DRAFT Syllabus – August 2012
IGA-218: Inclusive Security
Semester:
Instructor:
Course Schedule:
Location:
Office:
Office hours:
Course assistant:
CA office hours:
Winter / January 2013
Ambassador Swanee Hunt: (617) 496-4907
Monday, January 7 – Thursday, January 17
(Note: some evening commitments)
TBD
Taubman 128 (Center for Public Leadership)
TBD
Courtney Walsh (Courtney_Walsh@hks13.harvard.edu)
TBD
Our class will take up these key questions:
 Do foreign policy experts need to recognize untapped resources to avert or resolve conflict?
 How do gender stereotypes impact public policies regarding deal with violent conflict?
 What have women’s experiences been, across cultures, in confronting violent conflict?
 What are the dynamics between women-led, community-based initiatives and politics?
 What steps can policy makers take to benefit from these initiatives?
Such questions have been raised at an abstract level and hotly debated by theorists. This course will
take that debate to a practical, policy-oriented level, examining the work of women in troubled regions
worldwide. We will tease out the unexamined framework of successful women-led initiatives from
conflicts around the world.
In particular, we will look into women and extremism. Driven by ideological, political, religious, or
other convictions, extremists promote violent acts and create instability. They use violence as a tool for
advancing an agenda and eschew dialogue as a means of resolving conflict. Women are among the
greatest resources available to combat extremism. Knowledgeable of private and public spheres, women
have their fingers on the pulse of communities. They may possess unique moral authority derived from
their roles in the family and throughout the community. Often viewed as less threatening than men,
women have the skills to forge compromise, consolidate moderate voices, and create indigenous,
sustainable solutions.
My aim is to offer you not only my experience and conceptual thinking, but also draw on your wisdom
of my students and to introduce you to experts from around the world. In this course you will bridge
theory and practice. We will have as our guests 10 respected women leaders from various conflict areas
(note: conflict areas TBD).
These areas will be selected for emphasis in the class. You will have the opportunity to interview – and
spend individual time with - women from each area. Doing so, you will break new ground in your
analysis of what women organizers in general are doing in the face of war, thinking through how you,
after you leave graduate school, can help create a bridge between them and policy makers. You will also
have access to an extensive video library of interviews with women leaders in other conflict areas,
including Afghanistan, Bosnia, Israel/Palestine, Liberia, and Rwanda.
You will enter the classroom with your own wealth of experiences and intellectual curiosity. You will
leave this course with:
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DRAFT Syllabus – August 2012
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greater understanding of several regions of violent conflict;
increased understanding of the traditional policy-making process;
new thoughts about the impact of gender on public policy;
insights about the role of women in peacebuilding efforts;
rationale for you, future leaders, to include all stakeholders around the policy-making table;
concrete strategies to move under-represented groups into the policy-making arena;
honed professional negotiation, advocacy, writing and presentation skills; and
personal insights into yourselves and your colleagues.
Student Profile:
No pre-requisites. Men are especially encouraged. Students from Fletcher, MIT et al. are welcome. The
class make-up typically spans a wide range of experiences and perspectives, including students from
different Harvard graduate schools.
Auditors:
Auditing students have two options: audit-only or audit-participate. Audit-only students attend classes
but do not participate in group projects (presentations, briefings) and generally do not speak in class
discussions. Audit-participate students complete readings, attend classes, participate in discussions, and
engage in both the conflict presentation and policy briefing. Auditing students must decide whether to
audit-participate prior to the first day of class and should not expect to switch to audit-only during the
course.
Grading Breakdown: (exact percentages TBD)
 Class Participation
 Conflict Presentation
 Final Policy Briefing
 Reaching In, Reaching Out
Assignments are due at 9:00AM and should be posted on the course website, unless otherwise noted.
Points will be deducted from your grade for every day an assignment is late.
Class Participation
Each student will contribute to a rich class discussion. Readings are weighted toward the beginning of
the course to allow you leeway to choose other readings later tailored to your specific interests. Before
each class, post on the course page questions the readings, either required or recommended, brought to
mind.
You are expected to have done the required reading assigned for each class; if you have not, you should
not enter the class discussion. Learning happens most thoroughly with a balance of studying others’
ideas and your own direct experiences, so you will discuss your professional and personal experiences in
class.
In addition, you will work with a team (three or four other students) for the major assignments. Your
grade will be determined by your ability to work with this group. This group work can be the most
challenging aspect of the course. With that in mind, you will do groundwork by jointly establishing
goals, roles, and norms during your first meeting. You will have the opportunity to assess not only your
own performance, but that of your group’s members as well.
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DRAFT Syllabus – August 2012
Conflict Presentation (Wednesday, January 16th)
Students will be given a chance to focus on one conflict area. Each group of four or five students will
give a 30-minute presentation outlining the roots of the conflict they have chosen. Your group
presentation should reflect a nuanced understanding of the diverse forces that drive hostilities in your
country. You should not explore women’s contributions to peacebuilding in your conflict area; that you
will do during the final policy briefing. Rather, your goal is to provide your classmates the history of
“your conflict” and an overview of the current environment. You should feel free to be creative in this
conflict presentation and may use PowerPoint, pictures, film clips, music, or other aids.
Final Policy Briefing (Tuesday, January 15th)
Each student group will give a 30-minute briefing to a major policy maker. The briefing will “press the
case” that women should be included in efforts to avert conflict, launch a peace process, or stabilize a
conflict area. The content of each presentation will depend on the policy maker being persuaded. You
may use PowerPoint, pictures, or other aids appropriate to the setting.
In addition to the verbal presentation, you will prepare a written briefing, which you will post on the
course website. It should have an enticing introduction and a compelling conclusion; outside references
may be noted within the text or as endnotes or footnotes (if endnotes, those pages are included in the
14). Your assigned readings to be completed before class on January 15 are your classmates’ written
briefings; you will critique their written work and provide feedback after their verbal presentations.
Both the written and verbal briefings should include:
1) a discussion of the nature of the conflict as it relates to the policy maker’s organization;
2) critical information about the role women currently play in the society in general, and in the
conflict specifically;
3) in-depth description and analysis of the work of a few women you recommend be included in the
policy maker’s work in the conflict (our guest experts are excellent primary resources);
4) specific ways the policy maker could involve women in current agency programs;
5) financial cost-benefit discussion;
6) appraisal of the political pitfalls and opportunities this recommendation will entail.
Each group will present its briefing to the policy maker of its choice, played by Ambassador Hunt or a
guest. Student groups will identify a leading policy maker in any of several agencies or organizations to
brief. It is up to you to select an organization relevant to your conflict and identify the person in the
organization who will have enough clout to make a difference. Consider choosing the US Military, US
State Department, Middle East Institute, European Union, Council on Foreign Relations, World Council
of Churches, Anti-Defamation League, International Crisis Group, UN Security Council, UN Secretary
General’s Office, UN High Commission for Human Rights, UN High Commission for Refugees,
Central Intelligence Agency, or government leaders in individual countries.
The discussion following each policy briefing will assess strategies used, the power of the presentation,
and suggestions for improvement. Group grades will be based on presentation clarity and tightness,
persuasiveness of the arguments, and the accompanying written briefing.
Word to the Wise:
The written briefing will be assessed according to professional standards, i.e., no grammatical,
punctuation, or spelling errors; no font size inconsistencies, dangling headings, etc. When you hand the
briefing to the policy maker, you are saying, “This is the very best I am capable of producing.”
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DRAFT Syllabus – August 2012
Each of you is responsible for the whole product, even if you were the original drafter of a specific
segment. You are welcome to submit your written briefing to me for review and preliminary comments
the day before your final submission. I will make every attempt to give it a timely turn-around.
However, even the early submission should be in polished form.
Reaching In, Reaching Out
Each student will submit two short writings: a letter to the editor (200 words) and a personal integrative
journal entry (500 words).
Your letter to the editor will be written to a major news outlet in response to a current event relevant to
this course. It will respond to an article recently published in the newspaper or to the overall approach of
the newspaper to the issue at hand.
Your journal entry will synthesize the readings, assignments, and class discussions through the lens of
your personal experiences and will be read only by me. The writing should be thoughtful, demonstrating
your personal growth in the class and referring explicitly to readings.
Required Reading:
In addition to the book below, you will be required to read additional materials to be listed on the course
page after mid-December (as well as the readings listed in the day-by-day schedule on the ensuing
pages). Please take advantage of the winter break and come to class prepared with as many readings
completed as possible. Since it is an intensive course, time management will be very important, as much
as you can get done in advance the easier the two weeks will be for you.
Anderlini, Sanam Naraghi. Women Building Peace, What They Do and Why it Matters. (Available at the
Harvard Coop or Amazon.com.)
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DRAFT Syllabus – August 2012
CLASS SESSIONS
Reading Period: January 2nd-6th
Welcome Dinner: Sunday, January 6th
Ambassador Hunt’s home (one mile west of Harvard Square)
Schedule
 Dinner & introductions
 Group selection
Class Session 1: Monday, January 7th
Introduction to Course: Gender
Schedule
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More introductions
Overview of the course/syllabus review
Threaded reading discussion
Basketball film/discussion
Sheryl Sandberg TED video
Conflict presentation preparation (tentative)
Required Readings
 Anderlini, Sanam Naraghi. Women Building Peace, What They Do and Why it Matters. 2007.
 Evidence for a Collective Intelligence Factor in the Performance of Human Groups. Anita
Woolley, Christopher Chabris, Alex Pentland, Nada Hashmi and Thomas Malone. Science 29
October 2010: Vol. 330 no. 6004 pp. 686-688. (3pgs)
 “Invisible Current” by Shankar Vedantam pg. 88-111 (23pgs)
Recommended Readings
 Brizendine, Loann, “The Female Brain.” The Washington Post. 20 August 2006.
http://pub.ucsf.edu/today/print.php?news_id=200607261 or
http://www.washingtonpost.com/wp-dyn/content/article/2006/08/18/AR2006081800429_pf.html
 Carey, Bjorn. “Men Enjoy Physical Revenge”. January 18, 2006. (course page)
 Illing, James et al. “Neural Basis for Cooperation.” Neuron, Vol. 35. Issue 2 (2002) 395-405.
(course page)
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DRAFT Syllabus – August 2012
Class Session 2: Tuesday, January 8th
Gender
Schedule
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Threaded reading discussion
Guest speaker presentation (TBD)
Fukuyama article debate
Presentation on Why Women?
Required Readings (aprox.100pgs. total)
 Fukuyama, Francis. “Women and the Evolution of World Politics.” Foreign Affairs, 77(5), (New
York: Foreign Affairs, 1998): 24-40. (course page) 16pgs
 Ehrenreich, Barbara. “Men Hate War Too.” Foreign Affairs, Jan/Feb 1999 (New York: Foreign
Affairs, 1999): 118-122. (course page) 4pgs
 Jaquette, Jane S. “States Make War (A Response to Fukuyama’s “Women and the Evolution of
World Politics).” Foreign Affairs, Jan/Feb 1999, (New York: Foreign Affairs, 1999): 128-129.
(course page) 1pg.
 Wrangham, Richard. Demonic Males. Chapter 9 (course page) and Pp 200-219. 20 pgs.
 Barbara Ehrenreich, commencement speech at Barnard College (2004). 1pg.
http://www.barnard.columbia.edu/newnews/news051804d.html
 McDermott, Rose. “Testosterone, Cortisol, and Aggression in a Simulated Crisis Game.”
(University of Nebraska, 2006). (course page) 10 pg.

Sex differences in aggression during a simulated war game; Matthew H. McIntyre, Harvard
University
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UN Security Council Resolution 1820 on sexual violence during wars. 2pgs
http://daccessdds.un.org/doc/UNDOC/GEN/N08/391/44/PDF/N0839144.pdf?OpenElement
UN Security Council Resolution 1888 mandating peacekeeping operations to prevent sexual
violence. 3pgs.
http://daccessdds.un.org/doc/UNDOC/GEN/N09/534/46/PDF/N0953446.pdf?OpenElement
Martin, Sarah. “Must Boys Be Boys? Ending Sexual Exploitation and Abuse in Peacekeeping
Missions.” (Refugees International, 2005). 22 pgs.
http://www.refugeesinternational.org/files/6976_file_FINAL_MustBoys.pdf
UNDP Facts and Figures on Women and Security 6 pgs
http://www.un.org/womenwatch/ianwge/taskforces/wps/WPS_Facts.pdf
Congressman Russ Carnahan on Women, Peace and Security:
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In the Defense of Women: Gender, Office Holding and National Security Policy in Established
Democracies; Michael T. Koch, Texas A&M University and Sarah A. Fulton, Texas A&M
University
Recommended Reading
 Strickland, Richard and Nata Duvvury. Gender Equity and Peacebuilding: From Rhetoric to
Reality: Finding the Way. (Washington, DC: International Center for Research on Women,
2003): 1-48. (Read annex: UN Resolution 1325)
http://www.icrw.org/docs/gender_peace_report_0303.pdf
 Marshall, Donna Ramsey. Women in War and Peace: Grassroots Peacebuilding. Washington,
D.C.: United States Institute of Peace, 2000. (32 pages.)
http://www.usip.org/pubs/peaceworks/pwks34.pdf
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DRAFT Syllabus – August 2012
 Hunt, Swanee and Cristina Posa. “Women Waging Peace: Inclusive Security.” Foreign Policy.
May/June 2001. (12 pages)
http://www.swaneehunt.com/articles/FP_InclusiveSecurity.pdf
 Adnan, Indra. “Men, Step Aside: Tackling Terrorism is Women’s Work”. The Guardian, July
27, 2006. (course page)
Class Session 3: Wednesday, January 9th
Gender and Conflict
Schedule
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Security Concepts lecture
“Asha in Somalia” video and discussion
Role play: East Conflictia
The Making of the Institute for Inclusive Security
Conflict presentation preparation
Required Readings (approx. 60pgs total)
 Building Inclusive Security: Asha Hagi Elmi and the Somalia Peace Process (course page)
30pgs
 Hillary Clinton’s speech December 2011and factsheet
 DDR, Jacqui’s Article
 Gender Equality: A Nudge in the Right Direction Iris Bohnet, The Financial Times, October 13,
2010.
Recommended Readings
 Goldstein, Joshua S. War and Gender: How Gender Shapes the War System and Vice Versa,
(New York: Cambridge University Press, 2001): 264-331.
 Eagley, Alice H. and Mary C. Johannesen-Schmidt. “The Leadership Styles of Women and
Men,” Journal of Social Issues, 57(4), (New York: Society for the Psychological Study of Social
Issues, 2001): 781-797. (course page)
 Florea, Natalie B., Mark Boyer, et al. “Negotiating from Mars to Venus: Gender in Simulated
International Negotiations.” Simulation & Gaming 34(2), (Thousand Oaks: Sage Publications,
2003): 226-248. (course page)
 UNIFEM study about women negotiators; 32pgs.
http://www.unifem.org/attachments/products/0302_WomensParticipationInPeaceNegotiations_e
n.pdf
Class Session 4: Thursday, January 10th
Student Presentations
Schedule
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Student conflict presentations
Film (TBD)
Friday, January 11th
Day off for students
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DRAFT Syllabus – August 2012
Class Session 5: Saturday, January 12th
Meet with International Women
Schedule
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Dinner
Gift Exchange
Class Session 6: Sunday, January 13th
Guest Presentations
Schedule
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Discussion of readings
International women leaders presentations
Consolidating/reflection
Assignment
 Letter to the Editor – 200 words submitted to a news organization such as NYT, Washington
Post, Boston Globe, Huffington Post, or Global Post. Clear with the course assistant for other
news organizations. Post a copy of your submission, including details of where it was submitted
to the course page before class.
Required Readings (96pgs total)
 Enloe, Cynthia. “Demilitarization – or More of the Same? Feminist Questions to Ask in the
Postwar Moment,” in Cockburn, Cynthia and Dubravka Zarkov, eds. The Postwar Moment.
(London: Lawrence & Wishart, 2002): 22-32. 10pgs
 Enloe, Cynthia. “Conclusion: The Personal is International,” Bananas, Beaches & Bases:
Making Feminist Sense of International Politics. (Berkeley: University of California Press,
1989): 195-201. 6pgs
 USIP’s Role of Women Special Report based on working group meetings in 2005-2006:
http://www.docstoc.com/docs/868755/The-Role-of-Women-in-Stabilization-and-Reconstruction
24pgs.
 WIIS’ Role of Women in Peacekeeping based on expert consultations in 2006: 24pgs
http://www.stanleyfoundation.org/resources.cfm?id=1
 The Kroc Institute’s 2006 conference report (focusing on the security components):
http://www.sandiego.edu/peacestudies/documents/ipj/Programs/DLS/IPJBookWomanWarPeace.
pdf 29pgs
 Hunt, Swanee. “Let Women Rule.” Foreign Affairs, May/June 2007.
http://www.swaneehunt.com/articles/FA_LetWomenRule.htm 3pgs
 Taylor, Darren. “Liberian Women Battle To Bridge Generation Gap”. July 9, 2007.
http://www.huntalternatives.org/download/614_7_9_07_liberian_women_battle_to_bridge_gene
ration_gap.pdf 3pgs
 Liberia National Action Plan for the Implementation of UN Resolution 1325
http://www.undp.org/cpr/documents/gender/lnap_gender.pdf 48pgs
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DRAFT Syllabus – August 2012
Class Session 7: Monday, January 14th
Guest Presentations
Schedule
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International women leaders presentations
Consolidating/reflection
Military discussion with academics and military personnel (TBD)
How to Brief a Policy Maker
Optional: neighborhood dinners
Required Readings (19pgs total)
 UN Security Council Resolution 1889 on women’s participation in post-conflict. 5pgs
http://www.womenpeacesecurity.org/media/pdf-scr1889.pdf
 UN Security Council Resolution 1325. 4 pgs
http://www.huntalternatives.org/download/62_unresolution1325.pdf
 “Facts and Figures on Women, Peace and Security.” United Nations Department of Public
Information (2005). 6 pgs
http://www.un.org/womenwatch/ianwge/taskforces/wps/WPS_Facts.pdf
 G-8 Resolution: Conclusions of the Meeting of the G8 Foreign Ministers, G8 Roma Initiatives
on Conflict Prevention (2001). 4 pgs
http://www.huntalternatives.org/download/53_g8foreignministersstatement.pdf
Recommended Readings
 UN Development Fund for Women, Securing the Peace: Guiding the International Community
Towards Women’s Effective Participation throughout Peace Processes (October 2005). 1-18.
http://www.unifem.org/attachments/products/Securing_the_Peace.pdf
 Moser, Caroline and Annalise Moser. “Gender Mainstreaming Since Beijing: A Review of
Success and Limitations in International Institutions” (Gender and Development, 2005) 13:2,
pp.11-22. (on course page)
 UN Security Council Press Release “Council Hears Arguments for Broader, More Systemic
Participation of Women in Peacekeeping, Peace-Building Operations.”
http://www.un.org/News/Press/docs/2002/sc7467.doc.htm
 Blood, Thomas. Madam Secretary. (New York: St. Martin’s Press, 1997): 180-194.
 Women@Google: International Women’s Commission
http://www.youtube.com/watch?v=CLKzqt563R8&feature=user
Class Session 8: Tuesday, January 15th
Work Day
Schedule
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Student work day
Policy briefs due
IOP Forum event (tentative)
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DRAFT Syllabus – August 2012
Class Session 9: Wednesday, January 16th
Policy Brief Presentations
Schedule
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Policy briefing presentations
Global Gala and farewells with international women leaders
Required Reading
 All Policy Briefings of your classmates, which are available on the course page.
Class Session 10: Thursday, January 17th
Farwells
Schedule
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Combination students/women lunch
Reflections/farewell
Final Assignment
 Send journal entries to the course assistant via email (confidential) by TBD
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