Graduate Programs in Coexistence and Conflict s1

GRADUATE PROGRAMS IN COEXISTENCE AND CONFLICT

HS 233f-Social Policy for Shared Societies Mari Fitzduff, Professor

Class Time: Fall 2015, Thursday 9.00 a.m. to 11.50 a.m. Location: Heller.

Contact information for Prof. Fitzduff Fall Office Hours: Normally Thurs, 1.00 p.m. to 6.00 p.m. Sign up sheet on door of my office Office: Heller School Building, #241 Email: [email protected] Phone: x 62873

Course Description Labor mobility, forced migration, and refugee flows have all contributed to societies that are decreasingly homogenous. Multi ethnic, cultural and religious states are now more the rule than the exception. Accommodating, managing and appreciating such diversity in social programming has proved to be one of the major challenges that governments and societies face today. This course looks at how governments and others can develop policies and programs in e.g. development, health, the environment, business and education so that such policies can prevent societal conflicts, and assist the creation of shared rather than conflicted societies.

Objectives for participants: This course will be of use to students who are studying: . public policy and administration both domestically and internationally. . development, health, environmental, governance and business, and who are interested in how such policies can increase social cohesion in societies where there are social and identity divisions. . nation-building, conflict prevention and post conflict peacebuilding, as well as fragile state and democratization work.

1 Course Requirements All students are required to attend every class, barring documented illness. They are required to complete the assigned readings listed below in advance of each class. Please check on website before each class to see if extra readings have been added – or substituted. Students will be called upon to discuss the readings in class and to participate in-group and individual presentations. Well-informed classroom discussion is required of each student. It is highly recommended that students annotate personal copies of, or make notes from the readings.

The writing requirements listed below are intended to encourage students to approach reading materials critically, to foster improved research and writing skills, and to serve as a basis for contributing to class discussion. Students are expected to devote careful attention to the technical quality of their written work, as well as its substance.

Students are expected to be honest in all academic work. All written work for this course must include appropriate citation of the sources used. See ‘Truth even unto its Innermost Part’ http://www.brandeis.edu/studentaffairs/sdc/ai/index.html and in particular the section dealing with citations. http://brandeis.libguides.com/content.php?pid=10580&sid=99216 the university policy on academic honesty is distributed annually as section 5 of the Rights and Responsibilities handbook. You are expected to have read and understood this policy. If you have any questions about this, please ask. Academic integrity is critical in all that you write and say, and transgressions are treated severely.

Disability If you have a documented disability on record at Brandeis University and require accommodations, please bring it to the instructor’s attention prior to the second meeting of the class. If you have any questions about this process, contact Mary Brooks, disabilities coordinator for The Heller School at [email protected].

Attendance, Punctuality, and Active Participation In order to benefit from experiential learning, you are required to attend every class and lab, barring documented illness. Please also arrive on time at the beginning of class and after the break. If you know you will be absent or late, for a legitimate reason, make sure you inform your instructor and/or teaching assistant in advance. They will not accept unexcused absences. Should you miss more than two classes or labs, unfortunately, you will fail the class. Attendance is more than just coming to class. You are expected to have prepared all readings and assignments before class and to actively participate in class.

Writing Requirements and Academic Integrity The writing requirements listed below are intended to encourage you to approach reading materials critically, to foster improved research and writing skills, and to serve as a basis for contributing to class discussion and a diversity of opinions. You are expected to devote careful attention to the technical quality of your written work, as well as its substance. Honesty matters in all academic work, and is strictly enforced by the instructor. (See: http://www.brandeis.edu/studentlife/srcs/corevalues.html)

2 Academic Integrity is central to the mission of education excellence at Brandeis University. Each student is expected to turn in work completed independently, except when assignments specifically authorize collaborative effort. It is not acceptable to use the words or ideas of another person – be it a world-class philosopher or your roommate – without proper acknowledgement of that source. This means that you must use footnotes and quotation marks to indicate the source of any phrases, sentences, paragraphs or ideas found in published volumes, on the internet, or created by another student. If you are in doubt about the instructions for any assignment in this course, please ask for clarification.

You are expected to be honest in all of your academic work. The University policy on academic honesty is available annually as Section 5 of the Rights and Responsibilities handbook. Instances of alleged dishonesty will be forwarded to Office of the Dean of the Heller Graduate School for possible judicial action. Potential sanctions include failure in the course and suspension from the University. If you have any questions about my expectations, please ask me.

We cannot insist enough on the fact that all written work for this course must include appropriate citation of the sources used.  See section 56c (“Avoid Plagiarism”) of the Concise English Handbook.  See http://www.brandeis.edu/studentaffairs/sdc/ai/index.html: ‘Truth even unto its Innermost Part’ and in particular the section dealing with citations. http://guides.library.brandeis.edu/coex

Individual Written and Group Assignments All written assignments must be typewritten, 1.5 spaced in 12-point font (this syllabus is in 12-point), and submitted electronically via email to [email protected] as a Microsoft Word attachment. Assignments will be returned via email with comments embedded in the text.

1) Prepare a brief presentation (approximately 2 pages) for a local, national, or international institution working in development, or health, social or environmental issues. This presentation is designed to persuade them that they should consider increasing social cooperation among communities through their work.

(These essays will form the basis of a 10 minute presentation to the class. Order of Presentations will be chosen by lottery)

Due One week after presentation

2) Do a Club of Madrid audit on your own country, or that of another country: heller.brandeis.edu/academic/coex/pdfs-docs/club-of-madrid.pdf (Can be filled in on questionnaire provided)

Due: Nov Mon 23rd 2015.

3 3) Final paper (approximately 10 pages)

Write a strategy for a government ministry of your choice (e.g. health, education, local governance, economic development, environment, education, etc) in any country you wish outlining why it is important that they consider the development, or further development, of policies within their remit that increase social cohesion. Suggest what these policies/practices might be, and give at least 3 examples of work they might undertake.

Due: Mon Dec 14th

Evaluation Students will be evaluated on the basis of the two assigned short assignments (20% each short essay), the Case study (50%), and the presentation (10%). The presentation is intended to give students experience presenting in front of peers, fielding questions, and leading the resulting discussion.

Students enjoy complete academic freedom in the classroom, within the limits defined by the standards of mutual respect. Attendance is required at all classes. If for reasons of illness etc. you cannot attend, email your coming absence to me at [email protected].

Class Sessions and Required Readings

Latte = Readings available on Latte. To access Latte go to www.brandeis.edu/latte/ and sign in using your email and password.

Please remember to recheck your readings each week before you start your preparation as these may have been changed to take account of e.g. emerging knowledge, or changed world situations.

Session 1. Introduction. Thursday Oct 22nd 9.00 a.m. to 11.50 a.m.

Themes What kind of public and social policy challenges are governments around the world facing in terms of managing their ethnic, religious, and cultural tensions? What has been the history of governments in managing such tensions? What values are currently informing their debates, and how are they prioritizing issues of e.g. equality, diversity, inclusion, and participation in their societies? What challenges are there in persuading governments to mainstream shared society work into their policies? This session will also contain a review of the debates about language i.e. social cohesion, social inclusion, integration, cohesion, multiculturalism, coexistence, conflict management, pluralism, etc and what the language debates signify in terms of value differences.

Required Readings

4 Required Readings:

Fitzduff, Mari 2013., Chapter 1, Introduction. In Fitzduff, Mari: Public Polices for Shared Societies Palgrave Press London. (Latte)

McCartney, C. (2002) Comparative review of public policies towards improving inter- community relations. Retrieved from INCORE website: http://www.incore.ulst.ac.uk/publications/pdf/CR_paper.pdf

Ross, Marc Howard: (2004) Adding Complexity to Chaos: policymaking in Conflict situations. P23-43. In Eds. Fitzduff, Mari and Church, Cheyanne, NGO’s at the table: Strategies for influencing policies in areas of conflict. Rowman and Littlefield, MA USA (Latte)

Suggested Readings:

Premdas, Ralph: Public Policy and ethnic conflict in Management Of Social Transformations – MOST Discussion Paper Series - No. 12 1994 – 2003 www.unesco.org/most/premdas.htm

Katorobo, James: Governance Breakdown and Post conflict Reconstruction (2003) in Reconstructing Governance and Public Administration for Peaceful, Sustainable Development UNDESA ://unpan1.un.org/intradoc/groups/public/documents/UN/UNPAN011103.pdf

Awa Dabo, Jago Salmon, Moises Venancio and Patrick Keuleers (2010) Local Governance, peace building and state building in post-conflict settings UNDP http://uncdf.org/gfld/docs/post-conflict.pdf

Session 2. Development Thursday October 29th 9.00 a.m. – 11.50 a.m.

Themes The purpose of this class is to increase the students’ knowledge about how to undertake development and aid work in situations of societal tensions and violent conflict. Such work can either increase the tensions within divided societies, or be undertaken in such a way that the work can increase intercommunal equity, understanding, cooperation and a society that is shared.

Required Readings

UN Inclusive Development Critical for Preventing Conflict, Speakers Emphasize, as Security Council Debates Maintenance of International Peace, Security 2015 http://www.un.org/press/en/2015/sc11740.doc.htm

5 Denney Lisa : Consulting the evidence: how conflict and violence can best be included in the post-2015 development agenda (2013) http://www.odi.org/sites/odi.org.uk/files/odi-assets/publications-opinion-files/8486.pdf

International Alert 2004. Conflict Sensitive Approaches to Development, Humanitarian Assistance and Peace Building: Tools for Peace and Conflict Impact Assessment 2004. Based on experiences in Sri Lanka, Kenya and Uganda. http://www.conflictsensitivity.org/resource_pack.html

Anderson, M: 2000 Options For Aid in Conflict: Lessons from Field Experience http://www.cdainc.com/cdawww/pdf/book/options_for_aid_in_conflict_Pdf1.pdf

Read Introduction and Conclusions to the World Bank Report 2011 http://wdr2011.worldbank.org/

Suggested Readings:

Clark, Helen: Speech at the Annual Foreign Policy Lecture on “Conflict and Development: Breaking the Cycle of Fragility, Violence, and Poverty” 12 August 2013 http://www.undp.org/content/undp/en/home/presscenter/speeches/2013/08/12/- conflict-and-development-breaking-the-cycle-of-fragility-violence-and-poverty-/

Uvin, Peter 2002. The Development / Peacebuilding Nexus: A Typology and History of Changing Paradigms. http://www.gsdrc.org/go/display/document/legacyid/1643

Deborah Durnan: 2005 Popular education and peace building in Timor-Leste: http://www.tlstudies.org/pdfs/chp_46.pdf

Sherriff, Andrew, Lange, Maria, Alexander, Lindsay and Banfield, Jessie: Development and Peacebuilding: Meeting Institutional Challenges 2004/5 http://www.gppac.net/uploads/File/Resources/GPPAC%20Issue%20papers/Issue %20Paper%20Development%20and%20Peacebuilding.pdf

Sean Byrne, Chuck Thiessen, Eyob Fissuh, Cynthia Irvin & Marcie Hawranik: Economic Assistance, Development and Peacebuilding: The Role of the IFI and EU Peace II Fund in Northern Ireland: Civil Wars Volume 10, Issue 2, 2008 http://www.tandfonline.com/doi/abs/10.1080/13698240802062663

Session 3. Health Thursday 5th November 9.00 a.m. – 11.50 a.m.

Themes How can health work in conflict affected societies assist the development of social cohesion within and between communities? Can health work act as delivery models for co-operation – i.e. as ‘connectors’ rather than ‘dividers’ of societies? What are the challenges in developing a policy and planning framework of support for health workers in delivering

6 such ‘connecting’ work? Is the risk of mainstreaming a conflict - sensitive approach into health programs an unfair extra to societies already burdened by health needs? Are their promising positive models of such interventions?

Required Readings

Wickramage, Kolitha. Health for Shared Societies. In Fitzduff, Mari: Public Polices for Shared Societies Palgrave Press London. (Latte)

Natalie J. Grove & Anthony B. Zwi 2008. Beyond the log frame: a new tool for examining health and peacebuilding initiatives. Development in Practice. Volume 18, Issue 1, 2008 http://www.informaworld.com/smpp/content~content=a789773310~db=all.

WHO - Health as a Bridge to Peace http://www.who.int/hac/techguidance/hbp/en/

Suggested Readings:

International Alert: The Business of Peace 2000 http://www.international- alert.org/resources/publications/business-peace

Nick Killick, VS Srikantha, Canan Gündüz The Role of Local Business in Peacebuilding http://www.berghof-handbook.net/documents/publications/killick_etal_handbook.pdf

CDA: The Role of Business in Conflict Resolution and Peace Building 2003 http://www.cdainc.com/cdawww/pdf/issue/issue_paper_conflict_resolution_Pdf.pdf Lisa Curtis, Peter Davis, Canan Gündüz, Andrew Ockenden, Thomas Pedrick, Tony Vaux, Joost Van Der Zwan 2010

Private Sector Development in Conflict-Affected Environments http://www.international- alert.org/resources/publications/private-sector-development-conflict-affected- environments Radhika Hettiarachchi, Lucy Holdaway, Canan Gündüz, and Editor: Jehan Mendis 2009 Sustaining Business and Peace http://www.international-alert.org/resources/publications/sustaining-business-and- peace

Session 5. Environment Thursday November 19th 9.00 a.m. to 11.50 a.m.

Themes

8 How can natural resource management, and environmental work be conducted in a way that increases reciprocity between communities, and diminish the tensions between groups on issues to do with the environment and natural resources? How can the natural resources of a country, including land, be shared and utilized to profit all communities? How can governments structure the utilization for profit of natural resources so that they benefit many of their citizens, and not just a few communities, as well as safeguarding such increasingly scarce resources for the future?

Required Readings

UNEP Women and Natural Resources: Unlocking the Peacebuilding Potential - November 2013 http://postconflict.unep.ch/publications/UNEP_UN- Women_PBSO_UNDP_gender_NRM_peacebuilding_report.pdf

J. van Maasakkers, Mattijs, 2013, Environmental Work in Shared Societies. In Fitzduff, Mari: Public Polices for Shared Societies Palgrave Press London. (Latte)

Smith, Dan and Vivekananda, Janani : 2007 The Links Between Climate Change, Peace and War http://www.international-alert.org/ourwork/themes/climatechange

Richard Matthew, Oli Brown, David Jensen: 2009 The role of natural resources and the environment in peacebuilding in: From Conflict to Peacebuilding UNEP http://www.unep.org/pdf/pcdmb_policy_01.pdf

Suggested Readings:

Holger Grundel Natural Resource Governance in Conflict-Affected Contexts 2010 http://www.international-alert.org/resources/publications/practice-note-6-natural- resource-governance-conflict-affected-contexts International Alert

USAID Minerals and Conflict: 2004 http://www.usaid.gov/our_work/cross- cutting_programs/conflict/publications/toolkits.html

Jessica Banfield: 2009 Harnessing Oil for Peace and Development in Uganda. http://www.international-alert.org/resources/publications/harnessing-oil-peace-and- development-uganda

Session 6. Education December 3rd 9.00 a.m. to 11.50 a.m.

Required Readings:

Research Consortium on Education and PeacebuildingA Theoretical Framework for

9 Analysing the Contribution of Education to SustainablePeacebuilding: 4Rs in Conflict-Affected Contexts 2015 http://learningforpeace.unicef.org/wp- content/uploads/2015/05/Theoretical-Framework-Jan15.pdf

Gallagher, Tony. 2013 Education for Shared Societies. In Fitzduff, Mari: Public Polices for Shared Societies Palgrave Press London. (Latte)

Mari Fitzduff: 2006 The Next Generation: Pg 51-58 in Fitzduff, M Beyond Violence: Conflict Resolution Process in Northern Ireland UN Press. http://books.google.co.uk/books? id=mby5sqV9y0cC&pg=PA51&source=gbs_toc_r&cad=4#v=onepage&q&f=false

Kendra Dupuy: Education for Peace: Building Peace and Transforming Armed Conflict Through Education Systems International Peace Research Institute, Oslo (PRIO) for Save the Children Norway: http://toolkit.ineesite.org/toolkit/INEEcms/uploads/1050/Education_for_Peace_Building_ Peace.pdf

Suggested Readings:

Kenneth D. Bush Diana Saltarelli Eds: The Two Faces of Education In Ethnic Conflict Towards a Peacebuilding Education for Children. UNICEF 2000 http://www.unicef- irc.org/publications/pdf/insight4.pdf

Session 7. Implementing and Evaluating Public Policies for Shared Societies. December 10th 9.00 a.m. to 11.50 a.m. NOTE DATE AND TIME

Themes How can one implement , monitor and evaluate the effectiveness of shared society policies and programs that are mainstreamed into the social and economic policies of a nation or region? What kind of issues and criteria should be prioritized in such evaluation?

Presentation of organizational briefings.

Required Readings:

Mc Cartney, Clem: 2013. Implementing policies for Shared Societies. In Fitzduff, Mari: Public Polices for Shared Societies Palgrave Press London. (Latte)

Fitzduff, Mari: Practice Frameworks for Shared Societies. Chapter 11 In Fitzduff, Mari: Public Polices for Shared Societies Palgrave Press London. (Latte)

Clare Ferguson: Promoting Social Integration: 2008 Report commissioned by the United Nations Department of Economic and Social Affairs (UNDESA) for the Expert Group Meeting on Promoting Social Integration, Helsinki, Finland, 8-10 July 2008 Background Paper for Discussion1 http://www.gsdrc.org/docs/open/SE6.pdf

10 Suggested Readings:

Mari Fitzduff: (2007) Measuring Social Inclusion and Cohesion – the Challenges. UNDESA. PARIS conference http://heller.brandeis.edu/academic/coex/pdfs-docs/m-and- e/measuringsocialinclusion.pdf

Anthony B. Atkinson and Eric Marlier 2010 Analysing and Measuring Social Inclusion in a Global Context. http://www.un.org/esa/socdev/publications/measuring-social- inclusion.pdf