From International Conflict to Resolution and Peace (PAX 210) Peace, Justice, and Conflict Studies Program, DePaul University Winter Quarter 2015 Adar Cohen, Ph.D. Tuesdays, 6:00 9:15pm acohen17@depaul.edu Lincoln Park Campus Office hours: Tue by appointment Arts and Letters, Room 109 INTRODUCTION AND OBJECTIVES Like the discipline of peace studies, this course is an interdisciplinary inquiry one which demands that we investigate the nature of social and political conflict; identify the structural and recurring causes of violence; devise and assess potential approaches to armed conflict and systemic oppression; and explore the possibilities of justice, coexistence, and reconciliation. In addition to a foundational survey of the peace studies discipline, this class will investigate several of its primary components, including international theory, the theoretical and historical origins of peace studies, conflict resolution and conflict transformation, mediation, nonviolence, interfaith dialogue, and reconciliation. Students will engage critically, creatively, and collaboratively with texts, formal and informal writing assignments, discussions, and a final project of their choice. ASSIGNMENTS 1. Response Papers A one-page response to each reading and film read or viewed in a given week is due Monday, by 11:00pm, submitted through D2L. Please upload all response papers in one document. For example, the first batch of response papers is due 1/12, by 11:00pm, and will include three one-page responses in one document: a one-page response to the Kelman reading, a one-page response to the Garcia reading, and a one-page response to the Barnes reading. In addition to briefly summarizing the reading(s), the response paper should engage analytically with the text. This is your opportunity to think critically and creatively in preparation for the in-class discussion. Late response papers will not be accepted. Response papers count toward the participation grade; for more details on how response papers will be graded, see the Evaluation Rubric below. 2. Discussions At each class meeting, a team of students will lead discussion. To achieve our course objectives, it is essential for each individual to have an active role in guiding the course. Every student will lead discussion at least once. For complete details on how discussion leaders will be graded, see the Evaluation Rubric below. 1
3. Research Paper Students are expected to begin research for the research paper at the outset of the course, selecting a prompt from the list below or crafting their own prompt in consultation with the instructor. Students will discuss their research paper planning and progress in class. The research paper will be submitted via D2L by 11:00pm on 1/25; very brief presentations of research papers will take place beginning 1/27. For details of how research papers will be evaluated, see the Evaluation Rubric below. Research paper prompts: 1. Examine a contemporary conflict and, drawing on peacebuilding theory studied in the course, propose a framework for a comprehensive strategy for its resolution 2. Analyze the efficacy of nonviolent action using case studies 3. Compare the divergent approaches to peacebuilding described by Catherine Barnes and Herbert Kelman, assessing the strengths and weaknesses of each 4. Investigate the impact of armed conflict on women 5. Is reconciliation an indispensible component of achieving peace? 6. What insights does peace theory contribute to the ongoing struggle for (choose one of the following): racial justice, LGBTQ and gender justice, economic justice? 7. Is Johan Galtung s concept of structural violence relevant to modern-day peacebuilding? 8. Evaluate the role of religion in the perpetuation and resolution of conflict 1. Final Project Work on the final project should also begin very early in the course. The project is an opportunity for students to engage their personal interests in a cumulative and creative final assignment, and to delve deeply into a particular topic area from the course. Projects will demonstrate an advanced level of knowledge, analysis, and original thought. In addition to submitting the written portion of the final project to D2L by 11:00pm on 3/17, each student will make a 10 minute presentation in class. Final project presentations will take place beginning 2/17; all students should be prepared to present on 2/17. For details on grading of final projects, see the Evaluation Rubric below. Possibilities for a final project include but are not limited to: 1. Attending, documenting*, and analyzing event(s) addressing topics from the class 2
2. Producing an original work of art accompanied by an artist s statement* examining a topic from the class 3. Organizing an event on campus that deals explicitly with a topic from the class, with an essay reflecting on the experience* 4. Writing a book review* of one or more books (fiction, nonfiction, poetry, comic, etc.) and/or films addressing topics from the class 5. Participating in peace or social justice activism in Chicago and writing journal entries* chronicling these experiences 6. Conducting and documenting* an oral history project related to a theme from the class * All written portions of the final project will be five to ten pages. 3
EVALUATION 1. Participation (25%). Because the course prioritizes collaborative learning and follows a discussion format, attendance is crucial to each student s success as well as to the success of the class. Response papers and participation in discussions should demonstrate students preparedness. Students should come to class ready to share observations from the readings, raise questions, make text-based arguments, and to integrate examples from earlier readings and their own research. To do so, it may helpful to bring readings and notes to class. Listening to one another and maintaining an atmosphere of respect are as important as contributing vocally in the discussions. For details on how response papers will be graded, see the Response Paper Rubric below. 2. Leading Discussions (25%). In-class discussions will be facilitated by teams of students. To fulfill our learning objectives, it is essential for every student to be actively engaged in every class discussion: discussion leaders have the responsibility of ensuring this happens. For details on how discussion leaders will be graded, see the Evaluation Rubric. 3. Research Paper (25%). The research paper will be five to seven pages, double spaced, not including title page and references. Creative tricks with fonts, margins, and spacing may be appreciated for their ingenuity but will not improve the final grade. Any citation format is acceptable as long as it is used correctly and consistently. Each paper will be graded based on demonstrated proficiency with the topic; integrity and quality of research; depth and originality of analysis, clarity in organization and writing; and mechanics (grammar, spelling, punctuation, references, etc.). Late research papers will lose one grade level for each day late. See the Evaluation Rubric below. 4. Final Project (25%). The final project is the student s opportunity to synthesize ideas from the class in a creative, experiential format. The project will be graded based on the integration of course content; the introduction of material not covered in the course; the quality of the event/art work/documentation produced; the student s contribution of original critical insights; the report on progress; and the quality of the project presentation at the end of the quarter. See Evaluation Rubric below. 4
COURSE SCHEDULE Readings are available through the library s e-reserve system (the password is pax210) and also at the library s reserve shelf. Lecture topics are in bold; assignments and reminders are italicized. Tuesday, 1/6 Getting started; Definitions and major concepts of peace studies Introductions, syllabus, expectations, ground rules Divide facilitation responsibilities In-class writing prompt and discussion Name card Garcia, Ed. Foreword. Accord 13. Barnes, Catherine. Democratizing Peacemaking Processes: Strategies and Dilemmas for Public Participation. Kelman, Herbert C. 2000. The Role of the Scholar-Practitioner in International Conflict Resolution. Pages 273-288. Response papers submitted through D2L by 11:00pm Monday, 1/12 Prepare for in-class workshop on the research paper: be ready to briefly describe your topic, progress, and any questions or concerns you d like to address Tuesday, 1/13 Civil society peacebuilding Research paper workshop: discuss topics, ask questions, suggest resources Discussion of Garcia and Barnes readings facilitated by: Discussion of Kelman reading facilitated by: Lederach, John Paul, and Michelle Maiese. Conflict Transformation. (In the Conflict Transformation article, reading past The Big Picture is optional.) Response papers submitted through D2L by 11:00pm Monday, 1/19 Optional: bring in printed outline, rough draft, or portions of rough draft of research paper for check-in with instructor on 1/20 Tuesday, 1/20 Resolve or transform? Comparing approaches to conflict Research paper conferences 5
View Lederach case studies Discussion of Lederach/Maise reading and Lederach case studies facilitated by: Atack, Iain. From Pacifism to War Resistance. Pages 177-186. Response papers submitted through D2L by 11:00pm Monday, 1/26 Research paper is due Sunday, 1/25, submitted through D2L by 11:00pm Research paper presentations begin Tuesday, 1/27 Prepare to discuss final project in class on 1/27 Tuesday, 1/27 From Realism to Pacifism: International theory Discussion of Atack reading facilitated by: Research paper presentations Discuss final projects Sharp, Gene. The Politics of Nonviolent Action: Part One, Power and Struggle. Pages 3-32. McGuinness, Kate. Review Essay: Gene Sharp s Theory of Power: A Feminist Critique of Consent. Pages 101-115. Response papers submitted through D2L by 11:00pm Monday, 2/2. Tuesday, 2/3 Social and political power, consent theory, and nonviolence Research paper presentations View nonviolent direct action case studies Discussion of Sharp reading facilitated by: Discussion of McGuinness reading facilitated by: King, Martin Luther, Jr. Letter from a Birmingham Jail. Response papers submitted through D2L by 11:00pm Monday, 2/9. Tuesday, 2/10 Nonviolent direct action Research paper presentations (if necessary) View film, Eyes on the Prize Discussion of King reading facilitated by: 6
Discussion of Eyes on the Prize film facilitated by: Response papers submitted through D2L by 11:00pm Monday, 2/16. Final project presentations begin 2/17 Tuesday, 2/17 Satyagraha, Ahimsa, and Swaraj Presentations of final projects Viewing of film, A Force More Powerful Discussion of A Force More Powerful film facilitated by: Tolstoy, Leo. Letter to a Non-Commissioned Officer. Pages 159-167. Gopin, Marc. Why Modern Culture Fails to Understand Religiously Motivated Violence. Pages 35-64. Response papers submitted through D2L by 11:00pm Tuesday, 2/23. Tuesday, 2/24 Religiously motivated violence and interfaith dialogue Presentations of final projects Discussion of Gopin reading facilitated by: Discussion of Tolstoy reading facilitated by: Viewing of film, Encounter Point Discussion of Encounter Point facilitated by: Baxter, Victoria. Civil Society Promotion of Truth, Justice, and Reconciliation in Chile: Villa Grimaldi. Pages 120-136. Response papers submitted through D2L by 11:00pm Monday, 3/2. Tuesday 3/3 Reconciliation: restorative justice, truth commissions, and forgiveness Presentations of final projects Discussion of Baxter reading facilitated by: Viewing of film, Long Night s Journey Into Day Discussion of Long Night s Journey Into Day facilitated by: 7
Written portion of final project is due by 11:00pm on Tuesday 3/17, submitted via D2L Tuesday, 3/10 Presentations of final projects Written portion of final project is due by 11:00pm on Tuesday 3/17, submitted via D2L Finals Week The written portion of the final project is due by 11:00pm on Tuesday 3/17 and will be submitted via D2L. Please note: Learning needs: If you require any type of assistance, please speak to the instructor for accommodations. Academic integrity: http://studentaffairs.depaul.edu/homehandbook.html Emergency evacuation policy and procedures: http://rmehs.depaul.edu/emergency/evacuation.asp Changes to syllabus: It is possible that the reading and class schedule may need to be modified during the quarter. Any other changes to the syllabus will require a majority vote by students. 8
Evaluation Rubric for Research Paper The research paper will be five to seven pages, double spaced, not including title page and references. Any citation format is acceptable as long as it is used correctly and consistently. Each paper will be graded based on demonstrated proficiency with the topic; integrity and quality of research; depth and originality of analysis; clarity in organization and writing; mechanics (grammar, spelling, punctuation, references, etc.), and preparedness for the research paper workshop and the 5 minute research paper presentation. Late assignments will lose one grade level for each day late. Demonstrated proficiency with the topic / 20 Integrity and quality of research / 20 Depth and originality of analysis / 20 Clarity in organization and writing / 20 Mechanics (grammar, spelling, punctuation, references, etc.) / 10 Preparedness for workshop and presentation / 10 TOTAL POINTS / 100 Comments: 9
Evaluation Rubric for Response Papers A one-page response to each reading or film assigned in a given week is due Sunday, by 11:00pm, submitted through D2L. Please upload all response papers in one document each week. These short reflections are intended to stimulate critical and creative thinking which uses the readings as launching points for inquiry that is both individual (written) as well as collective (through discussions). Response papers will be graded on a scale of 1 to 5. A response paper which earns a 5 will engage analytically with the text, perhaps by addressing some of the following questions: Beyond liking or not liking the reading, what is your analytical response to the reading? What questions does it raise? What assumptions have been made by the author? How do ideas from the reading complicate, clarify, or otherwise compare with ideas from class, other readings, your own experiences, contemporary events? What are the implications of the ideas presented in the reading(s)? What are the problems with these implications? What are the possibilities? What are potential applications of ideas presented in this reading? Where in the world, and how, could these ideas be useful? 10
Evaluation Rubric for Leading Discussion At each class meeting, a team of students will lead discussion. Because the course relies on discussion as a means of collective inquiry, discussions should be planned for thoroughly and facilitated thoughtfully. A succinct overview of the reading or film, with background information and context when necessary; this may include supplementary items like definitions, timelines, videos, or other material / 25 Integration of ideas from material discussed or presented earlier in the course student presentations, discussions, lectures, films, etc. / 25 Balanced participation (everyone is talking and everyone is listening) and balanced facilitation among facilitators / 25 There are text-based questions, questions that push the group to consider the implications of the reading, and questions that link the reading to course content, current events, and students research / 25 TOTAL POINTS / 100 11
Evaluation Rubric for Final Project The final project will synthesize ideas from the class in a creative, experiential format. The project will be graded based on the integration of course content; the introduction of material not covered in the course; the quality of the event/art work/documentation produced; the student s contribution of original critical insights; the report on progress and the quality of the 10 minute presentation at the end of the quarter. Project meaningfully integrates course content / 20 Project introduces relevant material not covered in the course / 20 Project creates documentation, art work, or event of high quality / 20 Project contributes original, critical, and creative insights / 20 Project was discussed in class before completion and presented upon completion / 20 TOTAL POINTS / 100 Comments: 12