School of International Relations/USC

School of International Relations University of Southern California

IR 319: Human Security and Humanitarian Intervention

IR 319 Spring 2017 Professor Steven Lamy Monday and Wednesday 2-3:20 Office Hours: By appointment KDC 240

We do not possess our ideas; they possess us, and force us into the arena to fight for them. At times, to be martyred by them. Jane Addams

In any particular situation, we have an unconditional obligation to do only what we can honestly wish all other people to do under similar circumstances. Immanuel Kant

So when we recall tragic events such as those of Bosnia or Rwanda and ask: “why did no one intervene?” the question should not be addressed only to the United Nations or even to its member states. Each of us as an individual has to take his or her share of responsibility. No one can claim ignorance of what happened. All of us should recall how we responded, and ask: What did I do? Could I have done more? Did I let my prejudice, my indifference, or my fear overwhelm my reasoning? Above all, how would I react next time? Kofi Annan

Introduction to Course

National security and sovereignty are critically important concepts that describe elements of the international system and the primary responsibilities of states: protect sovereignty and provide security for their citizens. Leaders of states have a responsibility to provide security, a means of exchange, law and order and policies aimed at promoting economic development. Some states have not met these obligations and are considered failed or fragile states that are not providing for their citizens. This leads one to ask two very significant questions: Who is responsible for protecting and providing for citizens of a country or region if the state or states are not fulfilling their basic duties? Given the principles of noninterference articulated in the Westphalian tradition and repeated in international covenants and agreements, should other states or international or regional organizations intervene? This course explores these two questions as they relate to the quest for human security defined simply as freedom from fear, freedom from want and the rule of law.

In the first part of the course we will explore the human security movement. Supporting actors, both state and non-state, advocate for a broader conception of security. Thus, we will also explore a broad range of conditions that threaten the survival and well being of all people. Wars, violence, poverty, environmental degradation and climate change, human rights abuses and pandemics are all threats to human security. The human security policy agenda for the course is based almost entirely on the Sustainable Development Goals for 2030 as described by the UN: these goals otherwise known as the Global Goals, are a universal call to action to end poverty, protect the planet and ensure that all people enjoy peace and prosperity. These 17 Goals build on the successes of the Millennium Development Goals, while including new areas such as climate change, economic inequality, innovation, sustainable consumption, peace and justice, among other priorities. The goals are interconnected – often the key to success on one will involve tackling issues more commonly associated with another. The SDGs work in the spirit of partnership and pragmatism to make the right choices now to improve life, in a sustainable way, for future generations. They provide clear guidelines and targets for all countries to adopt in accordance with their own priorities and the environmental challenges of the world at large. The SDGs are an inclusive agenda. They tackle the root causes of poverty and unite us together

1 to make a positive change for both people and planet. “Supporting the 2030 Agenda is a top priority for UNDP,” said UNDP Administrator Helen Clark. “The SDGs provide us with a common plan and agenda to tackle some of the pressing challenges facing our world such as poverty, climate change and conflict. UNDP has the experience and expertise to drive progress and help support countries on the path to sustainable development.”

The second part of the course will focus on the often-controversial policy of humanitarian intervention and the assumption behind and implications of enforcing R2P. Sovereignty is a critically important concept that dates from the treaties of the Peace of Westphalia. Yet, state sovereignty is being challenged in at least four ways: 1. Self-determination efforts and campaigns by state and non-state actors and the willingness to question and redraw boundaries; 2. Increasing threats to peace and security; 3. Collapse of state authority and the capacity to provide essential services; 4. A dramatic increase in claims of sovereignty by other players including internal ethnic or ideological communities. Norms of noninterference are being challenged by an increase in interventions such as military enforcement, sanctions and various types of humanitarian intervention. This form of interference has increased as failed and fragile states increase in number. R2P is a response to failed and fragile states that have become areas defined by war, famine, pandemics and the total collapse of systems of governance. We will explore in some detail both successful and unsuccessful attempts to prevent, protect and rebuild collapsed societies and failed systems of governance. In this section we explore new conceptions of sovereignty that suggest that it is no longer exclusively about protecting states from foreign interference; it is a charge of responsibility that holds states accountable for the welfare of their people.

In each of these sections of the course, we explore relevant case studies seeking to understand the elements of effective humanitarian efforts and to understand why some humanitarian efforts have failed. We will also explore fundamental questions like do we-as human beings- have any responsibility to save strangers?

We do not think of ourselves as the potential masters, but as the tutors of mankind in its pilgrimage to perfection. Reinhold Niebuhr

The United States has an inescapable responsibility to build a peaceful world and terminate the abominable injustices and conditions that still plague civilization. Madeline Albright

School of IR Learning Objectives

 A development of critical thinking skills through a study of the basic workings of the international system how power is organized, who the key players are and what role they play-- while specializing in one of the following sub-fields of international relations: security studies; international political economy; foreign policy analysis; and culture, gender and global society.  An understanding of the development of the interdisciplinary field of international relations including the major theoretical approaches.  An ability to apply the theories of international relations to current events and policy concerns in the context of an appreciation of the diversity of worldviews held by various stakeholders.  An appreciation of politics and society outside of the United States through a concentration in a major world region and/or a study or internship experience abroad.  An ability to identify opportunities for civic engagement and participation in the policy processes at local and global levels.  A fourth semester competency in a foreign language.

2  A beginning competency in qualitative or quantitative research methods, including an understanding of the issues of ethics, objectivity, and contending perspectives in research.  The ability to conceive, research and write a research paper (or policy task force memo) through a 400-level course.

Course Learning Objectives

1. Students will develop a more thorough understanding of the theoretical literature and ruling and critical narratives in the field of international relations and in the intellectual area focused on human security.

2. Students will apply these theories as they explore issues related to human security and humanitarian intervention.

3. Students will practice critical thinking and will be expected to express their views in both written exercises and class discussions.

4. Students will develop a familiarity with human security challenges and with the debates surrounding humanitarian intervention and those promoting responsibility to protect movement.

5. Student will participate in four problem-based learning exercises in which they will explore a complex humanitarian issue and design policy strategies that aim to prevent, protect and rebuild those societies victimized by the humanitarian emergency.

Much of this class is about learning to think and practicing careful and thoughtful analysis of very complex issues. We will also spend a great deal of time thinking about critical thinking and decision-making in a competitive, uncertain and turbulent world. You may learn that good decision-making requires thoughtful and careful thinking, but, it also requires that you experience, through cases and stories, the elements of decision-making and what is entailed in being a leader, and what can go wrong, as well as right. Howard Gardner (1995) calls this type of knowledge a “consciousness about the issues and paradoxes of leadership”.

This class will ask you to think about what you know and what you may need to know to participate and lead in a global economy, a transnational political system and a multicultural global society.

Required Texts http://www.un.org/humansecurity/content/human-security-now

D. Reveron and K. Mahoney-Norris, Human Security in a Borderless World (Westview 2011)

G. Evans, The Responsibility to Protect (Brookings 2008) http://www.un.org/en/ga/search/view_doc.asp?symbol=A/63/677

Secretary General’s 2009 Report on Implementing R2P

N. Wheeler, Saving Strangers (Oxford 2002) http://www.un.org/en/peacebuilding/pdf/historical/hlp_more_secure_world.pdf

A More Secure World: Our Shared Responsibility

3 Course Requirements

1. Reading Leaders: Two @ 10 points

2. Problem-based learning exercises: 3 @ 25 points

3. Final Problem Exercise: 1 @ 15 points

Course Schedule and Topics

Week One and Two

Exploring the Concepts: Human Security, R2P and Humanitarian Intervention

Human security versus traditional security narratives

A human security agenda

Critical actors in the human security movement

Case: The Landmine Campaign and the new diplomacy

Why R2P?

The right to intervene?

Political will to respond? The role of guide states

Limits to R2P?

Readings: Reveron and Mahoney-Harris, Chapters 1 and 8 Mc Rae and Hubert, Human Security and the New Diplomacy, Chapter 1 Wheeler, Chapter 1 Evans, Chapter 2 and 3 ICISS, R2P document Brysk, Global Good Samaritans, Chapters 1-2 and 9 Barnett, Empire of Humanity, Introduction, Chapters 2, 8 and conclusion MacFarlane and Khong, Human Security and the UN, Chapter 1 G. Evans, The Responsibility to Protect, Part 1

Cases: Vietnam in Cambodia (Wheeler) and Bosnia and Kosovo (Wheeler)

Week Three: Failed and Fragile States

Readings:

Reveron and Mahoney-Harris, Chapter 2 Human Security Now, 2 and 4

4 D. Acemoglu and J. Robinson, Why Nations Fail, preface, Chapters 2 and 13 Cameron, et al, To Walk Without Fear, Chapters 10, 20 and 21 G. Evans, The Responsibility to Protect, Chapters 4 and 7

Week Four: War and Violence

Readings:

A More Secure World, Parts 1 and 2 MacFarlane and Khong, Human Security and the UN, Chapter 5 Cameron, et al, To Walk Without Fear, Chapters 1 and 2 G. Evans, The Responsibility to Protect, Chapters 6 and 7

Cases: Rwanda, Somalia and Iraq in Wheeler

Week Five: Refugees and Displaced Populations

Readings:

Human Security Now, Chapter 3 Arthur C. Helton, The Price of Indifference, Chapters 1, 5 and 10 MacFarlane and Khong, Human Security and the UN, Chapter 6 Bellamy, The Responsibility to Protect. A Defense Chapters 9 and 10

Week Six: Economic Security

Readings:

Reveron and Mahoney-Harris, Chapter 3 Human Security Now, Chapter 5 T. Pogge, World Poverty and Human Rights, Chapters 1, 3 and 7

Week Seven: Environmental Security

Readings:

Reveron and Mahoney-Harris, Chapter 4 Other readings to be circulated

Case: The Arctic Paradox

Week Eight: Health Security and Global Health Crises

Reveron and Mahoney-Harris, Chapter 6

Human Security Now, Chapter 6

Readings:

Week Nine: Cyber security and the free flow of ideas and information

5 Readings

Reveron and Mahoney-Harris, Chapter 7

Human Security Now, Chapter 7

Week 10: Humanitarian Intervention: Solution or More Problems?

Readings

Anthony Lang, Just Intervention, Chapters 1, 4, 5 and 11 J. L. Holzgrefe and R. Keohane, Humanitarian Intervention. Ethical, Legal and Political Dilemmas, Chapters 1 and 2 and 8 and 9 Richard Price, Moral Limit and Possibility in World Politics Martha Finnemore, Paradoxes in Humanitarian Intervention G. Evans, Responsibility to Protect, Chapters 9 and 10

Week 11: Failed State PBL Exercise

Week 12: Refugee PBL Exercise

Week 13: Child Soldier PBL Exercise

Week 14: Have we learned anything about the chances for reform and human security?

Readings

M. Ignatief, The Lesser Evil, Chapters 2, 3 and 4

R. Price (editor) Moral Limit and Possibility in World Politics, Chapters 1 and 7

Week 15: Final PBL exercise that is due at the time of the final examination

R2 P and the response to global terrorism

Some basic rules for my classes:

 The assumption is that you will come to class every session and if you miss classes without an approved excuse do not expect a very good grade.  Participate in class  Do some reading for each session  Be curious and ask questions.  No grade complaints unless you can point out a real error in my grading and that happens.  We treat each other with respect and we maintain a tolerance for ideas that we may not agree with or accept.  We keep an open mind and learn from our mistakes.

USC Statement on Disabilities:

6 Students requesting academic accommodations based on disability are required to register with Disability Services and programs (DSP) each semester. A letter of verification for approved accommodations can be obtained from DSP when adequate documentation is filed. Please be sure the letter is delivered to me- NOT the TA as early as possible. DSP is in STU 301, call 213-740-0776.

Academic Integrity-Refer to SCampus General principles of academic integrity include and incorporate the concept of respect for the intellectual property of others, the expectation that individual work will be submitted unless otherwise allowed by an instructor, and the obligations both to protect one’s own academic work from misuse by others as well as to avoid using another’s work as one’s own. All students are expected to understand and abide by these principles. Faculty members may include additional classroom and assignment policies, as articulated on their syllabus. The following are examples of violations of these and other university standards. A. The submission of material authored by another person but represented as the student’s own work, whether that material is paraphrased or copied in verbatim or near-verbatim form. B. The submission of material subjected to editorial revision by another person that results in substantive changes in content or major alteration of writing style. C. Improper acknowledgment of sources in essays or papers.