The Block Event Conflict
People
- Imani: An 18-year-old Black mural-team leader
- Malik: A 19-year-old Black music-program volunteer
- Andre: A Black neighborhood youth worker and neutral mediator
Setting: A neighborhood block event on an urban street. Young people are painting a community mural, performing music, operating small vendor tables, and leading activities for children.
Conflict: Malik moved speakers and performance equipment into an area reserved for Imani’s mural team. Imani believes he ignored the plan and undermined her leadership. Malik believes he acted to keep the music program running after access to the original performance area became unsafe. Their racial identity is part of their lived community experience, but it is not treated as the cause of the conflict.
Step 1: Conditions
Andre brings Imani and Malik to a quieter place near the community center. They remain within view of the event but away from the crowd.
Andre: “My role is to guide this PeaceDNA process, not decide who is right. Are you both willing to speak honestly, listen without interrupting, avoid disrespect, and work toward a peaceful solution?”
Imani: “Yes, I’m willing.”
Malik: “Yes, I’m willing.”
Andre: “We will use Kanji Listening—ears, eyes, heart, mind, and full attention. Each of you will complete a full POV before we discuss remedies.”
Andre: “If either of you feels unsafe or too angry to continue, we will pause. Immediate safety comes before mediation.”
Step 2: Conflict Positions
(Imani’s POV)
GQ2: What happened?
Andre: “Imani, what happened?”
Imani: “My team was painting a mural on the temporary wall near the corner. Malik moved two speakers, a table, and several cables into our work area.”
Andre: “What had been agreed to before the event?”
Imani: “The mural team had the space from the wall to the blue sidewalk marker. The music area was supposed to be farther down the block.”
Andre: “Were those boundaries clearly marked?”
Imani: “The blue line was marked, and the event map showed our areas. But we did not have signs explaining what the line meant.”
Andre: “What were you doing when the equipment was moved?”
Imani: “I was helping two younger participants mix paint. When I turned around, the equipment was already there.”
Andre: “What did you do?”
Imani: “I asked Malik why he had taken our space. He said he needed it and did not have time to argue.”
Andre: “How did the move affect your activity?”
Imani: “We lost part of the space where the younger artists were working. The cables also created a tripping concern.”
GQ3: How did you feel?
Andre: “How did you feel when you saw the equipment?”
Imani: “I felt angry, dismissed, and embarrassed.”
Andre: “What concerned you most?”
Imani: “I had told the younger artists that I was responsible for the mural area. When Malik changed everything without asking, I felt like my leadership did not matter.”
Andre: “Was there another concern underneath that?”
Imani: “Yes. Young Black women already get talked over. I did not want to be treated as if my plan was optional.”
Andre: “Did those feelings affect your response?”
Imani: “Yes. I confronted Malik in front of everyone instead of asking to speak privately.”
GQ4: What do you believe or think?
Andre: “What did you believe Malik’s actions meant?”
Imani: “I believed he thought his music program was more important than the mural.”
Andre: “What information supported that belief?”
Imani: “He moved everything without asking and said he did not have time to argue.”
Andre: “What information did you not have?”
Imani: “I did not know why the original music area could not be used.”
Andre: “What part of the situation do you take responsibility for?”
Imani: “I could have asked what happened before accusing him of taking over. Our team also should have posted signs around the mural area.”
End-of-POV Rephrase for Yes: Imani
Andre: “Let me make sure I understand your complete POV. Are you saying your team had an assigned mural space marked by a blue line and while you were helping younger artists, Malik moved speakers, a table, and cables into that space without consulting you? The equipment reduced your working area and created a possible tripping hazard?
You felt angry, dismissed, and embarrassed. You were concerned that the move weakened your leadership in front of the younger participants. It also connected with your broader experience of young Black women being talked over.
You believed Malik viewed the music program as more important, although you did not yet know why he moved it. You recognize that you could have asked what happened before confronting him publicly.
Did I correctly understand the facts, feelings, beliefs, concerns, and effects from your point of view?”
Imani: “Yes.”
Andre: “Is there anything important I missed or stated incorrectly?”
Imani: “No. That explains my POV.”
(Malik’s POV)
GQ2: What happened?
Andre: “Malik, what happened from your point of view?”
Malik: “A delivery van stopped beside the original performance area. It blocked the audience space and part of the street exit.”
Andre: “What did you do first?”
Malik: “I asked the driver to move. He said he was making a delivery and would be there for about twenty minutes.”
Andre: “Did you contact an event leader?”
Malik: “I called one volunteer, but they did not answer. The performance was supposed to begin in ten minutes.”
Andre: “Why did you choose the mural area?”
Malik: “It was the nearest open space with access to electricity. I thought we could use one side of it until the van moved.”
Andre: “Did you ask Imani?”
Malik: “No. I saw that she was helping some kids, and I thought I could explain after setting up.”
Andre: “What happened when she approached you?”
Malik: “She said I had no respect for her or her work. I told her I did not have time to argue.”
Imani: “Because you think you can do whatever you want when people are watching.”
Malik: “You turn every little problem into somebody disrespecting you.”
FOUL
Andre: “FOUL. We need to stop.”
Andre pauses the POV discussion immediately.
Andre: “Imani, saying Malik thinks he can do whatever he wants assigned a motive that has not been established. Malik, saying Imani turns every problem into disrespect dismissed her experience and judged her character. Both statements disrupted our peaceful Conditions.”
FOUL Buster: Restore the Conditions
Andre: “Let’s take a breath and return to Step 1. Focus on this event and the effects of specific actions. Are you both still willing to listen respectfully and work toward a solution?”
Imani: “Yes. I will explain how Malik’s actions affected me without claiming I know his motives.”
Malik: “Yes. I will not dismiss Imani’s concern or make a general statement about her.”
Andre: “The Conditions are restored. Malik has not completed his POV, so we will return to it. We are not ready for Remedy.”
GQ3: How did you feel?
Andre: “Malik, how did you feel when the van blocked the performance area?”
Malik: “I felt stressed and responsible. Several young performers had practiced for weeks, and people were waiting.”
Andre: “How did you feel when Imani confronted you?”
Malik: “I felt accused before I could explain.”
Andre: “Was there another concern underneath that?”
Malik: “Yes. As a young Black man running music on the street, I was already worried that people would see us as disorganized or causing trouble. I felt pressure to keep the event under control.”
Andre: “Did that pressure affect your decision?”
Malik: “Yes. I acted quickly without including Imani.”
GQ4: What do you believe or think?
Andre: “What did you believe was most important at that moment?”
Malik: “I believed I needed to protect the performance and keep the exit clear.”
Andre: “What assumption did you make about Imani?”
Malik: “I assumed she would understand once I explained.”
Andre: “Did you give her a chance to agree before moving the equipment?”
Malik: “No.”
Andre: “What part of the situation could you have controlled?”
Malik: “I could have asked Imani for one minute of her time. I also could have asked Andre or another event leader to help find a safe location.”
Andre: “What effect did your decision have?”
Malik: “It helped the performance start, but it disrupted the mural team and made Imani feel that I ignored her authority.”
End-of-POV Rephrase for Yes: Malik
Andre: “Let me make sure I understand your complete POV.
A delivery van blocked the original music area and part of the street exit. You tried to reach another volunteer but received no answer. Because the performance was about to begin, you moved the equipment to the nearest space with electricity.
You felt stressed and responsible for the young performers. You were also concerned that outsiders might view a group of young Black performers as disorganized or troublesome.
You believed you were protecting the performance and keeping the event moving. However, you moved the equipment without Imani’s agreement. You recognize that your decision disrupted her activity and weakened her leadership in front of the mural team.
Did I correctly understand the facts, feelings, beliefs, concerns, and effects from your point of view?”
Malik: “Yes.”
Andre: “Is there anything important I missed or stated incorrectly?”
Malik: “No. That explains my POV.”
Andre: “Both complete POVs have now been spoken, heard, summarized, and confirmed. We can move to Remedy.”
Step 3: Remedy
GQ5: What remedy do you want?
Andre: “Imani, what remedy do you want?”
Imani: “I want Malik to ask before using space assigned to my team. I also want the mural area kept safe for the younger participants.”
Andre: “What would help restore your leadership?”
Imani: “I want us to explain the corrected plan to both groups together.”
Andre: “Malik, what remedy do you want?”
Malik: “I want a backup performance area and a clear person to contact when the street setup changes.”
Andre: “What would help you respond without acting alone?”
Malik: “A radio or group message for event leaders.”
GQ6: What remedy will you offer?
Andre: “Imani, what will you offer?”
Imani: “If another activity needs temporary space, I will listen before responding. I will also place clear signs around the mural area.”
Andre: “Malik, what will you offer?”
Malik: “I will move the speakers and cables away from the mural area. In the future, I will get permission before changing another team’s space.”
Andre: “What will you both do if an immediate safety problem occurs?”
Imani: “We will address the danger first.”
Malik: “Then we will contact an event leader before making any additional changes.”
Shared Agreement
Andre records the agreement:
- Malik will move the speakers and cables to the approved backup area.
- Imani’s team will place visible signs around the mural space.
- Event leaders will identify primary and backup activity areas.
- No one will take over another team’s space without permission, except to address an immediate danger.
- Changes will be communicated through a shared group message.
- Imani and Malik will explain the revised plan to their groups together.
- Staff will keep sidewalks, exits, and emergency access routes clear.
- Andre will review the plan with both participants after the event.
Andre: “Do you both understand and willingly accept this agreement?”
Imani: “Yes. I feel heard, and I accept it.”
Malik: “Yes. I feel heard, and I accept it.”
Red-Team Check
- Participant perspective: The script should present Black youth as capable leaders with different viewpoints, not as symbols of danger or disorder. Their race should not be used to explain the conflict.
- Community perspective: A mediator must not pressure participants to ignore real experiences of racism or sexism merely to preserve surface-level peace.
- Safety perspective: PeaceDNA should begin only after immediate dangers involving traffic, violence, medical needs, or unsafe equipment have been addressed. It does not replace emergency procedures, youth-protection rules, or required reporting.
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