American University School of International Service
International Peace and Conflict Resolution Program
PEACE PARADIGMS
SIS 607.001 2016S
Thursdays, 5:30-8:00PM; Ward 3
Hrach Gregorian, Ph.D.
Office: SIS 214
Office Phone: 202-885-6698
Mobile: 571-214-5293
Fax: 202-885-2494
Email: gregoria@american.edu
Office Hours: Mondays and Wednesdays, 2:00 - 4:00, or by appointment
I.
Course Description
This course provides an inventory of theories and approaches to peacemaking and
peacebuilding. We define peace not only as the absence of war (“negative peace”) but
also as the fundamental transformation of structural factors, whether political, economic,
or social, that renders peace something to value (“positive peace”). A paradigm has been
defined as a framework containing the basic assumptions, ways of thinking, and
methodology that is commonly accepted by members of a scientific community. The
frameworks we will focus on include: state-centric approaches (often referred to as realist
or systems oriented); multilateralism (including the concept of a global commons,
international organizations, international law); economic tools; unofficial or Track II
(communication) approaches; and nonviolence and pacifism. We will also examine how
factors such as culture and belief systems, gender and relational issues, complex systems
dynamics, social media, art and culture enrich and complicate dominant narratives.
II.
Course Objectives
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Understanding of current challenges to peace and the theoretical frameworks, or
“schools of thought,” that undergird various approaches to peacebuilding
Knowledge of the basic concepts of peace (positive, negative and culture of
peace), violence (direct, structural, cultural), and processes of peace
(peacemaking, peacebuilding, peacekeeping)
Awareness of challenges and issues in achieving and maintaining peace
(economics, development, globalization, gender, democracy, responsibility to
protect, post-conflict peacebuilding)
Consideration of contemporary tools such as social media, art, science, culture
and gaming
III.
Learning Outcomes
Expectations are you will be able to think critically about the main themes and topics of
the course, specifically, what are the ingredients of success and what leads to more
problematic outcomes in efforts to prevent war and to build more durable peace. You will
know the main concepts that inform policymaking. You will be able to work in teams and
individually to assess the intellectual strength and utility of various schools of thought.
You will be able to express your knowledge and analytical skills in writing and in oral
presentations.
IV.
Assignments and Grading Criteria
1. Participation (15%)
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Obviously you must attend class to participate!
Consistent engagement
Preparation and familiarity with course topics and content of readings
Quality of interpretation and analysis of topics and themes
Response to other students and to instructor
Eachofthecriteriawillbescaledasadequate(1point),good(2points),and
excellent(3points)
Team Presentations (20%)
(With gratitude and acknowledgement to Professor Said and his team)
Starting in week three, teams of 2 or more students will critically examine the week’s
paradigm and assigned readings in light of a specific current event. They will present
their findings to the class in a 35-minute presentation followed by discussion. In the
presentation, students must consider the following questions: How would the authors of
the week’s readings view the current event? On what factors would their analysis of the
event focus? What would their paradigm or “lens” emphasize as the source(s) of the
problem? Do you think they would (rightly or wrongly) overlook anything? If applicable,
what would they offer as a solution?
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Choose a conflict-related event that is currently making the headlines. It is to your
benefit to be as specific as possible (for example, do not choose “Syrian conflict”
in general, but rather a very specific current event related to it).
Spend no more than 5 minutes of your presentation on a brief analysis of the
week’s readings. This should be very concise—you should expect that everyone
has done the readings. Focus on the most important points and the sections that
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are most critical to understanding your current event.
Spend no more than 5 minutes describing the important details of your current
event. You may want to send 1-2 recent news articles to your classmates ahead of
time.
The bulk of your presentation (25 minutes) should be on critically analyzing the
week’s readings in relation to the current event, considering the questions above.
Consider using handouts and other creative aids, if they will enhance your
presentation.
After your presentation, lead the class in a discussion for 5-10 minutes by
preparing a few questions for your classmates to consider. You should also be
prepared to address any questions your classmates have for you. The class
discussion will continue after your presentation is “officially” over, but it is your
presentation that will lead us into that week’s class discussion.
Analytical Paper (25%): Due February 12
Select a state centric or multlateral approach (covered in weeks 3-5) and critique its
strengths and weaknesses in informing efforts to effectively prevent and resolve violent
conflict and to build peace. In illustrating your point, it would help to make reference to a
concrete case.
-Thepapershouldnotexceed1,500words.UofChicagoorAPAstyle.
-Donotconsultorreferenceoutsidesourcesotherthanfortheconcrete
case.
-Titlepagemustciteyourname,andthetitleofthepaper.
-Besuretonumberpages
-Itbearsrepeatingthatcriticalanalysisisnotsynonymouswithcensureor disapproval.Thisisnotabroadsideorpoliticaltract.Itisimportantto
maintainbalanceandobjectivity.
GradingCriteria.
I.
Comprehensionofprinciples,worldview,informingtheparadigm
II.
Sophisticationofyouranalysisofitsmeritsandshortcomings
III.
Analyticalrigor
IV.
Originalityofyourthoughtandinsight
V.
Qualityofwriting(e.g.,logicalflow,style,forceofnarrative,noerrors
inspelling,grammar,syntax.Notypos!)
Final Paper (40%): Due April 29
You are to write a high-level policy paper with recommendations for a course of action to
prevent atrocity in one of the following countries: Democratic Republic of Congo, South
Sudan, Syria, Somalia, Afghanistan, or Myanmar (Burma). Your audience is decision
makers in the US and Europe, at the UN and in the African Union. Carefully consider
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which approach, or combination of approaches covered in class makes the most sense
from the perspective of preventing mass killing and building a peace that is sustainable.
-Thepapershouldnotexceed3,500words.UofChicagoorAPAstyle.
-Youarefreetoconsultallsources.
-Besuretocarefullyoffersupportingdata,especiallywhenmaking assertionsregardingacourseofaction. -Titlepagemustciteyourname,andthetitleofthepaper.
-Besuretonumberpages
-Ofcourseyourrecommendationsmustbesupportedbyreferenceto
conceptscoveredinclassandtheirreal-worldapplication.
GradingCriteria
I.
Therangeanddepthofresearch
II.
Strengthandbalanceofargumentation
III.
Synthesis,sequencingandcalibrationofapproach(es)recommended
topreventatrocity
IV.
Analyticalrigor
V.
Originalityofthoughtandinsight
VI.
Qualityofwriting(e.g.,logicalflow,style,forceofnarrative,noerrors
inspelling,grammar,syntax.Again,notypos!)
Grading Scale
See, http://www.american.edu/provost/registrar/academicservices/system.cfm
Please note that an “A” grade denotes an excellent performance and work that is original,
insightful, critical, clear, well written and well presented. It indicates that you (and your
group) worked effectively and successfully to complete all assignments. A “B” is solid
work that is well organized and goes beyond minimum requirements. It reflects a good
command of the material, with instances of higher-level thinking and intellectual
engagement. It will also indicate the degree to which the team has worked effectively. A
“C” reflects a lack of higher-level thinking, intellectual originality, clear organization,
and teamwork. A “D” indicates that minimum course requirements were not fully met.
An “F” means the minimum course requirements were not met.
Late Assignment Policy
Late assignments will not be accepted without penalty except in cases of genuine,
documented, illness or emergency. Late submissions will be downgraded one-third a
letter grade for the first three hours (e.g., A- to B+) and a full letter grade thereafter, up to
24 hours later (e.g., A to B), after which papers will not be accepted without more severe
penalty.
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V.
Academic Integrity Code
In the unlikely event that you have not consulted the American University Academic
Integrity Code, I urge you to carefully read all sections at
http://www.american.edu/academics/integrity/code.cfm. There is no excuse for violation
of the Code, not least due to ignorance of standards of conduct or definition of integrity
violations.
VI. Required Texts (available in campus bookstore or E-book, AU
Library)
• Berkovitch, Jacob, Kremenyuk, Victor, and Zartman I William, eds. 2009. The Sage
Handbook of Conflict Resolution. London: Sage Publications Ltd. ISBN
9781412921923 (On reserve, AU Library). This is the only book you may need
to purchase, but it is pricy. See if you can get a used copy or an electronic version.
I know Kindle offers it for @ $70.00
• Bercovitch, Jacob, and Jackson, Richard. 2009. Conflict Resolution in the Twentyfirst Century: Principles, Methods, and Approaches. Ann Arbor: University of
Michigan Press. ISBN 9780472022182 (Do not need to purchase! Available as
an E-book, AU Library)
• Nan, Susan Allen, Mampilly, Zachariah Cherian, and Bartoli, Andrea, eds. 2011.
Peacemaking: From Practice to Theory. Santa Barbara, CA: Praeger. ISBN
9780313375767 (Do not need to purchase! Available as an E-book, AU
Library)
VII. Class Schedule and Reading Assignments
Key to Text Abbreviations: 1.The Sage Handbook of Conflict Resolution (HCR); 2.
Conflict Resolution in the Twenty-first Century: Principles, Methods, and Approaches
(CRTC); 3. Peacemaking: From Practice to Theory (PPT)
Week 1 (January 14 ): Introduction
- Review of syllabus, course content, course objectives, assignments
- Discussion of learning objectives
- Concepts and Definitions
Required Reading
• HCR, pp 9-11; Ch 1, pp. 15-30
• CRTC, Ch 1, pp. 2-18
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Week 2 (January 21): Sources of Conflict
- The domain of conflict covered in the course
- Conflict typologies; changing nature of conflict
- Causes of modern war
- Territorial conflict
- Economics and resource-based
- Ethno-religious sources
- Environmental degradation
Required Reading
• HCR, Chs 10, 11, 12, 14, 22, and 31
Week 3 (January 28): State-Centric Approaches
- Negotiation
- Mediation
- Diplomacy
- Democracy and liberalism
Required Reading
• CRTC, Chs Two, Three and Seven
• HCR, Chs 2, 16, 17, 24 and 25
Week 4 (February 4): State-Centric Approaches (cont.)
- Coercive Diplomacy
- Arms Embargoes and Sanctions
- Military Intervention
- Integration, Partitioning, Power-sharing
Required Reading
• Jentleson, Bruce. 2006. “Corecive Diplomacy: Scope and Limits in the
Contemporary World.” Policy Analysis Brief. Stanely Foundation.
http://stanleyfoundation.org/publications/pab/pab06CoerDip.pdf
• Cortright, David, George A. Lopez, with Linda Gerber. ND. “Sanctions
Sans Commitment: An Assessment of UN Arms Embargoes.”
https://sanctionsandsecurity.nd.edu/assets/110291/sanctions_sans_commit
ment.pdf
• Sullivan, Patricia L. and Michael T. Koch. 2009. “Military Intervention by
Powerful States, 1945-2003.” Journal of Peace Research. 46; 707.
http://jpr.sagepub.com/content/46/5/707.full.pdf+html may also be found
at http://plsullivan.web.unc.edu/files/2011/09/Sullivan_JPR_46_5_707.pdf
• PPT, Ch 44
• Kaufmann, Chaim D. “When All Else Fails: Ethnic Population Transfers
and Partitions in the Twentieth Century.” International Security. Fall 1998,
Vol. 23, No. 2, pp. 120-156.
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http://www.mitpressjournals.org/doi/pdf/10.1162/isec.23.2.120
Presentation 1
Week 5 (February 11): Multilateral Approaches
- Deterrence/Collective security
- Arms control
- International Organizations/Regional organizations
- International law
Required Reading
• HCR, Chs 18 and 33
• CRTC, Chs Four, Five, and Nine
• PPT, Ch 24 and 26
Presentation 2
ANALYTICAL PAPER DUE FEBRUARY 12
Week 6 (February 18): Economic Factors
- Trade, aid and security
- Peace through commerce
Required Reading
• Brown, Oli, Mark Halle, Sonia Pena Moreno and Sabastian Winkler (Eds.).
2007. Trade, Aid and Security: An Agenda for Peace and Development.
London: Earthscan. ISBN-13 9781844074198. Introduction, Chapters 1,2,
4 and 5 https://www.iisd.org/sites/default/files/pdf/2006/tas_book.pdf
• PPT, Ch 31
Presentation 3
Week 7 (February 25): Track II
- Mediation
- Facilitation
- Problem-solving
- Dialogue
Required Reading
• CRTC, Ch Ten
• HRC, Chs 8 and 19
• PPT, Chs 5, 28, 37, 43, and 48
Presentation 4
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Week 8 (March 3): Track II (cont.)
- Prevention
- Peacemaking
- Peacekeeping
- Peacebuilding
Required Reading
• HRC, Ch 27
• CRTC, Chs Six and Twelve
Presentation 5
Week 9 (March 17): Culture and Belief Systems
Required Reading
• HCR, Ch 26
• PPT, Chs 12, 13, 14, 15, 16, 17, and 18
Presentation 6
Week 10 (March 24): Relational Gender
Required Reading
• Reardon, Betty B. and Dale T. Snauwaert. Key Texts in Gender and Peace.
2015. New York: Springer, Ch. 4, "Feminist Concepts of Peace and
Security," Ch. 8, "Women and Human Security...," and Ch. 10, Epilogue Towards a Strategy for Transcending Patriarchy..."
• PPT, Ch 3, Ch 23
Presentation 7
Week 11 (March 31): Non-violence
Required Reading
• Sharp, Gene. Waging Nonviolent Struggle: 20th Century Practice and 21st
Century Potential. 2005 Manchester, NH: Extending Horizons Books, Part
1, Chapter 8 and Chapter 39 (on reserve)
• Gregg, Richard B. 1960. The Power of Nonviolence. London: James
Clarke and Co., Chapters 2, 5 and 6 (on reserve)
• King, Martin Luther, Jr. 16 April 1963. Letter from a Birmingham Jail,
http://www.africa.upenn.edu/Articles_Gen/Letter_Birmingham.html
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Presentation 8
Week 12 (April 7): Non-western Approaches
Required Reading
• PPT, Ch 19, Ch 20
• Boege, Volker. 2011. “Potential and Limits of Traditional Approaches in
Peacebuilding,” in Beatrix Austin, Martina Fissher and Hans J. Giessmann
(eds). Advancing Conflict Transformation: The Berghoff Handbook II
http://www.operationspaix.net/DATA/DOCUMENT/6462~v~Potential_a
nd_Limits_of_Traditional_Approaches_in_Peacebuilding.pdf
Presentation 9
Week 13 (April 14): Media/Social Media/Art
Required Reading
• HCR, Ch 23
• PPT, Chs 21 and 29
Presentation 10
Week 14 (April 21): Course Review and Summative Discusion
FINAL PAPER DUE APRIL 29
VIII. Sources of Support
If you experience difficulty in this course for any reason, please don’t hesitate to consult
with me. In addition to the resources of the department, a wide range of services is
available to support you in your efforts to meet the course requirements.
Academic Support Center (x3360, MGC 243) offers study skills workshops, individual
instruction, tutor referrals, and services for students with learning disabilities. Writing
support is available in the ASC Writing Lab or in the Writing Center, Battelle 228.
Counseling Center (x3500, MGC 214) offers counseling and consultations regarding
personal concerns, self-help information, and connections to off-campus mental health
resources.
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Disability Support Services (x3315, MGC 206) offers technical and practical support
and assistance with accommodations for students with physical, medical, or
psychological disabilities. If you qualify for accommodations because of a disability,
please notify me in a timely manner with a letter from the Academic Support Center or
Disability Support Services so that we can make arrangements to address your needs.
IX.
Emergency Preparedness
In the event of a declared pandemic (influenza or other communicable disease),
American University will implement a plan for meeting the needs of all members of the
university community. Should the university be required to close for a period of time, we
are committed to ensuring that all aspects of our educational programs will be delivered
to our students. These may include altering and extending the duration of the traditional
term schedule to complete essential instruction in the traditional format and/or use of
distance instructional methods. Specific strategies will vary from class to class,
depending on the format of the course and the timing of the emergency. Faculty will
communicate class-specific information to students via AU e-mail and Blackboard, while
students must inform their faculty immediately of any absence due to illness. Students are
responsible for checking their AU e-mail regularly and keeping themselves informed of
emergencies. In the event of a declared pandemic or other emergency, students should
refer to the AU Web site (www. prepared. american.edu) and the AU information line at
(202) 885-1100 for general university-wide information, as well as contact their faculty
and/or respective dean’s office for course and school/ college-specific information.
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