Faculty of Arts and Social Sciences
40
School:
School of Social & Political Sciences
Department/Program: Centre for Peace and Conflict Studies
Unit of Study:
PACS6911 Key Issues in Peace and Conflict
Studies
Session:
Semester 1, 2015
Unit of Study Outline
Unit Coordinators
Unit coordinators are listed on undergraduate and postgraduate coursework semester
timetables, and can be consulted for help with any difficulties you may have.
Unit coordinators (as well as the Faculty) should also be informed of any illness or other
misadventure that leads students to miss classes and tutorials or be late with assignments.
Unit Coordinators:
Location:
Email address:
Phone:
Consultation Hours:
Associate Professor Jake Lynch with Ms Juliet Bennett
Rm 121, Mackie Building K07
[email protected], [email protected]
+61-2-9351 5440
By appointment, via email
Location:
Email address:
Phone:
Consultation Hours:
Dr Leticia Anderson
Rm 113, Mackie Building K07
[email protected]
+61-2-9351 3971
By appointment, via email
This Unit of Study Outline MUST be read in conjunction with the Faculty of Arts and Social Sciences
Student Administration Manual (sydney.edu.au/arts/current_students/student_admin_manual.shtml)
and all applicable University policies.
In determining applications and appeals, it will be assumed that every student has taken the time to
familiarise themselves with these key policies and procedures.
PACS6911 KEY ISSUES IN PEACE AND CONFLICT STUDIES S1 2015
UNIT DESCRIPTION
This unit introduces students to theories of peace, conflict and violence and the
interdisciplinary character of peace and conflict studies. Students will gain an understanding
of the nature of social conflict, causes of violence and the meanings of peace, as well as the
means of achieving peace with justice in different conflict settings.
LEARNING OUTCOMES
The unit, like the PACS program as a whole, is normative in its articulation of social and
political theory. It proposes that the most desirable approach to harmful conflicts is one of
peace with justice. With concepts and methods derived from peace and conflict theorists and
practitioners, scholars and advocates, students will explore what peace with justice means in
various settings. It is expected that students will:
•
•
•
understand the nature and source of different types of conflict and violence: at the
psychological and interpersonal levels, in groups and societies, and between
countries and other global groupings;
develop theoretical perspectives on notions of peace, conflict and violence, and what
“peace with justice” and “resolution of conflict” mean in various situations;
understand how to apply theory to practice in terms of identifying strategies for
achieving peace with justice in various situations.
LEARNING STRUCTURE
The unit will be structured in weekly two-hour meetings for the 13 weeks of the Semester, on
Tuesdays from 3-5pm (Group 1) and 6-8pm (Group 2). Each student will attend EITHER
group, throughout the Semester. No switching please! There will be no meeting in the midSemester break, on April 7.
Location:
CPACS – Room 114, Mackie Building K01, Arundel St, University of Sydney
In addition to the unit coordinators, Associate Professor Jake Lynch (JL) and Ms Juliet
Bennett (JB), and principal lecturer Dr Leticia Anderson (LA), the following guest lecturers
will contribute sessions to the unit in their respective areas of specialist expertise:
•
•
•
Dr Annabel McGoldrick (AM) [email protected];
Ms Lydia Gitau (LG) [email protected];
Mr Paul Duffill (PD) [email protected].
Seminars will be led by one of the Unit of Study Coordinators or guest lecturers, as detailed
in the Unit Schedule below, and include a mix of lecture-style presentations, small group
work, whole class discussions and practical exercises.
READING REQUIREMENTS
A Unit of Study reader containing the required readings for PACS6911 will be available for
purchase from the University Copy Centre for $37.50. It is strongly recommended that you
order your readers online in advance to ensure there are copies available when you go to
pick them up. See the Copy Centre website for more details: http://sydney.edu.au/ups/ucc/
Many of the further readings listed in this outline are available via the Library eReserve or in
the Fisher Library 2hr Loan Collection.
Students are not expected to read all of the additional references listed in the unit outline:
they are provided as a guide to what is available for further reading for assignments, and to
give students a choice and variety of resources to follow up areas of personal interest.
These recommended readings also provide a grounding for other units in the postgraduate
Peace and Conflict Studies program.
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PACS6911 KEY ISSUES IN PEACE AND CONFLICT STUDIES S1 2015
ONLINE COMPONENTS
This unit requires regular use of the University’s Learning Management System (LMS), also
known as Blackboard Learn. You will need reliable access to a computer and the Internet to
use the LMS.
The easiest way to access is through MyUni (click on the ‘MyUni’ link on the university home
page, http://sydney.edu.au or link directly via https://myuni.sydney.edu.au/. There is a
‘Blackboard LMS’ icon in the QuickLaunch window on the left hand side of the screen).
If you have any difficulties logging in or using the system, visit the Student Help area of the
LMS site, http://sydney.edu.au/elearning/student/help/.
Mobile Learn
You can also access your LMS sites via the Sydney Uni App for iPhone and Android. The
full set of features available on the mobile app for the University LMS can be found in detail
in this PDF document: Features in the mobile App for the University LMS (PDF)
To download the University of Sydney mobile app directly to your mobile device you need to
be able to access the marketplace associated with your device's operating system.
• iTunes store on your iPhone/ iPod touch or iPad
• Play Store or the Android Marketplace (depending on the phone's OS)
• BlackBerry App World® on your BlackBerry® smartphone device
• Palm App Catalog on your HP webOS device
Once you are at the marketplace or app store:
1. Search for University of Sydney and install the app
2. Open the app and click on the icon 'Bb Learn' to access the LMS
3. Login to the LMS with your UniKey and password.
Important: due to the limitations of mobile devices you cannot submit assignments using the
assignment tool. You should not complete graded tests (quizzes) using your mobile device
due to the possibility of Internet drop out. The University’s Privacy Management Plan
governs how the University will deal with personal information related to the content and use
of its web sites. See http://sydney.edu.au/privacy.shtml for further details.
UNIT SCHEDULE
Week
Date
Topic
A. UNDERSTANDING PEACE, CONFLICT AND VIOLENCE
1
3 March
Introduction to Peace & Conflict Studies and CPACS
2
10 March
Concepts of Peace, Conflict and Violence
3
17 March
Psychology of Violence and Peace
4
24 March
Culture, Communication, Peace and Democracy
5
31 March*
International Peace and Security
BREAK
6-12 April
6
14 April
History and Politics of War and Peace Part 1
7
21 April*
History and Politics of War and Peace Part 2
B. ACHIEVING PEACE WITH JUSTICE
Lecturer
8
28 April
Power, Politics and Poverty
9
05 May
Peace Advocacy and Protest
10
12 May
Imagining and Cultivating Positive Peace
11
19 May
Justice, Reconciliation and Peacebuilding
12
26 May
Human Rights and the Conditions for Peace
13
02 June
Final Reflections, Integration and Evaluations
STUVAC
w/c 08 June*
EXAMS
w/c 15 June
• NB: Public holidays on Friday 3 April, Monday 8 June.
LA/JB
JL
JB
LG
PD
JL/LA
3
JL/JB/LA
JL
AM
JL
JL
LA
LA
PACS6911 KEY ISSUES IN PEACE AND CONFLICT STUDIES S1 2015
ASSESSMENT TASKS AND DUE DATES
PACS6924 has three assessment tasks. Students must pass all elements of the assessment
for successful completion of the course. Failure to attend at least 80% of classes in person,
without reasonable cause, is grounds for failure.
Assessment
Due Date
Weighting
1. Reading and Class Participation
Ongoing
10%
2. Journal of Personal Learning (1,500wds)
14th April 2015
30%
3. Final Essay (3,500wds)
15h June 2015
60%
Please refer to CPACS Assessment Guidelines and Student Support 2015 for further
information regarding referencing and academic honesty.
1.
Reading and Class Participation (10%)
Ongoing reading is essential, not only for the assignments described below, but for weekly
class participation. Participation in class discussions and evidence of reading will comprise
10% of the assessment for the unit. Recommended key readings are marked for each
session. Copies of these key readings will be provided in a course reader. Students are
expected to complete these readings prior to class each week in order to prepare for and
contribute meaningfully to class discussions.
Students are not expected to read all of the additional references listed in the course outline:
they are provided as a guide to what is available for further reading for assignments, and to
give students a choice and variety of resources to follow up areas of personal interest.
Missing classes without good reason will result in a lower mark for this section of the
assessment.
2.
Journal of Personal Learning (30%)
1,500 words
Due Date: April 14th
For this assignment, students are required to keep a weekly journal in which they reflect
upon conflict, violence and peace. It would be useful to keep this journal going throughout
the course of the unit – as a means of integrating your notes on the readings and classes
each week with more general personal reflections on your ideas and learning. The journal
might include observations drawn from your experience of conflict and violence, either
directly – in family, or workplace, for example – or indirectly through watching or reading the
news. In reflecting upon these themes, you should draw on classroom discussions and
readings for each week, as well as your own evolving ideas and values.
The purpose of the learning journal assignment is to raise awareness of the issues of peace,
conflict and violence as they bear upon your life and society as a whole: to make the link
between personal learning and lived experience. Each journal entry should include a specific
example of your own lived experience outside the classroom relating to the class theme for
that week. The emphasis should be on reflections and analysis rather than a detailed
description of a particular conflict or experience.
For assessment purposes you are required to submit a selection of your personal journal
entries – specifically, three entries relating to the themes of any three of the first five weeks
of classes. The maximum total length of the journal is 1,500 words. As a guide, journal
entries thus need to average about 800 words each, but this is not a strict requirement and
journal entries may vary in length. Students may wish to write more in some weeks in order
to fully explore their ideas and reflections. Even though students must draw on class
readings in their weekly journal reflections, full referencing and a bibliography are not
required.
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PACS6911 KEY ISSUES IN PEACE AND CONFLICT STUDIES S1 2015
Criteria for assessment:
•
•
•
•
•
3.
evidence of ability to analyse the links between personal learning and lived
experience outside the classroom (personally or as reflected in current events) ie not
a commentary on discussions in class;
consideration of aspects of conflict and peace with examples drawn from a diversity
of sources (e.g. workplace conflict; news about wars);
evidence of reflective and critical reading (but full citations and reference list are not
required) and reference to class discussions;
inclusion of your own thoughts and ideas relating to course themes, indicating how
these are evolving as the course progresses;
clarity of expression, coherent integration of ideas and evidence of intelligent and
original reflections and analysis.
Final Essay (60%)
3,500 words
Due Date: June 15th
Select an key issue of of direct, cultural and/or structural violence to analyse using
theoretical perspectives and peace-building strategies from this unit.
1. Select an issue of direct, cultural and/or structural violence for analysis. (For example, the
issue might be a particular war or conflict, an issue of discrimination, poverty in a particular
country, treatment of asylum seekers, Indigenous issues, domestic violence, bullying in
schools, etc.)
2. Using theories from this unit (i.e. not from other courses you’ve done) that help to explain
and analyse the issue, explore the nature and context of the issue chosen for your research
essay. (For example, the theories of Barash, Boulding, Freire, Galtung, Lederach, Lynch,
Reardon, etc.)
3. Building on the theories used to explain and analyse issue, identify some possible
strategies for change which promote “peace with justice”, linking your ideas to theories and
practices of peacemaking, peacebuilding, conflict resolution and/or conflict transformation.
(For example, such strategies for change could include advocacy, activism, education, social
movements, dialogue, mediation, nonviolence, feminist approaches, truth commissions,
problem-solving workshops etc.)
The major purpose of this assignment is to encourage students to link explanations of
conflict and violence with theories and strategies for transformation aimed at achieving
peace with justice. The focus is on analysis and application of theory to practice, rather than
on detailed description of the conflict or its “solution”. In other words, students are not
required to promote a particular resolution or terms of a peace settlement or mediation
agreement. The purpose is to identify peace with justice processes.
This assignment is to be written in a formal essay style, with an introduction and conclusion,
complete in text referencing and a full bibliography at the end of the essay. The maximum
word limit is 3500 words; footnotes and appendices are not normally included in the word
count. Some research and reading beyond the unit of study reader is required for this
assignment, but the main conceptual underpinnings for your essay must be the theories and
concepts explored in this unit.
Criteria for assessment:
• Evidence of research and understanding of the nature and context of the issue chosen
for analysis;
• Ability to identify and critically apply theories and concepts relating to peace, conflict
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PACS6911 KEY ISSUES IN PEACE AND CONFLICT STUDIES S1 2015
and violence to explain and analyse the issue;
• Evidence of creative and intelligent application of theory to practice by exploring one or
more strategies for change that promote “peace with justice”;
• Clarity of expression and ability to develop and present a coherent argument within the
required word limit (papers exceeding the word limit may be penalised);
• Evidence of reflective and critical reading of appropriate academic sources;
• Correct and consistent referencing and full bibliography.
ASSESSMENT CRITERIA
This unit uses standards referenced assessment for award of assessment marks. Students’
assessment will be evaluated solely on the basis of students’ achievement against criteria
and standards specified to align with learning outcomes. For reference to criteria and
standards, please consult the CPACS Assessment Guidelines and Student Support 2015
guide.
SUBMISSION OF WRITTEN WORK
Compliance Statements
All students are required to submit an authorised statement of compliance with all work
submitted to the University for assessment, presentation or publication. A statement of
compliance certifies that no part of the Work constitutes a breach of Academic Dishonesty
and Plagiarism Policy.
Assessment Submission – Online or email submission
Electronic submission of assessment tasks via the University’s Learning Management
System or via email to [email protected] will be required by the due date. An
online compliance statement must be completed before submitting an assessment online
(available on Blackboard).
Assessments submitted via email should be attached as Word documents with the following
text copied into the text of the email: I certify that:
(1)
I have read and understood the University of Sydney Academic Board Policy:
Academic Dishonesty and Plagiarism;
(2)
I understand that failure to comply with the Academic Board Policy: Academic
Dishonesty and Plagiarism can lead to the University commencing
proceedings against me for potential student misconduct under Chapter 8 of
the University of Sydney By-Law 1999 (as amended);
(3)
This Work is substantially my own, and to the extent that any part of this Work
is not my own I have indicated that it is not my own by Acknowledging the
Source of that part or those parts of the Work;
(4)
No part of this Work has been previously submitted for summative
assessment, whether in this Unit of Study or another Unit of Study (unless the
Examiner has given specific approval for this to occur);
(5)
I accept that the Work submitted with this Compliance Statement is the
version of the Work that will be assessed.
Essays and assignments not submitted on or before the due date are subject to penalty.
Refer to http://sydney.edu.au/arts/current_students/late_work.shtml for the Policy on Late
Work.
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PACS6911 KEY ISSUES IN PEACE AND CONFLICT STUDIES S1 2015
ACADEMIC DISHONESTY AND PLAGIARISM
Academic honesty is a core value of the University. The University requires students to act
honestly, ethically and with integrity in their dealings with the University, its members,
members of the public and others. The University is opposed to and will not tolerate
academic dishonesty or plagiarism, and will treat all allegations of academic dishonesty or
plagiarism seriously.
The University’s Academic Dishonesty and Plagiarism Policy 2012 and associated
Procedures are available for reference on the University Policy Register at
http://sydney.edu.au/policies (enter “Academic Dishonesty” in the search field). The Policy
applies to the academic conduct of all students enrolled in a coursework award course at the
University.
Under the terms and definitions of the Policy,
•
•
“academic dishonesty” means “seeking to obtain or obtaining academic advantage
(including in the assessment or publication of work) by dishonest or unfair means or
knowingly assisting another student to do so.
“plagiarism” means “presenting another person’s work as one’s own work by
presenting, copying or reproducing it without appropriate acknowledgement of the
source.”
The presentation of another person's work as one's own without appropriate
acknowledgement is regarded as plagiarism, regardless of the author’s intentions.
Plagiarism can be classified as negligent (negligent plagiarism) or dishonest (dishonest
plagiarism).
An examiner who suspects academic dishonesty or plagiarism by a student must report the
suspicion to a nominated academic in the relevant faculty. If the nominated academic
concludes that the student has engaged in dishonest plagiarism or some other sufficiently
serious form of academic dishonesty, the matter may be referred to the Registrar for further
disciplinary action under the terms of the Academic Dishonesty and Plagiarism Policy 2012
and Chapter 8 of the University of Sydney By-Law 1999 (as amended).
Further information is available at
http://sydney.edu.au/arts/current_students/plagiarism_and_turnitin.shtml.
SPECIAL CONSIDERATION
The Faculty of Arts and Social Sciences assesses student requests for assistance relating to
completion of assessment in accordance with the regulations set out in the University
Assessment Policy 2011 and Assessment Procedures 2011. Students are expected to
become familiar with the University’s policies and Faculty procedures relating to Special
Consideration and Special Arrangements.
Students can apply for:
•
Special Consideration - for serious illness or misadventure
•
Special Arrangements - for essential community commitments
•
Simple Extension – an extension of up to 5 working days for non-examination
based assessment tasks on the grounds of illness or misadventure.
Further information on special consideration policy and procedures is available on the
Faculty website at http://sydney.edu.au/arts/current_students/special_consideration.shtml.
OTHER POLICIES AND PROCEDURES RELEVANT TO THIS UNIT OF STUDY
The Faculty’s Student Administration Manual is available for reference at the “Current
Students” section of the Faculty Website (http://sydney.edu.au/arts/current_students/). Most
day-to-day issues you encounter in the course of completing this Unit of Study can be
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PACS6911 KEY ISSUES IN PEACE AND CONFLICT STUDIES S1 2015
addressed with the information provided in the Manual. It contains detailed instructions on
processes, links to forms and guidance on where to get further assistance.
STAYING ON TOP OF YOUR STUDY
For full information visit http://sydney.edu.au/arts/current_students/staying_on_top.shtml
The Learning Centre assists students to develop the generic skills, which are necessary for
learning and communicating knowledge and ideas at university. Programs available at The
Learning Centre include workshops in Academic Reading and Writing, Oral communications
Skills, Postgraduate Research Skills, Honours, masters Coursework Program, Studying at
University, and Workshops for English Language and Learning. Further information about
The Learning Centre can be found at http://sydney.edu.au/stuserv/learning_centre/.
The Write Site provides online support to help you develop your academic and professional
writing skills. All University of Sydney staff and students who have a Unikey can access the
WriteSite at http://writesite.elearn.usyd.edu.au/.
The Faculty of Arts and Social Sciences has units at both an Undergraduate and
Postgraduate level that focus on writing across the curriculum or, more specifically, writing
in the disciplines, making them relevant for all university students. To find out more visit
http://sydney.edu.au/arts/teaching_learning/writing_hub/index.shtml
and
http://sydney.edu.au/arts/teaching_learning/pg_writing_support/index.shtml.
In addition to units of study on writing, The FASS Writing Hub offers drop-in sessions to
assist students with their writing in a one-to-one setting. No appointment is necessary, and
this service is free of charge to all FASS students and/or all students enrolled in WRIT units.
For more information on what topics are covered in a drop-in session and for the current
schedule, please visit http://sydney.edu.au/arts/writing_hub/writing_support/index.shtml
Pastoral and academic support for Aboriginal and Torres Strait Islander students is
provided by the STAR Team in Student Support services, a dedicated team of professional
Aboriginal people able to respond to the needs of students across disciplines. The STAR
team can assist with tutorial support, mentoring support, cultural and pastoral care along
with a range of other services. More information about support for Aboriginal and Torres
Strait
Islander
students
can
be
found
at
http://sydney.edu.au/current_students/student_services/indigenous_support.shtml.
The
Library
offers
students
free,
online
tutorials
in
library
skills
at
http://sydney.edu.au/library/skills. There's one designed especially for students studying in
the Humanities and Social Sciences at http://libguides.library.usyd.edu.au/. And don't forget
to find out who your Faculty Liaison Librarians are.
OTHER SUPPORT SERVICES
Disability Services is located on Level 5, Jane Foss Russell Building G20; contact 8627 8422
or email [email protected]. For further information, visit their website at
http://sydney.edu.au/stuserv/disability/.
Counselling and Psychological Services (CAPS) are located on Level 5, Jane Foss Russell
Building G20; contact 8627 8433 or email [email protected]. For further
information, visit their website at http://sydney.edu.au/current_students/counselling/.
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PACS6911 KEY ISSUES IN PEACE AND CONFLICT STUDIES S1 2015
OUTLINE OF SESSIONS AND READING GUIDE
Part A. UNDERSTANDING PEACE, CONFLICT AND VIOLENCE
Session 1 (4 March) Introduction to Peace and Conflict Studies and CPACS
Jake Lynch, Leticia Anderson, Juliet Bennett
This session will focus on an introduction to the field of peace and conflict studies. The
interdisciplinary, cosmopolitan and normative character of peace and conflict studies will be
discussed in the context of the field’s expansion to incorporate conflict at all levels from the
interpersonal to the international. The role and remit of CPACS, as a centre committed to
peace with justice, will be introduced and discussed.
Discussion Questions
• What does peace mean to you? Why are you studying peace and conflict studies?
• How do you define peace and conflict studies?
• How have ideas about peace conflict studies changed over the years?
• How is CPACS similar to, and different from, a ‘normal’ university department?
Required Readings
Barash, D. P. (2002) “The Meanings of Peace” in Peace and Conflict Studies. London: Sage
Publications, pp. 3-27.
Cortright, D. (2008) “What is peace?” in Peace: A History of Movements and Ideas.
Cambridge, UK: Cambridge University Press, pp. 1-21.
Stephenson, C. M. (1999) “Peace Studies, Overview” in Kurtz, L. & Turpin, J. (eds) The
Encyclopedia of Violence, Peace and Conflict. San Diego, California: Academic Press,
Volume 2, pp. 809-820.
Additional Readings
CPACS submission to Review of CPACS, 2015, esp pp. 41-48 and 52-57. Download from:
http://sydney.edu.au/arts/peace_conflict/about/history.shtml
Alger, C. F. (2007) “Peace Studies as a Transdisciplinary Project” in Webel, C. & Galtung, J.
(eds) Handbook of Peace and Conflict Studies. New York: Routledge, pp. 299-318.
Barash, D. P. (ed.) (2000) “Introduction” in Approaches to Peace: A Reader in Peace
Studies. New York: Oxford University Press, pp. 1-4.
Boulding, K. E. (1990) “Peace Theory” in Smoker, P., Davies, R, & Munske, B. (eds), A
Reader in Peace Studies. London: Pergamon Press, pp. 3-8.
Galtung, J. (1996) “Peace Studies: Epistemological Basis” and “Peace Studies: Basic
Paradigms” in Peace By Peaceful Means: Peace and Conflict, Development and Civilization,
Oslo/London: PRIO/Sage Publications, pp. 9-39.
Galtung, J. (2006) “Peace Studies: A Ten Point Primer” in Hunter, A. (ed.) Peace Studies in
the Chinese Century: International Perspectives. Aldershot, Hampshire: Ashgate, pp. 15-20.
Hanh, T. N. (2000) “Being Peace” in Barash, D. P. (ed.) Approaches to Peace: A Reader in
Peace Studies. New York: Oxford University Press, pp. 204-209.
Hunter, A. (ed.) (2006) Peace Studies in the Chinese Century: International Perspectives.
Aldershot, Hampshire: Ashgate. [includes a chapter by Stuart Rees about CPACS] FISHER
RESEARCH 303.660951 1
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PACS6911 KEY ISSUES IN PEACE AND CONFLICT STUDIES S1 2015
Jeong, H-W. (2000) Peace and Conflict Studies: An Introduction. Aldershot, England:
Ashgate Publishing.
Kriesberg, L. (1997) “The Development of the Conflict Resolution Field” in Zartman, I. W. &
Rasmussen, J. L. (eds), Peacemaking in International Conflict: Methods & Techniques.
Washington, DC: United States Institute of Peace Press, pp. 51-77.
Mack, A. (1991) “Objectives and Methods in Peace Research” in Woodhouse, T. (ed.)
Peacemaking in a Troubled World. Oxford: Berg Publishers, pp. 73-106.
O’Connell, J. (1991) “Approaches to the Study of Peace in Higher Education: The Tensions
of Scholarship” in Woodhouse, T. (ed.) Peacemaking in a Troubled World. Oxford: Berg
Publishers, pp. 107-121.
Rogers, P. & Ramsbotham, O. (1999) “Then and Now: Peace Research – Past and Future”,
Political Studies, 47:4, September 1999, pp. 740-754.
Session 2 (10 March)
Jake Lynch
Concepts of Peace, Conflict and Violence
This session will focus on understanding how we define and approach conflict with reference
to sociological theories that define conflict as either destructive (leading to violence and war)
or constructive (leading to positive social change and peace with justice). We will explore
Galtung’s theory and definitions of direct and indirect violence (structural and cultural) and
negative and positive peace, and apply them to thinking about examples of conflict and
security in the world today. As part of this discussion we will start to explore the meaning of
peace with justice.
•
•
•
•
What are the principles that define a constructive approach to conflict?
How do the concepts of structural violence and positive peace add to your
understanding of peace and conflict studies?
What are some examples of cultural violence and its impact on achieving peace with
justice?
How can you apply these insights to international conflicts as well as conflicts in your
own life?
Required readings
Jeong, H-W. (1999) “Concepts of Peace and Violence” in Peace and Conflict
Studies: An Introduction. Aldershot, England: Ashgate Publishing, pp. 19-30.
Galtung, J. (1996) “Cultural Violence” in Peace by Peaceful Means: Peace and
Conflict, Development and Civilization. Oslo/London: PRIO/Sage Publications, pp.
196-210.
Lynch, J. (2014) A Global Standard for Reporting Conflict. New York: Routledge,
pp. 46-50.
Additional readings
Coser, L. A. (1956) The Functions of Social Conflict. London: Routledge & Kegan Paul.
Cuff, E. C. & Payne, G. C. F. (eds) (1984) “Structuralism as a Perspective (II) Conflict” in
Perspectives in Sociology, 2nd edn. London: Allen & Unwin, pp. 70-95.
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PACS6911 KEY ISSUES IN PEACE AND CONFLICT STUDIES S1 2015
Galtung, J. (1995) “Violence, Peace, and Peace Research” in Salla, M., Tonetto, W. &
Martinez, E. (eds), Essays on Peace: Paradigms for Global Order. Rockhampton, Qld:
Central Queensland University Press, pp. 1-17.
Paul, E (2009) “The Political Economy of Violence in Australia” Journal of Australian Political
Economy, JAPE edition 63, June, pp. 80-107.
Rapoport, A. (1999) “Peace, Definitions and Concepts of” in Kurtz, L. & Turpin, J. (eds) The
Encyclopedia of Violence, Peace and Conflict. San Diego, California: Academic Press,
Volume 2, pp. 669-678.
Wilkinson, R. (2005) “Inequality: more hostile, less sociable societies” in The Impact of
Inequality. Routledge: London, pp 33-56.
Session 3 (17 March)
Annabel McGoldrick
Psychology of Violence and Peace
In this session we will consider how psycho-social theories contribute to understanding of
the causes of violence and the means of building peace. A focus of discussion will be
psychological explanations of group behaviour in conflict, including both the indicators of
willingness to engage in violence and the basis for taking a stand against violence. Theories
covered will include obedience to authority, moral disengagement and dehumanisation.
Discussion Questions
• Are human beings naturally aggressive, or do we learn to be violent?
• How do psychological factors contribute to conflict and its violent escalation?
• What are the psychological factors involved when people take a stand against
violence and for peace?
Required Readings
Macnair, R. M. (2003) The Psychology of Peace: An Introduction , London: Praeger,
pp. 1-29.
Tajfel H., and Turner, J. (1979) “An Integrative Theory of Intergroup Conflict” in in W.
G. Austin and S. Worchel (eds), The Social Psychology of Intergroup Relations,
Monterey, CA: Brooks/Cole, pp. 33-47.
Zimbardo, P. G. (2004) “A Situationist Perspective on the Psychology of Evil:
Understanding How Good People Are Transformed into Perpetrators” in Miller, A.
(ed.) The Social Psychology of Good and Evil. New York: Guilford.
Additional Readings
Arendt, H. (1970) On Violence. London: Allen Lane, The Penguin Press.
Cashman, G. (1993) What Causes War: An Introduction to Theories of International Conflict.
San Francisco, California: Lexington Books.
Clark, M. (1998) “Aggressivity and Violence: An Alternative Theory of Human Nature”
http://www.gmu.edu/academic/pcs/clark.htm
Deutsch, M. (2000) “Introduction” in Deutsch, M. & Coleman, P. T. (eds) The Handbook of
Conflict Resolution: Theory and Practice. San Francisco, California: Jossey-Bass Publishers,
pp. 1-17.
Gurr, E. R. (1970) Why Men Rebel. Princeton: Princeton University Press.
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PACS6911 KEY ISSUES IN PEACE AND CONFLICT STUDIES S1 2015
Hinde, R. (1990) “Human Aggression: Biological Propensities and Social Forces” in Smoker,
P., Davies, R, & Munske, B. (eds), A Reader in Peace Studies. London: Pergamon Press,
pp. 172-181.
Lorenz, K. Z. (2000) “On Aggression” in Barash, D. P. (ed.) Approaches to Peace: A Reader
in Peace Studies. New York: OUP, pp. 13-19. FISHER
Opotow, S. (2000) “Aggression and Violence” in Deutsch, M. (ed.) Handbook of Conflict
Resolution. San Francisco: Jossey-Bass, pp. 403-414.
Rapoport, A. (1995) The Origins of Violence: Approaches to the Study of Conflict. New
Brunswick, NJ: Transaction Publishers.
Sandy, S. V., Boardman, S. K. & Deutsch, M. (2000) “Personality and Conflict” in Deutsch,
M. & Coleman, P. T. (eds) The Handbook of Conflict Resolution: Theory and Practice. San
Francisco, California: Jossey-Bass Publishers, pp. 289-315.
Staub, E. (1989) “The Origins of Genocide and Mass Killing: Core Concepts” in The Roots of
Evil Cambridge, UK: Cambridge University Press, pp. 13-34.
Volkan, V. D. (1990) “An Overview of Psychological Concepts Pertinent to Interethnic and/or
International Relationships” in Volkan, V. D. et al, The Psychodynamics of International
Relationships, Volume I, Lexington, Mass.: Lexington Books, pp. 31-46.
Volkan, V. D. (1997) Bloodlines: From Ethnic Pride to Ethnic Terrorism. New York: Farrer,
Straus & Giroux. (pp. 19-29 & 36-49).
Waller, J. (2007) Becoming Evil: How Ordinary People Commit Genocide and Mass Killing.
2nd edn, Oxford: Oxford University Press.
Session 4 (24 March)
Jake Lynch
Culture, communication, peace and democracy
In this session, we will see how conflict, and responses to it, may be socially constructed by
the meanings people make out of images and messages from culture and communication.
We will note the implications of critical concepts of power, and how it is activated and
exerted in symbolic domains. And we will consider Peace Journalism as a globally
distributed movement for reform.
Discussion questions
• How are populations mobilised for direct violence, and inured to structural violence,
by media representations of conflict issues?
• In an age of ‘mass self-communication’, conflicts are increasingly being conducted in
a communication space. How does that influence their content?
• How can readers and audiences be prompted and enabled to consider and value
nonviolent responses to conflict?
Required Readings
Lederach, J. P. (1995) “Introduction” & “A Framework for Building Peace” in Preparing
for Peace: Conflict Transformation Across Cultures. Syracuse, New York: Syracuse
University Press, pp. 3-23.
Lynch, J. (2014) “Critical realism, peace journalism and democracy” in Ethical Space:
The International Journal of Communication Ethics. Vol 11, No 1, pp. 29-36.
Lynch, J. (2014) A Global Standard for Reporting Conflict. New York: Routledge, pp.
4-7.
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PACS6911 KEY ISSUES IN PEACE AND CONFLICT STUDIES S1 2015
Additional Readings
Castells, Manuel, 2007: ‘Communication power and counter-power in the network society’,
International Journal of Communication, 1: 238–266.
Entman, Robert 1993: ‘Framing: Towards Clarification of a Fractured Paradigm’, Journal of
Communication, vol. 43, pp. 51–58.
Session 5 (31 March)
Jake Lynch
International Peace and Security
In this class we will consider the implications, for conflict, peace and violence, of the modern
system of nation states, and its origins. We will examine the emerging norm of the
‘responsibility to protect’ and how this has changed ideas about international peace and
security. And we will consider the role of militarism as a form of political control in
‘intervening’ countries.
Discussion Questions
• How has the international community’s approach to maintaining international peace
and security evolved since the establishment of the United Nations?
• Can you think of some contemporary examples to illustrate the challenges and
opportunities for the implementation of the ‘responsibility to protect’?
Required Readings
Bellamy, A. J. (2011) “From Idea to Norm” in Global Politics and the Responsibility to
Protect: From Words to Deeds, London: Routledge, pp 8-25.
Galtung, J. (2002) “The state/nation dialectic: some tentative conclusions” in Galtung,
J., Jacobsen, C. G. & Brand-Jacobsen, K.F. Searching for Peace: The Road to
TRANSCEND, London: Pluto Press, pp. 126-141.
Lynch, J. (2012) “Responsibility to Protect After Libya”, International Journal of Peace
Studies,
16:2.
[not
in
reader]
http://www.gmu.edu/programs/icar/ijps/vol16_2/cover16_2.htm
Boutros-Ghali, B. (1992) An Agenda for Peace: Preventive Diplomacy, Peacemaking
and
Peace-keeping.
New
York:
United
Nations
[not
in
reader]
http://www.un.org/Docs/SG/agpeace.html
Additional Readings
Abbott, C., Rogers, P. & Sloboda, J. (2006) “Marginalisation of the Majority World”, “Global
Militarisation” and “Discussion: The Way Forward” in Global Responses to Global Threats:
Sustainable Security for the 21st Century. Oxford: Oxford Research Group, pp. 16-30 and
33-35 (references).
Chandler, D. (2002) From Kosovo to Kabul: Human Rights and International Intervention.
London: Pluto Press, pp. 166-191.
Evans, G. (1993) Cooperating for Peace: The Global Agenda for the 1990s and Beyond.
Sydney: Allen & Unwin.
International Commission on Intervention and State Sovereignty (2001) “Synopsis” The
Responsibility to Protect. Ottawa, Canada: International Development Research Centre, pp.
xi-xiii.
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PACS6911 KEY ISSUES IN PEACE AND CONFLICT STUDIES S1 2015
Lynch, Jake (2009) ‘Coalition of the unwilling: the phenomenology and political economy of
US militarism’, in Lynda Blanchard and Leah Chan (eds) Ending War, Building Peace,
Sydney: Sydney University Press, pp. 91-112.
NO CLASS ON 7 APRIL FOR MID-SEMESTER (EASTER) BREAK
Session 6 (14 April) History and Philosophy of War and Peace Part 1
Leticia Anderson
In this session, the causes of wars, attempts to prevent them from recurring, and attempts to
regulate the conduct of war will be examined from a historical and political perspective, with
a particular emphasis on the interrelationships between warmaking and peacemaking. We
will consider the evolution and influence of significant historical milestones in the
organisation of international affairs, such as the 1648 Peace of Westphalia, the Congress of
Vienna (1814-5), the League of Nations (1919) and the establishment of the United Nations
in 1945, and define and interrogate key ideas in the philosophy of war and peace, including
realism, just war theory and pacifism.
Discussion Questions
• What impact have major phases of change (such as the Reformation and the
Enlightenment) and the rise of modern ideologies (such as colonialism, capitalism
and nationalism), had on the politics of war and peace?
• Why and how have Christian and Western secular philosophies of war and peace
dominated the shaping of the modern world?
• What are the legacies of the ‘outsourcing’ of war and violence through colonialism?
• What distinctions are there between attempts to prevent war and violence from
occurring, and attempts to limit the destructiveness of war?
Required Readings
Orend, B. (2013) “Chapter 1 - A Sweeping History of Just War Theory” in The Morality of
War, Broadview Press: Ontario pp. 9-32.
Adolf A. (2009) ‘Colonial and Imperial Peace and Peacemaking’ in Peace a World History,
Cambridge: Polity Press, pp. 143-61.
Viotti, P. and Kauppi, M. (1987) International Relations Theory: Realism, Pluralism,
Globalism, and Beyond (3rd edition), Needham Heights, MA: Allyn & Bacon, pp. 1-16.
Additional Readings
Adebajo, A. & Sriram, C. L. (eds) (2001) Managing Armed Conflicts in the 21st Century.
London/Portland, Oregon: Frank Cass. CPACS LIBRARY.
Adolf, A. (2009) Peace: A World History. Cambridge, UK: Cambridge University Press.
Barash, D. P. & Webel, C. P. (2002) “Diplomacy, Negotiations, and Conflict Resolution” in
Peace and Conflict Studies. London: Sage Publications, pp. 267-290.
Barash, D. P. & Webel, C. P. (2002) “The Reasons for Wars” in Peace and Conflict Studies.
London: Sage Publications, pp. 113-261.
Bellamy, Alex J. (2006) Just Wars: From Cicero to Iraq. Cambridge: Polity Press.
Brock, P. (1998) Varieties of Pacifism: A Survey from Antiquity to the Outset of the Twentieth
Century. Syracuse, New York: Syracuse University Press.
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PACS6911 KEY ISSUES IN PEACE AND CONFLICT STUDIES S1 2015
Cortright, D. (2008) “What is Peace?” in Peace: A History of Movements and Ideas.
Cambridge, UK: Cambridge University Press, pp. 1-21.
Howard, M. (1979) ‘Temperamenta Belli: Can War be Controlled’, in Howard, M. (ed),
Restraints on War: Studies in the Limitation of Armed Conflict. Oxford: Oxford University
Press, pp. 1-15.
Richmond, O. P. (2007) ‘Towards the Liberal Peace’ in The Transformation of Peace.
London: Palgrave Macmillan, pp. 23-51.
Session 7 (21 April)
Leticia Anderson
History and Philosophy of War and Peace Part 2
In this class, we will trace the evolution of ideas and practices related to war and peace, with
a focus on major developments of the twentieth century. We will explore the gradual
emergence of movements which focused on the achievement of ‘positive peace’ and ‘peace
with justice’, rather than more narrow conceptions of ‘peace’ such as the cessation of armed
hostilities, and consider how hegemonic views of ‘peace’ have increasingly been challenged
by disparate, dispossessed groups within society, including women and Indigenous peoples.
Discussion questions
• What was the mission of the first peace societies? How does this conflict with or echo
the goals of more contemporary peace movements?
• How have women and feminism influenced the development of the agenda for
peace?
• In what ways might the pursuit of ‘peace with justice’ differ from the pursuit of
‘peace’?
Required Readings
Cortright, D. (2008) “'The first peace societies” and “Social justice” in Peace: A History
of Movements and Ideas. Cambridge, UK: Cambridge University Press, pp. 25-44,
260-78.
Boulding, E. (2000) ‘Breaking New Ground: Feminist Peacemaking’ in Cultures of
Peace: The Hidden Side of History, New York: Syracuse University Press, pp. 10722.
Luther King Jr, M. (2000 [1963]) ‘Letter from a Birmingham Jail’ in Barash, B.
Approaches to Peace: A Reader in Peace Studies. Oxford University Press: Oxford,
pp. 144-48.
Additional Readings
Adolf, A. (2009) Peace: A World History. Cambridge, UK: Cambridge University Press.
Charlesworth, H. (2008) ‘Are Women Peaceful? Reflections on the Role of Women in
Peace-Building’, Feminist Legal Studies 16, pp. 347-361.
Mac Ginty, R. & Richmond, O. P. (2013) ‘The Local Turn in Peace Building: a Critical
Agenda for Peace’. Third World Quarterly, 34:5, pp. 763-783.
Porter, E. J (2007) Peacebuilding: Women in International Perspective. London; New York:
Routledge.
Stearns, P. (2014) Peace in World History. New York: Routledge.
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PACS6911 KEY ISSUES IN PEACE AND CONFLICT STUDIES S1 2015
United Nations Declaration of Rights of Indigenous Peoples
https://www.humanrights.gov.au/publications/un-declaration-rights-indigenous-peoples-1
Part B. ACHIEVING PEACE WITH JUSTICE
Session 8 (28 April)
Power, Politics and Poverty
Leticia Anderson and Juliet Bennett
This session will introduce a critical perspective of “poverty” and the power and politics
behind “development.” Building on theories of colonialism and international relations
introduced in week 6, we will explore relationships of power and political economy,
domination and oppression, and the observations of world systems that point to a global
form of structural violence that indirectly maintains social injustice.
Discussion Questions
• What is the extent of poverty in the world, and what are its causes?
• Who needs development? Says who? What characterizes lesser-developed
countries? Is development something desirable?
• What is meant by economic growth? Is it sufficient for development? Is it necessary?
• What people and institutions have the most power in the world today?
• In what ways does political economy impact on peace, social justice and the
environment?
Required Readings
Galtung, G. (1971) “Structural Theory of Imperialism,” Journal of Peace Research 8 (2),
pp. 81-85. [Not in reader]
http://www.jstor.org.ezproxy1.library.usyd.edu.au/stable/pdf/422946.pdf?acceptTC=true
Freire, P. (2000 [1972]) The Pedagogy of the Oppressed, in Barash, B. Approaches to
Peace: A Reader in Peace Studies. Oxford University Press: Oxford, pp. 138-44.
Brigg, M. and Murphy, L. (2011) “Beyond Captives and Captors: Settler-Indigenous
Governance for the 21st Century” in Maddison S. and Brigg M. (Eds.) Unsettling the
Settler State: Creativity and Resistance in Indigenous Settler-State Governance. The
Federation Press: Annandale, pp. 16-31.
Additional Readings
Hessel, S. (2011) Time for Outrage: Indignez-vous!. Hachette Digital, Inc. [Republished in
the Nation magazine].
Klein, N. (2014) This Changes Everything: capitalism vs. the climate London: Allen Lane.
Sahlins, M. (1974), ‘The Original Affluent Society,’ in Stone Age Economics, London:
Tavistock, pp. 1-39.
Shiva, V. (1989) Staying Alive: Women, Ecology and Development, London: Zed Books.
Stilwell, F (2006) Political economy: the contest of economic ideas, South Melbourne: Oxford
University Press.
United Nations Declaration of Rights of Indigenous Peoples
https://www.humanrights.gov.au/publications/un-declaration-rights-indigenous-peoples-1
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PACS6911 KEY ISSUES IN PEACE AND CONFLICT STUDIES S1 2015
Session 9 (5 May)
Jake Lynch
Peace Advocacy and Protest
This class will consider the role and importance of advocacy and protest in opposing war
and promoting peace. We will consider the role of the movement against nuclear weapons in
making nuclear war ‘unthinkable’ and thereby preventing it. And we will pay special attention
to the movement for Boycott, Divestment and Sanctions on Israel; its aims, strategic
rationale, and some of the oft-cited arguments over and against it.
Discussion Questions
•
•
•
Is protest worthwhile? How does it work - or can it work?
What are the implications of calling for the academic boycott of Israel? Or of not
doing so?
Can it work? Should it?
Required Readings
Pappe, I. (2012) ‘The Boycott Will Work: An Israeli Perspective’ in Audrea Lim (ed.) The
Case for Sanctions Against Israel. London & Brooklyn, NY: Verso, pp. 179-85.
Tirman, J. (Nov. 1, 1999) ‘How We Ended the Cold War’ in The Nation.
Carter, A. (1992) ‘Nuclear Disarmament: the Second Wave in Europe, 1979-98’ in
Peace Movements: international protest and world politics since 1945, pp. 110-39.
Additional Readings
Browse content stored on, and linked to, CPACS’ Human Survival
http://sydney.edu.au/arts/peace_conflict/practice/human_survival_project.shtml
Project:
Articles in the Journal of Academic Freedom by the American Association of University
Professors, vol 4 (2014), stored here: http://www.aaup.org/reports-publications/journalacademic-freedom/volume-4 (see especially contributions by Barghouti, and Lloyd and
Schueller).
Abraham, M. (2014) Intellectual Resistance and the Struggle for Palestine, New York:
Palgrave Macmillan
Lynch, Jake (2014) October, PeaceWrites 2/2014, ‘Victory for CPACS over BDS’, pp 7-9,
download from http://sydney.edu.au/arts/peace_conflict/publications/peacewrites.shtml
Session 10 (12 May)
Juliet Bennett
Imagining and Cultivating Positive Peace
This session will explore images and cultures of positive peace. We will consider the
relationship between worldviews and peace, the relationship between humanity and the
environment, and the relationship between the personal and the political. Part of this session
will be conducted as a future-focused imagination workshop, following a method designed by
Warren Ziegler (1987) for Imagining/Inventing a World Without Weapons and promoted by
Elise Boulding.
Discussion Questions
•
•
•
What are the roles of language and images in the cultivation of positive peace?
How do paradigms impact understandings of positive peace and its achievement?
In what ways does peace and justice relate to our environment?
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PACS6911 KEY ISSUES IN PEACE AND CONFLICT STUDIES S1 2015
•
Is it possible to envisage a world without weapons? Can you imagine a world in
which humans live in harmony with each other, with other species and with their
environment?
Required Readings
Reardon, B. (1992 [1989]) ‘Toward a Paradigm of Peace’ in Fahey J. and Armstrong,
R. (eds.), A Peace Reader: essential readings on war, justice, non-violence and
world order, Paulist Press: New Jersey, pp. 391-403.
Leopold, A. (2000 [1949]) “The Land Ethic” in Barash, B. Approaches to Peace: A
Reader in Peace Studies. Oxford University Press: Oxford.
Boulding, E. (2012) “Peaceful societies and everyday behaviour” in Webel C. and
Johansen J (Eds.) Peace and Conflict Studies: A Reader.
Additional Readings
The Earth Charter Initiative (2000), The Earth Charter, www.earthcharter.org
Barash, D. P. and Webel, C. P. (2002) Ch18 “Ecological Wellbeing” in Peace and Conflict
Studies pp. 460-84.
Barash, D. P. and Webel, C. P. (2002) “Economic Well-Being” in Peace and Conflict Studies.
London: Sage Publications, pp. 485-511.
Berger, P. and Luckmann, T. (1967) The Social Construction of Reality: A Treatise in the
Sociology of Knowledge, London: Penguin Books.
Berry, T. (1978) “The New Story: Comments on The Origin, Identification, and Transmission
of Values” in Teilhard Studies 1 (Winter).
Galtung, J. (2004) Transcend and Transform, London: Pluto Press, pp. 1-6, 115-60.
Lederach, J. P. (2005) The Moral Imagination: The Art and Soul of Building Peace. New
York: Oxford University Press.
Rees, S. (27 February 2013) “Practicing Non Violence: Gandhi Legacy, International
Priorities”. (Available from the CPACS Office).
Ziegler, W. (1987) Mindbook for Imagining/Inventing a World Without Weapons (5th ed.)
Denver, CO: Futures Invention Associates.
Session 11 (19 May) Justice, Reconciliation and Peacebuilding
Lydia Gitau
This session will focus on the nexus between justice, reconciliation and peacebuilding. We
will examine how the understanding and practice of the three concepts interact to support
peace with justice. We will explore further the meaning of peace with justice with reference
to Lederach’s definition of ‘justpeace’.
Discussion Questions
•
•
•
What does reconciliation entail?
In what ways does culture impact on the concept of justice?
What different types of justice are there and how do they contribute to reconciliation
and peacebuilding?
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PACS6911 KEY ISSUES IN PEACE AND CONFLICT STUDIES S1 2015
•
How can attention to the gaps in peacebuilding identified by Lederach help to
promote peace with justice?
Required Readings
Assefa, H. (1999) “The Meaning of Reconciliation” in European Centre for Conflict
Prevention (ed.) People Building Peace. Utrecht: ECCP, pp. 37-45.
Volf, M. (1996) “Oppression and Justice” Exclusion and Embrace: A Theological
Exploration of Identity, Otherness, and Reconciliation Nashville: Abingdon Press, pp.
193-231.
Lederach, J. P. (1999) “Justpeace” in European Centre for Conflict Prevention (ed.),
People Building Peace Utrecht: European Centre for Conflict Prevention, pp. 27-36.
Additional Readings
Bloomfield, D., Barnes, T. & Huyse, L. (eds) (2003) Reconciliation After Violent Conflict: A
Handbook. Stockholm: International IDEA.
Fisher, R. J. (2001) “Social-Psychological Processes in Interactive Conflict Analysis and
Reconciliation” in Abu-Nimer, M. (ed.) Reconciliation, Justice, and Coexistence: Theory and
Practice. Lanham, Maryland: Lexington Books, pp. 25-45.
Lambourne, W. (2004) ‘Post-Conflict Peacebuilding: Meeting Human Needs for Justice and
Reconciliation’, Peace, Conflict and Development, 4, April 2004
[http://www.peacestudiesjournal.org.uk/latest.asp]
Lambourne, W. (2009) ‘Transitional Justice and Peacebuilding After Mass Violence’,
International Journal of Transitional Justice, 3:1, pp. 28-48.
Lederach, J. P. (1997) Building Peace: Sustainable Reconciliation in Divided Societies.
Washington, DC: United States Institute of Peace Press.
Lederach, J. P. (2001) “Civil Society and Reconciliation” in Crocker, C. A., Hampson, F. O. &
All, P. (eds) Turbulent Peace: The Challenges of Managing Conflict. Washington, DC: US
Institute of Peace Press, pp. 841-854.
Llewellyn, J. J. and Philpott D. (2014) Restorative Justice, Reconciliation and Peacebuilding,
New York: Oxford University Press.
Rey, C. de la (2001) “Reconciliation in Divided Societies” in Christie, D. J., Wagner, R, V. &
Winter D. D. (eds) Peace, Conflict, and Violence Upper Saddle River, NJ: Prentice Hall, pp.
251-261.
Santa-Barbara, J. (2007) “Reconciliation” in Webel, C. & Galtung, J. (eds) Handbook of
Peace and Conflict Studies. New York: Routledge, pp. 173-186.
Schirch, L. (2004), The little book of strategic peacebuilding. Good Books.
Session 11 (26 May)
Paul Duffill
Human Rights and the Conditions for Peace
In this session we will look at efforts to promote peace with justice. Politicians and pundits
often assert that nonviolent human rights advocacy is “anti-peace” and is “divisive”, “unfairly
singling people out”, and “pushing people apart when they should bring people together”.
We will examine these claims in light of evidence on how human rights activism can promote
conditions necessary for successful peacebuilding from the level of political elites to the
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PACS6911 KEY ISSUES IN PEACE AND CONFLICT STUDIES S1 2015
grassroots. The Boycott, Divestment and Sanctions campaign will be utilised as a case study
for this analysis.
Discussion Questions
• What does peace and conflict studies research tell us about common conditions for
successful dialogue and negotiation?
• How might human rights support the satisfaction of these conditions?
• What sort of justice campaigns and “peace efforts” might actually exacerbate intergroup violence?
Required Readings
Universal Declaration of Human Rights (10 December 1948), GA Res 217A (III), UN
GAOR, 3rd session, 183 plen mtg, UN Doc A/810 [not in reader]
http://www.refworld.org/docid/3ae6b3712c.html
Ife, J. (2007) “Human Rights and Peace” in Webel, C. & Galtung, J. (eds) Handbook of
Peace and Conflict Studies. New York: Routledge, pp. 160-172.
Turner, R.N. and Hewstone, M. (2010) “Intergroup Contact” in Young, N. (Ed), The
Oxford international encyclopedia of peace (2), pp. 426-430. New York: Oxford
University Press.
Zartman, I. W. (2001) “The timing of peace initiatives: Hurting stalemates and ripe
moments,” The Global Review of Ethnopolitics, 1(1), pp. 8-18.
Additional Readings
Alston, P. (2013) “Does the Past Matter? On the Origins of Human Rights”, Harvard Law
Review, vol. 126, pp. 2043-2479.
Australians for Boycott, Divestment and Sanctions: http://australiansforbds.org/
Banki, S., Valiente-Riedl, E., Duffill, P. (2013) “Teaching Human Rights at the Tertiary Level:
Addressing the 'Knowing–Doing Gap' through a Role-Based Simulation Approach”, Journal
of Human Rights Practice, 2, pp. 318-336.
Barash, D. P. (2000) “Human Rights” in Barash, D. P. (ed.) Approaches to Peace: A Reader
in Peace Studies. New York: Oxford University Press, pp. 149-158.
Cronin, A. K. (2009) “Negotiations: Transition toward a Legitimate Political Process” in How
Terrorism Ends: Understanding the Decline and Demise of Terrorist Campaigns. Princeton:
Princeton University Press, pp. 35-72.
Duffill, P. (5 Oct 2011) “Unequal Partners Can't Negotiate”, New Matilda, accessed 28th
January 2014 at: https://newmatilda.com/2011/10/05/unequal-partners-cant-negotiate Note:
See the comments by the author for suggestions of further readings.
Kriesberg, L. (2010) “Constructive Conflicts” in Young, N. (ed), The Oxford international
encyclopedia of peace (1), pp. 476-479. New York: Oxford University Press.
Paffenholz, T. (2010) “Enabling and Disenabling Factors for Civil Society Peacebuilding” in
Paffenholz, T. (ed.) Civil Society and Peacebuilding: A Critical Assessment, pp. 405-424.
Boulder: Lynne Rienner
Pruitt, D. G. (2005) “Whither Ripeness Theory?”, Institute for Conflict Analysis and
Resolution, George Mason University, Working Paper, 25, pp. i-40.
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PACS6911 KEY ISSUES IN PEACE AND CONFLICT STUDIES S1 2015
Rorty, R. (1993) “Human Rights, Rationality and Sentimentality” in Shute, S. & Hurley, S.
(eds) On Human Rights. New York: Basic Books, pp. 111-34.
Schirch, L. (2006), Linking human rights and conflict transformation. A peacebuilding
framework. In J. Mertus, J. and J. Helsing (Eds.), Human rights and conflict: exploring the
links between rights, law and peacebuilding. pp. 63-95. United States Institute of Peace.
Zartman, I.W. (2000) “Ripeness: The Hurting Stalemate and Beyond” in Stern P. and
Druckman D. (eds) International Conflict Resolution after the Cold War, pp. 225-250.
Washington D.C.: National Academy Press.
Zartman, I. W., & de Soto, A. (2010) Timing Mediation Initiatives. Washington D.C.: United
States Institute of Peace.
Session 13 (2 June)
Final Reflections, Integration and Evaluations
Jake Lynch, Leticia Anderson
In the final session students will have an opportunity to reflect on the course, and to integrate
the various themes and issues raised. This could be achieved through the examination of a
case study to be chosen by the class. Unit evaluations will be completed at this session.
INTRODUCTORY READINGS AND KEY TEXTS
Adolf, A. (2009) Peace: A World History. Cambridge, UK: Cambridge University Press.
Barash, D. P. (1991) Introduction to Peace Studies. Belmont, California: Wadsworth
Publishing.
Barash, D. P. & Webel, C. P. (2002) Peace and Conflict Studies. London: Sage Publications.
Barash, D. P. (ed.) (2000) Approaches to Peace: A Reader in Peace Studies. New York:
Oxford University Press.
Blanchard, L. and Chan, L. (eds) (2009) Ending War, Building Peace. Sydney: SUP.
Cheldelin, S., Druckman, D. & Last, L. (eds) (2003) Conflict: From Analysis to Intervention.
London/New York: Continuum.
Christie, D. J., Wagner, R. V. & Winter D. D. (eds) (2001) Peace, Conflict, and Violence:
Peace Psychology for the 21st Century, Upper Saddle River, NJ: Prentice Hall.
Cortright, D. (2008) Peace: A History of Movements and Ideas. Cambridge, UK: Cambridge
University Press.
Crocker, C. A., Hampson, F. O. & Aall, P. (eds) (2001) Turbulent Peace: The Challenges of
Managing International Conflict. Washington, DC: United States Institute of Peace Press.
Deutsch, M. & Coleman, P. T. (eds) (2000) The Handbook of Conflict Resolution: Theory
and Practice. San Francisco, California: Jossey-Bass Publishers.
European Centre for Conflict Prevention (1999) People Building Peace: 35 Inspiring Stories
from Around the World. Utrecht, The Netherlands: European Centre for Conflict Prevention.
Fahey, J. & Armstrong, R. (eds) (1992) A Peace Reader: Essential Readings on War,
Justice, Non-Violence, and World Order, rev. edn, Belmont, California: Wadsworth
Publishing.
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PACS6911 KEY ISSUES IN PEACE AND CONFLICT STUDIES S1 2015
Fisher, R. J. (1997) Interactive Conflict Resolution. Syracuse, New York: Syracuse
University Press.
Francis, D. (2002) People, Peace and Power: Conflict Transformation in Action. London:
Pluto Press. CPACS LIBRARY
Francis, D. (2004) Rethinking War and Peace. London: Pluto Press.
Galtung, J. (1996) Peace by Peaceful Means: Peace and Conflict, Development and
Civilization. Oslo/London: PRIO/Sage Publications.
Galtung, J. & Jacobsen, C. (2000) Searching for Peace: The Road to TRANSCEND.
London: Pluto Press.
Gurr, E. R. (1970) Why Men Rebel. Princeton: Princeton University Press.
Jeong, H-W. (2000) Peace and Conflict Studies: An Introduction. Aldershot, England:
Ashgate Publishing.
Juergensmeyer, M. (2005) Gandhi's Way : A Handbook of Conflict Resolution, Updated with
a New Preface and New Case Study. Berkeley, California: University of California Press.
Kurtz, L. & Turpin, J. (eds) (1999) The Encyclopedia of Violence, Peace and Conflict, 3
volumes. San Diego, California: Academic Press.
Lederach, J. P. (1995) Preparing for Peace: Conflict Transformation Across Cultures.
Syracuse, New York: Syracuse University Press.
Lederach, J. P. (1997) Building Peace: Sustainable Reconciliation in Divided Societies.
Washington, DC: US Institute of Peace Press.
Lederach, J. P. (2003) The Little Book of Conflict Transformation. Intercourse, Philadelphia:
Good Books
Lederach, J. P. (2005) The Moral Imagination: The Art and Soul of Building Peace. New
York: Oxford University Press.
Lynch, J. and McGoldrick, A. (2005) Peace Journalism. Stroud: Hawthorn Press.
Ramsbotham, O., Woodhouse, T. & Miall, H. (eds) (2011) Contemporary Conflict Resolution:
The Prevention, Management and Transformation of Deadly Conflicts. 3rd edn. Cambridge,
UK: Polity Press.
Rees, S. (2003) Passion for Peace: Exercising Power Creatively. Sydney: UNSW Press.
CPACS LIBRARY [also available for purchase from the University Coop Bookshop]
Reychler, L. & Paffenholz, T. (eds) (2001) Peacebuilding: A Field Guide. Boulder, Colorado:
Lynne Rienner Publishers.
Richmond, O. P. (2007) The Transformation of Peace. London: Palgrave Macmillan.
Richmond, O. (2008) Peace in International Relations. London/New York: Routledge.
Salla, M., Tonetto, W. & Martinez, E. (eds) (1995) Essays on Peace: Paradigms for Global
Order. Rockhampton, Qld: Central Queensland University Press.
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PACS6911 KEY ISSUES IN PEACE AND CONFLICT STUDIES S1 2015
Schirch, L. (2004) The Little Book of Strategic Peacebuilding. Intercourse, Philadelphia:
Good Books.
Smoker, P., Davies, R., & Munske, B. (eds) (1990) A Reader in Peace Studies. London:
Pergamon Press.
Tidwell, A. (1998) Conflict Resolved?: A Critical Assessment of Conflict Resolution. New
York: Pinter.
Tillett, G. (1999) Resolving Conflict: A Practical Approach. Melbourne: Oxford University
Press, 2nd edn.
Tillett, G. & French, B. (2006) Resolving Conflict: A Practical Approach. Melbourne: Oxford
University Press, 3rd edn.
Van Tongeren, P. et al (eds) (2005) People Building Peace II: Successful Stories of Civil
Society. Boulder, Colorado: Lynne Rienner.
Webel, C. & Galtung, J. (eds) (2007) Handbook of Peace and Conflict Studies. New York:
Routledge.
ADDITIONAL RESOURCES
Journals and Periodicals
The following journals and periodicals are available in Fisher Library unless otherwise
indicated, and most are also available electronically. The CPACS Resource Centre also
contains a collection of newsletters and journals that could provide useful sources of articles
and information for the unit of study.
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Australian Journal of International Affairs
Community Development Journal
Current Research on Peace and Violence
International Journal of Peace Studies
Journal of Conflict Resolution
Journal of Peacebuilding and Development.
Journal of Peace Research
New Internationalist
Global Change, Peace & Security (formerly Pacifica Review)
Peace and Change: A Journal of Peace Research
Peace and Disarmament News
Peace News: International Year of Peace
Peace Research
Peace Research Abstracts Journal
Peace Review: A Journal of Social Justice
Peacewatch (US Institute of Peace)
Security Dialogue
Social Alternatives
•
Electronic Journals
Accord (African Centre for the Constructive Resolution of Disputes): a forum for those
involved in peace processes, published by Conciliation Resources, London. Each issue
focuses on a specific conflict, including Sierra Leone (2000) and Northern Ireland (1999).
http://www.c-r.org/accord/
Peace, Conflict and Development: An Interdisciplinary Journal: published by students at
University
of
Bradford’s
Department
of
Peace
Studies.
http://www.peacestudiesjournal.org.uk
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PACS6911 KEY ISSUES IN PEACE AND CONFLICT STUDIES S1 2015
Track Two: archived editions of the quarterly publication of the Centre for Conflict Resolution
and the Media Peace Centre in South Africa, aiming to promote innovative and constructive
approaches to community and political conflict as an alternative to traditional adversarial
tactics. http://ccrweb.ccr.uct.ac.za/archive/two/
Mass Media Resources
Current events are rich source materials for the course (e.g. Israeli/Palestinian conflict;
poverty and violence in local communities; United Nations peacekeeping; humanitarian crisis
and intervention in Libya; refugee and asylum seeker issues; the US and intervention in Iraq;
North Korea, Iran and nuclear weapons; and so on). Students should be alerted to examples
of conflict and peace that are reported in the media on a daily basis. A file of relevant
newspaper cuttings and radio or television transcripts (available online – see below) on local
and international events, and in the student’s area of interest, will provide vital material for
class discussion and for the assignments.
To search for newspaper articles, as well as the newspapers’ own sites, the University
subscribes to the Factiva service, which is available via the Library section of the university
website, using your UniKey login.
Websites
Students are encouraged to make use of the vast resources of the internet to explore current
issues and debates in peace and conflict studies. The University of Sydney Library has
produced a useful guide to internet resources on its peace and conflict studies homepage:
http://www.library.usyd.edu.au/subjects/peaceandconflict/peace.html
The Search Engine YAHOO has a subcategory under the heading Social Sciences for
Peace
and
Conflict
Studies
at:
http://www.yahoo.com.au/Social_Science/Peace_and_Conflict_Studies/
It is important, however, that students show awareness of the appropriateness and reliability
of different types of websites for sourcing information. For example, Wikipedia is not
considered an authoritative source for definitions of terms, and the website of a partisan
group should be treated with caution as a source for understanding the history of a particular
conflict.
Organisation Websites
Many of the following websites contain the full text of reports on various conflicts and
projects, as well as links to other institutes and organisations.
Conflict Resolution Consortium (University of Colorado): Transformative Approaches to
Conflict website, including summaries of the work of John Burton and John Paul Lederach.
http://www.colorado.edu/conflict/transform
International Alert: a British non-government organisation working for the transformation of
violent conflict. http://www.international-alert.org
ICG: International Crisis Group, a private, multinational organisation committed to
strengthening the capacity of the international community to anticipate, understand and act
to prevent and contain conflict. http://www.crisisweb.org
INCORE: Initiative on Conflict Resolution and Ethnicity, a joint initiative between the
University of Ulster and the United Nations University, based in Northern Ireland.
http://www.incore.ulst.uk
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PACS6911 KEY ISSUES IN PEACE AND CONFLICT STUDIES S1 2015
TFF: The Transnational Foundation for Peace and Future Research, based in Sweden,
provides a critical and constructive gateway to world affairs. http://www.transnational.org
Toda Institute: an independent, nonpartisan, nonprofit organisation committed to the pursuit
of peace through peaceful means and a complete abolition of war, and working towards
“global citizenship”. http://www.toda.org
TRANSCEND: International network of invited scholars and practitioners for peace and
development, associated with the work of Johan Galtung. www.transcend.org
United States Institute of Peace: created and funded by the United States Congress to
strengthen the nation’s capabilities to promote the peaceful resolution of international
conflicts. http://www.usip.org
RESOURCE ACCESS
Most of the references listed in this outline are available for loan or download from Fisher
Library, and all required readings are provided in the unit of study reader. Copies of chapters
from books, journal articles and other short readings and a number of the texts listed as are
also available to read in the Centre for Peace and Conflict Studies Resource Centre. These
additional readings have been placed in class resource boxes in the CPACS Resource
Centre. Please note that the CPACS Resource Centre is not a lending library, but
photocopies can be made at a charge of 10c per page.
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