New Models for Social Cohesion in Divided Societies

DRAFT Syllabus – August 2012

IGA-218: Inclusive Security

Semester: Winter / January 2013 Instructor: Ambassador Swanee Hunt: (617) 496-4907 Course Schedule: Monday, January 7 – Thursday, January 17 (Note: some evening commitments) Location: TBD Office: Taubman 128 (Center for Public Leadership) Office hours: TBD Course assistant: Courtney Walsh ([email protected]) CA office hours: 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:

1 DRAFT Syllabus – August 2012

1) greater understanding of several regions of violent conflict; 2) increased understanding of the traditional policy-making process; 3) new thoughts about the impact of gender on public policy; 4) insights about the role of women in peacebuilding efforts; 5) rationale for you, future leaders, to include all stakeholders around the policy-making table; 6) concrete strategies to move under-represented groups into the policy-making arena; 7) honed professional negotiation, advocacy, writing and presentation skills; and 8) 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.

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.”

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.)

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

 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)

Class Session 2: Tuesday, January 8th Gender

Schedule

 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  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:  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  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

 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

 Student conflict presentations  Film (TBD)

Friday, January 11th

Day off for students

Class Session 5: Saturday, January 12th Meet with International Women

Schedule

 Dinner  Gift Exchange

Class Session 6: Sunday, January 13th Guest Presentations

Schedule

 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

Class Session 7: Monday, January 14th Guest Presentations

Schedule

 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

 Student work day  Policy briefs due  IOP Forum event (tentative)

Class Session 9: Wednesday, January 16th Policy Brief Presentations

Schedule

 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

 Combination students/women lunch  Reflections/farewell

Final Assignment  Send journal entries to the course assistant via email (confidential) by TBD