APS 406 notes

3 3.4 References ............................................................................................................................................................. 27 LESSON FOUR ......................................................................................................................................................... 28 PSYCHOLOGY OF VOTING .............................................................................................................................. 28 4.1 Introduction .......................................................................................................................................................... 28 4.2 Lesson Learning Outcomes .............................................................................................................................. 28 4.3 Assessment Questions ................................................................................................................................. 35 4.4 E-References ........................................................................................................................................................ 36 LESSON FIVE ........................................................................................................................................................... 36 PSYCHOLOGY OF NATIONALISM ............................................................................................................... 36 5.1 Introduction .......................................................................................................................................................... 36 5.2 Lesson Learning Outcomes .............................................................................................................................. 36 5.3 Assessment Questions ....................................................................................................................................... 42 5.4 E- References ....................................................................................................................................................... 42 LESSON SIX .............................................................................................................................................................. 43 PSYCHOLOGY OF RACISM AND DISCRIMINATION .......................................................................... 43 6.1 Introduction .......................................................................................................................................................... 43 6.2 Lesson Learning Outcomes .............................................................................................................................. 43 6.3 Assessment Questions ................................................................................................................................. 51 6.4 References ............................................................................................................................................................. 51 LESSON SEVEN ....................................................................................................................................................... 52 PSYCHOLOGY OF WARFARE AND GENOCIDE .................................................................................... 52 7.1 Introduction .......................................................................................................................................................... 52 7.2 Lesson Learning Outcomes .............................................................................................................................. 52 7.3 Assessment Questions ....................................................................................................................................... 56 7.4 References ............................................................................................................................................................. 57 LESSON EIGHT ........................................................................................................................................................ 57 PSYCHOLOGY OF TERRORISM AND RADICALIZATION ................................................................ 57 8.1 Introduction .......................................................................................................................................................... 57 8.2 Lesson Learning Outcomes .............................................................................................................................. 57 8.3 Assessment Questions ....................................................................................................................................... 62 8.4 References ............................................................................................................................................................. 62

6 OVERVIEW OF THE COURSE Week 0: Introduction This lesson is aimed at introducing course participants to each other, set goals and a framework of what is expected in this course. You can introduce yourself to your colleagues and the lecturer and state your expectations. The norms of the group can be agreed upon and any issues concerning the course can be raised in this lesson. Week 1: Definition of terms: This lesson introduces you to some terms that are commonly used in politics and the psychology of politics. Week 2: Personality and politics This lesson introduces you to how personality influences politics. The concept of psychobiography, the dark triad of personality and how such traits influence political behavior of individuals. Week 3: Psychology of political groups In this lesson, we will discuss the concepts of Group think, group polarization, Obedience and power in groups. We will focus on how and why individuals behave differently when in groups and how that influences political behavior. Week 4: Psychology of voting: How people make voting choices and how such choices are influenced will be the focus of this lesson. Heuristics, emotions, cognitive dissonance, voter profiling, media framing and public opinion are some of the issues that we will discuss. Week 5: Psychology of nationalism and tribalism: In this lesson we will focus on how individuals develop an identity from the groups they belong in identity and how that affects their political behavior. Social identity, evolutionary perspectives on nationalism and tribalism are some of the discussions that we will have.

9 beyond. This course comprises 35 hours of face to face and online instructional activities with each lesson taking about 3 hours. COURSE REQUIREMENTS This is a blended learning course that provides learning materials and instructions online. You will have face to face sessions with your lecturer but most of the interaction will be conducted online. You are required to commit at least five hours in a week for each lesson. E ach E-tivity requires that you commit at least two hours therefore you need at least online 50 hours for you to complete the course. You are required to actively participate in the E-tivities in order to have a meaningful learning experience. The online activities will form part of your continuous assessment and will be graded as you progress in the course. The assessment questions at the end of lesson are meant to test your knowledge on the subject matter. You can countercheck the answers are at the end of the module. A list of the books and other resources used in this module are also available at the end of the module. ASSESSMENT The module is designed in a manner that you will be required to practice what you have learnt and post it in the discussion forum. This provides you with an opportunity to get peer to peer feedback and also learn from your colleagues. The lecturer will also be available to provide support and guidance throughout this course. The lecturer will provide feedback on your E-tivities within three days. Most of the interactions with the lecturer will be conducted online. The E-tivities and other assignment will be graded out of 30% while the final sit-in exam will be graded out of 70%. All the best!

12 Fascism : A type of leadership characterised by authoritarianism, totalitarianism and strong suppression of opposition. It exerts control over the citizens private affairs e.g., North Korea Egalitarianism : the belief that all people are equal and deserve equal rights Corruption: abuse of public office for private gain Beneficiaries of corruption : politicians, public servants, business, private individuals. Why do people engage in corruption? Dynasty: A succession of people from the same family who play a prominent role on politics Aristocracy : A state that is governed by individuals from a particular privileged social class Oligarchy : a small group of people who hold power to run the state, are connected by wealth, education or family ties Autocracy : On person with absolute power Bigotry: Intolerance towards those who hold different opinions Politician : a person holding or seeking elective office (includes those active in party politics) Leader : A person who holds influence over a group of people Political behaviour or activity : persuading people to vote, lobbying for a particular course, protesting, aggression towards other people etc E-tivity 1.2.1 Definition of terms Numbering, pacing and sequencing 1.2.1 Title Definition of terms Purpose The purpose of this e-tivity is to enable you understand some terms used in politics Brief summary of overall task Watch what is political psychology

15 Interaction begins 1. Post you thoughts in the discussion forum 2. Provide positive and constructive feedback on the team learners ‘views and ideas. Do this in the discussion forum 1.2.2 E-moderator interventions 1. Ensure that learners are focused on the contents and context of discussion. 2. Stimulate further learning and generation of new ideas. 3. Provide feedback on the learning progress. 4. Closing the e-tivity Schedule and time This task should take 2 hours Next Personality and politics 1.3 Assessment Questions 1. Write a two-hundred word essay on what contribution you would wish to make in your community and how politics affects that 1.4 E-References What is political psychology. Accessed at: https://www.youtube.com/watch?v=gWH3hRWsy2c Why politics matters. Accessed at: https://www.youtube.com/watch?v=YpVY-nQjD3k

18 Spark Individual task (a.) Think of any politician in Kenya and provide a psychodynamic perspective on their behavior Interaction begins a. Post in the group your thoughts b. Provide positive and constructive feedback on the team learners ‘views and ideas. Do this on the discussion forum 2.2.1 E-moderator interventions 1. Ensure that learners are focused on the contents and context of discussion. 2. Stimulate further learning and generation of new ideas. 3. Provide feedback on the learning progress. 4. Close the e-tivity Schedule and time This task should take 30 minutes Next Traits approach to understanding personality 2.2.2 Traits approach to understanding personality Individuals may have some enduring traits to make them likely to behave in a particular way. Out of the many personality tests, the big five personality is a more comprehensive and simple way of understanding people’s personality. Big five/ five factor model The five traits that are key in understanding personality are:  Openness to experience: imaginative, creative and seeks new information,  Conscientiousness: Organized, hardworking and dependable

21 2.3 Assessment Questions Write a two hundred words essay on your thoughts on the influence of personality on politics. 2.4 E-References Psych2go.(July17, 2020) The dark triad (You Tube) https://www.youtube.com/watch?v=kvJDkPKbaLE Neuheart, D. (July,2020). Provocative psychological analysis of Trump by a Trump. Accessed at https://www.psychologytoday.com/intl/blog/narcissism- demystified/202007/provocative-psychological-analysis-trump-trump LESSON THREE PSYCHOLOGY OF POLITICAL GROUPS 3.1 Introduction In this third lesson we will discuss how individuals behave differently when in groups. We will discuss concepts such as obedience, conformity, groupthink and evil in groups 3.2 Lesson Learning Outcomes By the end of this lesson, you will be able to: 3.2.1 Explain why individuals behave differently when in groups 3.2.2 Describe the process of decision making in groups 3.2.1 Psychology of groups A group is a collection of people perceived to belong together and are dependent on each other. Groups play a prominent role in politics. They make important political decisions create political

22 policies and conduct political business. Individuals often behave differently when they are in a group than when alone. Groups can exert a strong influence on its members. Many people in groups tend to adhere to the group norms Conformity; tendency to change one’s beliefs or behaviours so that they are consistent with the standards of the group. Conformity is helps in avoiding danger and preserving cohesion. Why do people conform? To be liked and to be correct To be correct: informational influence : When we are unsure, we look at the behaviour of the majority in order to make judgment. E.g., when not sure who to vote for you will ask or observe others. To be liked: Normative influence: sometimes we conform to be accepted or so as not to be rejected e.g.Drinking with friends Factors that influence conformity Group unanimity : when most of the group members are unanimous you are likely to conform Size of the group : The larger the group the likelihood of conforming i.e., more likely to conform in a group of 8 than three Type of situation : If it an ambiguous situation, you are likely to conform because you are not sure of the right thing to do Individual differences : Personality, motivation and knowledge may influence ability to conform Minority influence: Sometimes few individuals who are in the minority can influence the majority. This typically happens if the individuals hold strong opinions. For example, if you are preparing food for ten people but one of them does not use a particular cooking fat. You are likely to prepare the food with the preference of the one individual.

23 E-tivity 3.2.1 Psychology of groups Numbering, pacing and sequencing 3.2.1 Title Psychology of groups Purpose The purpose of this e-tivity is to enable you to explain the psychology of groups Brief summary of overall task Read minority influence Spark Individual task a) Write down your thoughts on group conformity and minority influence Interaction begins 1.Post your thoughts in the discussion forum 2. Provide positive and constructive feedback on the team learners ‘views and ideas. Do this on the discussion forum 1.2.1 E-moderator interventions 1.Ensure that learners are focused on the contents and context of discussion. 2.Stimulate further learning and generation of new ideas. 3 Provide feedback on the learning progress. 4 Close the e-tivity Schedule and time This task should take 2 hours Next Decision making in groups

24 3.2.2 Decision making in groups Many times, in politics, decisions are made in groups. Sometimes due to group dynamics, the decision-making process is usually dysfunctional and may lead to bad decisions that have a serious impact on others. An example of such group dynamic is what we call groupthink Groupthink: This is an irrational style of thinking that makes members of a group to make poor decisions as a result of a desire for maintaining of cohesiveness. Conditions for group think  A lack of norms requiring methodical procedures  Homogeneity of members’ backgrounds/ideology  High levels of stress that requires an immediate decision e,g Terrorist attack, unemployment  The govt keeps coming up with stupid policies and decisions  Insulation of the group from outside advice  Aggressive and opinionated leadership Symptoms of group think  An illusion of invulnerability —  Collective rationalization —  A belief in the inherent morality of the group  Stereotyped views of outgroups —  Direct pressure is exerted on dissenters  Self-censorship — members fail to express their own doubts and deviations from the perceived group consensus.  An illusion of unanimity  Self- appointed “mind guards”— sycophants

25 Group polarization  Tendency for a group to adopt extreme positions than the initial positions of the individual members  E.g. in a staff room you are likely to be beaten violently when other teachers are present  People want to stand out in a group. Hence they propose the extreme positions compared to the group members which sets the group in that direction  The jury is likely to give a harsher sentence or lenient sentence as a group than as individuals Obedience  Obedience : is compliance with commands given by authority figure  Authority: Right to exercise power e.g policeman, pastor, parents, God, boss  We live in hierarchical structures (family, school, college, business, military).  This appears to be the result of evolutionary bias (hierarchy works), breeding a built-in potential to obey authority. It is like language we all have some inbuilt potential to develop language  In the jungle, if an child did not obey, they would get killed, Obedience maintains cohesion  Society teaches us to obey Why do we obey?  Assign responsibility to authority  What you are asked to do is routine job. My work is to sign, I maintain law and order( antiriot-GSU),  I don't want to offend the authority: Don't disobey the president, your boss  Entrapment: People obey easy commands first and then feel compelled to obey more and more difficult commands.

26  foot-in-the-door technique- how men or women seduce E-tivity 3.2.2 Decision making in groups Numbering, pacing and sequencing 3.2.2 Title Decision making in groups Purpose The purpose of this e-tivity is to enable you to understand the processes involved in decision making in groups Brief summary of overall task Watch psychology of evil and make short notes Spark Individual task a. Write down the processes that lead to evil in groups b. Write down what can be done to avoid slippery road to evil in groups Interaction begins 1. Post you thoughts in the discussion forum 2. Provide positive and constructive feedback on the team learners ‘views and ideas. Do this on the discussion forum 3.2.2

27 E-moderator interventions 1.Ensure that learners are focused on the contents and context of discussion. 2. Stimulate further learning and generation of new ideas. 3. Provide feedback on the learning progress. 4. Closing the e-tivity Schedule and time This task should take 1 hour Next Psychology of voting 3.3 Assessment Questions Write down in two hundred words, your thoughts on the psychology of groups and how it affects our Kenyan politics 3.3 E-References Psychologist world. Minority influence accessed at: https://www.psychologistworld.com/influence/minority- influence#:~:text=Minority%20influence%20is%20a%20type,view%20held%20by%20the% 20majority . Zimbardo P. The psychology of evil Accessed at: https://www.youtube.com/watch?v=OsFEV35tWsg

28 LESSON FOUR PSYCHOLOGY OF VOTING 4.1 Introduction In this fourth lesson we will discuss the psychological processes and concepts that explain voting behavior. We will answer the question of why people vote the way they vote and what influences them. 4.2 Lesson Learning Outcomes By the end of this lesson, you will be able to: 4.2.1 Explain the role of heuristics and emotions in voting 4.2.2 Describe the influence of media in politics and voting 4.2.1 Heuristics and emotions in voting Voting is an expression of preference or beliefs. It is as a result of information processing. The mind receives the information, processes it, stores it, locates it, and then responds to it. Just like a computer, the human mind takes in information, organizes and stores it to be retrieved at a later time. Are we really computers? Whatever you put in will be processed and decisions are made rationally. Is that how the human mind works? The human mind has limited capacity to process information. If we process all the information, we get we will be overwhelmed and will not make decisions. We cannot not go to all hotels in town to check out the prices and food to choose the best! Or sample all the good women/men and choose the best to marry! Heuristics  Every day we are faced with numerous information and decisions to make with little time.  We cannot manage to explore all the pros and cons in every decision we make  Heuristics are mental shortcuts that we use to make judgments and decisions  They are rules- of- thumb that we refer to whenever we are making decisions

29  The mind consciously or unconsciously ignores some information when making decisions  Common decisions we make every day e.g. who to trust, which route to use, which shoe to buy, what to eat, whether to attend class, who to vote for Types of heuristics  Representative heuristic : Based on a mental prototype we have in mind. e.g., a lady who has dreadlocks, 33 years, not married, has no boyfriend, calls herself a feminist. Which career is she in, high school teacher or journalist?) lesbian heterosexual? SDA or does not go to church?  Someone in a white coat is a doctor  Shaggy person is a criminal  In politics : How do we use representative heuristic?  Availability heuristic: based on how easily something comes to mind. e.g. people may think that accidents (2335) kill more people than cancer (27,000). Number one killers in Kenya are pneumonia, malaria, cancer, HIV AIDS respectively.  In politics : What comes to mind when you think of a particular politician e.g Waiguru? Uhuru?, Ruto?, Raila?Matiangi?  Anchoring heuristic : We move choices that are closer to the starting point. We move slightly higher or lower than our point of reference  E.g. Seller gives you a higher price and then you go slightly lower e.g. I sell at 1000 then you are likely to say you will pay 800  On the hand he can ask you uko na ngapi, then he will mention something slightly higher than what you say  Politics: Afadhali sonko bora sio kidero, We compare leaders when trying to vote.  Heuristics are helpful in making decisions, however, sometimes they may lead to errors in judgement and wrong voting choices.

30 Emotions in voting  Fear : Unpleasant emotion caused by threat of danger, pain and harm.  Raila phobia people in central wake up early to vote because they fear Raila. They are told if Raila becomes president they are toast!  People vote to ensure the other candidate does not win  Whatsapp messages that threaten are likely to be shared? Forward or else something bad happens to you  Excitement : feeling of enthusiasm and eagerness. E.g Railamania, obamamania, they ride on populism  Anger : A strong feeling of annoyance, hostility or displeasure  People voted for Waititu because they were angry at kabogo for “abusing women”  Say negative things about the opponent to arouse anger  It is easy to talk about what the opponent has not done and negative things about them than what you can do  People tend to remember negative information than positive about a candidate Perceptions in voting Perception is the way we think or understand something. We tend to vote for people who are like us or have qualities that we admire e.g. Obama black like us, humble president eats with us, a man of the people, looks, education level etc. Strong like trump will fight terrorism, immigrants, make America great again etc Cognitive dissonance (Leon Festinger ): The mental discomfort we experience when we hold contradictory beliefs or behaviours. To reduce this discomfort, we either change our beliefs or attitude to match our behaviour or change our behaviour to match our beliefs Examples of cognitive dissonance

31  Sometimes voting for a particular candidate may lead to favourable interpretations of that politician in future i.e., you like a politician because you voted for him.  Its easier for those who voted for UHURUTO to justify voting for Ruto than Raila.  This is why you are likely to vote for the same candidate again (power of incumbency)  On the other hand we change our attitude in order to vote for someone we would otherwise not vote for  E.g. You know a particular politician is a crook but to convince yourself you say that he is a man of the people. So your change of attitude helps you match your behavior. Voter profiling  We live in the data science age.  The assessment of voters psychological and behavioural characteristics in order to predict or influence how they will vote  Mostly use online behavior. We give so much of this in social media platforms  Can use Artificial Intelligence (AI) or human beings  It is easy to infer someone's personality (OCEAN) from their behaviour online  Messages of fear are very effective among highly neurotic and conscientious personalities  Personally, targeted messages can be very effective in politics E-tivity 4.2.1 Emotions and heuristics in voting Numbering, pacing and sequencing 4.2.1 Title Emotions and heuristics in voting Purpose The purpose of this e-tivity is to enable you to explain the features of an experiment

32 Brief summary of overall task Read voter heuristics Spark Individual task Write down examples of how emotions and heuristics influence voting in Kenya Interaction begins c) Post one of your examples in the group forum d) Provide positive and constructive feedback on the team learners ‘views and ideas. Do this on the discussion forum 1.2.1 E-moderator interventions 1. Ensure that learners are focused on the contents and context of discussion. 2. Stimulate further learning and generation of new ideas. 3. Provide feedback on the learning progress. 4. Close the e-tivity Schedule and time This task should take 2 hours Next Role of media in politics 4.2.2 Role of media in politics Agenda setting

33 Agenda setting entails telling the voters what issues need attention and in what form.. There are many happenings in the country. The chooses what to highlight. Issues that are emphasized and discussed in the media are likely to be considered important by voters and stick in their minds . E.g. what politicians said, terrorist acts, corruption issues Media framing The media chooses how we will conceptualize and understand issues. The narrative given in the story. They choose to tell us about the supreme court ruling on hijab from a particular angle, they frame the appointment of matiangi as undermining dp ruto, Jeff koinange sanitizing corrupt people? What part of the politicians speech do they report Media priming Media determine which issues come to the forefront. E.g. giving a lot of airtime to certain politicians or issues. Media Spinning Use of propaganda (biased info used to promote political view) and distortion of facts, cherry picking quotes (happen in relationships when one wants to quit) For example propaganda on TV about the Kalonzo being a watermelon, misquoting particular politicians, Kabogo suffered because it was said that he abuses women, talking about the sexual behavior of politicians. Public Opinion Public opinion refers to people’s collective preferences on a particular subject. The prevailing and widespread belief of the majority of people about a particular subject Stages of public opinion formation 1. Rise of an issue: Agenda setting by media, priming e.g give an entrepreneur airtime 2. Discussion of an issue e.g. more information about the issue, pros and cons, both sides of the story, narratives etc

34 3. Arrival at consensus, public opinion: a politician is corrupt, Vera Sidika is a role model, we admire “entrepreneurs” because they are millionaires Problem s in Public opinion  Fake news : Kenyans don't interrogate issues  Confirmation bias : We favour information that confirms our previous belief. We look for what we want!  Dog whistling: kind of political messaging that may mean one thing to the general population but has additional message to a particular audience. It is the use of coded language  E.g use of Barrack Hussein Obama meaning he is muslim, Rachel Wambui Shebesh during campaigns meaning I am kikuyu vote for me  Edwin sifuna used to say he is a “real” Bukusu to imply Sakaja is not a real Luyha  Nairobi Business community meaning Kikuyus E-tivity 4.2.2 Role of media in politics Numbering, pacing and sequencing 4.2.2 Title Measurement scales Purpose The purpose of this e-tivity is to enable you to understand how to the role of media in politics Brief summary of overall task Read hustler narrative

35 Spark Individual task Write your thoughts on the hustler vs dynasties narrative Interaction begins 1. Post your notes on the group forum. 2. Provide positive and constructive feedback on the team learners ‘views and ideas. Do this on the discussion forum 4.2.2 E-moderator interventions 1. Ensure that learners are focused on the contents and context of discussion. 2. Stimulate further learning and generation of new ideas. 3. Provide feedback on the learning progress. 4. Closing the e-tivity Schedule and time This task should take 1 hour Next Psychology of nationalism and tribalism 4.3 Assessment Questions 1. Imagine you have been contracted as a consultant to help someone win an election as a member of parliament. Write a two hundred word write up explaining the strategy he/she can use to win the elections based on your understanding of the psychology of voting.

36 4.4 E-References Ogachi. F( Novemeber, 2020) Hustler narrative. Accessed at: https://wellnessinitiatives.co.ke/the-hustler-narrative/ Allen, B & Wilson, C. (April 2010) Heuristics: Shortcuts Voters Use To Decide Between Candidates accessed at : https://www.campaignsandelections.com/campaign- insider/heuristics-shortcuts-voters-use-to-decide-between-candidates LESSON FIVE PSYCHOLOGY OF NATIONALISM 5.1 Introduction In this fifth lesson we will discuss the concepts of nationalism, xenophobia and tribalism, We will discuss the psychological processes that influence us to be altruistic to a particular people and not others. 5.2 Lesson Learning Outcomes By the end of this lesson, you will be able to: 1.2.1 Describe nationalistic behavior 1.2.2 Explain why people are tribalistic and what can be done to curb tribalism in our country 5.2.1 Nationalism • Ethnic group is a population whose members identify with each other, usually on the basis of a presumed common genealogy or ancestry (Smith, 1986). • Tribe: Many times, tribe is used interchangeably with ethnic group. However, tribe seems to imply primitivity and is commonly used for Africans (Tribal warriors and tribal lords)

37 • In Kenya, tribalism means prejudice and discrimination of one tribe over another • Nation: A group of people united by common beliefs, history, culture and self determination • Nations have national symbols, a national culture, a national music and national literature; national folklore, a national mythology or national religion. • Why are 300,000 Icelanders called a nation and 6.6 million Kikuyus a tribe? • Do colonialists define us! • Nations are not concrete because “members of even the smallest nation will never know most of their-fellow members, meet them, or even hear of them, yet in the minds of each lives the image of their communion.” • Nationalism is an ideology that holds that a nation is the fundamental unit for human social life, and takes precedence over any other social and political principles. • That a nation is the legitimate basis for the state, that each nation is entitled to its own state, and that the borders of the state should be congruent with the borders of the nation. • State : a political organization that claims monopoly of authority (legitimate or coercive) over a particular geographical territory • Patriotism : devotion, love and attachment to one’s country • Xenophobia ; dislike and prejudice of people from other countries • Ethnocentrism : judging other cultures according to preconceptions originating in the standards and customs of one's own culture. • A nation-state is a state that includes all, or nearly all, of the members of a particular nation within its borders. • Is Kenya a nation state or a multi-nation state?

38 • A social identity is the portion of an individual's self-concept derived from perceived membership in a social group • Examples of social identity: KU students, Psychology students, Kikuyu, Luyha • Identity politics is the politics based on social identity e.g., nationhood, perceived injustice, common experiences E-tivity 5.2.1 Nationalism Numbering, pacing and sequencing 5.2.1 Title Nationalism Purpose The purpose of this e-tivity is to enable you to understand the concepts of nationalism and xenophobia Brief summary of overall task Read psychology of nationalism Spark Individual task Do you think Kenya is a nation state or a multination state? Interaction begins a. Post your idea to the group forum b. Provide positive and constructive feedback on the team learners ‘views and ideas. Do this on the discussion forum 5.2.1

39 E-moderator interventions 1. Ensure that learners are focused on the contents and context of discussion. 2. Stimulate further learning and generation of new ideas. 3. Provide feedback on the learning progress. 4. Close the e-tivity Schedule and time This task should take 2 hours Next Tribalism 5.2.2 Tribalism  The selfish gene by Richard Dawkins  The gene is the basic unit of survival in evolution  Everything we do is aimed at helping us survive  The genes are the blueprint on what to do to survive  We survive by staying alive and reproduction  The theory of inclusive fitness says that we are altruistic (generous) to others who are related to us because they are likely to have some fraction of our genes  Altruism is therefore selfish  You are likely to donate blood to your cousin than to a random stranger  Reciprocity : We expect that if we favor or protect our family members and relatives from danger, they are likely to return the favor in future  We view our ethnic groups as relatives (Ando wa nyomba)  We are therefore likely to support someone from our tribe because we know with him in power we will benefit somehow  This may explain nepotism and tribalism  Why are we hostile to our neighbors? Kikuyu Vs Luo

40  We are hostile to people who threaten our survival (a chicken will fight and attack if its life is threatened  We are therefore likely to sabotage and not support people from tribes that we consider will hamper our survival if they get to power  This explains ethnic rivalry and interethnic violence What do we do?  Let’s go back to our definition of ethnic group  Ethnic group is a population whose members identify with each other, usually on the basis of a presumed common genealogy or ancestry  They are united by common beliefs, history, culture and self determination  A tribe/ethnic community is therefore based on social identity.  This means that a nation is fluid, ethnicity is a fluid concept  It is therefore a psychological construct that can change  We have multiple social identities  Millennials, hustlers, graduates, villagers, Nairobians  We can create new identities that are stronger than our ethnic identities How do we diminish tribalism in Kenya?  Our tribalism problem is psychological and not legal or constitutional problem  We need to change our political narratives  Ethnic rivalries are based on emotions that are constructivist  That is why luos voted for a kikuyu in 2007, luos fought Moi alongside kikuyus, Oginga odinga refused to accept the presidency without the release of Kenyatta  Ruto was a good person when he supported Raila but he is bad when he is his competitor

41  Emotions are evoked through ethnic myths and narratives  The stories that communities tell about who they are (Uthamaki ni witu thamaki ni ciau, we fought for independence, If a Luo becomes president you are toast(fear)  Appeals to victimhood that seek to stir emotions (LUOS say they have been neglected by the government)  Politicians take advantage of the myths to mobilise communities E-tivity 5.2.2 Tribalism Numbering, pacing and sequencing 5.2.2 Title Tribalism Purpose The purpose of this e-tivity is to enable you to understand the how tribalism is perpetuated in the country Brief summary of overall task Read T ribalism in Kenya Spark

42 Individual task Write down what you think about tribalism in Kenya Interaction begins 1. Post the your thoughts on tribalism in the group forum 2. Provide positive and constructive feedback on the team learners ‘views and ideas. Do this on the discussion forum 1.2.2 E-moderator interventions 1. Ensure that learners are focused on the contents and context of discussion. 2. Stimulate further learning and generation of new ideas. 3. Provide feedback on the learning progress. 4. Closing the e-tivity Schedule and time This task should take 1 hour Next Psychology of racism and discrimination 5.3 Assessment Questions Write a two-hundred-word essay on your thoughts on how tribalism should be tackled in Kenya. 5.4 E- References Taylor, S. (2020 December). The psychology of nationalism. Accessed at: https://www.psychologytoday.com/us/blog/out-the-darkness/202012/the-psychology- nationalism Masakhalia, E. (November 2011),Focus on tribalism in Kenya. Accessed at : https://www.opendemocracy.net/en/focus-on-tribalism-in-kenya/

43 LESSON SIX PSYCHOLOGY OF RACISM AND DISCRIMINATION 6.1 Introduction In this sixth lesson we will discuss the concept of racism and how it is perpetuated. We will explore the subtle racist and discriminatory behaviors that are evident in our current society and make suggestions on what we can do about it. 6.2 Lesson Learning Outcomes By the end of this lesson, you will be able to: 6.2.1 To explain the psychological implications of racism 6.2.2 To describe the concept of whiteness and its manifestation in our society 6.2.1 Racism “We hold these truths to be self- evident, that all men are created equal.” (MARTIN LUTHER KING JR., AUGUST 28, 1963). Psychological research shows that race, sex, and age are primary categories for organizing information about other people and they are likely to be the first pieces of information people take in about another (Schneider, 2004). The concept of race based on skin was developed when Europeans started colonizing Africans. It was used to justify that Europeans were superior to non-Europeans. There is no biological differences between races. The different physical features are a result of adaptations to climate. Only one biological race exists- the human race! Group privilege is an unearned favoured state conferred simply because of one’s race, gender, social class, or sexual orientation (McIntosh, 1989). Stereotypes a re beliefs and opinions about the characteristics of members of various groups. People learn stereotypes from the media, peers, parents, and even literature. Do stereotypes hold some truths? Some stereotypes may hold some truths? However, they become problematic because they are often exaggerated and applied in a broad brush to whole group members. E.g it is true that most nurses are female however this should not be used to discourage men from becoming nurses or encouraging women to become nurses

44 Prejudice: is a negative attitude directed toward people because they are members of a social group. E.g., distrust for all Kikuyus based on a stereotype of being thieves Discrimination: treating people unfairly because they belong to a specific group. It can be interpersonal or institutional Types of discrimination  Sexism  Ageism  Tribalism  Racism  Classism E-tivity 6.2.1 Racism and discrimination Numbering, pacing and sequencing 6.2.1 Title Racism and discrimination Purpose The purpose of this e-tivity is to enable you to understand how racism is perpetuated Brief summary of overall task Read psychology of racism review of black skins while masks by Frantz Fanon

45 Spark Individual task 1. In two hundred words, write down your thoughts on the ideas from the book black skins white masks Interaction begins a. Post your ideas to the group forum b. Provide positive and constructive feedback on the team learners ‘views and ideas. Do this on the discussion forum 6.2.1 E-moderator interventions 1. Ensure that learners are focused on the contents and context of discussion. 2. Stimulate further learning and generation of new ideas. 3. Provide feedback on the learning progress. 4. Close the e-tivity Schedule and time This task should take 2 hours Next Whiteness 6.2.1 Whiteness Is a socio-political construct that is based on the characteristics and experiences of white race. It does not just refer to skin colour but its ideology based on beliefs, values, behaviours, habits and attitudes. It is manifested in value systems and institutions that views white as normal, superior and the default, while the “other” is not . Whiteness views itself that something the “other” can access if they want to and can use it as social capital.

46 Whiteness ideologies • Black is primitive • Black is not objective, they have no control of their emotions • Africans are suffering and need help. Images of suffering and need • Only white can describe Africans objectively (A mzungu photographer photographed the black panther and was reported that it is scientific evidence in 100 years. (The mzungu was in Kenya for a few days and was shown where to spot the cat by Kenyans). Examples of whiteness  Whiteness in religion:  Christianity, Muslim purports to be superior to African religions  CRE says that African beliefs about God are myths  Focused on converting people  Only focuses on heaven and not on our daily experiences and how we live now  Not involved in social injustice yet that's what Jesus focused on  Focuses on personal sin like sex, drugs and never focuses on social justice  It says that there is only one path to heaven Whiteness in economics and politics  Extreme capitalism is about money at all costs  Government throwing money at everything. Tumetenga nonsense  Claims of self -made millionaires and idolatry of entrepreneurs  Social welfare is privatised, private hospitals, schools and security

47  Cuban doctors over Kenyan doctors, Chinese selling wares in river road  Marketing Kenya for white, tourism industry is meant for white, when terrorist attack Kenya, the president assures foreigners that they are safe????? Whiteness in education  Education: is the process of facilitating learning, or the acquisition of knowledge, skills, values, beliefs, and habits  It should be lifelong and should liberate  We are trained to find the right solutions to problems instead of finding the right problems to solve (Adam Grant)  Fragmentation: what you experience at home or what you know doesn’t matter - what matters is what is in the text books and what the teacher says  Obsession with grades, ranking and superiority, winning  Emphasis on technical (STEM) over critical thinking (arts)  Emphasis on education for employment. Does it mean you should stop learning once you are employed?  Delegitimizes our experiences as Africans and talks of western experiences as ideal  We have been trained to believe, think and behave white  Don’t question structures/ system s  White person takes picture of black panther and says its scientific in three hundred years  ( I have to publish my research in western peer reviewed journals)  Theory is manufactured in the west  Exams are a way of policing knowledge (dont read outside what the teacher tells you) Regurgitate what you were told in class

48  Education should free the mind not restrict it Neo colonialism: How whiteness is created  The first phase of colonialism is the forced entry of a foreign group into a territory to exploit its natural resources, including its inhabitants (e.g., slaves, cheap labor).  The second phase is when the colonizer imposes its culture, disintegrates the indigenous culture, and recreates the indigenous culture as defined by the colonizer.  The colonizers culture is defined as superior (civilized) while the colonized culture is defined as savage, primitive and uncivilized  The third phase is domination, monitoring and oppression of the colonized.  The fourth phase is the establishment of a society where the political, social, and economic institutions are designed to benefit and maintain the superiority of the colonizer while simultaneously subjugating the colonized  Can be seen in institutions (e.g. churches, boarding schools, gvt institutions) that reward those who assimilate into the colonizers’ ways, while punishing those who do not.  Kenyans in Wuhan are on their own while Chinese can travel to Kenya without screening Internalised oppression The sustained denigration and injustice often leads to self-doubt, identity confusion, and feelings of inferiority among the colonized. The colonized may eventually believe the inferiority of one’s indigenous identity. The colonized might develop a desire to rid oneself of such identities and to emulate the colonizer because their ways are seen as superior. The colonized may eventually feel a sense of gratitude and indebtedness toward the colonizer for civilizing and enlightening them Oppressed group members may begin to discriminate against one another and choose to emulate and identify with oppressors. Uncle Tom : a black person who is overeager to win the approval of whites by uncritical acceptance of white values and goals. They support colonization even suggesting that we should be re-

49 colonized because we are still poor. Desire to be white, speak like white people, despise your people. Combating whiteness It’s not an easy task because it’s a systemic issue  Recognize whiteness and racism and call it out  Recognise the humanness in each other and that there is more that unites us than divides us  Decolonize  Encourage cooperation rather than antagonism Gas lighting  Gas lighting is psychological abuse whereby one is manipulated to self doubt and inferiority  To gain power and control a person, plants seeds of uncertainty in the victim.  The self-doubt and constant skepticism slowly and meticulously cause the individual to question their reality  Typically happens in relationships .  You will find a bright and brilliant woman in campus is a shadow of herself ten years after her marriage  Gaslighting makes an individual start second guessing himself, lose confidence, become paranoid and neurotic  It can lead to Stockholm syndrome (you end up loving the kidnapper)  How people are gas lighted(blantant lying,they talk and talk but their words mean nothing, tear you down and then flatter you, projection( they accuse you of being a cheater yet they re the cheaters. Political gaslighting of youth

50  Politicians are supposed to get into power to improve the welfare of society  After working hard through the education system they say you are half baked  After failing to provide economic opportunities for work, they say you should start a business like Zuckerberg and Bill Gates  Young people are blamed for being lazy and wanting to be rich quickly by politicians who are corrupt. Older people are the ones running the country down not youth  The youth who are blamed for dating sponsors while sponsors are not reprimanded for dating young girls  When they appoint 90 year olds to boards for sports and say that its because young people are thieves  When high school kids insult ministers, they lock them in jail while the same politician insult each and kenyans every day E-tivity 6.2.2 Whiteness Numbering, pacing and sequencing 6.2.2 Title Whiteness Purpose The purpose of this e-tivity is to enable you to understand whiteness and how it manifests its itself in our society Brief summary of overall task Read whiteness

51 Spark Individual task a. Write down some of the ways whiteness manifests itself in our society Interaction begins 1. Post your thoughts on the group forum 2. Provide positive and constructive feedback on the team learners ‘views and ideas. Do this on the discussion forum 6.2.2 E-moderator interventions 1. Ensure that learners are focused on the contents and context of discussion. 2. Stimulate further learning and generation of new ideas. 3. Provide feedback on the learning progress. 4. Closing the e-tivity Schedule and time This task should take 1 hour Next Psychology of warfare and genocide 6.3 Assessment Questions Write a two -hundred- word essay on your thoughts on the concept of whiteness 6.4 E-References Cincic A.(2020, August 28) Psychology of racism. Accessed at: https://www.verywellmind.com/the-psychology-of-racism-5070459

52 Whiteness Accessed at: http://www.aclrc.com/whiteness LESSON SEVEN PSYCHOLOGY OF WARFARE AND GENOCIDE 7.1 Introduction In this seventh lesson we will discuss the psychological perspective to warfare and genocide highlighting the various processes that precipitate genocide. We will also suggest ways we can use to prevent warfare. 7.2 Lesson Learning Outcomes By the end of this lesson, you will be able to: 7.2.1To explain the psychological warfare tactics 7.2.2 To discuss the psychology of genocide 7.2.1 Psychological warfare Psychological warfare is the use of psychological manipulation during times of war or threats of war to stress, demoralize, intimidate and defeat the enemy. In the end it leads the enemy to lack the will to fight or surrender. First you seek to understand the weakness, strengths, dislikes, beliefs of the enemy Examples of psychological warfare tactics :

53  Sleep deprivation: loud music, annoying sound (Joshua’s army went round the walls of Jericho for seven days)  Shock and awe: attack suddenly attack with force, create an impression of large army, shrieks and shouts as you advance, severed human heads, terrorists use this. e.g. the lepers in the bible, Many war movies, game of thrones  Distribution of pamphlets with threats, and instructions to surrender: leaflets telling kikuyus to leave  Using radio stations to spread propaganda: Kass fm, Hutu radio in Rwanda  Use of Improvised explosive devices, booby traps, or snipers  False flags: design attacks in such a manner that the enemy thinks it’s someone else who conducted the attack  Leaking fake information about how you will defeat the enemy using sophisticated methods e.g., Star Wars, biological weapons E-tivity 7.2.1 Psychology of warfare Numbering, pacing and sequencing 7.2.1 Title Psychological warfare Purpose The purpose of this e-tivity is to enable you to understand some of the tactics of psychological warfare Brief summary of overall task Read psychological warfare .

54 Spark Individual task 1. Write down some psychological warfare tactics that are used in Kenyan by politicians Interaction begins a. Post your ideas in the group forum b. Provide positive and constructive feedback on the team learners ‘views and ideas. Do this on the discussion forum 7.2.1 E-moderator interventions 1. Ensure that learners are focused on the contents and context of discussion. 2. Stimulate further learning and generation of new ideas. 3. Provide feedback on the learning progress. 4. Close the e-tivity Schedule and time This task should take 2 hours Next Psychology of genocide 7.2.1 Psychology of genocide Genocide is the deliberate and systemic destruction of an ethnic, racial, religious or national group. Genocide acts may involve mass killings, withholding of food, introduction of infectious disease, use of chemical weapons. Are there bible accounts of genocide? Examples: holocaust (6 MILLION JEWS1941-45) Jews in Germany (escape from sobibor movie), Rwanda 70% of Tutsis 1994, one million

55 Darfur Sudan 2003, 500000 black Sudanese Psychological factors associated with genocide  Creation of superficial social identities, in-group vs out-group, US vs Them, Luos are dark skinned, Kikuyus are light skinned? muslims vs christians, Man U vs Arsenal  Scape goating (blaming outgroups for problems, they have taken everything, they are sabotaging our person)  Dehumanization: look at out-group as less than human (coackroaches, madoadoa)  De-individuation (diffusion of personal responsibility, act in groups, individuals takes identity of the group and loses self awareness, the group gives anonymity to the individual perpetrating the acts, they move in crowds What do we do to avoid postelection violence in Kenya? E-tivity 7.2.2 Psychology of genocide Numbering, pacing and sequencing 7.2.2 Title Psychology of genocide Purpose The purpose of this e-tivity is to enable you to understand how the psychological processes associated with genocide Brief summary of overall task Watch Hotel Rwanda Movie

56 Spark Individual task a. Write down your thoughts after watching the movie Interaction begins 1. Post your thoughts on the group forum 2. Provide positive and constructive feedback on the team learners ‘views and ideas. Do this on the discussion forum 7.2.2 E-moderator interventions 1. Ensure that learners are focused on the contents and context of discussion. 2. Stimulate further learning and generation of new ideas. 3. Provide feedback on the learning progress. 4. Closing the e-tivity Schedule and time This task should take 1 hour Next Psychology of Terrorism and Radicalization 7.3 Assessment Questions Write down two-hundred-word essay on what can be done to avoid the tension and violence we experience in Kenya especially during elections.

57 7.3 E-References Longley R,(2019 October 22). Psychological warfare Accessed at: https://www.thoughtco.com/psychological-warfare- definition4151867#:~:text=Psychological%20warfare%20is%20the%20planned,or%20beha vior%20of%20an%20enemy . Soundfan (2011) Hotel Rwanda. Accessed at: https://www.youtube.com/watch?v=qZzfxL90100&list=PL3yzi_vfGXrF94jcniT6S9rUtlwnvVT UO LESSON EIGHT PSYCHOLOGY OF TERRORISM AND RADICALIZATION 8.1 Introduction In this eighth lesson we will discuss the psychological issues associated with terrorism and the radicalization process. 8.2 Lesson Learning Outcomes By the end of this lesson, you will be able to: 8.2.1 To explain concept of terrorism and why youth are vulnerable to join terrorist groups 8.2.2 To discuss the process of radicalization 8.2.1 Psychology of terrorism  Terrorism: is the systematic use of violence against civilians to create fear among a population in order to achieve a political objective  The purpose is to intimidate the watching many by harming a few

58  Targets of terrorists are symbols of the state or of social norms and structure they fight. Factors that make youth vulnerable to join terrorism  Perceived injustice : religious, economic, social persecution  Sense of belonging : Looking for family and feelings of self-worth (mum, dad, brother and sisters)  Search for identity: Need to find place in society, a goal to pursue, meaning of life E-tivity 8.2.1 Psychology of terrorism Numbering, pacing and sequencing 8.2.1 Title Psychology of terrorism Purpose The purpose of this e-tivity is to enable you to understand the psychology of terrorism Brief summary of overall task Read Psychology of terrorism Spark Individual task a. Write down your thoughts on terrorism

59 Interaction begins a. Post your thoughts to the group forum b. Provide positive and constructive feedback on the team learners ‘views and ideas. Do this on the discussion forum 8.2.1 E-moderator interventions 1. Ensure that learners are focused on the contents and context of discussion. 2. Stimulate further learning and generation of new ideas. 3. Provide feedback on the learning progress. 4. Close the e-tivity Schedule and time This task should take 2 hours Next The radicalization process 8.2.2 The radicalization process Step 1: Isolate target from his social environment Raise doubt about society values, what you already know and belief, use conspiracy theories. mix facts with propaganda through church, mosques, schools, internet. The individual stops seeing friends and family the same , he starts seeing them as blind to reality. He abandons hobbies, may stop some social activities, shuns family, looks at them as blind and sell outs Step 2: Awaken significance Tell them only true religion, faith can renew him. Told he is special, chosen one. Welcomed into new family and given a sense of belonging and worth. He adopts new lifestyle, clothing that identifies with the group (group identity). Absorption into group leads them to lose own identity and memories (new family, forget about old family). Having a discussion with him is impossible. He answers with words from the prophet/cult leader, out of context as if someone is thinking for him. Step three: Indoctrination

60 He completely accepts the radical groups ideology. He accepts everything the leader says uncritically without questioning. He is chosen and accepted into community of truth. The group he belongs to is pure and should not be contaminated or associate with people who are not in him group. Step 4: Dehumanization Others (out group) is dehumanized and killing them is justified. Killing them is not a crime but a duty. He is also dehumanized as the ideas of the group overshadow his ideas and humanity. Emotional ties only exist through the group and the common cause they share. The suicide bombings and decapitations (cutting off heads) that the group engages in destroys their sense of humanity. Death is no longer feared but embraced. How government and media reaction aids in promoting terrorist agenda  Profiling : leads to perceived injustice, many become sympathizers  Media gives prominence to attacks, covers them as they are going on ends up increasing terror and exposing more people to risk  Media coverage of perpetrators creates heroes out of the perpetrators (we can remember the terrorist’s name but can ’t remember the heroes who saved people)  Government and politicians start crying and saying that we should withdrawal from Somalia, give guns to guards, it shows defeat and surrender E-tivity 8.2.2 The radicalization process Numbering, pacing and sequencing 8.2.2 Title The radicalization process Purpose The purpose of this e-tivity is to enable you to understand how people are radicalized

61 Brief summary of overall task Read how people are radicalised Spark Individual task a. Write your thoughts on why people join cults Interaction begins 1. Post your idea on the group forum 2. Provide positive and constructive feedback on the team learners ‘views and ideas. Do this on the discussion forum 8.2.2 E-moderator interventions 1. Ensure that learners are focused on the contents and context of discussion. 2. Stimulate further learning and generation of new ideas. 3. Provide feedback on the learning progress. 4. Closing the e-tivity Schedule and time This task should take 2 hours Next Psychology of international relations

62 8.3 Assessment Questions Write down in two hundred words, what you think can be done to combat radicalization in the country (look at it from a broader perspective of joining religious cults) 8.4 References Atran, S. (2019 January 28). How people become radicalized. Accessed at: https://blogs.scientificamerican.com/observations/how-people-become-radicalized/ Deangeles, T.(2009) Understanding Terrorism. Accessed at: https://www.apa.org/monitor/2009/11/terrorism LESSON NINE PSYCHOLOGY OF INTERNATIONAL RELATIONS AND DIPLOMACY 9.1 Introduction In this ninth lesson we will discuss from a psychological perspective, governments relate with each other especially as regards to gaining the upper hand on each other. 9.2 Lesson Learning Outcomes By the end of this lesson, you will be able to: 9.2.1 To explain the psychological perspective to international relations 9.2.2 To describe the diplomacy from psychological perspective 9.2.1 Psychology of international relations  International relations: the way in which countries interact with each other politically, economically, or culturally  Globalization is a process by which cultures influence one another and become more alike through trade, immigration, and the exchange of information and ideas  Globalization results in transformations in identity, i.e. in how people think about themselves in relation to the social environment

63 Aspects of identity influenced by globalization  Bicultural identity: part of their identity is rooted in their local culture while another part stems from an awareness of their relation to the global culture.  Identity confusion: Increasing among young people in non-Western cultures. May have little interest in original culture but feels rejected by new culture  A serious concern is the hegemonic imposition of values associated with North American — that is, United States — popular culture, including individualism, materialism, competition, hedonism, rapid change (‘progress’), profit, greed, commodification, consumerism, reductionism, celebritization, privatization, and English-language preference.  These values carry with them a way of life that is alien and offensive to many people throughout the world, even residents in Western cultures. Of special concern is the fact that American popular culture values are becoming the preferences of youth around the world. (Marsella, 2005, p. 16)? Debt traps  Debt-trap diplomacy is a type of diplomacy based on debt carried out in the bilateral relations between countries.  It involves one creditor country intentionally extending excessive credit to another debtor country with the alleged intention of extracting economic or political concessions from the debtor country when it becomes unable to honor its debt obligations  The conditions of the loans are often not made public and the loaned money is typically used to pay contractors from the creditor country.  Debates about SGR  What is the role of government in all this nonsense? Can we blame china? Or IMF Foreign aid  Governments contribute food, technical advice, cash loans and grants because they interested in improving the lot of the world's poor.

64  The actual motives for foreign aid are usually complex  First, governments in developing countries have become dependent on aid, diverting it to government consumption while reducing their efforts at market reforms that would boost productivity and tax revenue in the rest of the economy.  Second, donor countries have tied foreign aid to domestic interest group objectives and to international power politics; they have little interest in holding recipient countries accountable for achieving anything productive with aid. E-tivity 9.2.1 Psychology of international relations Numbering, pacing and sequencing 1.2.1 Title Psychology of international relations Purpose The purpose of this e-tivity is to enable you to understand international relations from a psychological perspective Brief summary of overall task Read debt-trap-diplomacy Spark Individual task a. Write down your thoughts on whether foreign aid has done more harm than good

65 Interaction begins b. Post your thoughts to the group forum c. Provide positive and constructive feedback on the team learners ‘views and ideas. Do this on the discussion forum 9.2.1 E-moderator interventions 1. Ensure that learners are focused on the contents and context of discussion. 2. Stimulate further learning and generation of new ideas. 3. Provide feedback on the learning progress. 4. Close the e-tivity Schedule and time This task should take 2 hours Next Psychology of diplomacy 9.2.2 Psychology of diplomacy The role of diplomacy and diplomats in a particular country often play a psychological function that shows the relationship between the two countries. Whenever a diplomat comments on the local issues in a country there is message that is usually sent. For example it is common to find the US ambassador to Kenya comment on Kenya issues. I’m however not sure if the Kenyan ambassador to US publicly comments on local US issues. E-tivity 9.2.2 Psychology of diplomacy Numbering, pacing and sequencing 9.2.2 Title Psychology of diplomacy Purpose The purpose of this e-tivity is to enable you to understand how diplomacy from a psychological perspective

66 Brief summary of overall task Read psychology of diplomacy . Spark Individual task Write down your thoughts on diplomacy Interaction begins 1. Post your thoughts on the group forum 2. Provide positive and constructive feedback on the team learners ‘views and ideas. Do this on the discussion forum 9.2.2 E-moderator interventions 1. Ensure that learners are focused on the contents and context of discussion. 2. Stimulate further learning and generation of new ideas. 3. Provide feedback on the learning progress. 4. Closing the e-tivity Schedule and time This task should take 2 hours Next Psychology of conflict resolution 9.3 Assessment Questions Write down in two hundred words your thoughts in foreign aid and diplomacy

67 9.3 E-References Fabricius P. (Is COVID-19 enabling debt-trap diplomacy. Accessed at: https://issafrica.org/amp/iss-today/is-covid-19-enabling-debt-trap-diplomacy Clinton, A. (2018,February 18). Diplomacy matters: Psychological science and the art of negotiation. Accessed at: https://www.apa.org/international/pi/2018/01/art- negotiation#:~:text=In%20terms%20of%20diplomacy%2C%20psychological,more%20willi ng%20to%20accept%20them LESSON TEN PSYCHOLOGY OF CONFLICT RESOLUTION 10.1 Introduction In this Tenth lesson we will learn about the psychological processes that are associated with resolving conflicts between political groups 10.2 Lesson Learning Outcomes By the end of this lesson, you will be able to: 10.2.1 To explain psychological processes that perpetuate conflict 10.2.2 Explain the psychological processes that can promote peace and conflict resolution 10.2.1 Psychological processes that perpetuate conflict

68  Conflict:  Why ethnic groups engage in war/ conflicts  There are many theories. Realistic conflict, social identity, But I will focus on symbolic politics  Symbolic politics theory  Ethnic conflicts are based on emotions rather than rational cost benefit analysis  It is not ancient rivalries, it is constructivist. That is why luos voted for a kikuyu in 2007, luos fought moi alongside kikuyus, Oginga odinga refused to accept the presidency without the release of kenyatta  Emotions are evoked through ethnic myths symbols  The stories that communities tell about who they are ( Uthamaki ni witu thamaki ni ciau, we fought for independence  Appeals to flags and faded glories (victimhood) that seek to stir emotions  The symbols that sustain ethnic animosity can be taken from the battles of ancient history, more recent conflicts, or economic and demographic trends that putatively put populations at risk.  For ethnic warfare to erupt, three conditions are necessary:  widely circulated myths that justify ethnic hostility;  ethnic fears that put the very existence of the group at stake; fear of being eliminated  Opportunities to mobilize and fight (can assemble, state failure, chauvinist leaders)  When these conditions are present, any number of factors - catalytic events, the emergence of a new leadership - can trigger the start of ethnic violence.  The elites (politicians) take advantage of the existing myths and symbols to mobilize communities in conflicts

69  Popular hostility based on these myths impels groups to follow extremist leaders invoking such emotion-laden ethnic symbols.  If ethnic domination becomes their goal, ethnic war is the likely result. Appreciation of psychological processes can help in understanding why and how conflict escalates. These processes include the following: ▪ F ormation of collective moods : public opinion is perceived by leaders as being more likely to support aggressive than conciliatory action; moods are informed by and current events are interpreted in the light of historical traumas ▪ Mobilisation of group loyalties : nationalist feeling, which separates an ingroup from an outgroup, is a powerful tool in mobilising public support, and militancy and intransigence towards the ‘other’ become measures of group loyalty ▪ Decision-making processes : creative decision-making is difficult under intense pressure and not supported by institutional systems ▪ Negotiation and bargaining processes : these tend to equate the adversary’s loss with one’s own gain rather than to seek ways in which the adversary can also win ▪ Structural and psychological commitments : conflict becomes a source of profit, purpose, or power, creating vested interests in its continuation ▪ Mirror image formation: each party develops parallel images, with reversed values, of the self (virtuous, peaceful, prepared to compromise, arming purely defensively) and the other (evil, hostile, responsive only to force, arming aggressively). These create a spiralling effect. ▪ Resistance to contradictory information: selectivity, consistency, attribution and the self- fulfilling prophecy inhibit the perception and expectation of change, particularly when

70 conflict-related images of self and other are part of the national consensus, and it is considered dangerous to believe that the enemy has changed or will change E-tivity 10.2.1 psychology of conflict resolution Numbering, pacing and sequencing 10.2.1 Title Psychological processes that perpetuate conflict Purpose The purpose of this e-tivity is to enable you to understand the psychological processes that perpetuate conflict Brief summary of overall task Turkana- pokot conflictr Spark Individual task Whate are your thoughts about the perennial conflicts between Turkanas and Pokots Interaction begins a. Post your thoughts to the group forum b. Provide positive and constructive feedback on the team learners ‘views and ideas. Do this on the discussion forum 10.2.1

71 E-moderator interventions 1. Ensure that learners are focused on the contents and context of discussion. 2. Stimulate further learning and generation of new ideas. 3. Provide feedback on the learning progress. 4. Close the e-tivity Schedule and time This task should take 2 hours. Next Resolving conflicts 10.2.1 Resolving ethnic conflicts Resolving conflicts • Diplomacy and economic incentives are not enough to prevent or end ethnic wars. • Promote change of the hostile myths and attitudes • Promote equality and a sense of security for everyone • The key to real conflict resolution is peace building to change hostile attitudes at the grassroots levels . E-tivity 10.2.2 Resolving conflicts Purpose The purpose of this e-tivity is to enable you to understand the psychological principles that can aid in resolving conflicts Brief summary of overall task Read solving turkana pokot conflict

72 Spark Individual task Write down on what you think can be done to resolve the conflict between Turkanas and pokots Interaction begins 1. Post your thoughts on the group forum 2. Provide positive and constructive feedback on the team learners ‘views and ideas. Do this on the discussion forum 10.2.2 E-moderator interventions 1. Ensure that learners are focused on the contents and context of discussion. 2. Stimulate further learning and generation of new ideas. 3. Provide feedback on the learning progress. 4. Closing the e-tivity Schedule and time This task should take 1 hour Next Psychology of political change and revolutions 10.3 Assessment Questions Write a two hundred word write up on the psychology of conflict resolution 9.4 E-References Muntet, S.K( 2016). The silent war : Pokot and Turkana conflict. Accessed at: https://scholarsbank.uoregon.edu/xmlui/bitstream/handle/1794/20550/Muntet_oregon_0171N_1164 3.pdf;jsessionid=855FF21FCACC23FFBDBCB08EE35A6958?sequence=1

73 Triche R. Pastoral conflict in Kenya. Accessed at: https://www.accord.org.za/ajcr-issues/pastoral-conflict-in-kenya/ LESSON ELEVEN: PSYCHOLOGY OF POLITICAL CHANGE AND REVOLUTIONS 11.1 Introduction In this eleventh lesson we will learn how political change happens and how revolutions are often hijacked. 11.2 Lesson Learning Outcomes By the end of this lesson, you will be able to: 11.2.1 Provide a critique of the Wretched of the earth by Franz Fanon 11.2.2 Explain the political change and revolutions from a psychological perspective 11.2.1 Wretched of the earth by Franz Fanon The book is written by a psychiatrist who was part of the revolutionary team in Algeria as they fought for their independence from France. It provides a psychological perspective on revolutions, independence and neocolonialism and the psychological disorders associated with the fight for freedom. E-tivity 11.2.1 Wretched of the earth

74 Numbering, pacing and sequencing 10.2.1 Title Wretched of the earth Purpose The purpose of this e-tivity is to enable you to understand the book wretched of the earth Brief summary of overall task Read wretched of the earth and make short notes Spark Individual task Write down your thoughts about the ideas on the book wretched of the earth Interaction begins a. Post your thoughts to the group forum b. Provide positive and constructive feedback on the team learners ‘views and ideas. Do this on the discussion forum 11.2.1 E-moderator interventions 1. Ensure that learners are focused on the contents and context of discussion. 2. Stimulate further learning and generation of new ideas. 3. Provide feedback on the learning progress. 4. Close the e-tivity Schedule and time This task should take 2 hours

75 Next Psychology of revolutions 11.2.1 Psychology of revolutions Revolutions (Fanons take)  The disease is alienation  The cause is colonialism  The cure is revolution  The destiny is freedom  The term revolution is often abused and misused in politics  wearing a beret does not make you revolutionary  Fanon rarely uses the term revolution  He often uses terms like liberation, decolonization and independence  His main concern was freedom for the human mind and the dignity of man  Decolonization means the freeing of a territory from foreign colonial control together with the destruction of the social and political institutions of colonial power and the building of new institutions and relationships to reflect the reality of the new nation  It is a fundamental change of economic, political and social institutions as well as a change in class structure, norms, values and consciousness of the people.  It is the creation of new men.

76  Fanon writes : ...decolonization is quite simply the replacing of a certain 'species' of men by another 'species' of men. Without any period of transition, there is a total complete and absolute substitution  It does not mean a very slow and incremental change over thousands of years. It implies a sudden change  But this creation owes nothing of its legitimacy to any supernatural power ; the 'thing' which has been colonized becomes man during the same process by which it frees itself  We cannot pray for a revolution, it is a result of direct action of men  Decolonization he writes is always a violent phenomenon  Fanon did not believe in non-violent revolution  Revolution is to be an alliance of the revolutionary intellectuals, the peasants and the lumpen-proletariat  The national bourgeoisie (those in power, ruling elite are compromised, they benefit from colonialist structure)  The proletariat the urban employed, nurses etc are also compromised (they have insurance, can meet basic needs, illusion of safety)  The peasants( rural folk) are the most revolutionary ( exploited and have gained nothing from colonization) they are also the majority  e,g government talks about building houses in Nairobi, what about the rural guys what do they need? We import maize and sugar and let them suffer with the village, fertilizer is expensive etc,  The lumpen-proletariat are the urban unemployed r unemployable: pimps , prostitutes and criminals(they are starving and can do anything)  The revolutionary intellectuals are the educated few that side with the masses

77  Fanon's model of revolutionary decolonization then envisages an alliance of the peasantry forming the bulk of the population and the lumpen-proletariat with the urban revolutionary intellectuals playing the leading roles.  This model of revolution is not based on the traditional revolutionary vanguard — the proletariat — but rather on the peasantry and which gives no place to the bourgeoisie E-tivity 11.2.2 Psychology of revolutions Numbering, pacing and sequencing 11.2.2 Title Psychology of revolutions Purpose The purpose of this e-tivity is to enable you to understand how revolutions happen and how they are hijacked Brief summary of overall task Watch political revolutions Spark Individual task Write down your thought about political change in Kenya Interaction begins 1. Post your thoughts on the group forum 2. Provide positive and constructive feedback on the team learners ‘views and ideas. Do this on the discussion forum 11.2.2

78 E-moderator interventions 1. Ensure that learners are focused on the contents and context of discussion. 2. Stimulate further learning and generation of new ideas. 3. Provide feedback on the learning progress. 4. Closing the e-tivity Schedule and time This task should take 2 hours Next EXAMINATION 11.3 Assessment Questions Based on what you have learnt in this unit, write a 200 word essay on your thoughts about politics in Kenya. 11.3 E-References TDC(Jan 25, 2017).Civilization’s greatest revolutions Accessed at: https://www.youtube.com/watch?v=ufEJoPFlQU0 REFERENCE BOOKS Cottam, M.L.,Uhler, B.D., Mastors.E.& Preston.T.(2015). Introduction to Political Psychology. U.K: Psychology Press. Fanon, F. (2008). Black skins, white masks . New York : Grove Press Fanon, F.(2004). The wretched of the earth . New York : Grove Press Recommended Reference Materials

79 Houghton, D.P. (2008). Situations, Individuals and Case . London: Rout ledge. Journal of Social and Political Psychology. https://jspp.psychopen.eu/index.php/jspp Ottati V.C (2002). The Social Psychology of Politics . New york: Springer. Sears, D. O. (2003). Oxford Handbook of Political Psychology. U.K: Oxford University Press. Zeigler-Hill, V., In Welling, L. L. M., & In Shackelford, T. K. (2015). Evolutionary perspectives on social psychology . Cham: Springer