................................196 3.1 KDP Kecamatan-level Form..............................................................................196 3.2 Kecamatan-level Form--Demographics ...........................................................197 3.3 KDP Village-level Form ....................................................................................197 3.4 Village Profile Form..........................................................................................197 3.5 List of Informants...............................................................................................198 4. DIARIES ....................................................................................................................198 5. FILING SYSTEMS .......................................................................................................198 5.1 Saving Files on the Computer...........................................................................198 5.2 Organizing the Written/Printed Versions of Your Interview Formats...............199 H. OUTPUTS .................................................................................................................200 1. IN-FIELD SUMMARY FORMS......................................................................................200 2. CASE STUDIES...........................................................................................................201 3. ANALYSIS PIECES .....................................................................................................201 3.1 Analytical Piece #1: Problem-Solving, Dispute Resolution and Meditation.....202 3.2 Analytical Piece #2: Civic Interaction and Identity Groups .............................202 3.3 Analytical Piece #3: KDP and Its Spillover Effects...........................................203 ANNEX A: RESEARCH TOPICS, DATA CODES AND FIELD GUIDES.........205 A1: GENERAL DATA TOPICS AND CODES .....................................................................206 A2: GENERAL DATA FIELD QUESTION GUIDE ..............................................................207 ANNEX B: UPDATED DATA RECORDING FORMATS.......................................213 B1: STANDARD DATA FORMAT ....................................................................................214 B2: STANDARD FGD DATA FORMAT ...........................................................................216 B3: STANDARD INTERVIEW TRANSCRIPT RECORDING FORMAT ...................................217 B4: FOCUS GROUP DISCUSSION TRANSCRIPT RECORDING FORMAT.............................218 B5: CASE STUDY RECORDING FORMAT........................................................................219 ANNEX C: STANDARDIZED DATA FORMATS....................................................225 C1: KDP DATA FORM: KECAMATAN-LEVEL INFORMATION..........................................226 C2: KDP DATA FORM: VILLAGE-LEVEL INFORMATION...............................................234 C3: KECAMATAN DEMOGRAPHICS FORM.......................................................................240 C4: VILLAGE DEMOGRAPHICS FORM............................................................................252 C5: INFORMANT LIST....................................................................................................271 ANNEX D: KEY INFORMANT QUESTIONNAIRES.............................................273 D1: KEY INFORMANT QUESTIONNAIRE: KECAMATAN-LEVEL INFORMANTS..................274 168 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 3 FIELD GUIDE D2: KEY INFORMANT QUESTIONNAIRE VILLAGE-LEVEL INFORMANTS........................304 169 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 3 FIELD GUIDE A. Background 1. Introduction This field guide supplements the three field guides you have used already. Use this guide for the third phase of the KDP & Community Conflict Negotiation Study. Phase 3 of research will take place in two three-four week periods. You will conduct research in the same districts as before, but primarily in different kecamatan and villages. Most of the research will take place at the village level, with only short amounts of time at the kecamatan level. The basic methodology and research instruments are similar to those we used in Phase 2 of the research, with some additions and a few subtractions. The Phase 3 field guide gives information on a number of subjects: · Background to Research Phase 3 (Sections A2 and A3) · Research Hypotheses and Questions (Section B) · Work-plan for Research Phases 3A and 3B (Section E) · New village procedures and updated informant list (Section F) · Overview of recording formats and filing system (Section G) · Explanation of new analytical pieces (Section H) At the back of this guide (in Annex A) is the Field Question Guide for this phase of research. Phase 3 retains only some of the codes we used in Phases 2A and 2B. For information on conducting interviews, participant observation, basic village procedures and tips, refer to the previous guides plus, of course, your own experience. Many of the data formats remain the same as in the last phase. In addition, however, there are a number of new formats to fill in and questionnaires to administer. All of these--old and new--are printed in Annex B. Section G contains instructions on how to use them. 2. Background to Qualitative Research Phase 3 As you may recall, the KDP & Community Conflict Negotiation study has two basic aims. First, we want to understand the conditions that make conflict more or less likely, that affect community's abilities to manage it, and that help determine the pathways that individual conflicts take. Second, we want to ascertain KDP's impacts on those pathways and, specifically, whether KDP processes generate any externalities or spillover effects that help communities solve their problems. After the first two phases of research (Phases 1, 2A and 2B) we have very good and comprehensive data on the first aim. However, we have less on the second. The primary reason for this has been our relatively small sample of KDP locations: 12 villages in 4 kecamatan. This is too small a sample because: (a) as we were only working in one KDP kecamatan per district, we do not know if the KDP performance in that district is representative of how it works in other kecamatan in the district; and (b) as KDP was not working as it is meant to in some of the districts (especially kecamatan Lamba Leda in Manggarai, and kecamatan Proppo in Pamekasan) it is impossible to find any effects. 170 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 3 FIELD GUIDE There are two implications to this: First, we need to increase the number of KDP kecamatan (and villages) we are working in; and, second, we need to be sure that the KDP kecamatan have at least a minimum level of KDP performance (i.e. the program needs to be basically working as intended). As such, Phase 3 extends the research into two more kecamatan in each research district, covering an additional two villages per kecamatan (thus four more villages per kabupaten). All of the villages and kecamatan that we visit in Phase 3 will have had KDP for at least three years: either 3 years of KDP1, or 2 years of KDP1 and the first year of KDP2.25 The data from these extra villages, combined with the information from Phase 2, will allow us to more thoroughly test some of the hypotheses about how, and why, KDP may impact communities' ability to manage conflict. In addition to more closely examining the relationship between KDP and conflict (and conflict management), Phase 3 will collect some standardized qualitative and quantitative data. After looking at the data we have already collected, we decided to drop the quantitative household survey component of the research. We did this for two reasons: (a) household surveys are very expensive to administer; and (b) household surveys are not very good at investigating processes--the ways in which variables become important--which is primarily what interests us. However, we do want to collect some standardized data to allow us to compare the villages within our sample. As such, in addition to the methods you used before, in research Phase 3 you will conduct a range of standardized interviews in the new villages we are working in, and will also return (briefly) to the old research villages to do the same (See Section C for details on the research sites for this phase). 3. Aims of Qualitative Research Phase 3 Remember, there are five overall research questions for the study: 1. What are the main factors that affect local level capacity to manage conflict? 2. How important is the nature and extent of interaction between different groups, and between those groups and the state, to local conflict mediation? How are boundaries between different groups constructed and sustained? 3. Does KDP help communities manage conflict more constructively? More generally, can external agents help establish more inclusive, transparent, and accountable local level institutions for mediating conflict? 4. If so, for what types of cases of conflict, and under what conditions? 5. If so, which elements of the KDP program appear to be most influential? In this period of research you will focus on the latter three research questions--that is, those related to KDP. You will only look at the first two questions where they relate to KDP. The three research questions divide into two main areas of concern. Please keep these points in mind as you conduct your research: · What is the impact (positive or negative) of KDP on communities' ability to manage conflict, and thus on levels of violent conflict? Where it does make a difference, when does this happen, under what conditions and for what types of conflict? This does not just mean when was KDP involved in a case of conflict, but also when have the broader elements of 25In some cases (in Ponorogo and Sikka) the kecamatan have had KDP for 4 years ­ 3 years of KDP1 and 1 year of KDP2. 171 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 3 FIELD GUIDE KDP been instrumental in resolving or inflaming conflicts--i.e. does KDP make a difference? · If KDP does make a difference, through what mechanisms does it do this? Specifically, how and why does KDP make a difference? The next section provides more detail on our specific hypotheses and the research questions we will use to test them. Note: It is important to remember that at present we are agnostic are about any externalities KDP may produce. That is, we are open to either positive or negative findings regarding KDP's impact on conflict. The research is in large part a project evaluation, which means that we want to see how KDP works in reality. For example, we already have quite a lot of information from our research kecamatan on hypothesis 1.3 below pertaining to externalities which prevent KDP from helping communities manage conflict, i.e. elite capture of the processes. Keep your eyes open for manifestations of positive externalities. But, at the same time, be aware of any biases you might have towards finding effects that are not there. 172 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 3 FIELD GUIDE B. Research Hypotheses and Questions When thinking about what we should concentrate on for the research in Phase 3, it is useful to consider a number of hypotheses we are trying to test. These are certain questions about KDP and its relation to conflict that we want to answer. Through the material you collect in this phase and from the previous research you have done, we want to be able to test the validity of each of the hypotheses. Think about these hypotheses when you are doing the research because, ultimately, these are the questions we are trying to answer. For this phase, most of the analytical pieces you write will need to respond to the hypotheses, where you give your opinion--based on the evidence you collect-- about the validity of each of the statements. (See Section H for more on the expected analytical pieces and outputs). As noted above, our areas of concern--and hence hypotheses--divide into three categories: · whether KDP is affecting communities' conflict management capacity; · how and why KDP is affecting communities' capacity; and · how civic interaction affects communities' capacity. See Section C for more on how exactly we might test these hypotheses and the research methods you will employ. 1. Does KDP Help Communities Manage Conflict? The study is, in part, an impact evaluation of KDP. As such, we want to generate and support some conclusions about the overall impact KDP has on communities' ability to manage conflict, and the limitations (by context or conflict type) of this. In this section, we explore three sets of hypotheses: · first, the types of conflict that KDP most effectively addresses; · second, the cases where KDP has a negative effect; and · third, the external (to the program) conditions that affect the extent to which KDP can have a conflict-managing impact. For each specific hypothesis below, we provide some sample measures that will help us test its validity. Some of the analysis pieces you will write (see Section H) will respond to these hypotheses, so please try to keep them in mind at all times. 1.1 Types of Conflict KDP Most Effectively Addresses (a) KDP is most effective at helping resolve conflicts generated at the level at which KDP itself operates (which is to say, at the local level, rather than more widespread communal, separatist, or military conflict). Measures: - Pre-existing levels and types of conflict (at different levels) - Different types of `problems' addressed at KDP forums 173 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 3 FIELD GUIDE (b) KDP is better at addressing conflicts that involve parties included in KDP decision-making processes than those involving other external parties. Measures: - Participation in KDP (by different groups) - Pre-existing levels and types of conflict (at different levels) 1.2 Cases in which KDP Has a Negative Effect (a) Because it generates its own forms of micro-conflict (by initiating competition to allocate finite resources, etc.), KDP has potentially negative effects in those circumstances in which: · Ethnic and economic tensions are already high, and where (for whatever reason) KDP staff fail to deliver program resources as promised · Entrenched leaders are able to circumvent KDP rules (i.e. elite capture) · Local level institutions have been (or are) ill-prepared to cope with the specific forms of conflict (and/or decision-making) KDP introduces · State law enforcement organizations (e.g., the police) fail to uphold a minimally enabling environment Measures: - Facilitator's capacity to effectively engage communities and convey (and enforce) KDP rules - Quality of technical assistance and institutional support given to facilitators - Pre-existing levels and types of conflict - Nature and extent of engagement with police/law enforcement officials - Participation of different groups in KDP processes 1.3 External Factors that Affect the Ability of KDP to Successfully Manage Conflict (a) In communities where there is significant elite control/capture of KDP processes, community capacity will not be enhanced. Measures: - Levels and forms of elite control/capture of KDP decision-making forums - Levels and forms of elite control/capture of KDP implementation teams and mechanisms - Levels and forms of elite control of other (non-KDP) development projects - Types of elite control (e.g., where relatives of government officials hold all key decision-making roles inside/outside KDP; where traditional leaders dominate decision-making) - Forms of elite control over local government (e.g., relationships between village and sub-district government officials; same group dominates both village parliament and village government apparatus). 2. In What Ways Does KDP Help Communities Manage Conflict? One of our main research concerns is to test whether KDP helps communities manage conflict more effectively. This could happen for any, or all, of the following five hypothesized reasons: 174 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 3 FIELD GUIDE (a) Cognitive Change: The improvement in civic skills and trust between ethnic groups through involvement in the KDP socialization, planning, decision-making and implementation stages. Measures: - Levels of trust between groups over time (pre- and post-KDP) - Participation in KDP (b) Institutional Change I: The creation of inter-group forums where problems can be discussed provides new avenues for addressing problems. Measures: - Levels of interaction across ethnic groups in other forums before KDP - Changed levels of interaction post-KDP - Extent to which KDP forums resolved non-KDP-related problems (c) Institutional Change II: The increased participation of marginalized groups enhances community capacity to resolve conflict (and that this works in both homogenous and heterogeneous communities). Measures: - Levels of interaction across socio-economic groups (disaggregated by gender) before KDP - Levels of interaction post-KDP (d) Cultural Change: KDP, in encouraging democratic decision-making at the local level, changes people's values, and, in doing so, helps create a culture of peace. Measures: - Attitudes toward peace, violence and decision­making, and differences pre- and post- project (e) Outside Actors: The more effectively the kecamatan facilitator (FK) enforces KDP's rules pertaining to inclusive group decision-making, the more effective the new decision-making mechanisms put in place, and the lower the probability of conflict. Measures: - Role of FK and other extra-village facilitators - Levels of participation by different groups 3. What Forms of Civic Interaction Help Resolve or Manage Conflict? We are interested here in the role and presence of inclusive inter-community mechanisms and whether they help communities manage conflict, thus reducing levels of violent conflict. We will explore the following hypotheses: (a) Institutional Representation: Communities with institutions that involve or represent different ethnic groups will have lower levels of conflict. Conversely, communities are less able to manage conflict when institutions only operate intra-ethnically. Measures: - Involvement by ethnic group in different institutions (Government, religious, adat (traditional), and other community groups) 175 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 3 FIELD GUIDE (b) Formal and Informal Associations: Formal associational inter-ethnic institutions have a greater impact on lowering levels of conflict than informal everyday forms of inter-ethnic engagement.26 Measures: - Involvement by ethnic group in different institutions (Government, religious, adat, other community groups) - Measurements of `non-associational quotidian' interaction (c) Bridging Forums: Where multi-ethnic communities do not have bridging forums, inter- group conflict tends to trigger violent conflict. Measures: - Involvement by ethnic group in different decision-making forums (Government, religious, adat, other community groups) (d) Local Customs and Traditions: Traditional or customary (adat) institutions may restrict the capacity of communities to resolve conflict when they do not include other ethnic or marginalized groups in their decision-making mechanisms. Measures: - Involvement by ethnic/clan/socio-economic group in adat institutions - Extent to which different groups participate in adat decision-making 26This will test the theory Varshney (2002) generates from the Indian experience regarding the importance of overlapping civic associations for preventing and mediating communal conflict. 176 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 3 FIELD GUIDE C. Understanding KDP and Conflict: Methods 1. Distinguishing between KDP and `Context' Effects How can we test for KDP spillover effects? One way that we have used in the research is to compare how conflicts and problems are managed in KDP locations and otherwise similar non- KDP locations. If problems are addressed in different ways in KDP locations this may mean that KDP has had an impact on how people deal with their problems. If problems are addressed in more democratic ways, if they tend to be discussed in forums where the community is involved, if community relations seem to be better because of joint decision-making in the KDP process: all these may signify a KDP effect. However, there are some problems with this. What if the KDP communities are already better at dealing with their problems? The KDP process may work well in some communities precisely because they are already good at dealing with their problems, and managing conflict. Preliminary evidence from Phase 2 has shown that this is the case: KDP works better in places where there are not strong traditions of elite capture in decision-making processes in the villages, and where communities' are conscious of their rights and willing (and able) to voice their aspirations. One of the big challenges for our research is to separate any KDP effects (that is, effects that flow from the program) from contextual effects (that is, factors in the community that may have led to improved conflict mediation, even without the KDP program). Thus whenever you conduct interviews, think about your findings, and, ultimately, write your analysis of KDP effects, try to distinguish between these two types of effects: KDP ones, and those related to broader contextual features of the communities you study. To do this, think about what the kecamatan/village environment was like before KDP was implemented--as well as during the implementation of the program and after the program was complete. For example, were conflict resolution mechanisms inclusive and conflicts easily resolved in a non-violent manner prior to KDP? Have conflict resolution mechanisms changed since KDP was implemented? Below are some suggestions you can use to do this. At the training we will brainstorm more ways that you can use to isolate KDP impacts. 1.1 Comparing KDP with Other Development Projects/Government Processes One way to distinguish KDP from contextual effects is to look at KDP in relation to other development projects. Of course you have already been doing this, but in this phase pay particular attention to this comparison. This approach does not necessarily tell us about `spillover' effects, but it at least helps us look at the extent to which KDP is in practice `different' and thus the extent to which it has the potential for such spillovers. Particular things to compare include the following:27 · Participation: is there more participation from the whole community in KDP meetings than in meetings for other development projects? Are poor people, women, and minority ethnic/religious groups more likely to attend KDP meetings than other government/development meetings? Are they more likely to speak in the meetings, and influence decision-making? How often do their proposals go forward to the kecamatan 27Most of the questions here are very similar to those in the previous field guides relating to KDP. 177 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 3 FIELD GUIDE forum? How often do they get funded? How does this compare with other non- government or government programs. · Program-related Problem Solving/Corruption: are problems in the KDP process dealt with differently than those relating to other development projects/government programs? Are they more or less likely to result in violence? Is the level of transparency in KDP different from other programs? · Non-program-related Problem Solving/Corruption: how often do people use KDP forums/facilitators to deal with non-KDP conflicts? How does this compare with other non-KDP forums or facilitators? 1.2 KDP Processes Used Elsewhere Another indication of KDP spillover effects is instances where KDP processes have been adopted and used elsewhere. Some examples of this are where KDP processes are now used for distributing other government funds; or where other non-KDP meetings (government or non-government) now take on a KDP `tinge', in terms of increased participation by minorities, more democratic process, etc. Furthermore, look for examples where other government programs and funding accommodate KDP proposals that have failed in the kecamatan competition rounds. These are all signs of a KDP `spillover'. Instances where these effects are noticeable in the ways in which problems and conflicts are solved are of particular interest. Are KDP facilitators involved in mediating non-program related disputes? Do people use KDP forums to discuss other problems? 1.3 Before and After KDP Perhaps the most important method for finding KDP impacts is to compare how decisions are made, how village government and other parties with authority are held accountable, and how problems are solved, in a community before and after KDP has been implemented. This means that we will explore KDP's impact through examining communities over time, comparatively before and after the project. To do this, where it is not explicitly specified in each of the measures below the hypotheses, we need to identify each measure at points before, during and after KDP was present in the research areas. Thus, for example, when you ask about how land problems are solved in a given KDP village, ask how they were solved before KDP and now that KDP has been running for a few years. Of course, the way to do this might not be to ask for changes in relation to KDP. Instead, ask whether there have been changes in the past 3-4 years in how problems are solved. That said, it is also worth asking directly (and the key informant surveys will do this) whether KDP has had an impact on these things. In your analytical pieces you will need to talk specifically about changes over time. In addition, think about the reformasi timeframe and whether this has influenced decision-making in the village. 2. Cases and General Data: An Overview You'll remember from before that you collected two different types of data. The first related to conflict cases, where you looked at the individual pathways conflicts took. Comparing the cases allows 178 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 3 FIELD GUIDE us to show what is present or missing that determines whether a conflict becomes violent (and escalates) or not: That is, to identify the key variables that dictate conflict outcomes. The second type of data was general data on the villages and communities you studied. We used this data to help us understand the cases we were following, to give us a broader picture of the `conflict map' of the research locations, and to identify the factors that affect conflict and the way in which it is managed. (See Section E of Phase 2A Field Guide.) While you will still collect both types of data (case-related and general) in Phase 3 of the research, the specifics of what you should focus on are slightly different. 2.1 Cases Whereas in Phase 2 of the research you used individual conflicts as a way to understand village life, in this phase do not follow in detail most conflicts that you find. Still try to gain an overall picture of the most frequent types of conflicts in the village, and whether or not they result in violence (this will be recorded in a different format). BUT only focus your case studies on that which relates to KDP and its interaction with conflict and problem-solving. Unlike other phases, the priority of this round is not to collect case studies. Only follow-up KDP case studies if you think they are particularly interesting and have something broader to say about the interplay between KDP and conflict/conflict resolution. These case studies do not necessarily need to be as long as those you wrote before. These cases may be of four different types: (a) Where KDP has triggered a conflict (b) Where there has been a significant conflict in the KDP process (which has either been solved or not solved) (c) Where people have used KDP forums or facilitators to help manage/resolve a non-KDP conflict (d) Where KDP `spillover effects' appear to have had an impact on the management of a specific conflict case28 When you collect case-specific data continue to use the Case Study Format. However, we have modified the format to include more information on KDP. (See Section G for information on the formats to use in this phase, and Annex B for the formats themselves). 2.2 General Data In Phase 2A you collected general data on 13 different topics which you wrote up in the standard interview transcript for each interview. In Phase 2B this expanded to 16 topics. In this phase of research concentrate your write up of the interviews on assessing KDP and its impact on problem solving. This means that you do not need to collect extremely detailed information on all the topics. Rather concentrate your attention specifically on just a few things. · First, concentrate on KDP and its impacts on conflicts 28In practice, it is probably difficult to determine these types of cases, because `spillover effects' are usually hard to determine at first glance for the reasons discussed above. However, if you do find any cases of this type make sure you write them up, specifically relating them to KDP. 179 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 3 FIELD GUIDE · Second, look at other development projects and their impacts on conflict. This will allow us to compare KDP and other projects to find out if KDP is any different (see Section C1.2 above) · Third, look at civic interaction--at the relations between groups. As you'll remember, these relations are particularly critical to understand why conflict takes place and the ability of communities to manage it. In particular, think about civic interaction in the context of KDP--does KDP change the nature of civic interaction? · Fourth, look at the other ways in which communities deal with their problems and how successful they are. In terms of forms of problem solving in the village, we are particularly interested in looking at the role of intra-group mediators (those who control the group from within, like silat leaders), compared with the role of inter-group mediators (those who mediate conflict between groups, but who are not a leader of one of the groups, like FK). Whenever you are working out who the mediators are in disputes, try to work out which of these two types they are. Look at the varying successes of different sources of mediators for different types of conflict. Also investigate what factors matter in determining why given mediators are successful or not. For example, is it trust that is important, or authority, or experience? Also, we want to understand what type of knowledge is necessary for mediators in solving problems. There are two basic types of knowledge: (1) technical knowledge and (2) local understanding--or metis. The former might include expertise in legal systems, governance or negotiation theory. The latter might include an understanding of local conditions and aspirations, and local ways to communicate. When you research, try to work out for specific conflicts and situations which type of knowledge seems to be missing. As before, record information related to these topics on the Standard Interview Format, which remains the same from the last phase of research (see Annex B). Continue to use the same topic codes ; they are re-printed in the next section and in Annex A. However, unlike Phase 2 of the research, you do not need to write-up the whole interview on this format. Still briefly discuss information given by the respondent on other topics (for example the socio-economic characteristics of the village) BUT do not record it on the standard interview format in quotation form. Thus you do not need to complete absolutely comprehensive formats ­only record information on the above topics in quotation form (see Section G for full instructions on the formats to use in this phase). Although you do not need to collect detailed information on most of the topics that we used before, still try to get a basic sense of them. You must write a basic summary of each topic in the village profile analytical piece that you will fill in for each research village . The profile will be in addition to the village summary sheets that you fill out (see Section H for details on the analytical pieces for this phase). Thus, try to find out about these topics--whether through interviews or participant observation. However, you do not need to focus on them extensively in your interviews, and you do not need to record informants' answers on them in your formats. (If, however, a respondent says something particularly interesting on one of these topics, please record it in the format under 180 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 3 FIELD GUIDE the section heading `other'. Note that this is ONLY necessary if the informant says something which you think is very important for the research, otherwise leave it blank). 3. Recording General Data For Phase 3, you will use four new in-field summary forms to record general data on the kecamatan and village levels (see Section G for details on how to fill them out). While the previous section explains where our topical emphasis differs from the previous research phase, this section explains new ways to record the general data you collect. Specifically, while you will still use the Standard Interview Transcript to record information from individual respondents that relates to KDP and its impact on problem solving, you will use the new forms to summarize other information from multiple interviews that describes basic details of the villages and kecamatan you study. 3.1 Recording Kecamatan Information There are two key forms for recording summaries of kecamatan level information. These forms are designed to capture basic information from all interviews at each level. The forms are: · The KDP Kecamatan Level Form · The Kecamatan Demographics Form Rather than write detailed transcripts of all interview data in the standard interview form as you did in Phase 2, you can summarize much of this information from several different interviews in the new forms provided. Write the appropriate interview code(s) after each piece of information. (See Section G 3.1 and 3.2 for more details on how to fill out these two forms). You will need to cross- check and verify some of this information in the villages visited. (a) The KDP Kecamatan Level Form Use this form to capture basic KDP data that is not recorded in the standardized questionnaires. This includes information on the population of the kecamatan during the implementation of KDP, the FK during the implementation of KDP, participation by villages in the competition process, which villages received funding for KDP projects, the types of projects funded by KDP in the kecamatan, and other development projects existing in the region. (b) The Kecamatan Demographics Form This form captures basic demographic data on the kecamatan that is not recorded in the standardized questionnaires. It includes information on the broad types of conflict across the kecamatan; the population by ethnicity and religion; the geography, education, and health facilities in the kecamatan; government institutions, political representation and leaders at the kecamatan level; as well as any dominant groups/networks at the kecamatan level. 3.2 Recording Village Information Similar to the kecamatan level forms, rather than write detailed transcripts of all interview data in the general data form as you did in Phase 2, you can summarize much of this information in the new forms provided. Again write the codes of the interviews after each piece of information, but all on a single form. There are two forms which are standardized village profiles, one for KDP and one for demographic information. · The KDP Village Level Form · The Village Demographics Form. 181 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 3 FIELD GUIDE See Section G 3.3 and 3.4 for more details on how to fill out these forms. (c) The KDP Village Level Form Use this form to capture basic KDP data that is not recorded in the standardized questionnaires or interview transcripts. This includes very basic information on the FD, the projects which received funding, as well as other development projects in the village. (d) The Village Demographics Form Use this form to capture basic demographic data on the village that is not recorded in the standardized questionnaires or interview transcripts. It includes information on the broad types of conflict across the village; the population by ethnicity and religion; the geography, education, and health facilities in the village; associational and social interaction in the village; the types of informal institutions in the village; government institutions, political representation and leaders at the village level; as well as any dominant groups/networks at the village level. 4. Codes for Phase 3 As noted above in Section C 2.2, focus your interviews on four subjects: · KDP performance and impact on conflict · Other development projects · Civic interaction · Ways of problem solving in the village Use the following codes. (These are the only codes you will use in your formats). 6. Civic interaction a. Associational interactions b. Social interactions 14. Development Projects (non-KDP) a. Presence and knowledge of development projects b. Participation in development projects c. Tensions with development projects d. Outcomes and impacts of problems with development projects 15. KDP Process and Mechanisms a. Participation in KDP b. Competitive bidding process in KDP c. Proposal writing process in KDP d. Facilitation of KDP e. Tensions in KDP process f. Complaints mechanisms 16. KDP and Conflict/Conflict Resolution a. Where KDP facilitators addressed non-KDP related conflict issues b. Where KDP forums were used to address non-KDP related conflict issues c. Where KDP has had a positive effect on social relations between groups d. Where KDP has led to non-KDP related conflicts 182 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 3 FIELD GUIDE In addition, focus on the different ways that people solve problems. That means also considering other institutions through which people solve problems. Try to work out what problems go where, and how successful problem solving is. Consider the following different institutions (and codes) for problem solving: 3. a. Problem solving by Village Government 3. b. Problem solving by Kecamatan Government 4. b. Problem solving by Adat/Traditional Leaders 5. b. Problem solving by Religious Leaders 7. a. Law enforcement: police 7. b. Positive legal system 7. c. Tensions between Positive/Adat/Religious Law 11. a. Other conflict resolution mechanisms: functional groups 11. b. Village security groups 11. c. Illegal groups 183 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 3 FIELD GUIDE D. Research Sites Phase 3 In this phase there will be two types of research sites: · New villages where you have not researched before. These will be in different kecamatan than the sites you visited before, but in the same districts. You will visit four of these, two in each of two new kecamatan. · Old villages that you visited in phase 2B of the research. There should be three of these villages in each district. (See Section F for further details of your tasks within each of the new and old villages). 1. Selection Criteria: New Kecamatan We selected two new kecamatan in each of the four districts, using the following criteria: (1) The kecamatan must have had KDP for at least 3 years. As before, we need a period at least this long if we can expect to find any possible "spillover effects" from the program. The kecamatan may have had KDP1 for the full three years, or may have had the last two years of KDP1 and the first year of KDP2. In some cases, the kecamatan have had KDP for four years in total. These are the "reward" kecamatan that were given KDP2 for the first year, even though they had already had three years of KDP1, because of good program performance. Priority was given to KDP2 kecamatan for practical and logistical reasons: as the program is currently running in these locations recall issues are less of a problem, and KDP staff are also on-site, and thus easier to speak with. (2) The kecamatan must pass a minimum threshold of KDP performance acceptability. If we can expect to find any "spillovers" a minimum requirement is that the program is working basically as intended. We can hardly expect to find any KDP effects where the FK has run off with all the money! Thus, we defined basic performance requirements relating to transparency and accountability. (3) In districts where our previous KDP kecamatan (Phase 2B) was not functioning properly (Manggarai and Pamekasan), one of the new kecamatan we picked for this phase `matches' with our control site from Phase 2A. This site acts as a new treatment site. We selected the other kecamatan in Manggarai and Pamekasan for variation--in terms of the cultural, geographical and demographic situation--with the other KDP kecamatan we are studying. In Ponorogo and Sikka, we picked the two new kecamatan to be as different to our previous KDP kecamatan as possible. 2. New KDP Kecamatan The selected kecamatan for Phase 3 of the research are as follows: East Java Ponorogo Pamekasan Slahung Pasaen Jenangan Pademawu 184 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 3 FIELD GUIDE NTT Sikka Manggarai Talibura Cibal Paga Ruteng29 3. Selection Criteria: New Villages Within each of the new kecamatan, we selected two villages using the following criteria: Villages must have received KDP funding for at least two years. This is not because we believe that KDP effects will only be apparent if a village receives money--in theory, it is participation, rather than economic gain that should matter. However, villages have at least three months more of KDP `process' if their proposals get funded: taking part in the UDKP3, and also at the implementation stage. One village should be `rural' (that is, far from the ibukota kecamatan), and one should be `urban' (near to the ibukota kecamatan). This allows us to test for the FK effect--almost inevitably, villages far from urban centers have less visits from FK. Each village should have experienced some conflict . This is not a primary criteria because all our experience so far has shown that there will be interesting conflicts wherever we go. Nevertheless, if we hear of any particularly interesting conflict cases, we may select the villages there. Unlike selecting kecamatan, we were unable to select villages before the research began. The primary reason for this is that it is difficult to get accurate information on disbursements to villages, outside the kecamatan. As such, when you spend the initial period in the kecamatan capital collect information on where KDP projects have been funded. Use this information, plus knowledge of the geography of the kecamatan (which villages are urban, which rural) and conflicts within the kecamatan, to make village selections. You must clear these choices with either your supervisor (if they are with you in the field) or Jakarta, explaining why you have selected particular villages. 4. `Old' Villages and Kecamatan You will also return (briefly) to the KDP villages you visited in Phase 2B of the research, to administer basic questionnaires (see Section E on specific tasks and time periods for `new' and `old' villages). These villages are: East Java Ponorogo Pamekasan Badegan Proppo Dayakan Mapper Biting Tattangoh Panagguan 29Originally, we chose Bola (Sikka) and Reok (Manggarai) for the new NTT research sites. However, the eruption of a volcano in Sikka and flash floods in Manggarai required us to replace our original choices with Paga (Sikka) and Ruteng (Manggarai). 185 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 3 FIELD GUIDE NTT Sikka Manggarai Bloro Golo Mangu Nita Satar Punda Magepanda Tengku Leda As much as possible, we have entered the information from the village profiles from Phase 2A and 2B into spreadsheets summarizing the information. During the training, and while you are in the old villages, please verify that the information in the spreadsheets is correct. Pay particular attention to the sections on village activities (social interaction, both formal and informal), the existence of government and non-government institutions, and the number and type of tokoh masyarakat in each village. Also spend a day or two in the kecamatan capital of the KPD locations you worked in before to administer some key informant surveys. These are: Ponorogo: Badegan Pamekasan: Proppo Sikka: Nita Mannggarai: Lamba Leda 186 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 3 FIELD GUIDE E. Work-Plan for Research Phase 3 Research Phase 3 divides into two three-four week periods of research. A two-day training workshop will precede each period. Approximately one week of debrief and writing will follow Phase 3B. You will also have time in your home location to write up analytical pieces after Phase 3A and 3B. The basic timelines are as follows. The NTT research in Phase 3B will last one week longer because of the extra travel distances between research sites. If additional time is needed in East Java, we may append an extra week at the end of Phase 3A. 1. NTT Basic Timeline Nov 30th ­ Dec 1st Training Phase 3A in Ende (2 days) Dec 2nd ­ Dec 22nd Research Phase 3A in Manggarai and Sikka (3 weeks) Dec 22nd ­ Jan 4th Leave Jan 5th ­ Jan 18th Writing at home (2 weeks) Jan 19th ­ Jan 25th Leave Jan 26th ­ Jan 27th Training Phase 3B in Ende (2 days) Jan 28th ­ Feb 22nd Research Phase 3B in Manggarai and Sikka (4 weeks) Feb 23rd ­ Feb 29th Debrief in Ende (1 week) Mar 1st ­ Mar 10th Finish writing at home (8-10 days) 2. East Java Basic Timeline Dec 6th ­ Dec 7th Training Phase 3A in Surabaya (2 days) Dec 8th ­ Dec 29th Research Phase 3A in Ponorogo and Pamekasan (3 weeks) Dec 30th ­ Jan 4th Leave Jan 5th ­ Jan 18th Writing at home (2 weeks) Jan 19th ­ Jan 30th Leave Jan 31st ­ Feb 1st Training Phase 3B in Surabaya (2 days) Feb 2nd ­ Feb 22nd Research Phase 3B in Ponorogo and Pamekasan (3 weeks) Feb 23rd ­ Feb 29th Debrief in Surabaya (1 week) Mar 1st ­ Mar 10th Finish writing at home (8-10 days) 3. Research Work-Plan: 3A and 3B During the research period 3A you must visit two villages in one new kecamatan as well as returning to at least one of the three KDP villages that you visited in Phase 2B. In Phase 3B you will visit the two new villages and kecamatan capital in your second new kecamatan site, and will visit the remaining village that you visited in Phase 2B (either one or two villages, depending on how far you got in Phase 3A). The following timeline (for Phase 3A) is only indicative; your ability to follow the timetable will depend on a number of factors including travel time, availability of key informants, and other access issues. However, try to follow this time guideline as much as possible. In the 187 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 3 FIELD GUIDE training we will discuss any modifications that need to be made for each district team. For Phase 3B, your schedule should be roughly the same; use the extra week appended on the end of this phase to do the extra village from Phase 2B and to fill in any gaps in your data. Day Activity 1 Travel to district site (and new kecamatan #1 if possible) 2 Travel to new kecamatan #1 / interviews at kecamatan level 3 Interviews at kecamatan level (decide on villages for kecamatan #1) 4 Travel to rural village (kecamatan #1) 5 Rural village (kecamatan #1) 6 Rural village (kecamatan #1) 7 Rural village (kecamatan #1) 8 Rural village (kecamatan #1) 9 Rural village (kecamatan #1) 10 Travel to urban village (kecamatan #1) 11 Urban village (kecamatan #1) 12 Urban village (kecamatan #1) 13 Urban village (kecamatan #1) 14 Urban village (kecamatan #1) 15 Urban village (kecamatan #1) 16 Travel to KDP kecamatan (Phase 2B) 17 Interviews at kecamatan level 18 Travel to village 1 (KDP Phase 2B kecamatan) 19 Village 1 (KDP Phase 2B kecamatan) 20 Village 1 (KDP Phase 2B kecamatan) 21 Return home For some teams (probably Manggarai and Ponorogo) you may need to factor in the occasional night in the district kota between sites. As much as possible you should inform Rachael, Adam and Paddy of your whereabouts at all times. Again, this timeline is only indicative. If you manage to do all the kecamatan interviewing you need to do in one day, you can spend more time in the villages. If travel takes longer than the given time, factor that into your timetable. 188 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 3 FIELD GUIDE F. Procedures for Kecamatan and Villages 1. Kecamatan Level (New Kecamatan) Spend approximately two days at the kecamatan level in each of the two new kecamatan. When you are in the kecamatan your aims are three-fold: · First, fill in the two kecamatan level forms--one on KDP and one on demographics--by the end of your visit. Base them on all of the interviews you have conducted, which means you will only submit one of each form for each kecamatan. The forms will be important to help you decide which villages to visit. Record any interesting quotations based on the topics of research for Phase 3 in the standard interview form. This is NOT necessary for those people with whom you have conducted the key informant surveys. · Second, conduct standardized interviews with a range of key informants. Unlike interviews you have conducted before in the research, these are fully structured questionnaires. This means that you must ask the actual questions recorded in the relevant format. Some of these questions are open-ended where the respondent can give the answer in his/her own words. Others are closed questions where the respondent is given a range of possible answers from which he/she must choose. These questions aim to generate quantifiable data from which we can compare villages. (See Section G on key informant interviews). · Third, map out which villages are urban and rural, and where interesting conflicts have taken place. These--as noted in Section E above--are two of the criteria for selecting which villages to visit. 2. Village Level (New Villages) You will spend approximately five days in each of the new villages. Since this is less time than you were able to spend in villages in Phase 2 of the research and there will only be two of you per team, make the most of your time and remain focused. In order to help you, you may want to informally hire a local assistant to help set up meetings and conduct other logistical tasks. Your basic tasks in the village are as follows: · First, collect basic information on KDP within the village. This includes information on the meetings that were held in the village and cross-checking the technical data from the kecamatan level. Record this information on the standardized village-level KDP form (see instructions in Section G and the form in Annex B). · Second, conduct standardized interviews with a range of key informants and households. These questionnaires focus on the same basic topics as those you administered at the kecamatan level, but the form for each respondent is slightly different. Again, these are fully structured questionnaires meaning you need to ask the questions as they are printed. Stick to the questions in these interviews. However, for many of the respondents you may--and probably will--want to interview them in a less structured way as well. If this is the case, you can either conduct two different interviews or run them consecutively. If you run them consecutively, try to do the more free-flowing interview first to build up trust, before you do the formal structured questionnaire interview. 189 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 3 FIELD GUIDE · Third, follow any conflict cases related to KDP, where KDP has either been a trigger or used to resolve the problem. (See Section C2 for details on the kinds of cases to follow). Following cases takes lower priority in this phase of research than in previous rounds. Thus, we expect you to produce only a minimal amount of cases. · Fourth, conduct interviews with a cross-section of actors (see informant list below). Remember: focus your interviews on the areas of concern in this phase: o KDP performance and impact o Other development projects o Civic interaction o Forms of problem­solving in the village · Fifth, collect basic information for the village profile form. Include information on the other data topics we are not focusing on in this phase of the research, however, do not go in-depth into these. Just collect basic information (for example is the village rich or poor, what ethnic groups exists there, is adat still strong, etc). You should be able to get this information in just a few interviews with formal and informal leaders, and--perhaps-- through collecting secondary data from the village office. Also, your observations of the village (participant observation) will help you get information on some of these areas. Before you leave the village, complete the village form and all standard interview transcripts. Similar to the previous phases, for every interview you conduct:, a) complete a standard data form for all informants, and b) fill out the list of informants so that we can keep track of the interviews being conducted. 3. Kecamatan and Villages (Old Research Sites) You will also return to the KDP locations--kecamatan and villages--you visited in Phase 2B of the research. Here you have only one task: conduct the key informant and household questionnaires. This will give us standardized data on all our KDP villages: the new locations and the old ones. You should only need to spend perhaps two days in the old research sites in order to administer the questionnaires. 4. Informant Lists At each level (kecamatan and village) you will have two different types of respondent: · Informants to adminster the standardized questionnaires to · Informants to conduct in-depth interviews with 4.1 Standardized Questionnaires: Kecamatan Level At the kecamatan level, conduct standardized questionnaires with the following people: Figure 1: Kecamatan Informants KDP Non-KDP FK Camat Head of UPK 190 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 3 FIELD GUIDE If any of the informants are not in the kecamatan when you are there, try to schedule a time when you can speak to them. Do not hang around the kecamatan waiting for them. If they have moved away from the kabupaten, try to speak to an assistant or someone in the same office. 4.2 Standardized Questionnaires: Village Level At the village level administer standardized questionnaires to the following people: Figure 2: Village Informants KDP Non-KDP FD (male) Kepala Desa FD (female) BPD Head Member of borrowers Toko Masyarakat group (female) Member of borrowers Midwife group (male) (a) KDP respondents FD (x2): If the FDs have varied over different years, select the current FD for those villages where KDP is still running, and where possible the most recent FD for those villages where KDP is no longer being implemented. If these are not available, pick the most recent FD. Borrowers Group Member (x2): Interview two people who have been members of an economic or productive group (savings and loans, weaving, farming, etc.) that has received money. Make sure you interview one male and one female. If there are no borrowers groups in the village funded by KDP, select one male and one female informant who participated in KDP meetings in one or more years of KDP. (b) non-KDP respondents Kepala Desa: if there is no Kepala Desa at present, interview the temporary KD. BPD: if there is no BPD Head, choose another member of the BPD. If there is no BPD in the village, choose an `activist' in the village--someone who is not in formal village government, but who is likely to know about village affairs. Tokoh Masyarakat: select an adat leader, Kyai, Priest, or other community leader. Select the main religious or traditional leader from the village. Midwife: interview the state midwife in the village. If there is no midwife, select a female teacher from the state primary school or religious school. They must live in the village. 4.3 Informants for Qualitative Research At the kecamatan level, only interview those respondents who can give you relevant information on KDP (including village disbursements), a basic geographical mapping of the kecamatan (i.e. which villages are urban and which are rural), and a basic kecamatan conflict mapping (to see if there are any particularly interesting conflicts in eligible KDP villages). By now, you know who would be the most relevant sources for this information: KDP actors, government officials, and, potentially, non- government figures such as NGO reps and journalists. Remember, however, unlike in Phase 1 of 191 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 3 FIELD GUIDE the research, you do not need to conduct a comprehensive set of interviews at the kecamatan level. Just interview enough respondents to get the basic data you need, although make sure you verify all data. At the village level, pick respondents from the informant list you used before in Phase 2B. The main categories of informant to interview are: · A cross-section of the village population (authority and non-authority figures) · Actors in KDP (KDP1 or KDP2) In addition, if you are following any conflict cases, interview respondents related to the cases--those involved and observers. It is not necessary to conduct focus group discussions in this phase of the research. However, if you find that an interview is more like a focus group because there are a number of people present, then fill in the FGD form. This is probably more relevant for interviews with crime groups and youth in the villages. Use the same informant list as you used before. However, remember your time is limited and your primary focus is KDP and its interaction with conflict. Select respondents accordingly. The matrix below outlines the main range of informants you should think about interviewing. Starred (*) interviews are compulsory. Note: Make sure at all times that you do *NOT* bias your sample. Whenever you are picking respondents to interview--both for the qualitative research and the standardized questionnaires-- do not only select respondents who have good things to say about KDP. The aim of the research (in this phase and before) is not to fish for good KDP stories. At present, we are agnostic regarding whether KDP has any positive difference in generating conflict resolution spillovers. Your task as professional and honest researchers is to evaluate KDP as it actually is. Make sure you pick respondents who may have negative things to say as well as those who may be more positive about the program. In addition, and as you all know well, some respondents may give biased answers-- especially when they know you are a researcher from the World Bank. Try to think of strategies for eliciting honest and open responses from your respondents. (We talked about this at length in the Bali training. Try to remember the lessons from this, as well as from your experience in the field). 192 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 3 FIELD GUIDE Figure 3: Informant for Qualitative Research 1. Authority figures 2. Other figures 3. Ordinary villagers 4. Village groups Village government* Healthcare* Women Economic groups: Kepala Desa Village midwife Elite/educated e.g. savings and loans Kepala BPD Traditional healer women* (e.g. wife of groups Members of BPD village head, owners LKMD/LMD of kiosk) Kepala RT/RW Poor women* Female headed- households Religious/adat Education* Men Production groups: leaders* Teacher(s) Land owners e.g. weaving collectives, Kyai Headmaster Non-land owners farmers' groups for Priests Parent-teacher Unemployed men collective use of machinery, Adat leaders association members Elders groups who work on same Village Elders plantation Security Recreational groups Members of village e.g. related to education, security teams culture, sports KDP (Kec. Level)* KDP (desa level)* Religious groups PjOK FD (desa facilitator) e.g. prayer groups UPK Tim 2,3,5,6... TPK (activities Political groups (monitoring team) management team) Tim Pelaksanah e.g. mass organizations, Kegiatan political parties TTD (technical Youth Groups assistance team) Tenaga Teknis Desa e.g. Silat groups if not already covered in the list above Crime Groups e.g. Bajingan, if not already covered in the groups above. 193 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 3 FIELD GUIDE G. Overview of Recording Formats and Filing System In Research Phase 3, continue to use in-depth interviews, informal interviews and participant observation. You will probably not conduct any Focus Group Discussions (FGDs) unless you decide otherwise--see above. (For information on the method behind each research tool, see the Phase 2A Field Guide). You will use a range of formats: some old formats that you used in Phase 2, some slightly modified, and some entirely new. You will use four types of recording formats in this phase: · Standard Interview Formats when conducting qualitative interviews in the village or kecamatan. These formats are largely the same as you used before, with some minor modifications (including the case study format) · Key Informant Questionnaires when conducting the closed question questionnaires with the range of respondents (outlined above in Sections F4.2 and F4.3). · In-field summary forms to record data on KDP, at both the kecamatan and village levels. To also record basic demographic data at the kecamatan and village levels. · Diaries to fill in each day. · List of informants. The next section provides information on how you should file your formats--both the electronic and hard copies. 1. Standard Interview Formats 1.1 Standard Data Format As before, fill out this form for each qualitative interview you conduct (not for the standardized questionnaires you administer). The form remains the same from the last phase. Fill in one of these sheets for all the interviews you conduct. The instructions remain the same: · Code this format by interview number to match the Standard Interview Transcript Recording Format and Case Study Recording Format(s) from the same interview (in case they become separated). · Each interview has a separate code, even if it is with the same informant. For example, if you interview the same informant twice (or three times) use a different code for each interview. · For Phase 3A each team should start with the following codes for the in-depth interviews: Manggarai: 1001 Sikka: 1101 Pamekasan: 1201 Ponorogo: 1301 · Each team should use the following codes for the key informant interviews: Manggarai: 2001 Sikka: 2101 Pamekasan: 2201 Ponorogo: 2301 194 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 3 FIELD GUIDE · Nominate one person from each kabupaten team to manage the files and interview codes to prevent duplicate or missing codes. · Do not complete one of these forms for the Key Informant Questionnaires. 1.2 Standard Interview Transcript Recording Format This format remains the same as the one you used in Phase 3. However, the key implementation differences are that: (a) you do not need to record the full transcript of the interview here; and (b) you do not need to fill in a transcript for every interview you conduct. In this round of research, use the format only to record information that relates directly to the topics we are interested in for this phase. That is, only record on this format information related to: o KDP performance and impact (and its relation to conflict) o Other development projects (and their relation to conflict) o Civic interaction o Forms of problem solving in the village o Other interesting quotations--only in those cases where it is not accommodated in other forms. This is NOT compulsory As before, code this information using the relevant code. (See Annex B for codes). As before, do not use this sheet to record information on specific cases. If you interview the same informant twice, or more times, use different codes for each interview transcript format. Unlike the last phase, if you do not get information that is particularly useful, do not bother filling out this form or the standard cover sheet. You have less time in this phase, so be sensible about what information you decide to record. When you conduct an interview and do not fill in a transcript sheet, still do fill in a Standard Data Format (instructions above) and enter the interview in the Informant List (see below). As before, try to keep as much of the material you record in this form in the informant's own words. (Refer to the guidelines from the two previous research guides for more instructions on filling in this format). 1.3 Case Study Recording Format As before, use the case study recording format to record details of a specific conflict case that come up in an interview. However, unlike before, record details only on conflict cases that relate to KDP or other development projects. (See Section C2.1 for specific details of the type of cases you should follow). The basic instructions remain the same: · Record only raw data on this format--that is, what the informant actually said rather than your analysis. However, if the statement by the informant is unclear, use brackets to provide your interpretation of what the person said. · When you summarize what the informant said, do not use quotation marks and instead put in brackets. · Code each standard interview recording transcript by interview number to relate to the standard data format for the same interview. · Only include cases related to KDP in the case study formats. 195 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 3 FIELD GUIDE · Give each case study a name, and then use the same name for the case whenever an informant refers to that case. 2. Key Informant Questionnaires: Kecamatan and Village-level Forms The Key Informant Questionnaires are new to this round of research. Administer three of these in each of the kecamatan (new and old) and eight in each village (new and old). Unlike the interviewing you have done before, you must ask the questions on the questionnaire as they are written. However you can alter the wordings slightly if the interviewee is having trouble understanding. Most of the questions are closed--i.e. the informant has a limited range of responses. Where this is the case, just circle the appropriate response item. Where the questions are open-ended, write the answer as briefly as possible. Keep the Key Informant Questionnaires separate from your other data. Complete them by hand-- we will enter the data into databases later. Make sure your hand writing is clear enough for us to read them. Do not complete a Standard Data Format for the key informant questionnaires you administer. They key informant questionnaires are slightly different for interviewees at the kecamatan and village levels. 3. In-field Summary Forms 3.1 KDP Kecamatan-level Form As described previously, use this form to collect objective data on KDP at the kecamatan level, summarizing the information provided by all informant interviews. This form is different from the standardized questionnaires which seek to measure variations in responses. However, the forms are designed so that if there are slight differences in the estimates provided by informants these can be recorded. Please fill out electronically if you have access to computers, otherwise fill out by hand. If there is not enough space for written answers, attach extra pages to the form, and mark clearly which section/table/question you are continuing to answer. Fill out five parts to this form wherever the information exists: a. Basic information on the kecamatan b. Basic information on the FK c. Basic information on participation in kecamatan-level meetings d. Funding for KDP projects and villages e. Other development projects in this kecamatan. While you do not need to record the information in the KDP-kecamatan level form in quote form, you MUST record the sources of the information. After each piece of data you enter in this form (including in all the boxes in the tables) write the interview code (s) in brackets as follows: ( , , ). 196 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 3 FIELD GUIDE If other interviews verify the information, write the other codes using commas as indicated. If another source gives a different answer write both answers in the same box or section with the interview code after each answer. After each section there is room for additional comments. You can use this to record interesting comments from the informants relating to what has been filled in the tables and in answer to each question. When you directly quote respondents, use quotation marks and write the interview code before each quotation in brackets, as well as their position. For example: (e.g., Camat, 152 "The participation of women increased significantly over the three years [of KDP]") You can also use the additional comments sections to record your own clarifications and summaries of information that you think is important for interpreting the information you have recorded. If it is your own clarification, please precede the comments with your initials (e.g., RD: The reason that the boxes above were left blank is that KDP did not exist in this region in 2002). While you are in the kecamatan, make sure you collect any of the "Kecamatan Dalam Angka" or other statistical books/sources that the kecamatan government may hold. Please collect these books/sources for the most recent year as well as the years KDP was implemented (or as many as possible). 3.2 Kecamatan-level Form--Demographics Use this form to record objective data on demographic information at the kecamatan level, as well as the general types of conflict which exist in the kecamatan. You can use this information to help decide which villages to visit. There are four parts to this form: 1. Kecamatan demographics 2. Kecamatan activities and interaction 3. Governance and leadership 4. Broad types of conflict in the kecamatan To fill out this form, follow the same instructions outlined in Section 3.1 regarding filling in the form, coding, referencing and quotations. 3.3 KDP Village-level Form Use this form to capture basic objective information on KDP at the village level. The from has five parts: 1. Basic information on the village 2. Basic information on the FD 3. Basic information on participation in KDP kecamatan level meetings 4. Funding for KDP projects and villages 5. Other development projects in the village To fill out this form, follow the same instructions outlined in Section 3.1 regarding filling in the form, coding, referencing and quotations. 3.4 Village Profile Form Use this form to record objective data on demographic information at the village level, as well as the general types of conflict which exist in the village. This form has four parts: 1. Village demographics 197 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 3 FIELD GUIDE 2. Village activities and interaction 3. Governance and leadership 4. Broad types of conflict in the villages To fill out this form, follow the same instructions outlined in Section 3.1 regarding filling in the form, coding, referencing and quotations. 3.5 List of Informants Use the list of informants to record all the people with whom you conduct interviews. Include all informants you interview, whether or not you have completed a Standard Interview Transcript format (See Annex C5). · This will not be time consuming as long as you fill in the list each time you complete an interview. Update the list every time you conduct an interview to make it quick and easy to keep track of your informants. · Start a new list for each village. · Keep separate lists for in-depth interviews and key informant survey questionnaires · One member of the team should compile the list. · Each time you complete an interview, add the following information to the list: Int. Name of Position in Dusun Case Standard Standardized Code Informant the Study? Interview Questionnaire Community Form? #1001 Mr John Tokoh Nagasari Yes/No Yes/No Yes / No Masyarakat 4. Diaries Continue to fill in your diary at the end of each day. However, in this phase your diary is particularly important because you will not fill in as many formats as before, and you will only record selected information on the formats. Focus your diaries on two specific things: · information you learn about the villages that you do not include in your formats. This might include information on the socio-economic conditions of the village, local culture, and so on. This could be information from interviews, secondary data, or participant observation. · your ongoing thoughts and analysis about KDP and its relation to conflict. Most of your analytical pieces (see Section H) will focus on these issues. If you write down your thoughts and supporting evidence as you go along, it will be much easier to write these pieces later. Keep your diaries relevant. Do not include information on daily routines, the order of interviews, travel plans, etc! 5. Filing Systems 5.1 Saving Files on the Computer For those of you using a computer to write up your formats, apply the following rules (the same as we used before): 198 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 3 FIELD GUIDE · Save all formats relating to the interview in THE SAME computer file. This includes the Standard Data Form, the Transcripts, and all Cases discussed in the interview. NO LONGER save these as separate files. · Give each interview file the following title: Code No_Name of Informant_Case 1,Case 2,Case 3_Village_Date · However, keep Key Informant Questionnaires separate from all other formats. You do not need to type these. · Use a single word or phrase to describe the case names so that you can tell quickly from the file name which cases were discussed in the interview. · For the case study section of the interview file, delete large gaps under the text to save paper and space. · Also delete the instruction section of the case study section of the file after you have completed the writing. · Give each file the following Header and Footer (see Annex B): Header: Name of Informant, Interview Code (on right hand side) Footer: Name of Writer, Village, Names of Cases in the file (left hand side) Footer: Page number and file name (on the right hand side) 5.2 Organizing the Written/Printed Versions of Your Interview Formats · For each written or printed interview, staple together the following sections (if you have filled in all of these): o Standard Data Form o Interview Transcript o Case Studies · Keep Key Informant Questionnaires separate. · Give each complete interview the following Header and Footer on each page (see Field Guide 2B, Annex B): o Header: Name of Informant, Interview Code (on right hand side) o Footer: Name of Writer, Village, Names of Cases in the format (left hand side) o Footer: Page number and file name (if computer based) (on the right hand side) · Then arrange these formats in folders by village. · Where there is only a written form, make sure you keep a photocopy before you hand the forms to Jakarta. · One person for each team should be in charge of this filing system. 199 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 3 FIELD GUIDE H. Outputs At the end of each round of research (Phase 3A and Phase 3B) you will produce a number of outputs. After research Phase 3A you will prepare the outputs in your home location in January. You must submit first drafts of all your outputs. We will then give you comments to incorporate. (Exact deadlines are given below). At the end of Phase 3B, you will have an in-field debrief (in Surabaya and Ende). In this week, as for research Phase 2, you will prepare your outputs. You can finish any writing at home in the two weeks after. Because you will do much of the writing in your home location, make sure you have all the materials you need before you return home after Phase 3A. Also decide within your team who is writing what. Please send an email to Paddy, Adam and Rachael with details on this. The NTT team should email this before they go on leave for Christmas. For most teams, both researchers live in the same place, or near to each other. Work together when you are in your home location, swapping drafts and incorporating comments from each other. For the Sikka team, Stanis and Yan should also try to work together as much as possible. Swap drafts by email. For this phase you have outputs of a number of types. In addition to your formats and key informant questionnaires, you will produce: 1. In-field summary forms (on KDP and demographics--at the kecamatan and village levels) 2. Case studies 3. Analysis pieces Submit drafts of all your pieces to Paddy (pbarron@worldbank.org), Rachael (rdiprose@worldbank.org , rdiprose2003@yahoo.com ) and Adam (adamsatu@yahoo.com). 1. After each Phase (3A and 3B) of field research, immediately email or post all summary forms and questionnaires to Jakarta (Adam, Rachael, and Paddy). NTT should send their summary forms and questionnaires before Christmas and East Java should send theirs before Dec 30. 2. Send the first draft of your first analytical piece/case study (depending on how you have divided up the writing tasks) by: January 12th. 3. Send the first draft of your second analytical piece/remaining case studies by: January 19th. 4. Thus, you will hand in all first drafts of work from Phase 3 by January 19th to Paddy, Rachael and Adam. 5. Please stick to these deadlines. 1. In-field Summary Forms You will fill in four different forms: information on KDP (at kecamatan and village levels) and information on demographics of the research sites (at kecamatan and village levels). (See Section G). 200 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 3 FIELD GUIDE Fill in these forms while you are in the field. In the writing periods, make any final changes. Fill in all four forms for both old and new kecamatan and villages. You should already have most of the information (demographic and KDP) on your old research sites. Much of this you have already written-up in your village profiles from the last phase. For these villages, transfer the information from your old village profiles into the new forms. Fill in any gaps when you return to these sites during this phase of the research. In all, hand in the following in-field summary forms: 3 KDP kecamatan forms (2 new kecamatan, 1 old kecamatan) 3 Demographics kecamatan forms (2 new kecamatan, 1 old kecamatan) 7 KDP village forms (4 new villages, 3 old villages)30 7 Demographics village forms (4 new villages, 3 old villages) After each Phase (3A and 3B) of field research, immediately email or post all summary forms and questionnaires to Jakarta (Adam, Rachael, and Paddy). Make sure you keep a photocopy of these for yourselves in case they get lost and because you will need them for your write-up. 2. Case Studies Complete any case studies of cases you have followed. As noted earlier, we do not expect you to have many case studies to write in this phase. Only concentrate on cases that directly relate to KDP and its impact on conflict. Follow the case writing instructions from before, with the exception that the case studies can be shorter (4-5 pages) and do not need to have as much detail (in the text or the chronologies). Unlike before--at least for Phase 3A--write these case studies at home. Thus decide as a team who will write the case study and make sure that he/she has the necessary materials for this. Also swap drafts between team members as you write. 3. Analysis Pieces Whereas in Phase 2 your major outputs were case studies, in this round of research the most important outputs are your analytical pieces. In all, each district team will write three analytical pieces after Phase 3A (and the same three analytical pieces after Phase 3B). All the analytical pieces are focused on the `new' kecamatan--i.e., those we did not cover in Phase 2B. For all analytical pieces, include your own analysis but also give your evidence (including quotations and stories you have gathered). Properly source all pieces with details to trace the original formats. The following three sections outline the analytical pieces for Phase 3A and 3B. 30In Pamekasan you will hand in 8 village-level KDP and demographics forms, as you had 4 KDP village locations in Phase 2B. 201 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 3 FIELD GUIDE 3.1 Analytical Piece #1: Problem-Solving, Dispute Resolution and Meditation This piece outlines how different communities solve their problems and manage disputes. In the paper, first look at problem solving and dispute resolution individually in each of the two villages, and then compare the two villages--looking for similarities and differences. For each of the two new villages, describe in the paper where people take their problems and disputes: for each type of conflict, where do people go? For each type of conflict, who acts as mediator? In particular, use the paper to explore why mediators are successful or not. When attempts at mediation fail, is it because of a lack of legitimacy on the part of the mediator, a lack of willingness of the mediator to act, or a lack of capacity? What conditions need to be met for a mediation to be successful? Focus the paper on whether and why people use the formal or informal systems, in particular the police and the courts. Make the paper approximately 5 pages and structure it as follows: · Introduction (0.5 pages) o Give brief background to main problems in kecamatan/villages · Problem solving (2.5 pages) o Describe where people take different types of problems (to which institutions? To which actors? o Insert a table that summarizes which types of problems go where, and how successful these institutions/actors are in dealing with them · Mediation (1.5 pages) o Give the characteristics of successful mediators o Discuss why some problems get solved and others not? · Conclusion (0.5 pages) 3.2 Analytical Piece #2: Civic Interaction and Identity Groups This paper explores in more detail the different identity groups that exist in the kecamatan and villages studied. In the paper, summarize the main identities that exist, and then examine the extent to which bridging associations or interactions exist between the groups. First look at each of the two new villages individually, and then compare the two villages--looking, again, for similarities and differences. In the paper, respond to the hypotheses on civic interaction (Section B3). What institutions are particularly good at bringing people together? Make the paper approximately 4 pages and structure it as follows: o Main identity groups and cleavages that exist (1 page) o Forms of civic interaction (associations and networks) (1.5 pages) o Comparison of the research sites, looking at bridging interactions (1.5 pages) 202 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 3 FIELD GUIDE 3.3 Analytical Piece #3: KDP and Its Spillover Effects Use this paper to examine the performance of KDP in the new kecamatan. Make it approximately 8 pages in length. In the paper, primarily consider whether KDP helps communities manage conflict or not, and, if so, the cases in which it does and the mechanisms by which it does so. Consider each village individually, and then compare the two villages. Structure the paper by the KDP hypotheses (Sections B1 and B2): · Introduction (0.5 pages) o Outline KDP performance in the kecamatan and two villages · Does KDP help communities manage conflict? (2 pages) o Answer the question directly, giving evidence and examples o Include evidence on: Type of conflict KDP is most effective at addressing Cases where KDP has a successful effect · In what ways does KDP help communities manage conflict? (4.5 pages) o Respond to each of the hypotheses in Section B2, giving evidence for or against there being a spillover of this type. You should thus respond to the following hypothesized ways in which KDP might affect change: Cognitive change Institutional change I Institutional change II Cultural change Outside actors · Conclusions (1 page) 203 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 3 FIELD GUIDE Annex A: Research Topics, Data Codes and Field Question Guides 205 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY General Data Topics A1: General Data Topics and Codes 6. Civic interaction c. Associational interactions d. Social interactions 14. Development Projects (non-KDP) a. Presence and knowledge of development projects b. Participation in development projects c. Tensions with development projects d. Outcomes and impacts of problems with development projects 15. KDP Process and Mechanisms a. Participation in KDP b. Competitive bidding process in KDP c. Proposal writing process in KDP d. Facilitation of KDP e. Tensions in KDP process f. Complaints mechanisms 16. KDP and Conflict/Conflict Resolution a. Where KDP facilitators addressed non-KDP related conflict issues b. Where KDP forums were used to address non-KDP related conflict issues c. Where KDP has had a positive effect on social relations between groups d. Where KDP has led to non-KDP related conflicts Other forms of problem solving 3. a. Problem solving by Village Government 3. b. Problem solving by Kecamatan Government 4. b. Problem solving by Adat/Traditional Leaders 5. b. Problem solving by Religious Leaders 7. a. Law enforcement: police 7. b. Positive legal system 7. c. Tensions between Positive/Adat/Religious Law 11. a. Other conflict resolution mechanisms: functional groups 11. b. Village security groups 11. c. Illegal groups 206 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY General Data Topics A2: General Data Field Question Guide These three sets of questions relate to the relationship between KDP and community capacity to manage conflict. Please refer back to the Field Guide Phase 2A for the other field guide questions. In Phase 2A we had 13 sets of questions. The questions listed below are guiding questions: · You will not necessarily ask all the questions--it depends on the informant's knowledge · You do not need to ask them in this particular order · You do not need to ask them directly, unless it is appropriate to do so. 14. Development Projects (non-KDP)31 a. Presence and knowledge of development projects · What development programs have there been in the desa/dusun? · How many years have they been in the desa/dusun? · Have there been any new projects in the last five years? · Which ones did you have in this dusun? · What were they for? · Do you know how much funding the projects had? · Do you know where their source of funding was from? b. Participation in development projects · Which people in the dusun/desa were involved in the projects? · Were you involved? · If so, in what ways? · Did you ever go to any meetings about the projects? · Were you involved in any decision or planning meetings about the projects? · Who made the decisions about these projects? c. Tensions with development projects · Were there any tensions or problems caused by these development projects? · What kinds of tensions or problems did they cause? · Why did they cause those tensions or problems? · Can you remember what happened? · Were these problems resolved? · If so, how were they resolved? · If not, why were they not resolved? 31Including government development projects and external donor or NGO projects. 207 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY General Data Topics Refer here to Q. 3,4,5 and 11 for guiding questions to explore how problems were managed (See Annex A2 from Field Guide 2A).. d. Outcomes and impacts of problems with development projects · Have any of the problems over development projects become violent? · If so, in what ways? · What other impacts did the problems over the project have in the dusun/desa? Refer here to Q. 12 for guiding questions related to exploring conflict cases (See Annex A2 from Field Guide 2A). 15. KDP Process and Mechanisms Note: The informant may never have heard of the following meetings. If so, tt is important to record this information in the formats. We are interested as much in what they do not know as in what they do know. However: If the informant is aware of these meeting, if the informant can distinguish between them, or if they were present at the meetings, then ask the questions listed below. You do not need to ask them in a particular order. b. Participation in KDP There are four kinds of meetings to ask informants questions about: · KDP socialization meetings? o dusun, desa, kecamatan levels · KDP planning meetings? o dusun, desa, kecamatan levels · KDP decision making meetings? o dusun, desa, kecamatan levels · KDP implementation meetings? o dusun, desa, kecamatan levels Be sure to ask the following questions to each of the following groups: women, poor, ethnic or religious minorities. For each of the meetings listed above, ask the following questions: · If you went to any KDP meetings, which ones did you go to? · If you went, who invited you, or how did you hear about it? 208 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY General Data Topics · If you were not invited, could you still go to the meeting? · How many times in one year did they have meetings in this dusun/desa? · If they did not have meetings, do you know why not? · Were the meetings different in any way to other meetings for development projects? · If so, in what ways were they different? · Who were the key decision-makers in the meetings? · What was the role of the kepala desa in the meetings? · Were decisions made by consensus/voting? · If not, how were the decisions made? · What were the meetings like in the first year? · What were the meetings like in the second year? · What were the meetings like in the third year? · Was there any change in the meetings from year to year? · If you did not go to any meetings, why not? · If you did not go, did anyone in your household go to the meetings? b. Competitive Bidding Process in KDP · Was there a competitive process to select proposals in this dusun/desa? · During the bidding process, how did they prioritize projects? · Who made those decisions? · Was there any discussion about prioritizing projects? · If there was no consensus, how did they make the decision about which proposal to prioritize? · At the UKDP meetings, how did they make the decisions about prioritizing proposals? · Was there any discussion about the selection? · If there was no consensus, how did they make the decision about which proposal to prioritize? c. Proposal writing process in KDP · How did the proposal writing team get selected in this desa? · Did you know the results of the proposal writing? · Who informed you about the result of the proposal writing? · Was there any socialization in this desa about the results of the proposal? d. Facilitation of KDP · Was there an FD in this dusun/desa? · What was their role? · How were they selected to be the FD? · Was the FD related to any of the village leaders? · At the KDP meetings, was there anyone present from outside the desa? (i.e. FK) 209 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY General Data Topics · What was their role? e. Tensions in KDP process · Were there any tensions about project design/selection/funding/implementation? o Tensions over allocation of projects to one dusun/desa and not others? o Tensions over manipulation of project funds? · How serious were these tensions or problems? · Did the tensions ever lead to violence of any kind? · Who resolved the tensions or problems? · How were they resolved? · Why was that person involved? · If the problems were not resolved, why was that? Refer here also to Q.3,4,5 and 11 for guiding questions on conflict resolution (See Annex A2 from Field Guide 2A). e. Complaints mechanisms · If there were any problems or complaints you had with KDP, where did you address the problem? · Who addressed your problems with KDP? · How effective was that person/institution? · If you did not have access to any complaints mechanism about KDP, why was that? · Did other people have access to complaints mechanisms? · Was the problem solved through this person/institution? · If not, why not? 16. KDP and Conflict/Conflict Resolution a. Where KDP facilitators addressed non-KDP related conflict issues · Were any problems not related to KDP addressed by KDP facilitators (FD or FK)? · If so, why was that? · What kind of problems did they address? · Were they effective in solving the problems? · If so, why? · If not, why not? b. Where KDP forums were used to address non-KDP related conflict issues · What kind of forums did you have in this desa before KDP? · Did you have any inter-village forums before KDP? · Were any problems not related to KDP addressed through KDP forums? · Ask for dusun/desa/kecamatan 210 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY General Data Topics · If so, why was that? · What kind of problems were addressed in the forums? · Were the forums an effective place to solve the problems? · If so, why? · What was it about the forums that meant the problems could be resolved? · If not, why was that? · What were the limitations of the forums? c. Where KDP has had a positive effect on social relations between groups · Did members of different groups32 work together on any of the projects in this desa/dusun? · If not, why not? · If so, which groups worked together? · If so, did working together on KDP projects increase "solidarity" between groups? · If so, was that unusual or normal for those groups to work together? · If it was unusual, why did they work together on this project? · Did members of different groups meet together at the KDP forums? · Which groups came to the meetings? · Did any groups not attend the meetings? · Do you know why not? · Did any groups come to the meetings that did not normally attend meetings? · If so, do you know why they came to these meetings? Refer here to Q.6.a on associational interaction and civil interaction for further guiding questions (See Annex A2 from Field Guide 2A). c. Where KDP has led to non-KDP related conflicts · Have disputes over projects ever spilled over and led to other disputes, outside the project? · Have these disputes ever become violent? · Who was involved in resolving these disputes? Refer to Q. 15.d and Q.12 for further guiding questions on conflict cases (See Annex A2 from Field Guide 2A). 32This could be different groups based on identity (religion, ethnicity, ancestry, political affiliation) or on income- level or other structural groups. 211 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 3 FIELD GUIDE Annex B: Updated Data Recording Formats 213 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Name of Informant, Interview Code B1: Standard Data Format Code No: Researchers present: Interviewer(s): Note-taker(s): Date: Time: Length (hours, minutes): Where held: Kab: Kec: Desa: Dusun: Location/Place: People present: Respondent: Gender: Age: < 15 41-50 15-21 51-60 22-30 > 61 31-40 Organization (if applicable): Position held: Ethnicity: Religion: Place of birth: Time lived in present location (kabupaten): Name of Writer 214 Village, Name of Cases File Name KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Name of Informant, Interview Code Context Name of Writer 215 Village, Name of Cases File Name KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Name of FGD Group, Interview Code B2: Standard FGD Data Format Code No: Where held: Kab: Researchers present: Kec: Interviewer(s): Desa: Note-taker(s): Dusun: Date: Location/Place: Time: Length (hours, minutes): FGD participants: No. Name Age Education Occupation Ethnicity Religion 1 2 3 4 5 6 7 8 Notes: Include here comments on (a) atmosphere, (b) any problems during discussion, (c) non-verbal signals from respondents Please carry onto separate sheet if necessary. Name of Writer 216 Village, Name of Cases File Name KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Name of Informant, Interview Code B3: Standard Interview Transcript Recording Format here> Other Name of Writer 217 Village, Name of Cases File Name KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Name of FGD Group, FGD Interview Code B4: Focus Group Discussion Transcript Recording Format Participant> Other Name of Writer 218 Village, Name of Cases File Name KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Name of Informant, Interview Code B5: Case Study Recording Format Date: Coding #: Kabupaten location: Interviewee: Case Name: Instructions: - Summarize the key aspects of any story/case an interviewee tells you on this sheet - Each sheet should only record the story of interview. You will not combine the stories from several different interviews (that is, from all respondents) to create a full case until later. - As much as possible, use the respondents' own words. - If there is more than one respondent in the interview, note which respondent provided the information - Mark where it is the respondent's own words (or a translated version) in quotation marks. - Very important: Do not do the analysis yourself at this point. - Record exactly what the informant says here, not what you think. - Put other parts of the interview not related to the story on the separate format sheet. - Use your diary/analysis sheets for your own analysis. - You do not need to fill in the whole sheet. - ONLY USE THESE FOR KDP-RELATED CASES 1. Background to the dispute/conflict 219 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Name of Informant, Interview Code 2. Causes (tensions and triggers) 220 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Name of Informant, Interview Code 3.What happened? (history) 221 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Name of Informant, Interview Code 4. Impact and effect of the dispute/conflict 222 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Name of Informant, Interview Code 5. Mediation/Intervention (do not forget to include here the involvement of KDP) 223 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Name of Informant, Interview Code 6. Outcome of mediation/intervention 224 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 3 FIELD GUIDE Annex C: Standardized Data Formats 225 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY KDP Data Format: Kecamatan level C1: KDP Data Form: Kecamatan-Level Information Kecamatan: Instructions: After each piece of data you enter in this form (including in all the boxes in the tables) write the interview code(s) in brackets ( , , ). If other interviews verify the information, write the other codes using commas as indicated. If another source gives a different answer, write both answers in the same box or section with the interview code after each answer. While you are in the kecamatan, make sure you collect any of the "Kecamatan Dalam Angka" or other statistical books/sources that the kecamatan government may hold. Please collect these books/sources for the most recent year as well as the years KDP was implemented (or as many as possible). For each of the sections/ columns referring to other information or additional comments, you can fill in either your own clarifications or quotations from the informants. If it is your own clarification, please precede the comments with your initials (eg RD:). If you directly quote the informant, use the quotation marks ( see the field guide instructions) and mark their code and position clearly (eg. Camat, 152 "The participation of women increased significantly over the three years [of KDP]") PART 1: Basic Information on Kecamatan 1. Kecamatan name: 2. Kecamatan received KDP funding for which year(s): 3. Current population of Kecamatan--most recent data (no. inhabitants, no. households, year, source): 4. Population of Kecamatan (no. inhabitants, no. households, year, source) (KDP Year 1): (KDP Year 2): (KDP Year 3): Extra Year: 226 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY KDP Data Format: Kecamatan level PART 2: Basic information on FK Table 1: FK details for each year of KDP1 and KDP 2 (if relevant) 1. KDP 2. FK ­ male: 3. FK ­ female: 4. Other relevant (Year) name (place living prior to name (place living prior to information becoming FK) becoming FK) KDP 1 Yr 1 ( ) KDP 1 Yr 2 ( ) KDP 1 Yr 3 ( ) KDP 2 Yr 1 ( ) Additional Comments for Table 1 (e.g., Describe unusual changes in FK with reasons, as well as problems they faced in selection process) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 227 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY KDP Data Format: Kecamatan level PART 3: Basic information on Participation in KDP Kecamatan-Level Meetings Table 2: List of Villages in Kecamatan and Participation in KDP Kecamatan-level forums 1. Village Name (List 2. Participate in 3.Participate 4. Participate 5. Participate 6. Reason for not all villages in the Kec-level Forums in Kec-level in Kec-level in Kec-level participating in a Kecamatan) Year 1 ( ) Forums Forums forums particular year (State Year 2( ) Year 3 ( ) KDP 2, Yr 1 year and reason) 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 228 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY KDP Data Format: Kecamatan level Additional Comments for Table 2: 5. In general, how many people attended the kecamatan-level forum meetings in each of the following years (give approximations of average number per meeting, as well as percentages for men and women): KDP 1, Year 1 (if applicable): KDP 1, Year 2: KDP 1, Year 3: KDP 2, Year 1 ( if applicable): 229 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY KDP Data Format: Kecamatan level PART 4: Funding for KDP Projects and Villages Table 3: Villages Receiving Funding from KDP (NB: If you cannot get the information on the amounts of the projects, try and fill this in from the village level interviews) 1. Name of Village 2. Year 1 ( 3. Amount 4. Year 2 5. Amount 6. Year 3 7. 8. KDP 2, 9. (distance from kec. ) Activity (s) Rp (if ( ) Rp ( ) Amount Yr 1 Amount capital near/far) known) Activity (s) Activity (s) Rp Rp 1 2 3 4 5 6 7 8 9 10 11 12 230 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY KDP Data Format: Kecamatan level 1. Name of Village 2. Year 1 ( 3. Amount 4. Year 2 5. Amount 6. Year 3 7. 8. KDP 2, 9. (distance from kec. ) Activity (s) Rp (if ( ) Rp ( ) Amount Yr 1 Amount capital near/far) known) Activity (s) Activity (s) Rp Rp 13 14 15 16 17 Additional Comments for Table 3 231 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY KDP Data Format: Kecamatan level PART 5: Other Development Projects in this Kecamatan 6. Over the past 5 years what other development programs/projects have been implemented in this Kecamatan? Fill in Table 4 Table 4: Other Development Programs in Kecamatan 1. Name of 2.Years 3. Purpose 4. Source 5. Grass 6. Grass Roots 7. Villages that Program/Project Implemented / of Program of Funding roots Community received project Received funding community participation in (include list (Year ____ to participation implementation separately if _____) in planning? ? (yes, no) long) (yes, no) 1. 2. 3. 4. 5. 6. 232 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY KDP Data Format: Kecamatan level 7. 8. Additional Comments for Table 4 (please include here any specific problems with any of these programs (name program, village where problem occurred), explain the problem, what happened and how it was resolved, as well as any spillover impacts of the program on the community)___________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 233 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY KDP Data Format: Village level C2: KDP Data Form: Village-Level Information Village: Instructions: After each piece of data you enter in this form (including in all the boxes in the tables) write the interview code (s) in brackets ( , , ). If other interviews verify the information, write the other codes using commas as indicated. If another source gives a different answer, write both answers in the same box or section with the interview code after each answer. While you are in the village, make sure you collect any of the statistical books/sources that the village government may hold. Please collect these books/sources for the most recent year as well as the years KDP was implemented (or as many as possible). For each of the sections/ columns referring to other information or additional comments, you can filled in either your own clarifications or quotations from the informants. If it is your own clarification, please precede the comments with your initials (e.g., RD:). If you directly quote the informant, use the quotation marks (see the field guide instructions) and mark their code and position clearly (e.g., Camat, 152 "The participation of women increased significantly over the three years [of KDP]"). PART 1: Basic Information on Village 1. Village name: 2. Village received KDP funding for which year(s) of KDP 1: 234 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY KDP Data Format: Village level PART 2: Basic information on FD Table 1: Names of FD for each year of KDP1, and KDP 2/reward year (if relevant) 1. KDP 2. FD ­ male: 3. FD ­ female: 4. Other relevant (Year) name (place living prior to name (place living prior to information becoming FD, place of becoming FD, place of origin) origin) KDP 1 Yr 1 ( ) KDP 1 Yr 2 ( ) KDP 1 Yr 3 ( ) KDP 2 Yr ( ) Additional Comments for Table 1 (e.g., describe unusual changes in FD with reasons, as well as problems they faced in selection process). 235 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY KDP Data Format: Village level PART 3: Basic information on Participation of Villages in KDP Kecamatan- Level Meetings Table 2: Participation in KDP Kecamatan-level forums This will be cross referenced with the information from the Kecamatan 1. Village Name 2. Participate in 3.Participate in 4. Participate 5. Participate 5. Reason for Kecamatan- Kecamatan - in Kecamatan - in Kecamatan- not level Forums level Forums level Forums level forums participating in Year 1 ( ) Year 2 ( ) Year 3 ( ) KDP 2, Yr a particular 1/Extra Year year (State year KDP and reason) Additional Comments for Table 2: 236 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY KDP Data Format: Village level PART 4: Funding for KDP Projects at the Village level Table 2: Funding from KDP (NB: This will be cross referenced with the kecamatan level information. Only fill in the rows for when the village received funding, draw a line through the rows which are not relevant) 1. Year of KDP 2. Activity 3. Amount 4. Activity 5. Amount 6. Activity 7. Amount 8. Activity 9. Amount (Year) 1 Rp 2 Rp 3 Rp 4 Rp KDP 1, Year 1 ( ) KDP 1, Year 2 ( ) KDP 1, Year 3 ( ) KDP 2, Year 1/ reward year KDP 1 ( ) Additional Comments for Table 2 237 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY KDP Data Format: Village level PART 5: Other Development Projects in this Village 7. Over the past 5 years what other development programs/projects have been implemented in this Village? Fill in Table 4 Table 3: Other Development Programs in Village __________________ 1. Name of 2. Years 3. Purpose 4. Source 5. Amount 6. Grass 7. Grass Roots Program/Project Implemented / of Program of Funding of Funding roots Community Received funding Rp. community participation in (Year ____ to participation implementation _____) in planning? (yes/no) (yes/no) 1. 2. 3. 4. 5. 6. 7. 8. Additional Comments for Table 3 (please include here any specific problems with any of these programs (name program, explain the problem, what happened and how it was resolved, as well as any spillover impacts of the program on the community). If the information is very detailed, fill in the interview transcripts and write here the codes of the transcripts referring to this information. 238 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY KDP Data Format: Village level 239 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Kecamatan Demographic Form C3: Kecamatan Demographics Form Name of Kecamatan: __________________________ Basic Instructions After each piece of data you enter in this form (including in all the boxes in the tables) write the interview code (s) in brackets ( , , ). If other interviews verify the information, write the other codes using commas as indicated. If another source gives a different answer, write both answers in the same box or section with the interview code after each different answer. ALL INFORMATION ON THIS FORM MUST HAVE A SOURCE. Remember that you are not recording this information in quote form to save time, but this does not mean that you do not need to record the source of the information. Be vigilant!!! 240 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Kecamatan Demographic Form Part A: Kecamatan Demographics Table 1: Ethnic and Religious Groups at the Kecamatan Level 1. Main Ethnicities or lineages (as 2. Main Religions (as percentage of total, or percentage of total or figure for a figure for a particular year, note year) particular year, note year) 1. 1. 2. 2. 3. 3. 4. 4. 5. 5. Additional Comments for Table 1 (Have there been any significant population changes? Such as large influxes or outflows of migrants. Do people practice their religion or is it a nominal identity? Etc. Note if particular villages are experiencing these changes) 241 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Kecamatan Demographic Form (1) List of Key Occupations 1. List here the main occupations in the kecamatan (include figures if available, and year) 1. 6. 2. 7. 3. 8. 4. 9. 5. 10. Year:________________________________ Source:_____________________________ Additional Comments (include here any occupational changes over the last few years e.g., TKW, new project work, note the villages) 242 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Kecamatan Demographic Form (2) Education We want to gauge education levels in the kecamatan. 1. Compared with other kecamatan in the kabupaten is the education level: 1. High 2. Average 3. Low 2. Approximately what percentages of people in this kecamatan complete education to the following levels: 1. No education _________________(%) Source: ________________ 2. SD or equivalent ______________ (%) 3. SMTP or equivalent_____________(%) 4. SMTA or equivalent_____________(%) 5. Higher education________________(%) 3. Which villages are more/less educated (indicate village, general level of education, and degrees of difference) 4. Describe any difficulties in accessing educational facilities for particular villages 243 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Kecamatan Demographic Form (3) Poverty and Unemployment 1. Is the kecamatan particularly rich or poor? 2. What are the levels of unemployment in the villages in this kecamatan, and the kecamatan in general. Are there any villages which stand out? Why? What about the kecamatan (include information on the levels of unemployment, and if there are seasonal differences) 244 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Kecamatan Demographic Form (4) Health 1. What health facilities are available at the kecamatan level--List? (Puskesmas, doctors, nurses etc)? 2. Are there any particular health problems in particular villages? (5) Kecamatan Geography Table 2: Geography in the Kecamatan 1. 2. Borders with 3. Access to Capital 4. Other Geographic Information Area other kecamatan (road type/quality, (km²) distance from kab. capital) Additional Comments for Table 2 (list here any cleavages/tensions or community polarization that occurs along geographic lines, including the stereotypes) 245 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Kecamatan Demographic Form 246 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Kecamatan Demographic Form Part B: Kecamatan-Level Interaction Aside from Government Institutions, and political parties, list the other institutions which exist at the kecamatan level, and how long they have been present where possible (eg. NU, Muhammadiyah, NGOs, Pesantren networks, adat groups, distinct bajingan groups, sports groups, silat groups, prayer groups, women's groups, savings and loans groups, credit groups, village head associations etc). Include information on the composition of the groups--across ethnic, religious, geographical, and economic lines. Table 3: Groups at the Kecamatan level 1. Group 2. Length 3.Other information (eg member numbers, of time in composition) Kecamatan Additional Comments for Table 3 247 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Kecamatan Demographic Form 248 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Kecamatan Demographic Form Part C: Governance and Leadership (1) Kecamatan Government Institutions This section summarizes the government institutions at the kecamatan level. Name of Camat: Length of time as Camat in Kecamatan: Previous appointments: Place of Origin: Place living prior to appointment: (2) Tokoh Masyarakat List the tokoh masyarakat/key leaders in the kecamatan only if they have significant influence. Describe what type of tokoh they are and the extent of their influence (that is their affiliations, ties, nature of their leadership and who they influence). Table 4: Tokoh Masyarakat in the Kecamatan Name of Tokoh Masyarakat Type of Tokoh Nature of leadership Masyarakat 249 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Kecamatan Demographic Form Part D: Broad Types of Conflict in the Kecamatan Refer to list of types of conflict to fill in this section. This can be used as a partial basis for your decision making on which villages to visit. Table 5: Types of Conflict in the Kecamatan 1. Type of Conflict 2. Villages where prevalent 250 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Kecamatan Demographic Form 1. Type of Conflict 2. Villages where prevalent Additional Comments for Table 5 (note here if there are villages which are more or less violent than others and for what types of cases). 251 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Village Demographic Form C4: Village Demographics Form Name of Village:________________________ Name of Kecamatan: _______________________ Basic Instructions After each piece of data you enter in this form (including in all the boxes in the tables) write the interview code (s) in brackets ( , , ). If other interviews verify the information, write the other codes using commas as indicated. If another source gives a different answer, write both answers in the same box or section with the interview code after each different answer. ALL INFORMATION ON THIS FORM MUST HAVE A SOURCE. Remember that you are not recording this information in quote form to save time, but this does not mean that you do not need to record the source of the information. Be vigilant!!! Complete this form for every village that you visit. 252 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Village Demographic Form Part A: Village Demographics (When filling in the following table write the interview codes in brackets after each piece of information. If another source is used, such as a village profile, or kecamatan statistics, use a footnote for the source. If only the latest year of information is available, write N/A in `b' and `c') Table 1. Population, Religion and Ethnicity in the Village 1. Total Population Year 2. Total 3. Total 4. Main Ethnicities or 5. Main Religions (as (list more than one year if Males, Year Females, Year lineages (as percentage of percentage of total, or available) total or figure for a figure for a particular particular year, note year) year, note year) Yr a. a. a. 1. 1. ( ) 2. 2. Yr b. b. b. 3. 3. ( ) 4. 4. Yr c. c. c. 5. 5. ( ) Additional Comments about Table 1 (Have there been any significant population changes? Such as large influxes or outflows of migrants. Do people practice their religion or is it a nominal identity? Etc.) 253 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Village Demographic Form (1) List of Key Occupations List here the main occupations in the village (include figures/percentages if available, and year) 1. 6. 2. 7. 3. 8. 4. 9. 5. 10. Year Source: Additional Comments (include here any occupational changes over the last few years eg. TKW, new project work) 254 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Village Demographic Form (2) Inequality ­ General 1. To what extent is there inequality between ethnic groups in the village? 2. To what extent is there inequality between religious groups in the village? 3. To what extent is there inequality between other groups in the village (write in)? 255 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Village Demographic Form (3) Education We want to gauge education levels in the village. 1. Compared with other villages in the kecmatan is the education level: 1. High 2. Average 3. Low 2. Approximately what percentages of people in this village complete education to the following levels: 1. No education _________________(%) Source: ________________ 2. SD or equivalent ______________ (%) 3. SMTP or equivalent_____________(%) 4. SMTA or equivalent_____________(%) 5. Higher education_______________ (%) 3. What schools/other educational facilities/institutions exist in the village? (eg. TK, SD, SMA, SMP, Madrasah, Pesantren, etc.) 4. Describe any difficulties in accessing educational facilities for the village or dusun. 256 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Village Demographic Form (4) Poverty and Unemployment 1. Is the village particularly rich or poor? 2. What are the levels of unemployment in the village? Are there any dusun which stand out? Why? What about the village in general (include information on the levels of unemployment, underemployment and if there are seasonal differences in unemployment levels) 257 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Village Demographic Form (5) Inequality ­ Economic and Power 1. In the village is the difference between rich and poor: 1. Very High 2. High 3. Average 4. Low 5. Very Low 2. Are there any marked differences in welfare or access to power between different ethnic groups? 3. Are there any marked differences in welfare or access to power between different religious groups? 4. Are there any marked differences in welfare or access to power between other different groups? 258 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Village Demographic Form (6) Health 1. What health facilities are available in the village--List? (eg. Posyandu, polyindes, Puskesmas, bidan, etc.) 2. Are there any particular health problems in the village? (7) Village Geography Table 2: Village Geography 1. Area 2. List of Dusun 3. Borders with 4. Access to Capital 5. Other Geographic (km²) other villages, (road type/quality, Information kecamatan distance from kec. capital) Additional Comments about Table 2 (list here any cleavages/tensions or community polarization that occurs along geographic lines, including the stereotypes) 259 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Village Demographic Form 260 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Village Demographic Form Part B: Village Activities and Interaction (1) Village Activities and Organizations This section is organized to record the main associational and social interactions in the village List the main forms of village interactions in terms of associational (formal) and social (informal) interactions. Formal interactions may include those interactions based on belonging to a group in the village such as prayer groups, Koran recitals, sporting activities etc; Informal interactions may include those interactions which are more spontaneous or not based on belonging to a group such as market days, wedding ceremonies, gambling, etc. Include information on the composition of the groups--across ethnic, religious, geographical, and economic lines. Table 3: Village Interaction 1. Associational Interactions 2. Social Interactions Additional Comments for Table 3 261 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Village Demographic Form 262 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Village Demographic Form (2) Non-government institutions Aside from Government Institutions, the BPD and political parties, list the other institutions which exist in the village, and how long they have been present where possible (eg. NU, Muhammadiyah, NGOs, Pesantren networks, adat groups, distinct bajingan groups, sports groups, silat groups, prayer groups, woman's groups, savings and loans groups, credit groups, etc.). Table 4: Groups in the Village 1. Group 2. Length of time in 3.Other information (e.g., member Village numbers and composition) Additional Comments about Table 4 263 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Village Demographic Form 264 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Village Demographic Form Part C: Governance and Leadership (1) Village Government Institutions This section summarizes the village government institutions in the village. This includes both the Village Government and its associated institutions, as well as the BPD. Fill in the following table in regards to village government institutions and the administration. It can include everything which has government association, including PKK and similar government organizations in the village. There is a special table for BPD information Table 5 ­ Village Governance (non-BPD) 1. Name of 2. Other Positions in 3. Positions 4. Number of 5. List the 6. Other Village current the Village which are Women in positions these Government Village Head, Government which currently Village women occupy Institutions (length of are filled unfilled in the Administration in the village term, elected village Structure administration in what year) administration Additional Comments about Table 5 265 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Village Demographic Form (3) BPD Fill in the following table for the information on the BPD Table 6: BPD in the Village 1. Name of BPD 2. BPD Formed in 3. Number of 4. Number of 5. Political Party Head (Year) Members Women Domination? Additional Comments about Table 6 (include here any tension between the BPD and Village Government, any problems with formation etc) 266 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Village Demographic Form (4) Political Parties in the Village 1. What is the dominant political party in the village according to the last election results (include figures or percentages if possible)? 2. List the other political parties in the village in order of dominance, according to the last election results (include figures or percentages where possible) 3. Other comments on political parties in the village 267 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Village Demographic Form (5) Tokoh Masyarakat (non-government leadership) List the tokoh masyarakat in the village. Describe what type of tokoh they are and the extent of their influence (that is their affiliations, ties, nature of their leadership and who they influence). Table 7: Tokoh Masyarakat in the Village 1. Name of Tokoh Masyarakat 2. Type of Tokoh 3. Nature of leadership Masyarakat Other comments on Table 7 268 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Village Demographic Form Part D: Broad Types of Conflict in the Village This section provides an overview of the type and incidence of conflicts in the village. The information should be based on actual cases that the informants know of. This is necessary to gain an overall picture of conflict in the village without following the cases that are not related to KDP. Where the conflict occurs frequently such as crime, you may only get data on the last year. Where it occurs infrequently, there may only be data on the past 5 years. Fill in the table wherever you can, with the most relevant information to each type of conflict. Write N/A if the information is not available, and the source in brackets. For the last 3 columns, indicate who is generally involved in the conflicts, that is whom the conflicts are between (eg. Individuals, families, groups, community vs govt, govt vs govt, govt vs private sector etc) and who generally seeks to resolve the conflicts. Indicate if in the majority of cases violence erupts or not. Table 8: Types and Frequencies of Conflict in the Village 1. Type of 2. No. of 3. No. of 4. No. of 5. No. of 6. General 7. General 8. Conflict Incidence incidences incidence incidences in Actors Intermediaries Generall s in the in the last 3 s in the the 5 years y violent last year/ years/num last 5 prior to (yes/no) number ber which years/ reformasi/ which were number number were violent which which were violent were violent violent 269 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Village Demographic Form 1. Type of 2. No. of 3. No. of 4. No. of 5. No. of 6. General 7. General 8. Conflict Incidence incidences incidence incidences in Actors Intermediaries Generall s in the in the last 3 s in the the 5 years y violent last year/ years/num last 5 prior to (yes/no) number ber which years/ reformasi/ which were number number were violent which which were violent were violent violent Additional Comments for Table 8 (note here if there are dusun which are more or less violent than others and for what types of cases). 270 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Informant List C5: Informant List Kecamatan: __________________ Desa: _______________________ Research Informant Name Position in the Dusun Case Study? Standard Key Informant Code Community (yes / no) Interview Questionnaire? Format? (yes / no) (yes / no) 271 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY PHASE 3 FIELD GUIDE Annex D: Key Informant Questionnaires 273 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Kecamatan Key Informant D1: Key Informant Questionnaire: Kecamatan-Level Informants Key Informant Questionnaire Kecamatan-Level Informants KDP & Community Conflict Negotiation Study Research Phase 3: The relationship between KDP and conflict November 2003 ­ March 2004 Contents Contents ......................................................................................................................274 Interview Data ..................................................................................272 Informant Data............................................................................................................274 Instructions .................................................................................................................275 Part A. Types of conflict addressed by KDP..............................................................276 Part B. Cases in which KDP can have a negative effect ............................................285 Part C. Role of the FK in the kecamatan..........................................................................288 Part D. Mechanisms by which KDP might effect change at the kecamatan level ......297 Interview Data Key informant interview #: Interviewer(s): Date: Location (desa, kecamatan, kabupaten): Length (hours, minutes): Number of years of KDP in kecamatan: Informant Data Informant name: Informant gender: male female (tick box) Informant age: Ethnicity: Religion: Place of Birth: Time living in present location (kabupaten): 274 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Kecamatan Key Informant Key Informant Type: tick box below KDP Informants Non KDP Informants FD (Female) Village head FD (Male) BDP head/member Group member (Female) Midwife/Female Teacher Group member (Male) Community leader UPK head Camat FK Other (give details) Instructions 1. Before the interview, read over the questionnaire carefully and make sure you are familiar with each question and the range of answers the respondent can choose from. 2. First introduce yourself, briefly explain the project, and then explain that this interview will take 90 minutes. Ask the informant if they have time, and if they do, thank them and proceed through the interview. 3. Fill in the survey by hand in clear legible hand-writing. 4. At the end of the interview be sure to thank the informant for their time. 275 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Kecamatan Key Informant Part A. Types of conflict addressed by KDP A1: Problems and conflicts addressed at KDP forums If the informant is not able to answer any of the questions in Part A1, either because they do not know the answer, or because KDP forums were not used to solve any sorts of problems at all (related to KDP or not), move straight on to Part A5. However, if the respondent originally says `No' still prompt to see if there are any types of problems/conflicts that have been addressed. You can do this by giving examples of problem types from the two tables in this section. 1. Were KDP forums in your kecamatan ever used to address any cases of conflict or any community problems? (tick appropriate box) Yes No Don't Know/Not Sure If `yes' or `don't know/not sure' go to Q2. If no, go straight to Part A5 2. Were the problem/s that were discussed in the forum related to KDP? Yes No Don't Know/Not Sure If yes/don't know go to Part A2 If no go to part A3 276 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Kecamatan Key Informant A2: KDP-related problems and conflicts addressed at KDP forums For Q1-5 fill in the answer to each question in table A2 below 1. What kind of KDP-related problems or conflicts did the KDP forums address? (Tick all appropriate boxes in Table A2) 2. For each problem that was addressed, was it successfully resolved? (i.e. there is no longer any problem and no intention of bringing it up again). (Write in `Yes', `No', or `Don't Know' for each type of problem you said KDP forums addressed inTable A2) 3. For each problem successfully resolved at a KDP forum, at which level did the forum take place? (Write in appropriate code in Table A2, for each type of problem you said was successfully addressed) 1. Desa level 2. Above desa level (kecamatan and above) 3. Both 4. For each type of problem successfully resolved, why was the conflict resolved in the KDP forum? (Fill in Table A2 only for each type of problem successfully resolved. For each type successfully resolved give up to top 3 reasons why: (1) most important; (2) second most important; (3) third most important. Read out the list to the informant. Choose from answers below) 1. Correct place/forum to solve KDP problems (part of the KDP process) 2. No other place to solve KDP problems 3. FK helped to solve the problem in the forum 4. FD helped to solve the problem in the forum 5. Other KDP staff helped to solve the problem 6. A government official decided we should do this 7. Other reason (write in) __________ 277 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Kecamatan Key Informant 5. For each type of problem not successfully resolved, why was the conflict not successfully resolved in the KDP forum? (Fill in Table A2 only for each type of problem not successfully resolved. For each type not successfully resolved give top 3 reasons why: (1) most important; (2) second most important; (3) third most important. Read out the list to the informant. Choose from answers below:) 1. Nobody addressed the problem at the meetings 2. There was no-one to facilitate solving the problem at the meeting 3. People don't solve problems like that in KDP forums; government solves them directly 4. People don't solve problems like that in KDP forums; they are solved in a different way 5. People were not given an opportunity to speak in the forum 6. At least one of the conflicting parties did not attend the meeting 7. Other reason (write in) _________________ 6. In general, to what extent were KDP forums successful at resolving KDP-related conflicts? (Tick appropriate box) 1. Very successful 2. Partially successful 3. Not very successful 4. Not successful at all 5. Don't Know/Not Sure Go to part A3 278 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Kecamatan Key Informant A2: Problems Related to KDP Type of Problem 1 Problem 2 Successfully 3 At what 4 Why was it 5 Why was it not addressed? Resolved at KDP level was it resolved resolved (tick box if forum addressed (For each type successfully (For each type not problem (Yes, No, or Don't Know (Write in resolved, say why it was successfully resolved, say addressed. If ­ write in. For each appropriate resolved. If more than one why it was not resolved. If `Yes' go to 2) type, if answer `Yes' go code: (1) desa- answer, rank top three more than one answer, to 3; if answer `No' go to level; (2) above answers: (1) for most rank top three answers: 5) desa level; (3) important; (2) second most (1) for most important; (2) both. Go to 4 important; (3) third most second most important; (3) important) third most important) a Problems over understanding the project b Decisions made on projects to go to Kecamatan Forum (UDKP or FAD) (village level problem) c Decisions made on funding at Kecamatan Forum (UDKP or FAD) (kecamatan level problem) d Problems over decisions on procurement/implementation e Problems over corruption/misuse of materials or money f Problems over KDP facilitators/staff g Other problem (write in) ___________________________ 279 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Kecamatan Key Informant A3: non-KDP-related problems and conflicts addressed at KDP forums For Q2-6 fill in the answer to each question in table A3 below 1. Have there been any problems not related to KDP which have been raised in KDP meetings? Yes No Don't know/Not sure If yes, don't know, go to the next question If no, go to Part A4 2. What kind of non-KDP-related problems or conflicts did the KDP forums address? (Tick all appropriate boxes in Table A3) 3. For each problem that was addressed, was it successfully resolved? (Write in `Yes', `No', or `Don't Know' in Table A3) 4. For each problem successfully resolved at a KDP forum, at which level did the forum take place? (Write in `appropriate codes in Table A3) 1. Desa level 2. Above Desa level (kecamatan and above) 3. Both 5. For each type of problem successfully resolved, why was the conflict resolved in the KDP forum? (Fill in only for each type of problem successfully resolved in Table A3. For each type successfully resolved give top 3 reasons why: (1) most important; (2) second most important; (3) third most important. Read out the list. Choose from answers below: 1. No other forum was available to resolve conflicts of that sort 2. FK was good at helping us solve the problem in the forum 3. FD was good at helping us solve the problem in the forum 4. Other KDP staff helped to solve the problem 5. A government official told the people to solve problems through the forums 6. The KDP process is good for problem solving 7. Other reason (write in) _____________________ 280 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Kecamatan Key Informant 6. For each type of problem addressed not successfully resolved, why was the conflict not successfully resolved in the KDP forum? (Fill in only for each type of problem not successfully resolved in Table A3. For each type successfully resolved give top 3 reasons why: (1) most important; (2) second most important; (3) third most important. Read out the list. Choose from answers below: 1. Nobody addressed the problem at the meetings 2. There was no-one to facilitate solving the problem at the meeting 3. People don't solve problems like that in KDP forums; the government solves them directly 4. People don't solve problems like that in KDP forums; they are solved in a different way 5. People were not given an opportunity to speak in the forum 6. At least one of the conflicting parties did not attend the meeting 7. Other reason (write in) _________________ 7. In general, to what extent were KDP forums successful at resolving non-KDP-related conflicts? (Tick appropriate box) 1. Very successful 2. Partially successful 3. Not very successful 4. Not successful at all 5. Don't Know/Not Sure Go to Part A4 281 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Kecamatan Key Informant A3: Problems not Related to KDP Type of Problem 2 Problem 3 Successfully 4 At what 5 Why was it 6 Why was it not addressed? Resolved at KDP level was it resolved resolved (tick box if forum addressed (For each type successfully (For each type not problem (Yes, No, or Don't Know (Write in resolved, say why it was successfully resolved, say addressed) ­ write in. For each appropriate resolved. If more than one why it was not resolved. If type, if answer `Yes' go code: (1) desa- answer, rank top three more than one answer, to 2.3; if answer `No' go level; (2) above answers: (1) for most rank top three answers: to 2.5) desa level; (3) important; (2) second most (1) for most important; (2) both. Got to 2.4 important; (3) third most second most important; (3) important) third most important) a Conflict between villagers over (write in issue) ____________________ b Conflict with other villages over non-KDP issue (write in issue) _______________________ c Problem with thieves d Problems with another development project / government spending e Other problem (write in) ___________________________ 282 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Kecamatan Key Informant A4: Participation in KDP forums to solve conflict 1. If KDP forums were used to resolve problems--or cases of conflict--did those problems or conflicts ever involve people who had not participated in KDP? (For example, did the conflicts involve people from another village or kecamatan, or people who had never been to any of the meetings, or who never received any funding ­ Tick one appropriate box) Yes No Don't Know/Not Sure Go to Part A5 A5: Problem solving by KDP Facilitators outside of KDP forums 1. Were conflicts or community problems (either KDP or non-KDP related) ever resolved or partially resolved by a KDP facilitator outside of KDP forums? (tick one appropriate box) 1. Yes 2. No 3. Don't Know If Yes, go to Q2 If No/Don't Know, go to Part B 2. Was this problem related to KDP? (tick one appropriate box) 1. Yes, KDP-related 2. No, not KDP-related 3. Who helped resolve the problem? (tick all the appropriate boxes. If more than one person helped, tick more than one box) 1. FK 2. FD 3. Member of TPK 4. KMKab 5. Other (write in) __________________ 283 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Kecamatan Key Informant 4. Why was the problem solved by these facilitators, outside of the KDP forums? (tick all the appropriate boxes. If more than one person helped, tick more than one box) 1. People approached the facilitators because they believed they had the resources and authority to resolve the problem 2. There was no-one else who could solve the problem 3. The facilitator offered assistance/intervened when the problem emerged 4. Other (write in) ____________________________________ 5. Why were they successful? (Rank the top three reasons why: (1) most important issue; (2) second most important issue; (3) third most important issue) 1 The actor had the authority--he occupied the right position to legitimately solve the problem 2. The actor was trusted /credible to both disputing parties 3. The actor knew how to sufficiently solve the problem 4. The actor had the resources to solve the problem 4. Other (write in _______________________________________) 5. Don't Know Go to Part B 284 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Kecamatan Key Informant Part B. Cases in which KDP can have a negative effect B1: KDP generating micro-conflict in village level meetings 1. Did the competitive bidding process in KDP trigger any conflicts or problems during the village-level KDP meetings? By minor conflicts here we also mean heated discussions in the meetings. (tick one appropriate box) Yes No Don't Know/Not Sure If `Yes' go to Q2 If `No' or `Don't Know', skip to Section B 2. What kind of problems or conflicts occurred and why was this? (list all the types of problems or conflicts that occurred, and reasons why they occurred) Type of Problem Reason for the problem 285 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Kecamatan Key Informant 3. If there were problems at the meetings, did the problems or conflicts ever become violent? (tick appropriate box) Yes No Don't Know/Not Sure if `Yes' answer Q4-5 if `No' skip to Q6 if `Don't Know' go to Q7 B2: KDP generating micro-conflict in kecamatan-level meetings 1. Did the competitive bidding process trigger any conflicts or problems during the kecamatan level meetings (UDKP or FAD)? (tick the appropriate box) Yes No Don't Know/Not Sure If `Yes' go to Q2 If `No' or `Don't Know', go to Part C 2. What kind of problems or conflicts occurred at the kecamatan meetings (UDKP or FAD) and why did they occur? (list all the types of problems or conflicts that occurred, and reasons why they occurred) Type of Problem Reason for problem 286 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Kecamatan Key Informant 3. If there were problems at the UDKP/FAD meetings, did the problems or conflicts ever become violent? (tick appropriate box) Yes No Don't Know/Not Sure 287 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Kecamatan Key Informant Part C. Role of the FK in the kecamatan If the respondent is an FK, be particularly sensitive as to how you ask these questions. Encourage the FK to be as frank and reflective as possible. Remind him/her of the confidentiality of the survey C1: Visits from the FK to the villages 1. For each year of KDP in the kecamatan, fill in the number of villages visited by the FK and the approximate number of times the FK went to each village. Number of villages Number of times FK visited by FK visited (insert the number of villages (insert the number of visits. If visited by the FK. If you don't you don't know/can't remember, know/can't remember, write write `Don't Know'. Only fill in `Don't Know'. Only fill in for the for the years in which the village years in which the village participated in KDP) participated in KDP) KDP1 Year 1 KDP1 Year 2 KDP 1 Year 3 KDP2 Year 1 2. If the FK visits have increased or decreased substantially over the years KDP was implemented, why is this so? (Explain) 288 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Kecamatan Key Informant C2: Success of the FK (a) Participation 1. For each year of KDP in this kecamatan, how effective was the FK at getting the community in the kecamatan involved in the project? (For each year KDP was in the kecamatan write in the appropriate code. Chose from the following codes) 1. Very effective 2. A little effective 3. Not effective at all 4. Lowered participation 5. Don't Know Effectiveness at stimulating participation For each year, write in the appropriate code (see above) KDP1 Year 1 KDP1 Year 2 KDP1 Year 3 KDP2 Year 1 If the FK was very effective or a little effective (codes 1 or 2), go to Q2. If the FK was ineffective (codes 3 or 4) go to Q3 If you don't know, go to Q4 289 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Kecamatan Key Informant 2. If the FK was effective, how did they get the community involved? (Rank up to three reasons how: (1) most important reason; (2) second most important reason; (3) third most important reason. Write `1' for most important reason, `2' for second most important, etc) 1. The FK worked closely with and supported the FD to publicize and organize meetings 2. The FK communicated and visited frequently with the village leadership in KDP villages to gain access to the community 3. The FK visited the different villages and asked the community to participate 4. The FK visited the different groups in the villages and asked the community to participate 5. The FK provided incentives for the community to come to the meetings (write in incentive) ________________________ 6. The FK threatened that the community would not get money if they did not come to meetings 7. Other (write in) __________________________ Skip to Question 4 3. If the FK was not effective at getting the community involved, why not? (Rank up to three reasons how: (1) most important reason; (2) second most important reason; (3) third most important reason. Write `1' for most important reason, `2' for second most important, etc) 1. The FK was too busy to go to most villages frequently 2. There was not enough project resources for the FK to come frequently to all the villages 3. The FK did not work closely with the FD to publicize and organize the meetings 4. The FK only approached/invited the village leadership 5. The FK only approached/invited community leaders and the village leadership 6. The FK did not advertise the meetings 7. The FK did not train the FD properly 8. Other (write in) _______________________ 290 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Kecamatan Key Informant (b) Conveying and Enforcing KDP rules 4. How effectively did the FK convey and enforce KDP rules? (For example, on participation of women, on voting decisions by villagers, verfication of proposals, etc. For each year, choose one of the following codes:) 1. Very effective 2. A little effective 3. Not very effective at all 4. Made things more confusing 5. Don't Know/Can't Remember Effectiveness at conveying and enforcing rules For each year, write in the appropriate code (see above) KDP1 Year 1 KDP1 Year 2 KDP1 Year 3 KDP2 Year 1 If the FK was very effective or a little effective (codes 1 or 2), go to Q5. If the FK was ineffective (codes 3 or 4) go to Q6 If you don't know, go to Q7 5. If the FK was effective at communicating and enforcing the rules, why was that? (Rank up to three reasons how: (1) most important reason; (2) second most important reason; (3) third most important reason. Write `1' for most important reason, `2' for second most important, etc) 1. There was trust in the FK 2. The FK has the necessary authority/legitimacy 3. The FK was heavily active in KDP facilitation 4. The FK took time to assist the FD and "get to know" the community 5. The FK had knowledge/understanding of the community's needs 6. Other (write in ) ___________________________ Skip to Q7 291 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Kecamatan Key Informant 6. If the FK had problems conveying and enforcing KDP rules, why was that? (Rank up to three reasons how: (1) most important reason; (2) second most important reason; (3) third most important reason. Write `1' for most important reason, `2' for second most important, etc) 1. There was no trust in the FK 2. The FK did not have the necessary authority/legitimacy 3. The FK was undermined by village officials/leaders 4. The FK was not active in KDP facilitation 5. The FK did not work together with the FD 6. The FK had inadequate knowledge/understanding of The community's needs 7. Other (write in ) ___________________________ (c) Facilitating KDP meetings 7. How effectively did the FK facilitate the village-level KDP meetings? (For each year, choose one of the following codes:) 1. Very effectively 2. Somewhat effectively 3. Not effectively at all 4. Made things worse 5. Don't Know/I wasn't there Effectiveness at facilitating village meetings For each year, write in the appropriate code (see above) KDP1 Year 1 KDP1 Year 2 KDP1 Year 3 KDP2 Year 1 292 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Kecamatan Key Informant 8. If the FK was successful or unsuccessful at facilitating village meetings, why do you think that was? (write in description) 9. How effectively did the FK facilitate the kecamatan KDP meetings? (For each year, choose one of the following codes:) 1. Very effectively 2. Somewhat effectively 3. Not effectively at all 4. Made things worse 5. Don't Know/I wasn't there Effectiveness at facilitating kecamatan meetings For each year, write in the appropriate code (see above) KDP1 Year 1 KDP1 Year 2 KDP1 Year 3 KDP2 Year 1 293 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Kecamatan Key Informant 10. If the FK was successful or unsuccessful at facilitating kecamatan meetings, why do you think that was? (write in description) Go to C3 294 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Kecamatan Key Informant C3: External support to the FK 1. From whom did the FK get support in terms of technical assistance from the sub-district or district level? (Rank up to three persons/institutions who supported the FK with technical assistance: (1) most important help; (2) second most important help; etc. 1. KMKab 2. NMC 3. PjOK 4. PjAK 5. PMD ­ district-level 6. RMU 7. Other (write in) _________________________________ For the (Q2 and Q4) rank up to three persons/institutions. Choose from the codes below and write next to the `most important', `second most important' and `third most important' for each question 1. Village Head 11. Police 2. Other village official 12. Informal Security Group 3. Camat 13. TNI 4. Other kecamatan official 14. Other (write in) __________________ 5. DPRD 6. Other kabupaten officials 7. Member of NGO 8. Adat leader/group 9. Religious leader/group 10. Other community leader 2. From whom did the FK get support in terms of informal or formal assistance from other people and institutions? (write in codes as given above) Most important _________ Second most important _________ Third most important _________ 295 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Kecamatan Key Informant 3. Did anyone try to block the FK when they carried out their work? Yes No Don't Know/Not Sure If `Yes' go to next question If `No' or `Don't Know', go to Part D 4. If Yes, who tried to block the FK? (write in codes as given above) Most important _________ Second most important _________ Third most important _________ 5. If someone did try to block the FK when they carried out their work, how did they try to do it/or manage to do it? Were they successful? (write in description here) Go to Part D 296 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Kecamatan Key Informant Part D. Mechanisms by which KDP might effect change at the kecamatan level D1: Levels of trust between groups in the kecamatan Fill in the answer to each question (Q1-5) in table D1 below 1. Do you think that levels of trust between different groups (clans, ethnic groups, religious groups, rich/poor groups) in the kecamatan have changed since you had KDP here? 1. Improved a lot 2. Improved a bit 3. Stayed the same 4. Got worse 5. Don't Know for group types where relations have improved (codes 1 and 2) answer Q2-3 for group types where relations have gotten worse (code 4) answer Q4-5 for codes 3 and 5 go to section D2 2. For each type of group for which you think relations have improved, why do you think they have improved? (Fill in only for the types of groups were relations have improved since KDP arrived. For each type of group with improved relations give up to 3 reasons why: (1) most important; (2) second most important; (3) third most important. Read out the list to the informant. Choose from answers below:) 1. Groups trust each other more 2. Groups are now more involved in joint-decision making than before 3. More `bridging' forums exist than before 4. Individuals in different groups encouraged the groups to get on better than before 5. An old conflict between the groups was resolved 6. Someone outside the groups has mediated between the groups 7. Other ____________________ (write in) 3. For these groups, do you think KDP played a role in improving group relations? (Fill in only for the types of groups were relations have improved since KDP arrived. For each type of group with improved relations choose from codes below:) 1. Yes 2. No 3. Don't Know / Not Sure 297 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Kecamatan Key Informant 4. For each type of group where relations have got worse, why do you think they have gotten worse? (Fill in only for the types of groups were relations have gotten worse since KDP arrived. For each type of group with worse relations give up to 3 reasons why: (1) most important; (2) second most important; (3) third most important. Read out the list to the informant. Choose from answers below:) 1. Groups no longer trust each other 2. Groups are less involved in joint-decision making than before 3. Less `bridging' forums exist than before 4. Individuals in different groups encouraged the groups to get on worse than before 5. A new conflict has made relations worse 6. Competition in KDP has increased tensions between groups 7. Other ____________________ (write in) 5. For these groups, do you think KDP played a role in worsening group relations? (Fill in only for the types of groups were relations have worsened since KDP arrived. For each type of group with worsened relations choose from codes below:) 1. Yes 2. No 3. Don't Know / Not Sure Go to Part D2 298 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Kecamatan Key Informant D1: Levels of Trust between Groups in the Kecamatan since KDP arrived Type of Cleavage/Tension 1. Change 2. Why 3. KDP 4. Why got 5. KDP in relations Improved? influence? worse? influence? (Write in (Write in appropriate (Write in (Write in appropriate (Write in appropriate appropriate code code ­ see above.) appropriate code ­ code ­ see above.) code ­ see above.) ­ see above. If see above) relations have improved (codes 1-2, go to Q2; if worse go to Q4) a Ethnic/Clan/Suku b Religious c Rich/Poor d Political party e Other (write in) ________________________ 299 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Kecamatan Key Informant D2: Participation between groups in KDP in the kecamatan 1. Did people who do not usually get involved in kecamatan meetings come to the kecamatan KDP meetings? (tick one appropriate box) 1. Yes 2. No 3. Don't Know/Not Sure If `Yes', go to Q2. If `No', go to Q6. If `Don't Know' skip to Q8. (a) People who come to KDP meetings who usually don't go to meetings 2. If so, what kinds of people came to the KDP meetings who did not usually go to kecamatan meetings? (tick all the appropriate boxes) 1. People from minority ethnic groups 2. People from minority religious groups 3. Poor people 4. Women 5. Ordinary villagers 6. People from remote villages 8. Opposition to kecamatan government 9. Other (write in) __________________________ 300 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Kecamatan Key Informant 3. If so, why did they come to these meetings but not to other kecamatan meetings? (Rank up to three reasons: (1)most importmant; (2) second most important; etc) 1. Because they were formally invited to these meetings and normally are not 2. Because they had informally heard they could come to these meetings 3. Because they were felt the meetings were more relevant to them than other meetings 4. Because they feel they have more opportunity for input and decision-making than at other meetings 5. Because they want assistance (bantuan/funds) 6. Other (write in) _____________________________________________ (b) People who do not go to meetings 4. What groups did not come to the KDP meetings at the kecamatan level? (tick all the appropriate boxes) 1. People from minority ethnic groups 2. People from minority religious groups 3. Poor people 4. Women 5. Ordinary villagers 6. People from remote villages 7. Opposition to kecamatan government 8. Other (write in) __________________________ 301 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Kecamatan Key Informant 5. Why didn't these groups come? (rank up to three reasons: (1) for most important; (2) second most important; etc) 1. Because they are not formally invited to the meeting 2. Because they don't hear about the meeting 3. Because they don't feel welcome at the meeting 4. Because the meeting is too far away 5. Because they are too busy 6. Because they think the meeting is a waste of time 7. Other (write in) ________________________________ (c) Attendance at other kecamatan meetings 6. Since KDP came to the kecamatan, how have things changed in terms of the number of different groups coming to the kecamatan meetings? By different groups we mean, people from different identity groups in the village--ethnic, religious, economic, etc. (tick one appropriate box) 1. Many more groups come 2. Some more groups come 3. Stayed the same 4. Less groups come 5. Much less groups come 6. Don't Know/Not Sure if the respondent answers that more groups came (codes 1 or 2) answer Q9 if the respondent answers that less groups came (codes 4 or 5) answer Q10 if the respondent answers that the number of groups stayed the same, or that he/she does not know (codes 3 or 6) skip to E3 7. If the number of groups going to kecamatan meetings increased or decreased, why is this so? (write in description) Go to D3 302 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Kecamatan Key Informant D3: Other social changes in the kecamatan 1. Do you think decision making in the kecamatan has changed since you had KDP came here? (tick one appropriate box) 1. Much more democratic 2. Somewhat more democratic 3. Stayed the same 4. Less democratic 5. Much less democratic 6. Don't Know/Not Sure 2. Do you think people try to solve conflicts differently since you had KDP came here? (tick one appropriate box) 1. In much more peaceful ways 2. Somewhat more peacefully 3. Stayed the same 4. More violently 5. Much more violently 6. Don't Know/Not Sure 3. Do you think people are now better or worse at solving problems (or conflicts), since you had KDP in the kecamatan? (tick one appropriate box) 1. Much better now 2. Somewhat better now 3. Stayed the same 4. A bit worse 5. Much worse now 6. Don't Know/Not Sure 303 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Village Key Informant D2: Key Informant Questionnaire Village-Level Informants Key Informant Questionnaire Village-Level Informants KDP & Community Conflict Negotiation Study Research Phase 3: The relationship between KDP and conflict November 2003 ­ March 2004 Contents Contents ......................................................................................................................304 Interview Data ............................................................................................................304 Informant Data............................................................................................................304 Instructions .................................................................................................................305 Part A. Types of conflict addressed by KDP..............................................................306 Part B. Cases in which KDP can have a negative effect ............................................316 Part C. Role of the FK and FD...................................................................................319 Part D. External factors that affect the ability of KDP to successfully manage conflict330 Part E. Mechanisms by which KDP might effect change at the village level.............333 Interview Data Key informant interview #: Interviewer(s): Date: Location (desa, kecamatan, kabupaten): Length (hours, minutes): Number of years of KDP in village: Informant Data Informant name: Informant gender: male female (tick box) Informant age: Ethnicity: Religion: Place of Birth: Time living in present location (kabupaten): 304 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Village Key Informant Key Informant Type: tick box below KDP Informants Non KDP Informants FD (Female) Village head FD (Male) BDP head/member Group member (Female) Midwife/Female Teacher Group member (Male) Community leader UPK head Camat FK Other (give details) Instructions 1. Before the interview, read over the questionnaire carefully and make sure you are familiar with each question and the range of answers the respondent can choose from. 2. First introduce yourself, briefly explain the project, and then explain that this interview will take _ minutes. (Fill in this once we know how long the interview will take). Ask the informant if they have time, and if they do, thank them and proceed through the interview. 3. Fill in the survey by hand in clear legible hand-writing. 4. At the end of the interview be sure to thank the informant for their time. 305 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Village Key Informant Part A. Types of conflict addressed by KDP A1: Problems and conflicts addressed at KDP forums If the informant is not able to answer any of the questions in Part A1, either because they don't know the answer, or because KDP forums were not used to solve any sorts of problems at all (related to KDP or not), move straight on to Part A5. However, if the respondent originally says `No' still prompt to see if there are any types of problems/conflicts that have been addressed. You can do this by giving examples of problem types from the two tables in this section. 1. Were KDP forums in your village ever used to address any cases of conflict or any community problems? (tick appropriate box) Yes No Don't Know/Not Sure If `yes' or `don't know/not sure' go to Q2. If no, go straight to Part A5 2. Were the problem/s that were discussed in the forum related to KDP? Yes No Don't Know/Not Sure If yes/don't know go to Part A2 If no go to part A3 306 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Village Key Informant A2: KDP-related problems and conflicts addressed at KDP forums For Q1-5 fill in the answer to each question in table A2 below 3. What kind of KDP-related problems or conflicts did the KDP forums address? (Tick all appropriate boxes in Table A2) 4. For each problem that was addressed, was it successfully resolved? (i.e. there is no longer any problem and no intention of bringing it up again). (Write in `Yes', `No', or `Don't Know' for each type of problem you said KDP forums addressed inTable A2) 5. For each problem successfully resolved at a KDP forum, at which level did the forum take place? (Write in appropriate code in Table A2, for each type of problem you said was successfully addressed) 1. Desa level 2. Above desa level (kecamatan and above) 3. Both 6. For each type of problem successfully resolved, why was the conflict resolved in the KDP forum? (Fill in Table A2 only for each type of problem successfully resolved. For each type successfully resolved give up to top 3 reasons why: (1) most important; (2) second most important; (3) third most important. Read out the list to the informant. Choose from answers below) 1. Correct place/forum to solve KDP problems (part of the KDP process) 2. No other place to solve KDP problems 3. FK helped to solve the problem in the forum 4. FD helped to solve the problem in the forum 5. Other KDP staff helped to solve the problem 6. Village head decided we should do this 7. Other reason (write in) __________ 307 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Village Key Informant 7. For each type of problem not successfully resolved, why was the conflict not successfully resolved in the KDP forum? (Fill in Table A2 only for each type of problem not successfully resolved. For each type not successfully resolved give top 3 reasons why: (1) most important; (2) second most important; (3) third most important. Read out the list to the informant. Choose from answers below:) 1. Nobody addressed the problem at the meetings 2. There was no-one to facilitate solving the problem at the meeting 3. We don't solve problems like that in KDP forums; the village head solves them directly 4. We don't solve problems like that in KDP forums; they are solved in a different way 5. We were not given an opportunity to speak in the forum 6. At least one of the conflicting parties did not attend the meeting 7. Other reason (write in) _________________ 8. In general, to what extent were KDP forums successful at resolving KDP-related conflicts? (Tick appropriate box) 1. Very successful 2. Partially successful 3. Not very successful 4. Not successful at all 5. Don't Know/Not Sure Go to part A3 308 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Village Key Informant A2: Problems Related to KDP Type of Problem 1 Problem 2 Successfully 3 At what 4 Why was it 5 Why was it not addressed? Resolved at KDP level was it resolved resolved (tick box if forum addressed (For each type successfully (For each type not problem (Yes, No, or Don't Know (Write in resolved, say why it was successfully resolved, say addressed. If ­ write in. For each appropriate resolved. If more than one why it was not resolved. If `Yes' go to 2) type, if answer `Yes' go code: (1) desa- answer, rank top three more than one answer, to 3; if answer `No' go to level; (2) above answers: (1) for most rank top three answers: 5) desa level; (3) important; (2) second most (1) for most important; (2) both. Go to 4 important; (3) third most second most important; (3) important) third most important) a Problems over understanding the project b Decisions made on projects to go to Kecamatan Forum (UDKP or FAD) (village level problem) c Decisions made on funding at Kecamatan Forum (UDKP or FAD) (kecamatan level problem) d Problems over decisions on procurement/implementation e Problems over corruption/misuse of materials or money f Problems over KDP facilitators/staff g Other problem (write in) ___________________________ 309 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Village Key Informant A3: non-KDP-related problems and conflicts addressed at KDP forums For Q2-6 fill in the answer to each question in table A3 below 9. Have there been any problems not related to KDP which have been raised in KDP meetings? Yes No Don't know/Not sure If yes, don't know, go to the next question If no, go to Part A4 10. What kind of non-KDP-related problems or conflicts did the KDP forums address? (Tick all appropriate boxes in Table A3) 11. For each problem that was addressed, was it successfully resolved? (Write in `Yes', `No', or `Don't Know' in Table A3) 12. For each problem successfully resolved at a KDP forum, at which level did the forum take place? (Write in `appropriate codes in Table A3) 1. Desa level 2. Above Desa level (kecamatan and above) 3. Both 13. For each type of problem successfully resolved, why was the conflict resolved in the KDP forum? (Fill in only for each type of problem successfully resolved in Table A3. For each type successfully resolved give top 3 reasons why: (1) most important; (2) second most important; (3) third most important. Read out the list. Choose from answers below: 1. No other forum was available to resolve conflicts of that sort 2. FK was good at helping us solve the problem in the forum 3. FD was good at helping us solve the problem in the forum 4. Other KDP staff helped to solve the problem 5. The village head told us to solve problems through the forums 6. The KDP process is good for problem solving 7. Other reason (write in) _____________________ 310 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Village Key Informant 14. For each type of problem addressed not successfully resolved, why was the conflict not successfully resolved in the KDP forum? (Fill in only for each type of problem not successfully resolved in Table A3. For each type not successfully resolved give top 3 reasons why: (1) most important; (2) second most important; (3) third most important. Read out the list. Choose from answers below: 1. Nobody addressed the problem at the meetings 2. There was no-one to facilitate solving the problem at the meeting 3. We don't solve problems like that in KDP forums; the village head solves them directly 4. We don't solve problems like that in KDP forums; they are solved in a different way 5. We were not given an opportunity to speak in the forum 6. At least one of the conflicting parties did not attend the meeting 7. Other reason (write in) _________________ 15. In general, to what extent were KDP forums successful at resolving non-KDP-related conflicts? (Tick appropriate box) 1. Very successful 2. Partially successful 3. Not very successful 4. Not successful at all 5. Don't Know/Not Sure Go to Part A4 311 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Village Key Informant A3: Problems not Related to KDP Type of Problem 2 Problem 3 Successfully 4 At what 5 Why was it 6 Why was it not addressed? Resolved at KDP level was it resolved resolved (tick box if forum addressed (For each type successfully (For each type not problem (Yes, No, or Don't Know (Write in resolved, say why it was successfully resolved, say addressed) ­ write in. For each appropriate resolved. If more than one why it was not resolved. If type, if answer `Yes' go code: (1) desa- answer, rank top three more than one answer, to 2.3; if answer `No' go level; (2) above answers: (1) for most rank top three answers: to 2.5) desa level; (3) important; (2) second most (1) for most important; (2) both. Got to 2.4 important; (3) third most second most important; (3) important) third most important) a Conflict between villagers over (write in issue) ____________________ b Conflict with other villages over non-KDP issue (write in issue) _______________________ c Problem with thieves d Problems with another development project / government spending e Other problem (write in) ___________________________ 312 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Village Key Informant A4: Participation in KDP forums to solve conflict 16. If KDP forums were used to resolve problems--or cases of conflict--did those problems or conflicts ever involve people who had not participated in KDP? (For example, did the conflicts involve people from another village or kecamatan, or people who had never been to any of the meetings, or who never received any funding ­ Tick one appropriate box) Yes No Don't Know/Not Sure Go to Part A5 313 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Village Key Informant A5: Problem solving by KDP Facilitators outside of KDP forums 17. Were conflicts or community problems (either KDP or non-KDP related) ever resolved or partially resolved by a KDP facilitator outside of KDP forums? (tick the appropriate box ­ only one answer) 1. Yes 2. No 3. Don't Know If Yes, go to Q2 If No/Don't Know, go to Part B 18. Was this problem related to KDP? (tick the appropriate box ­ only one answer) 1. Yes, KDP-related 2. No, not KDP-related 19. Who helped resolve the problem? (tick all the appropriate boxes. If more than one person helped, tick more than one box) 1. FK 2. FD 3. Member of TPK 4. KMKab 5. Other (write in) __________________ 314 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Village Key Informant 20. Why was the problem solved by these facilitators, outside of the KDP forums? (tick all the appropriate boxes. If more than one person helped, tick more than one box) 1. We approached the facilitators because we believed they had the resources and authority to resolve the problem 2. There was no-one else who could solve the problem 3. The facilitator offered assistance/intervened when the problem emerged 4. Other (write in) __________________________________ 21. Why were they successful? (Rank the top three reasons why: (1) most important issue; (2) second most important issue; (3) third most important issue) o The actor had the authority ­ he occupied the right position to legitimately solve the problem o The actor was trusted /credible to both disputing parties o The actor knew how to sufficiently solve the problem o The actor had the resources to solve the problem o Other (write in) _______________________________________ o Don't Know Go to Part B 315 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Village Key Informant Part B. Cases in which KDP can have a negative effect B1: KDP generating micro-conflict in village level meetings 1. Did the competitive bidding process in KDP trigger any conflicts or problems during the KDP village-level meetings? By minor conflicts here we also mean heated discussions in the meetings. (tick the appropriate box ­ only one answer) Yes No Don't Know/Not Sure If `Yes' go to Q2 If `No' or `Don't Know', skip to Section B2 2. What kind of problems or conflicts occurred and why was this? (list all the types of problems or conflicts that occurred, and reasons why they occurred) Type of Problem Reason for the problem 316 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Village Key Informant 3. If there were problems at the meetings, did the problems or conflicts ever become violent? (tick appropriate box) Yes No Don't Know/Not Sure B2: KDP generating micro-conflict in kecamatan-level meetings This section is only to be filled in by respondents who went to at least one kecamatan level KDP meeting. If the respondent did not go to any of the meetings tick the box below, and skip to Part C. Did not go to kecamatan meetings 4. Did the competitive bidding process trigger any conflicts or problems during the kecamatan level meetings (UDKP or FAD)? (tick one appropriate box) Yes No Don't Know/Not Sure i. If `Yes' go to Q2 ii. If `No' or `Don't Know', go Part C 5. What kind of problems or conflicts occurred at the kecamatan meetings (UDKP or FAD) and why did they occur? (list all the types of problems or conflicts that occurred, and reasons why they occurred) 317 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Village Key Informant Type of Problem Reason for problem 6. If there were problems at the UDKP/FAD meetings, did the problems or conflicts ever become violent? (tick appropriate box) Yes No Don't Know/Not Sure 318 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Village Key Informant Part C. Role of the FK and FD C1: Visits from the FK to the village 1. For each year of KDP in that village, fill in the number of times the FK visited the village. Number of times FK visited (insert the number of visits. If you don't know/can't remember, write `Don't Know'. Only fill in for the years in which the village participated in KDP) KDP1 Year 1 KDP1 Year 2 KDP1 Year 3 KDP2 Year 1 2. If the FK visits have increased or decreased substantially over the years KDP was implemented, why is this so? (Explain) 319 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Village Key Informant C2: Success of the FK (a) Participation 3. For each year your village had KDP, how effective was the FK at getting the community in your village involved in the project? (For each year KDP was in your village write in the appropriate code. Chose from the following codes 1. Very effective 2. A little effective 3. Not effective at all 4. Lowered participation 5. Don't Know Effectiveness at stimulating participation For each year, write in the appropriate code (see above) KDP1 Year 1 KDP1 Year 2 KDP1 Year 3 KDP2 Year 1 iii. If the FK was very effective or a little effective (codes 1 or 2), go to Q2. iv. If the FK was ineffective (codes 3 or 4) go to Q3 v. If you don't know, go to Q4 320 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Village Key Informant 4. If the FK was effective, how did they get the community involved? (Rank up to three reasons how: (1) most important reason; (2) second most important reason; (3) third most important reason. Write `1' for most important reason, `2' for second most important, etc) 1. The FK worked closely with and supported the FD to publicize and organize meetings 2. The FK communicated and visited frequently with the village leadership to gain access to the community 3. The FK visited the different dusun and asked the community to participate 4. The FK visited the different groups in the villages and asked the community to participate 5. The FK provided incentives for the community to come to the meetings (write in incentive) ________________________ 6. The FK threatened that the community would not get money if they did not come to meetings 7. Other (write in) __________________________ Skip to Question 4 321 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Village Key Informant 5. If the FK was not effective at getting the community involved, why not? (Rank up to three reasons how: (1) most important reason; (2) second most important reason; (3) third most important reason. Write `1' for most important reason, `2' for second most important, etc) 1. The FK was too busy to come to the village frequently 2. There was not enough project resources for the FK to come frequently to the village 3. The FK did not work closely with the FD to publicize and organize the meetings 4. The FK only approached/invited the village leadership 5. The FK only approached/invited community leaders and the village leadership 6. The FK did not advertise the meetings 7. The FK did not train the FD properly 8. Other (write in) _______________________ (b) Facilitating KDP meetings 6. How effectively did the FK facilitate the village KDP meetings? (For each year, choose one of the following codes:) 1. Very effectively 2. Somewhat effectively 3. Not effectively at all 4. Made things worse 5. Don't Know/I wasn't there Effectiveness at facilitating village meetings For each year, write in the appropriate code (see above) KDP1 Year 1 KDP1 Year 2 KDP1 Year 3 KDP2 Year 1 322 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Village Key Informant 7. If the FK was successful or unsuccessful at facilitating village meetings, why do you think that was? (write in description) If the village informant went to at least one kecamatan level meeting, go to Q6 If they did not, skip to Part C3 8. How effectively did the FK facilitate the kecamatan KDP meetings? (For each year, choose one of the following codes:) 1. Very effectively 2. Somewhat effectively 3. Not effectively at all 4. Made things worse 5. Don't Know/I wasn't there Effectiveness at facilitating kecamatan meetings For each year, write in the appropriate code (see above) KDP1 Year 1 KDP1 Year 2 KDP1 Year 3 KDP2 Year 1 323 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Village Key Informant 9. If the FK was successful or unsuccessful at facilitating kecamatan meetings, why do you think that was? (write in description) 324 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Village Key Informant C3: Success of the FD (a) Participation 1. For each year your village had KDP, how effective was the FD at getting the community in your village involved in the project? (For each year KDP was in your village write in the appropriate code. Chose from the following codes 1. Very effective 2. A little effective 3. Not effective at all 4. Lowered participation 5. Don't Know Effectiveness at stimulating participation For each year, write in the appropriate code (see above) KDP1 Year 1 KDP1 Year 2 KDP1 Year 3 KDP2 Year 1 If the FD was very effective or a little effective (codes 1 or 2), go to Q2. If the FD was ineffective (codes 3 or 4) go to Q3 If you don't know, go to Q4 325 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Village Key Informant 2. If the FD was effective, how did they get the community involved? (Rank up to three reasons how: (1) most important reason; (2) second most important reason; (3) third most important reason. Write `1' for most important reason, `2' for second most important, etc) 1. The FD made frequent visits to different groups to explain the program 2. The FD used a variety of ways to advertise the program at all levels in the village 3. The FD understood community values and ways, so was trusted 4. The FD used the village head/officials (government) to access the community 5. The FD used village leaders (non-government) to access the community 6. The FD promised the community benefits from being involved in the program 7. Other (write in ) ___________________________ 3. If the FD was not effective at getting the community involved, why not? (Rank up to three reasons how: (1) most important reason; (2) second most important reason; (3) third most important reason. Write `1' for most important reason, `2' for second most important, etc) 1. Did not visit different groups to explain the program 2. Did not clearly explain the program and its benefits in a way that would be understood by the community 3. Did not understand the community's ways/values 4. Was not trusted by the community 5. Only accessed village offficals/elite and not other members of the community 6. Other (write in) _________________________________ 326 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Village Key Informant (b) Facilitating KDP meetings 4. How effectively did the FD facilitate the village KDP meetings? (For each year, choose one of the following codes:) 1. Very effectively 2. Somewhat effectively 3. Not effectively at all 4. Made things worse 5. Don't Know/I wasn't there Effectiveness at facilitating village meetings For each year, write in the appropriate code (see above) KDP1 Year 1 KDP1 Year 2 KDP1 Year 3 KDP2 Year 1 5. If the FD was successful or unsuccessful at facilitating village meetings, why do you think that was? (write in description) Go to Part C4 327 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Village Key Informant C4: External support to the FK For the (Q1 and Q3) rank up to three persons/institutions. Choose from the codes below and write next to the `most important', `second most important' and `third most important' for each question 1. Village Head 11. Police 2. Other village official 12. Informal Security Group 3. Camat 13. TNI 4. Other kecamatan official 14. Other (write in) __________________ 5. DPRD 6. Other kabupaten officials 7. Member of NGO 8. Adat leader/group 9. Religious leader/group 10. Other community leader 6. From whom did the FK get support in terms of informal or formal assistance from other people and institutions? (write in codes as given above) Most important _________ Second most important _________ Third most important _________ 7. Did anyone try to block the FK when they carried out their work? Yes No Don't Know/Not Sure If `Yes' go to next question If `No' or `Don't Know', go to Part D 8. If Yes, who tried to block the FK? (write in codes as given above) Most important _________ Second most important _________ Third most important _________ 328 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Village Key Informant 9. If someone did try to block the FK when they carried out their work, how did they try to do it/or manage to do it? Were they successful? (write in description here) Go to Part D 329 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Village Key Informant Part D. External factors that affecting the Success of KDP D1: Village decision-making in KDP 1. Who made the decisions about which projects would be proposed by the village at the KDP meetings? (tick one appropriate box) 1. The village head and village elite by themselves 2. The village head/elite with the FD 3. Just those who had proposals 4. All the people who attended the meeting 5. FK and FD 6. FK and village elite 7. Other (write in) _________________________ D2: Role of the village head and village elite 2. How big a role did the village head and the village elite play in the KDP decision-making forums at the village level? (Tick one appropriate box. By village elite we mean others in positions of power in the village) 1. Made all the decisions 2. Played a major role in making decisions 3. Same role as everyone else 4. Smaller role than everyone else 5. Don't Know/Not Sure 330 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Village Key Informant 3. What was the role of the village head and the village elite when the KDP projects were being set up/built? (For example, when the roads were built/savings and loans scheme started etc) (Tick one appropriate box) 1. Led the process 2. Played a major role making decisions during the implementation of the process 3. Same role as everyone else 4. Smaller role than everyone else 5. Don't Know/Not Sure 4. What is the role of the village head and the village elite in other (non-KDP) development projects in this village? (Tick the appropriate box) 1. Make all the decisions 2. Played a major role making decisions during the implementation of the process 3. Same role as everyone else in the village 4. Smaller role than everyone else 5. Don't Know/Not Sure 5. Was the role of the village head/village elite in KDP different to that in other projects? (Tick one appropriate box) 1. Yes, very different (better) 2. Yes, somewhat different (better) 3. Yes, somewhat different (worse) 4. Yes, very different (worse) 5. The same 6. Don't Know 331 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Village Key Informant 6. If the role of the village head/elite was different in KDP compared to other programs, in what way was it different, and why was this better or worse? (write in details) Go to Part E 332 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Village Key Informant Part E. Mechanisms by which KDP might effect change at the village level E1: Levels of trust between groups in the village i. Fill in the answer to each question (Q1-5) in table E1 below 1. Do you think that levels of trust between different groups (clans, ethnic groups, religious groups, rich/poor groups) in your village have changed since you had KDP in your village? 1. Improved a lot 2. Improved a bit 3. Stayed the same 4. Got worse 5. Don't Know for group types where relations have improved (codes 1 and 2) answer Q2-3 for group types where relations have gotten worse (code 4) answer Q4-5 for codes 3 and 5 go to section E2 2. For each type of group for which you think relations have improved, why do you think they have improved? (Fill in only for the types of groups were relations have improved since KDP arrived. For each type of group with improved relations give up to 3 reasons why: (1) most important; (2) second most important; (3) third most important. Read out the list to the informant. Choose from answers below:) 1. Groups trust each other more 2. Groups are now more involved in joint-decision making than before 3. More `bridging' forums exist than before 4. Individuals in different groups encouraged the groups to get on better than before 5. An old conflict between the groups was resolved 6. Someone outside the group has mediated between the groups 7. Other ____________________ (write in) 3. For these groups, do you think KDP played a role in improving group relations? (Fill in only for the types of groups were relations have improved since KDP arrived. For each type of group with improved relations choose from codes below:) 1. Yes 2. No 3. Don't Know / Not Sure 333 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Village Key Informant 4. For each type of group where relations have got worse, why do you think they have gotten worse? (Fill in only for the types of groups were relations have gotten worse since KDP arrived. For each type of group with worse relations give up to 3 reasons why: (1) most important; (2) second most important; (3) third most important. Read out the list to the informant. Choose from answers below:) 1. Groups no longer trust each other 2. Groups are less involved in joint-decision making than before 3. Less `bridging' forums exist than before 4. Individuals in different groups encouraged the groups to get on worse than before 5. A new conflict has made relations worse 6. Competition in KDP has increased tensions between groups 7. Other ____________________ (write in) 5. For these groups, do you think KDP played a role in worsening group relations? (Fill in only for the types of groups were relations have worsened since KDP arrived. For each type of group with worsened relations choose from codes below:) 1. Yes 2. No 3. Don't Know / Not Sure Go to Part E2 334 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Village Key Informant E1: Levels of Trust between Groups in the Village since KDP arrived Type of Cleavage/Tension 1. Change 2. Why 3. KDP 4. Why got 5. KDP in relations Improved? influence? worse? influence? (Write in (Write in appropriate (Write in (Write in appropriate (Write in appropriate appropriate code code ­ see above.) appropriate code ­ code ­ see above.) code ­ see above.) ­ see above. If see above) relations have improved (codes 1-2, go to Q2; if worse go to Q4) a Ethnic/Clan/Suku b Religious c Rich/Poor d Political party e Other (write in) ________________________ 335 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Village Key Informant E2: Participation between groups in KDP in the village 6. Did people who do not usually get involved in village meetings come to the KDP meetings? (tick one appropriate box) 1. Yes 2. No 3. Don't Know/Not Sure If `Yes', go to Q2. If `No', go to Q4. If `Don't Know' skip to Q6. (a) People who come to KDP meetings who usually don't go to meetings 7. If so, what kinds of people came to the KDP meetings who did not usually go to village meetings? (tick all the appropriate boxes) 1. People from minority ethnic groups 2. People from minority religious groups 3. Poor people 4. Women 5. Ordinary villagers 6. People from remote dusun 8. Opposition to village government 9. Other (write in) ________________ 336 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Village Key Informant 8. If so, why did they come to these meetings but not to other village meetings? (Rank up to three reasons: (1)most importmant; (2) second most important; etc) 1. Because they were formally invited to these meetings and normally are not 2. Because they had informally heard they could come to these meetings 3. Because they were felt the meetings were more relevant to them than other meetings 4. Because they feel they have more opportunity for input and decision-making than at other meetings 5. Because they want assistance (bantuan/funds) 6. Other (write in) ___________________________________ (b) People who don't go to meetings 9. What groups did not come to the KDP meetings? (tick all the appropriate boxes) 1. People from minority ethnic groups 2. People from minority religious groups 3. Poor people 4. Women 5. Ordinary villagers 6. People from remote dusun 7. Opposition to village government 8. Other (write in) __________________ 337 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Village Key Informant 10. Why didn't these groups come? (rank up to three reasons: (1) for most important; (2) second most important; etc) 1. Because they are not formally invited to the meeting 2. Because they don't hear about the meeting 3. Because they don't feel welcome at the meeting 4. Because the meeting is too far away 5. Because they are too busy 6. Because they think the meeting is a waste of time 7. Other (write in) ______________________________ (c) Attendance at other village meetings 11. Since KDP came to the village, how have things changed in terms of the number of different groups coming to the village meetings? By different groups we mean, people from different identity groups in the village ­ ethnic, religious, economic, etc. (tick one appropriate box) 1. Many more groups come 2. Some more groups come 3. Stayed the same 4. Less groups come 5. Much less groups come 6. Don't Know/Not Sure 12. If the number of groups going to village meetings increased or decreased, why is this so? (write in description) 338 KDP & COMMUNITY CONFLICT NEGOTIATION STUDY Village Key Informant E3: Other social changes in the village 13. Do you think decision making in your village had changed since you had KDP in your village? (tick one appropriate box) 1. Much more democratic 2. Somewhat more democratic 3. Stayed the same 4. Less democratic 5. 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