Centre for Civic Engagement and Community
Service
‫مركز االلتزام المدني وخدمة المجتمع‬
SOAN 290/ PPIA 310R
Seminar in
Relief, Reconstruction, and Recovery
For Graduate and Undergraduate Students
3 credits
Winter, 2015
4 -22 January 2016
Instructors:
Karl A. Ammann
Fateh Azzam
Munira Khayat
Sari Hanafi (Coordinator)
Rabih Shibli
I. Overview
This course is guided by the foundational 3Rs of humanitarian and development work: Relief,
Reconstruction, and Recovery. Through lectures and engaged discussion, 3Rs participants will have
the unique opportunity to learn how to bridge theory and practice to effectively address some of the
most pressing humanitarian needs of the century. Participants will be challenged to consider more
progressive approaches to aid delivery and to learn more efficient and effective ways to design relief
projects that lead to greater impact, sustainable growth and future lasting stability.
The 3Rs course is organized into three modules. Each module has been deigned to provide students
with the theoretical, contextual and practical background for each of the 3Rs and to demonstrate
how these processes overlap and interact. Sessions will consist of a series of interactive lectures
delivered by a select team of AUB faculty, associated academics and a leading expert who have
extensive theoretical and/or practical knowledge within the field of policy, relief and development.
Students will be expected to engage actively with the material and reflect on the challenges and
opportunities presented in each case.
Every module includes equivalent of 8 sessions, each lasting for an hour and a half, a total of 36
hours for the entire course. The course will take place over a three-week period from January the 4th
to the 22ned. In the first two weeks, students will attend classes and the last week they will write and
submit a research paper/project.
II. Assessment
1.
30 %
Class Attendance, class presentation and participation
3.
70 %
Research paper/project (Due January 28, 2016)
III. Course Modules
Session 0: Introduction to course (all instructors will be there)
Date and Time: 4 Jan. 9- 10 AM
III.a. Module One: Relief
The first module begins with a broad overview of the 3Rs framework, introducing students to the
basic concepts and terminologies used within the discourse of relief, reconstruction and recovery
and how these processes overlap and build upon each other. Through class lectures and case
studies, students gain a theoretical understanding of relief and humanitarian aid at the international,
national and local level. Among other topics, this module also covers the historical development of
relief provision, the main actors and key stakeholders engaged in relief efforts, how partnerships are
formed, negotiated and maintained, the ways in which relief is prioritized, organized and distributed.
The protection of refugees and particularly vulnerable sectors such as refugee women and children,
in the conduct of relief efforts, and other major challenges faced during relief initiatives, will be
thoroughly addressed.
 Readings:
The main mandatory reading text for the Relief Module will be the Sphere Handbook, Humanitarian
Charter and Minimum Standards in Humanitarian Response, by the Sphere Project, Geneva 2011.
The entire book can be downloaded from this website:
http://www.sphereproject.org/resources/downloadpublications/?search=1&keywords=&language=English&category=22. This website will not be
repeated when listing the readings.
For Optional Readings, there is the frequent mention “References and further reading”. That is an
invitation to those who have the time and willingness to read the sources mentioned.
Structure
Lecturer: Karl A. Ammann
Session 1: International Humanitarian Law and Principles for NGOs derived from International
Humanitarian Law
Date and Time: Monday 4 Jan. 10:15 to 12:15 AM

Overview: International Humanitarian Law (IHL) as we know it today was developed under
the impression of the terrible suffering of the civilian population during World War II, which
cost over 50 million civilian lives and an even greater number of wounded. IHL is concerned
with the protection and rights of civilians or non-combatants during war and with the


conduct of hostilities in armed conflict. IHL is codified in the four Geneva Conventions of
1949. Later, it was complemented by International Human Rights Law (IHRL) which sets
standards that governments must abide by in their treatment of persons both in peacetime
and war. Finally, International Refugee Law (IRL), which focuses specifically on protecting
persons who have fled their country due to persecution or other serious violations of human
rights or armed conflict, was added 1967 and subsequently in 1998 the rights of persons
affected by natural or man-made disasters,
In the 1960’s international travel and communication rapidly evolved and numerous nongovernmental organizations (NGOs) or voluntary agencies who addressed humanitarian
needs, sprung up. A number had already been founded or adapted themselves to meet the
needs of the war affected in the 1940’s. Much uncoordinated and badly prepared
humanitarian actions especially during the Rwandan genocide in 1994 led many within the
humanitarian NGO community to identify a need for common principles and standards.
These were codified 1994 in the Code of Conduct for the International Red Cross and Red
Crescent Movement (ICRC) with the cooperation of seven humanitarian networks and NonGovernmental Organizations (NGOs) in Disaster Relief. Subsequently, numerous
humanitarian NGOs and networks launched in 1997 the Sphere Project, where the focus was
on the right to life in dignity by those affected by a disaster. This was set down in the Sphere
Humanitarian Charter in the first edition of the Sphere Handbook in 2000. The Charter is
followed by core standards on how to do humanitarian work and minimum standards for
four technical sectors: Water Supply, Sanitation and Hygiene Promotion, Food security and
Nutrition, Shelter, Settlement and Non-Food Items, and Health action.
The Sphere Project is first and foremost a philosophy or an attitude about how humanitarian
work is to be conducted. This is set down in Core Standards that focus on people-centered
humanitarian response, coordination and collaboration, assessment, design and response,
performance, transparency and learning and aid worker performance. In this session, we will
also look at the Core Standards.

Mandatory reading:
o Sphere Handbook, Humanitarian Charter and Minimum Standards in Humanitarian
Response, by the Sphere Project, Geneva 2011, “Annex 1, Key Documents that
inform the Humanitarian Charter”, pp 356-366.
o Idem, “Annex 2, The Code of Conduct for the International Red Cross and Red
Crescent Movement and Non-Governmental Organisations (NGOs) in Disaster
Relief”, pp 368-372.
o Idem, “The Humanitarian Charter”, pp 20-23.
o Idem,”The Core Standards”, pp 49-73.

Class Format: Lecture, power point and Q&A.
Session 2: Selected International Minimum Standards in Humanitarian Response (Sphere) Part One
Date and Time: Tue. 5 Jan. 10 to 12 AM

Overview: the Sphere Project is first and foremost a philosophy or an attitude about how
humanitarian work is to be conducted. This is set down in Core Standards that focus on
people-centered humanitarian response, coordination and collaboration, assessment, design
and response, performance, transparency and learning and aid worker performance.
After laying down the principles of humanitarian work, the Sphere Project offers minimum
standards in four fields of action which are necessary to achieve a life in dignity in a
humanitarian emergency. The fields of action are 1) water supply, sanitation, hygiene
promotion (WASH), 2) food security and nutrition, 3) shelter and non-food and 4) health
action. This session focuses on the first two.

Mandatory reading:
o
o
o
o
o
o
o
o
o
o
o
o
Sphere Handbook, Humanitarian Charter and Minimum Standards in Humanitarian Response, by
the Sphere Project, Geneva 2011, “Minimum Standards in Water Supply, Sanitation and Hygiene
Promotion”, How to use this chapter, pp 80-81.
Idem, “Minimum Standards in Water Supply, Sanitation and Hygiene Promotion”, Introduction,
pp 82-87.
Idem, “Minimum Standards in Water Supply, Sanitation and Hygiene Promotion”, 1. Water
supply, sanitation and hygiene promotion (WASH), pp 88-90.
Idem, “Minimum Standards in Water Supply, Sanitation and Hygiene Promotion”, 2. Hygiene
promotion, pp 91-96.
Idem, “Minimum Standards in Water Supply, Sanitation and Hygiene Promotion”, 3. Water
supply, pp 97-104.
Idem, “Minimum Standards in Water Supply, Sanitation and Hygiene Promotion”, Appendix 1
Water supply, sanitation and hygiene promotion initial needs assessment checklist, 1 General, pp
124.
Idem, “Minimum Standards in Water Supply, Sanitation and Hygiene Promotion”, Appendix 2
Minimum water quantities for institutions and other uses, p 129, Appendix 3 Minimum number
of toilets at public places and institutions in disaster situations, p 130,
Sphere Handbook, Humanitarian Charter and Minimum Standards in Humanitarian Response, by
the Sphere Project, Geneva 2011, “Minimum Standards in Shelter, Settlement and Non-Food
Items, How to use this chapter”, p 240.
Idem, “Minimum Standards in Shelter, Settlement and Non-Food Items, Introduction”, pp 242248.
Idem, “Minimum Standards in Shelter, Settlement and Non-Food Items, 1. Shelter and
settlement”, pp 249-267.
Idem, “Minimum Standards in Shelter, Settlement and Non-Food Items, 2. Non-food items:
clothing, bedding and household items”, pp 268-277.
Idem, “Minimum Standards in Shelter, Settlement and Non-Food Items, Appendix 1 Shelter,
settlement and non-food items assessment checklists”, pp 278-283.
Optional Reading:
o
o
o
o
o
o
o
o

Sphere Handbook, Humanitarian Charter and Minimum Standards in Humani-tarian Response, by
the Sphere Project, Geneva 2011. www.sphereproject.org, References and further reading”, pp
74-78
Idem, “Minimum Standards in Water Supply, Sanitation and Hygiene Promotion”, 4. Excreta
disposal, pp 105-110; 5. Vector control, pp 111-116; 6. Solild waste management, pp 117-120; 7.
Drainage, pp 121-123.
Idem, “Minimum Standards in Water Supply, Sanitation and Hygiene Promotion”, Appendix 1
Water supply, sanitation and hygiene promotion initial needs assess-ment checklist, pp 125-128.
Idem, “Minimum Standards in Water Supply, Sanitation and Hygiene Promotion”, Appendix 4
Water- and excreta-related diseases and transmission mechanisms, p131.
Idem, “Minimum Standards in Water Supply, Sanitation and Hygiene Promotion”, Appendix 5
Minimum hygiene, sanitation and isolation activities for cholera treat-ment centres (CTCs), p132.
Idem, “Minimum Standards in Water Supply, Sanitation and Hygiene Promotion”, Appendix
6Household water treatment and storage decision tree, p133.
Idem, “Minimum Standards in Water Supply, Sanitation and Hygiene Promotion”, References and
further reading, pp134-137.
Sphere Handbook, Humanitarian Charter and Minimum Standards in Humani-tarian Response, by
the Sphere Project, Geneva 2011. www.sphereproject.org, “Minimum Standards in Food Security
and Nutrition”, References and further reading, pp 231-238.
Class Format: Lecture, power point and Q&A.
Session 3: Selected International Minimum Standards in Humanitarian Response (Sphere) Part Two
Date and Time: Thu. 7 Jan. 10 to 12 AM

Overview: This session looks at the minimum standards in Food Security and Nutrition: what
are the minimum food requirements, access to food, how to calculate rations and organize
and assure security for distributions, cash or vouchers vs. food distribution.

Mandatory reading:
o
o
o
o
o
o
Sphere Handbook, Humanitarian Charter and Minimum Standards in Humanitarian Response, by
the Sphere Project, Geneva 2011, “Minimum Standards in Food Security and Nutrition”, How to
use this chapter, pp 140-141.
Idem, “Minimum Standards in Food Security and Nutrition”, Introduction, pp 143-149.
Idem, “Minimum Standards in Food Security and Nutrition”, 1. Food security and nutrition
assessment, pp 150-157.
Idem, “Minimum Standards in Food Security and Nutrition”, 4. Food security, pp 175-203.
Idem, “Minimum Standards in Food Security and Nutrition”, Appendix 1 Food security and
livelihoods assessment checklists, pp 214-215.
Idem, “Minimum Standards in Food Security and Nutrition”, Appendix 6 Nutritional
requirements, pp 227-230.
Optional Reading:
o

Sphere Handbook, Humanitarian Charter and Minimum Standards in Humanitarian Response, by
the Sphere Project, Geneva 2011, “Minimum Standards in Food Security and Nutrition,
References and further reading”, pp 231-238.
Class Format: Lecture, power point and Q&A.
Session 4: Selected International Minimum Standards in Humanitarian Response (Sphere) Part Three
Date and Time: Fri. 8 Jan. 10 to 12 AM

Overview: This session continues to look at the minimum standards in Health Action and in
crosscutting themes like protection and the inclusion of persons with disabilities in
humanitarian response and disaster risk reduction.This session will also prepare field visits
where the students can compare the real life situation of refugees and the minimum
standards

Mandatory reading:
o
Sphere Handbook, Humanitarian Charter and Minimum Standards in Humanitarian Response, by the
Sphere Project, Geneva 2011, “Minimum Standards in Health Action, How to use this chapter”, p 288
Idem, “Minimum Standards in Health Action”, Introduction, pp 290-295.
Idem, “Minimum Standards in Health Action”, 1. Health systems, pp 296-308.
Idem, “Minimum Standards in Health Action”, Appendix 1 Health assessment checklists, pp 338-340.
Sphere Handbook, Humanitarian Charter and Minimum Standards in Humanitarian Response, by the
Sphere Project, Geneva 2011, “Protection Principles, How to use this chapter”, p 26.
Idem, “Protection Principles”, Introduction, pp 28-32.
Idem, “Protection Principles”, Protection Principles, pp 33-43.
Sphere Handbook, Humanitarian Charter and Minimum Standards in Humanitarian Response, by the
Sphere Project, Geneva 2011, “Outline of the cross-cutting themes”, pp 16-17.
United Nations, Convention on the Rights of Persons with Disabilities and Optional Protocol, 2008,
http://www.un.org/disabilities/documents/convention/convoptprot-e.pdf, Preamble, Article 1
o
o
o
o
o
o
o
o
Purpose, Article 2 Definitions, Article 3 General principles, Article 4 General obligations, Article 5
Equality and non-discrimination, Article 10 Right to life, Article 11 Situations of risk and humanitarian
emergencies, Article 19 Living independently and being included in the community, Article 32
International cooperation.
Optional reading:
o
o
o
o
o
o

Sphere Handbook, Humanitarian Charter and Minimum Standards in Humanitarian
Response, by the Sphere Project, Geneva 2011, “Minimum Standards in Health Action, 2.
Essential health services, pp 309-337.
Idem, “Minimum Standards in Health Action, Appendix 3 Formulas for calculating key health
indicators”, pp 346-347.
Idem, “Minimum Standards in Health Action, References and further reading”, pp348-354.
Sphere Handbook, Humanitarian Charter and Minimum Standards in Humanitarian
Response, by the Sphere Project, Geneva 2011, “Protection Principles, References and
further reading”, pp 44-47
Sphere Handbook, Humanitarian Charter and Minimum Standards in Humanitarian
Response, by the Sphere Project, Geneva 2011, “Outline of the cross-cutting themes”, pp 1417.
United Nations, Convention on the Rights of Persons with Disabilities and Optional Protocol,
2008, http://www.un.org/disabilities/documents/convention/convoptprot-e.pdf, All articles.
Class Format: Lecture, power point and Q&A.
Session 5 - Coordination of Humanitarian Response
Date and Time: Sat. 9 Jan. 10 to 12 AM

Overview: Humanitarian response involves man actors between governments, United Nations
Agencies, other international bodies, and non-governmental organizations both of the country
concerned and from other countries,, and international NGO networks. The challenge is to
coordinate all these actors to avoid doubling of efforts, sharing information and cooperating
rather than competing. There is international coordination under the mandate of the United
Nations (UNOCHA/UNHCR). We look at the mechanisms and how they work in Lebanon.
We also look at National Coordination through the Lebanese High Relief Commission. Who are
the major Lebanese humanitarian organizations and what are their coordination mechanisms?
Who are the major international humanitarian NGOs in Lebanon? How do they coordinate and
how do they relate to Lebanese NGOs?
We will also prepare participation in some of these coordination meetings.
This session will also prepare field visits where the students will attend coordination meetings
under the auspices of UNHCR.

Mandatory reading:
o UNHCR, UNHCR Refugee Coordination Model: Adaptation of UNHCR’s refugee
coordination in the context of the Transformative Agenda, Geneva 2013,
http://www.unhcr.org/53679e2c9.pdf
o UNHCR, Generic Refugee Coordination Structure: National/Sub-National Levels,
http://www.coordinationtoolkit.org/wp-content/uploads/Coord-Org-Chart_ForToolkit.pdf
o UNHCR, Refugee Response Coordination: Frequently Asked Questions,
http://www.unhcr.org/54f6cb129.html.
o Lebanon Humanitarian INGO Forum, http://lhif.org/aboutus.aspx,
http://lhif.org/members.aspx. http://lhif.org/lhif.aspx,
o Lebanese NGO Forum(LNF), http://www.lnf.org.lb/,
o
o
Arab NGO Network for Development, http://www.annd.org/english/index.php,
Lebanese Development Network, http://www.ldn-lb.org/default.aspx

Optional reading:
o UNHCR, Joint letter UNHCR-OCHA on Transformative Agenda, Geneva 2014,
http://www.unhcr.org/53679e679.html.
o Paul W. T. Kingston, Reproducing Sectarianism: Advocacy Networks and the Politics of Civil
Society in Postwar Lebanon, State University of New York Press, Albany, 2013

Class Format: Lecture, power point and Q&A.
III.b. Module Two: Reconstruction
Combining the interdisciplinary strengths of anthropology and architecture and drawing on handson experiences of reconstruction, the second module starts with a focus on the political, cultural and
social complexities of reconstruction during and after crises. This session also considers institutional
mechanisms, key guidelines, policies, and strategies and technical tools that are essential to the
reconstruction process. Discussions will be theoretically informed as well as grounded in case
studies from international and local settings, providing students with real-world examples of
reconstruction approaches implemented in other crises as well as challenges faced in various
settings.
Structure
Lecturer: Rabih Shibli
Session 1a: In the Turmoil of Chaos: Beit Bil Jnoub: A Grass Roots Approach towards a Rational
Reconstruction Process

Overview: In the aftermath of the July 2006 War, a team of AUB faculty members initiated
the Reconstruction Unit (RU) with an objective to participate in the reconstruction and
planning efforts in Dayhe’ (Beirut’s Southern Suburb) and in the South of Lebanon. The
overarching aim of the RU was to develop a larger framework and comprehensive vision that
would integrate physical reconstruction with social and economic revitalization through a
participatory, community-based effort. Emanating from this conceptual framework, the
organization Beit Bil Jnoub (Arabic for House in South) was founded with a focus on
rebuilding destroyed houses in Southern Lebanon. This session will present the process of
developing Beit Bil Jnoub, from soliciting volunteers, to developing a well-structured
organization, to running operations in 21 villages. The case study will also highlight the
challenges faced in negotiating reconstruction plans with political and community
stakeholders as well as with affected household heads.

Mandatory reading:
o Chapter 8 “In the Turmoil of Chaos: Beit Bil Jnoub: A Grass Roots Approach towards
a Rational Reconstruction Process”, from the Book titled “Lessons in Post War
Reconstruction: Case Studies from Lebanon in the Aftermath of the 2006 War”.
Edited by Howayda Al-Harithy; Routledge 2010.

Class Format: power point presentation followed by Q&As.
Session 2a: Community Based Design as Mediator Between Academia and Practice: Souq Sabra

Overview: This session focuses on the methodological approach of bridging the divide
between theory and practice in order to engage university students in meaningful
Community Based Projects. The session introduces the academic and administrative position
of the university (AUB/CCECS) in terms of its ideological and operational framework and the
respective roles of key stakeholders—the university, the community, and the donor/partner
agencies—in articulating and implementing community-based projects. Through the
description of the Souq Sabra study, the lecture seeks to demonstrate how learning and
service were integrated into a community project, leading to a sustainable initiative that
impacted positively on the local community. More specifically, this case study demonstrates
how the students navigated a challenging opportunity to engage in participative design, and
consequently, to develop a plan of action that led to implementation. Generalizing from this
case study, the conclusion outlines the impact of Community Based Learning (CBL) as a
pedagogical framework for addressing the pressing concerns of underdeveloped areas in
Lebanon and the Arab region.

Mandatory reading:
o Chapter 10 “Community Based Design as Mediator Between Academia and Practice:
the Case of Souq Sabra - Beirut”, from the Book titled “Urban Design in The Arab
World: Reconceptualising Boundaries”. Edited by Robert Saliba; Ashgate 2015.

Class Format: power point presentation followed by Q&As.
Session 3a: Ghata: Bringing Education to Syrian Refugees in Informal Tented Settlements

Overview: In August 2013 CCECS designed and implemented the Ghata, meaning “cover” in
English, as a temporary shelter for Syrian refugees living in Informal Tented Settlements
(ITSs) or other precarious conditions throughout Lebanon. The Ghata was developed
primarily to serve as an educational facility as well as a multifunctional community space for
refugees. The significance of the Ghata project is twofold. First is the idea and the product,
its simplicity, scalability and multifunctionality, the inexpensive material and straightforward
construction that allows for the unit to be assembled and dismantled in record time by the
refugees themselves. The second significant aspect of the project lies in how the project
evolved. This session will discuss the technical aspects of the Ghata as well as the process of
scaling up an idea into a major construction project. In addition, the Ghata project will serve
as a case study to discuss the political and structural challenges involved in providing proper
relief delivery in Lebanon.

Mandatory reading:
o Policy paper titled “Reconfiguring Relief Mechanisms: The Syrian Refugee Crisis in
Lebanon”. Issam Fares Institute for Public Policy, AUB 2014.

Class Format: power point presentation followed by Q&As.
Lecturer: Munira Khayyat
Session 1b: Where is the Re in Reconstruction?

Overview: This session explores the concept of reconstruction and unpacks both its
understandings and implications. What do we mean when we call the construction that
takes place in the wake of war or disaster re-construction? This session will explore the
tension between the expectations and the realities that such a framing entails. Drawing on
theoretical and anthropological literature as well as field experience the class will be held as
a lecture/discussion format around several key readings.

Mandatory reading: TBD

Class format: TBD
Session 2b: Reconstruction: space and place

Overview: This session looks at the “tangibles” in reconstruction: the spaces and places that
are being reconstructed. Space and place are by no means neutral entities or simple objects
that are “out there:” they are complex and interconnected social and political as well as
economic processes through and through that literally take shape in time. How is place
made – and re-made? How do we conceptualize and critique space? These are some of the
questions that will be tackled in this session that will be built around several key readings.

Mandatory reading: TBD

Class format: TBD
Session 3b: Reconstruction: rebuilding community?

Overview: This session looks at the less tangibles processes that take place during reconstruction. Reconstruction projects often assume a homogeneous community that seeks
to reconstitute its life-world in the wake of disruptive events; the realities are often far from
this and involve struggles over ideas of re-construction. Who is “the community” in whose
name reconstruction is taking place? This session will take an in-depth look at contested
reconstruction processes. Students will be asked to explore case studies in depth and
identify the actors and forces driving reconstruction processes.

Mandatory reading: TBD

Class format: TBD
III.c. Module Three: Recovery
The third module addresses the transition from providing temporary relief during crisis to supporting
long-term recovery and to introduce human rights-based approach to 3 R. Essential to this
conversation are the different mechanisms that facilitate recovery including (re) building
community-level institutions and systems, the provision of basic services such as health, education
and psycho-social support and addressing issues of (re) integration, community development and
tolerance building. This recovery module will inspire by transitional justice mechanisms but not
only. Thus, we will focus on prosecuting Past Abusers of Human Rights, truth-seeking and truth
recovery models, memory and Memorialization, Reparations, and finally vetting and Demobilization,
Disarmament and Reintegration (DDR). All these mechanism are very salient for the reconciliation.
Structure
Lecturer: Fateh Azzam
Session 1: Introduction to human rights-based approach (HRBA) to recovery
Date and Time: Monday 11 Jan. 10- 11:30 AM

Overview: This session will provide a general introduction to the concept and system of
human rights. It will review human rights standards and instruments and focus on the
significance and impact of each. It will cover the basic elements of the human rights-based
approach and delve into the applicability of this work. Students will be asked to engage in
discussion on a continual basis

Mandatory reading:
o The International Covenant on Civil and Political Rights
o The International Covenant on Economic, Social and Political Rights
o Convention on the Elimination of all forms of Discrimination Against Women
Convention on the Rights of the Child (Treaties available at:
http://www.ohchr.org/EN/ProfessionalInterest/Pages/CoreInstruments.aspx)
o Final research-based report of the Human Rights Council Advisory Committee on best
practices and main challenges in the promotion and protection of human rights in
post-disaster and post-conflict situations; A/HRC/28/76; Link to report available at
http://www.ohchr.org/EN/HRBodies/HRC/AdvisoryCommittee/Pages/HRpostdisaste
randpostconflictsituations.aspx
o Circle of Rights; Economic, Social & Cultural Rights Activism: A Training Resource;
Institute of Internaitonal Education; International Human Rights Internship Program.
(The following modules are required examples. Access discussions of other rights by
clicking on “Contents of Section 5” heading each page)

Class format: Lecture and Q&A.
Lecturer: Fateh Azzam
Session 2: The rights of refugees and internally displaced persons
Date and Time: Monday 11 Jan. 11:45 AM - 1:15 PM

Overview: This session will an introduction to International Refugee Law. It will discuss the
manner of refugee return in a safe and dignified manner. It will review state human rights
responsibilities for citizens and non-citizens and the special case of internally displaced
persons. Students will also learn the levels of rights for refugees and IDPs.

Mandatory reading:
o The 1951 Geneva Convention Relating to the Status of Refugees; available at
http://www.unhcr.org/3b66c2aa10.html
o Office of the United Nations High Commissioner for Human Rights, The Rights of
Non-citizens (United Nations, 2006), available at
http://www.ohchr.org/Documents/Publications/noncitizensen.pdf
o Megan Bradley, Return in Dignity: A Neglected Protection Challenge; RSC Working
Paper No. 40, Oxford University Refugee Studies Centre, June 2007. Available at
http://www.rsc.ox.ac.uk/files/publications/working-paper-series/wp40-return-indignity-2007.pdf
o Center on Housing Rights and Evictions, the Pinheiro Principles: United Nations
Principles on Housing and Property Restitution for Refugees and Displaced Persons;
Available at http://2001-2009.state.gov/documents/organization/99774.pdf
o International Committee of the Red Cross, Advisory Service, Internally Displaced
Persons and International Humanitarian Law; available at:
https://www.icrc.org/en/download/file/1057/internally-displaced-persons-icrceng.pdf
Class format: Lecture and Q&A.
Lecturer: Sari Hanafi
Session 3: Prosecuting Past Abusers of Human Rights
Date and Time: Tue. 12 Jan. 10- 11:30 AM

Overview: Legal accountability for past abuse: prosecutions, trials, and civil action in courts

Mandatory Readings:
o Nino, Carlos Santiago (1996) Radical evil on trial, Chapter 1
o UN OHCHR (2009) Rule-of-Law Tools for Post-Conflict States. Amnesties. (46 p.)
o Oomen Barbara (2007) “Rwanda’s Gacaca: Objectives, Merits and Their Relation to
Supranational Criminal Law”. Unpublished paper. In Moodle also

Class format: Student presentation and Q&A.
Session 4: Truth-seeking and recovery models
Date and Time: Tue. 12 Jan. 11:45- 1:15 AM

Overview: Understanding different models, truth commissions/TRCs, commissions of
inquiry, fact-finding missions.

Mandatory Readings:
o Hayner, Priscilla. “Why a Truth Commission?” Ch. 3-4 in Unspeakable Truths:
Confronting State Terror and Atrocity. New York and London: Routledge, 2001.
o Brahm Eric (2007) Uncovering the Truth: Examining Truth Commission Success and
Impact. International Studies Perspectives 8, pp. 16–35.
o Human Rights Council (2011) Preliminary report of the High Commissioner on the
situation of human rights in the Syrian Arab Republic.
o ICTJ (2007) “About Morocco: summaries of the IER’s report and findings”
 Class format: Student presentation and Q&A
Lecturer: Sari Hanafi
Session 5 : Memory and Memorialization
Date and Time: Wed. 13 Jan. 10- 11:30 AM

Overview: Presentation of Memory at Work of UMAM (www.memoryatwork.org) a Guide
for Lebanese on Peace and War

Mandatory Readings:
o UMAM, Memory at Work: A Guide for Lebanese on Peace and War: introduction (6
pages)
o Hanafi, Sari. “Haifa and its Refugees: The *Remembered, the Forgotten and the
Repressed”. Kyoto Bulletin of Islamic Area Studies, 3(1): 176-191
o Hanssen, J. & D.Genberg, (2003) “Beirut in memoriam: a kaleidoscopic space out of
focus”. A. Pflitsch & A. Neuwirth (ed.) Crisis and memory in Islamic societies:
proceedings of the Third Summer Academy of the Working Group Modernity and
Islam: (Orient Institute).

Class format: Student presentation and Q&A
Lecturer: Sari Hanafi
Session 6: Reparations
Date and Time: Wed. 13 Jan. 11:45 AM- 1:15 PM

Overview: we will look to all mechanism of reparation for victims

Mandatory Readings:
o International Center for Transitional Justice. "Reparations in Theory and Practice."
Lisa Magarrell. 2007
o Elazar Barkan, “Toward the Theory of Restitution,” in: The Guilt of Nations (2000)
o KENYA “To Live as Other Kenyans Do”: A Study of the Reparative Demands of
Kenyan Victims of Human Rights Violations Simon Robins
 Class format: Student presentation and Q&A
Lecturer: Sari Hanafi
Session 7: Vetting, and Demobilization, Disarmament and Reintegration (DDR)
Date and Time: Thu. 14 Jan. 10- 11:30 AM
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Overview: No recovery without a real institutional reform and initiate appropriate
mechanisms for Demobilization, Disarmament and Reintegration
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Mandatory Readings:
o Mayer-Rieckh Alexander and Pablo de Greiff (2007) Justice as Prevention: Vetting
Public employees in Transitional societies. Introduction: pp. 17-38.
o UN OHCHR (2006) Rule-of-Law Tools For Post-conflict States. Vetting: an operational
framework. pp. 1-42.
o Escola de Cultura de Pau and Agencia Española de Cooperación Internacional.
Analysis of the Disarmament, Demobilisation and Reintergration (DDR) Programs
Existing in the World During 2006. Report prepared by Albert Caramés, Vicenç Fisas
and Eneko Sanz.
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Class format: Student presentation and Q&A
Lecturer: Sari Hanafi
Session 8: Reconciliation
Date and Time: Thu. 14 Jan. 11:45- 1:15

Overview: what are the roads to Reconciliation? Can recovery be done without
reconciliation?
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Mandatory Readings:
o Gloppen, Siri “Introduction” and “Road to Reconciliation: A Conceptual Framework”
(2005) in Skaar, Elin, Siri Gloppen and Astri Suhrke, eds. Roads to Reconciliation
o Pablo de Greiff “The Role of Apologies in National Reconciliation Processes: On
Making Trustworthy Institutions Trusted”, ICTJ.
o Nadim N. Rouhana ‘Reconciling History and Equal Citizenship in Israel: Democracy
and the Politics of Historical Denial’ in Will Kymlicka and Bashir Bashir. (Eds.). The
Politics of Reconciliation in Multicultural Societies. (Oxford: Oxford University Press,
2008)
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Class format: Student presentation and Q&A
End of Course Project
As a final project, students will be expected to participate in fieldwork exploring topics such as the
Sphere Minimum Standards, interagency coordination mechanisms, and the relief architecture. We
will facilitate your access to international and local NGOs, once you feel needed. We expect you to
spend the third week of the Winter session in the and then the fourth week can be used for writing
the paper.
Fieldwork includes, and not limited to, site visits, NGOs shadowing, attending Sector Coordination
Meetings, conducting interviews, and mapping daily practices of refugees, host communities, and
relief workers. Up to three students are allowed to form a team, conduct filed work and write a joint
report.
To summarize
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The course will extend over a period of 4 weeks, beginning 4 January and ending 30 January
2016.
The first two week, 4-15 January, will be devoted to the course.
The third week, 18-23 January, will be reserved for field work.
The fourth week, 25-30 January, is time for the students to do their writing.
The course will be introduced in a 0 session of one hours on Monday, 4 January, at 9 am.
The Relief part will be a total of 5 sessions, scheduled every day from 10-12 from Monday, 4
January to Saturday, 9 January (except for Wednesday, 6 January, which is a holiday).
The Reconstruction part will be a total of 6 sessions, scheduled every day from 12:15 to 2:15
from Monday, 4 January to Monday, 11 January (except for Wednesday, 6 January, which is a
holiday and Sunday).
The Recovery part will be a total of 8 sessions scheduled as two sessions in every day from 10:00
to 11:30 and from 11:45 to 1:15 from Monday, 11 January to Thursday 15 January
It will be a secretarial support to assist students to find national and international NGOs for field
visits.
The students will be able to obtain a copy of the Sphere Handbook, Humanitarian Charter and
Minimum Standards in Humanitarian Response, by the Sphere Project, Geneva 2011? The whole
book can be downloaded from the Sphere website,
http://www.sphereproject.org/resources/downloadpublications/?search=1&keywords=&language=English&category=22, but it is better to have a real
book in your hands.
All other readings are in Moodle and accessible to students
IV. BIOs
Relief Module
 Karl A. Ammann, born in 1942, grew up in Germany, USA, Italy and Lebanon. He studied at
AUB where he got a BA in Political Science (1964) and an MA in Middle East Area Studies
(1968). In 1974, he left the academic world for the humanitarian, when he joined Caritas
Germany as humanitarian officer. In that function, he came to Lebanon during the civil war
from 1975-91 to support and monitor the relief action of Caritas Lebanon 2-3 times every
year. Within the international Caritas Network, he was chosen several times to head
Emergency Response Support Teams or follow-up Action to these (Ethiopia war & famine
1984-1990, Iraq war 1991-3, Eritrea war 2000, Afghanistan war 2000-1, Iraq war 2003-4,
India tsunami 2004-5, Pakistan earthquake 2005, Lebanon war 2006). In 1989 he
represented German humanitarian NGOs in the Emergency Aid Working Group of the NGO
Liaison Committee dealing with the European Union and in 1991 became chairperson of that
working group representing all European humanitarian NGOs. In 2001 he became a trainer
of trainers for the Sphere Project on Minimum Standards in Humanitarian Response and
trained Caritas Emergency Response staff in Europe and of Caritas and NGOs in Afghanistan,
China, India, Pakistan, Turkey, Vietnam. Since 2009 he worked as a free lance consultant,
mainly in Iraq and Ethiopia.
Reconstruction Module
 Munira Khayyat is assistant professor of anthropology and head of the Anthropology Unit at
the American University in Cairo where she has taught since 2013. She has also taught at the
American University of Beirut where she was the Whittlesley visiting professor of
anthropology in 2011-12. She holds a Phd in cultural anthropology from Columbia
University. She is currently working on a manuscript entitled “A Landscape of War” that
draws on her field research in South Lebanon in the wake of the 2006 July War. Having
grown up in war, Khayyat’s interests revolve around the ways in which life goes on in times
of war. She seeks to theorize war as more than a simply destructive event; thus, her work
examines the ordinary and affective dimensions of inhabiting a place of war. Khayyat’s
research was supported by the Wenner-Gren Foundation for Anthropological Research. She
has several publications, including “Cultivating the ‘Bitter Crop’ in a Lebanon War Zone” in
Global Dialogue, “The Hidden Life of War” in Anywhere but Now: Landscapes of Belonging in
the Eastern Mediterranean, “Battlefield Pastoral” in Third Text and “Tobacco, Olives and
Bombs: Reconfiguration and Recovery of Landscape in Post-War South Lebanon” (coauthored with Rabih Shibli) in The Right to Landscape: Contesting Landscape and Human
Rights.
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Rabih Shibli is the Director of the Center for Civic Engagement and Community Service
(CCECS) at the American University of Beirut (AUB). In September 2006 he founded and
directed Beit Bil Jnoub, a non-profit civil organization heavily involved in the reconstruction
process in the aftermath of the ‘July War’. He has published chapters in Lessons in Post War
Reconstruction: Case Studies from Lebanon in the Aftermath of the 2006 War (Routledge
2010), The Right to Landscape: Contesting Landscape and Human Rights (Ashgate 2011), ReConceptualizing Boundaries: Urban Design in the Arab World (Routledge 2015), and Social
Ecologies in Border Landscapes (Chicago Press, forthcoming). Rabih has designed and
implemented projects linking University expertise with community development needs,
including: Upgrading Suq Sabra, Karem El-Zaitoun Pedestrian Trial, Reclaiming Traditional
Rainwater Harvesting in Marwaheen, Urban Agriculture in Ein El-Hilwi Camp, and Ghata Bringing Education to Syrian Refugees in The Informal Tented Settlements. Mr. Shibli holds a
Bachelor’s degree in Architecture from Beirut Arab University (2002), a Master’s degree in
Urban Design from the American University of Beirut (2006), and a Program Certificate in
Refugee Trauma and Mental Health from Harvard University (2015).
Recovery Module
 Mr. Fateh Azzam joined AUB in March 2014 after six years as the Regional Representative
for the Middle East of the U.N. High Commissioner for Human Rights (2006-2012).
Previously, he was Director of the Forced Migration and Refugee Studies Program at the
American University in Cairo (2003-2006); Program Officer for Human Rights at the Ford
Foundation’s Offices in Lagos and Cairo (1996-2003); and Director of the Palestinian human
rights organization Al-Haq (1987-1995). He led the process of establishing the Arab Human
Rights Fund (and is currently a member of the Independent Commission for Human Rights,
the Palestinian national human rights institution. Mr. Azzam holds an LLM in International
Human Rights Law from the University of Essex, and has authored numerous articles and
studies on human rights, NGO/civil society roles and strategies, the right to development,
the Responsibility to Protect, and other topics. His writings have appeared in Human Rights
Quarterly, Arab Journal for Human Rights, Riwaq ‘Arabi, Al-Mustaqbal, Nordic Journal of
International Law, and Sur International Journal on Human Rights. He has also published two
plays, Ansar and Baggage.

Sari Hanafi is currently a Professor of Sociology and chair of the department of sociology,
anthropology and media studies at the American University of Beirut. He is also the editor of
Idafat: the Arab Journal of Sociology (Arabic). He is the Vice President of both the
International Sociological Association and the Arab Council of Social Science. He is the
author of numerous journal articles and book chapters on the political and economic
sociology of the Palestinian diaspora and refugees; sociology of migration; transnationalism;
politics of scientific research; civil society and elite formation and transitional justice. Among
his recent books are: From Relief and Works to Human Development: UNRWA and
Palestinian Refugees after 60 Years. (Edited with L Takkenberg and L Hilal) (Routledge),
Palestinian Refugees: Identity, Space and Place in the Levant. (with A. Knudsen) Routledge,
The Emergence of A Palestinian Globalized Elite: Donors, International Organizations and
Local NGOs (with L. Taber, 2005) (Arabic and English) and Pouvoir et associations dans le
monde arabe (Edited with S. Bennéfissa, 2002) (Paris: CNRS). His last book is Arab research
and knowledge society: the impossible promise (with R. Arvanitis) (in Arabic, Beirut: CAUS
and forthcoming in English with Routledge).