Version 23 August 2023

Academic Year 2023-2024

UPM 6001 UPEACE Foundation Course
Course Syllabus
Dates: Monday 28 August – Thursday 14 September 2023

Coordinator: Dr. Amr Abdalla, E-mail: aabdalla07@outlook.com(Office Hours: by appointment)
Instructors:▪ Amr Abdalla, Professor Emeritus▪ Jan Breitling, Associate Professor, Dept. of Environment and Development▪ Mihir Kanade, Head, Dept. of International Law▪ Stephanie Knox Steiner, Assistant Professor, Dept. of Peace and Conflict Studies▪ Uzma Rashid, Associate Professor, Dept. of Peace and Conflict Studies▪ Olivia Sylvester, Head, Dept. of Environment and Development▪ Maurício Vieira, Head of the Chair on Countering Illicit Trade and Preventing Transnational
Organized Crime, Office of the Vice Rector
Seminar Facilitators:▪ Amr Abdalla▪ Mary Little▪ Marjolein Schaap▪ Maurício Vieira▪ Kees Wiebering
1. Course Description
The UPEACE Foundation Course provides a critical and concise introduction to the broad
field of “Peace Studies” for students in ALL UPEACE programmes. It initially addresses
key conceptual and theoretical underpinnings of the origins and development of peacestudies as an interdisciplinary area within the fields of international relations and political
economy.

1Based on a critical analysis of policies, strategies, institutions, organizations, and movements,
the course then examines a range of core issues, dimensions, perspectives, and paradigms
for understanding the root causes of conflicts and violence and constructive strategies toaddress them and build peace in contemporary global, international, regional, national andlocal contexts. The core concepts include militarization, disarmament and arms control;
human rights violations and promotion; gender inequalities, gender-based violence andgender mainstreaming; structural violence, human security, development and globalization;
environmental sustainability; corporate social responsibility; international law in conflict andpeacebuilding; cultural and religious identities; media’s role in conflict and peacebuilding;strategies of nonviolence; and peace education. This Foundations course will be essential incatalyzing the awareness, understanding, and motivation of UPEACE students in diverse
academic programmes to relate, ground, and intersect their specific areas of academic andpractitioner interest with core theoretical, conceptual, and analytical ideas in peace studies.
2. Intended Participants
For all UPEACE students, no pre-requisites are needed.
3. Course number/number of credits
UPM 6001, 3 credits
4. Course length
The course will be taught in three weeks (15 sessions) from Monday 28 August – Thursday
14 September 2023.
5. UPEACE Virtual Classroom Site
UPEACE uses MOODLE platform to upload each course syllabus, readings, and materials.
The link to access the readings of this course at the UPEACE Virtual Classroom Site ishttps://classroom.upeace.org/course/view.php?id=1568
Each student will be receiving a username account and password from the IT Office toaccess the UPEACE Virtual Classroom Site. If you have an issue to access, please get intouch with Pablo Flores, Information Technology Office, E-mail: pflores@upeace.org
6. Course meeting times
LECTURES will be held from 8:45 a.m. – 10:00 a.m. (Costa Rica Time)▪
▪
▪

Earth Charter Room on Monday 28 August 2023
Council Room from Tuesday 29 August to Thursday 14 September 2023
Live-streamed through ZOOM for Hybrid and Online students:❖ Foundation Lectures ZOOM Link:
https://us06web.zoom.us/j/81434427618?pwd=cXNiaGh3MURkUEpCd0FpeHZ2U1N4dz09
Meeting ID: 814 3442 7618
Passcode: 367104

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SEMINARS will be held as follow:

Seminar Facilitation Time from 10:15 a.m. – 11:45 a.m. (Costa Rica Time)▪ Group 1 – Face to Face in Classroom 3 – Seminar Facilitator: Maurício Vieira▪ Group 2 – Face to Face in the Classroom 4 – Seminar Facilitator: Mary E. Little▪ Group 3 – Face to Face in Classroom 6 – Seminar Facilitator: Marjolein Schaap▪ Group 4 – Hybrid: Face to Face in Classroom 2 & Live-streamed (ZOOM) –Seminar Facilitator: Amr Abdalla▪ Group 5 – Online: Live-streamed (ZOOM) – Seminar Facilitator: Kees Wiebering
A list of seminar groups (~15-20 students) will be available before the course starts.
7. Course objectives(i)to engage in critical analysis of the root causes of these multiple conflicts in theworld across diverse levels and contexts (micro, macro, local, national, regional,
international and global);(ii)

To gain foundational knowledge of the comprehensive and multi-dimensional
elements of conflicts and peaceful approaches to addressing them;(iii)

To develop conceptual and practical knowledge and skills for conflict analysis andmapping with the objective of promoting sensitive and relevant peacefulinterventions in conflicts;(iv)

to gain a general awareness of the realities of conflicts and multiple forms of violencein the contemporary world and their consequences for human and planetary wellbeing, including militarized conflicts and expanding manifestations of economic,
social, cultural, and environmental violence;(v)

to develop a critical vision that there cannot be any successful conflict resolution
and peacebuilding without gender equity; that gender inclusive strategies are central
to preventing or resolving conflicts to build greater peaceful local, national,
international, and global systems and orders;(vi)

to understand the roles of women, men, and diverse agencies, institutions,organizations, and networks (e.g., United Nations, regional intergovernmental
agencies, national governments/states, economic organizations) and the expanding
civil society sector in promoting/maintaining and/or overcoming these conflicts
toward a culture of peace;(vii)

to feel an initial empowerment and sense of hope that a more peaceful world is
possible amidst the realities of conflicts, violence, unsustainable development,
environmental degradation, and inequalities and injustices (gender, economic, social,
cultural, environmental, political).

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8. Teaching method/Class format
The course will be taught in 15 sessions in various formats. Face-to-face lectures will berecorded and will run for ~45-50 minutes, followed by a ~20-minute open forum in thedesignated room. After a 15-20-minute break, seminars will be conducted for ~90 minutes.
All students will attend/watch the lecture sessions. The seminars will be smaller sessions ofapproximately twenty-two – twenty-five students each. The seminars will be facilitated byresident faculty and doctoral students.
The seminars will be guided discussions about the lectures and the assigned readings, thedevelopment of concepts introduced or emerging from the lectures and readings, and the
exploration of case studies or personal/social experiences. Seminars will be participatory.
9. Pedagogy
The teaching and learning strategies in the course will be based on critical pedagogicalprinciples, including the use of creative, interactive, and participatory activities, which willencourage the students to share their experiences and critically reflect on concepts, theories,
issues, and practices related to peace studies.
10. UPEACE Policies

UPEACE Policy on Equity and Inclusive Language
UPEACE is committed to providing an environment of trust and equality for everyone bycreating spaces for teaching and learning that are inclusive and respectful to all. As an
institution established by the General Assembly of the United Nations, UPEACE expects
its students and instructors to conduct themselves in a manner that is consistent with andreflects the values enshrined in the Charter of the United Nations, and in accordance with
our Code of Ethics, especially with regards to a respect for fundamental human rights, social
justice, and human dignity, and respect for the equal rights of women and men. UPEACE
expects its students and instructors to show respect for all persons equally without
distinction whatsoever of race, gender, religion, colour, national or ethnic origin, language,
marital status, sexual orientation, age, socio-economic status, disability, political conviction,or any other distinguishing feature. This includes upholding an environment where all
students and instructors have the opportunity to have their views heard and to contributefrom their knowledge, experience, and individual viewpoints.

UPEACE Code of Student Behavior
The University for Peace is committed to the highest standards of academic integrity andhonesty. Students are particularly urged to familiarize themselves with the provisions of theCode of Student Behavior (Refer to Student Handbook 2023-2024). Academic dishonesty
such as plagiarism is a serious offence and can result in suspension or expulsion from the
University.

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UPEACE Policy on Plagiarism
All students are expected to follow high standards of personal and professional integrity inthe creation and presentation of their academic work at the University for Peace.
For this reason, the University for Peace considers plagiarism is among the most serious
breaches of academic honesty and is not tolerated under any circumstances. It will bepunished and may result in expulsion from the University for Peace.
Plagiarism is among the most serious breaches of academic honesty and is not tolerated
under any circumstances. Plagiarism involves the use of someone else’s ideas or words
without full acknowledgement of and reference to the source. This definition covers all
published and unpublished material, whether in manuscript, printed, or electronic form.
Plagiarism may be intentional or unintentional, and consent of the author of the source isinconsequential. Plagiarism includes the following instances:a. Failure to use quotation marks when text is directly copied from another source;
b. Paraphrasing or copying text from another source without due acknowledgement by
way of a reference;c. Adopting the same frame or structure of another author’s written work without due
acknowledgement by way of a reference;d. Adopting the ideas or concepts, or the sequence thereof, of another author’s written
work without due acknowledgement by way of a reference;
Plagiarism is, therefore, not only about copying the text of another author’s work but also
about presenting someone else’s approach (the “paradigm”) without acknowledgement,
thereby suggesting that your work was the result of your own creativity and originality.
These rules apply to all written work. That includes, but is not restricted to: exams, papers,
group reports, PowerPoint presentations, thesis, posters, etc. The same rules apply to group
work and documents produced by several contributors. It is the responsibility of every
member of the group or every contributor to verify that the plagiarism rules have been
followed in the whole assignment. If a student has any doubts about the nature of plagiarism,
the rules for use and citation of sources or other issues relating to academic honesty, it is thestudent’s responsibility to seek clarification from faculty before submitting a written
assignment.
GenAI tools in academia - What is allowed:❖ You are allowed to use GenAI tools as a language assistant for reviewing or
improving texts you wrote yourself, provided that the tools do not add new content.
▪

In this case, the use of GenAI is like the spelling and grammar check tools that
already exist.

5▪

Make sure that the use of GenAI does not interfere with a professor’s ability toevaluate your output and assess your original contribution.

❖ You are allowed to use GenAI as a search engine to get initial information on a topic
or to make an initial search for existing research on the topic. This way of gathering
information can be like using an ordinary search engine when working on an assignment.
▪

After this initial search, ensure that you look up the sources referred to and conduct
your own analysis of the source documents.

▪

Interpret, analyze, and process the information you obtained; do not just copy-pasteit.

▪

Be critical of the output sources generated and be conscious of the inherent biases
and the potential fabrication of sources.

▪

Verify the output generated.

➢ If you do copy-paste certain parts of GenAI output (for instance because of the natureof the assignment), you must cite your sources. See further below for how to refer to
GenAI tools when used in your writing.
What is not allowed:❖ Any form of copy-pasting of any content generated by GenAI without fully
acknowledging the source (citing, referencing) is not allowed. Anyone who claims AIgenerated texts or translations as their own violates the rules of basic academic integrity
and will face the consequences of plagiarism. See the Student Handbook 2023-2024 andthe UPEACE Code of Conduct for the rules and procedures in place, in case plagiarism
is detected.
▪

GenAI tools may only serve as a supportive tool, it may not replace your authentic
output.

▪

Any source used/cited in your academic work should be verified, whether AI or ofanother origin.

▪

Using GenAI generated text with proper referencing can only be done in
exceptional situations.

❖ Any use of GenAI that prevents the professors from assessing your skills is notallowed. For example: using paraphrasing tools on texts you did not write yourself tocover up plagiarism, and misuse of translation software.
❖ Any use of GenAI during examinations or other forms of assessment when the professors

have indicated that the use of GenAI is not allowed.

611. Course requirements
Assessment:
The system of grading for this course is the official UPEACE-grading-system.
Students will be required to complete all readings on the syllabus for each day. This will
equip them with the tools necessary for their effective participation in the lectures and theseminars. Of importance here is for students to realize that their participation and interaction
in seminar discussions will make the course all the more successful.
❖ Participation (30%)▪

Attendance and Absences

Regular attendance in all classes is expected. As a matter of courtesy, absence fromclass should be accounted for by informing the class instructor in writing about thereasons. Absences will proportionately reduce the participation grade unlessextenuating circumstances are documented (for example, by a medical certificate).
Visits by family and friends and attending weddings do not count as “extenuating
circumstances.” Whatever the reason for absence, students are always responsible
for the material covered in the lectures they may have missed. Students who fail toattend more than 20% (twenty percent) of the class will not be approved to complete
the class. When their absences are properly justified, they may negotiate with thecourse professor for the submission of additional independent work. (Student
Handbook 2023-2024).

▪

Participation in the seminars, lectures, exercises & other activities

Participation will be assessed according to the following criteria: active participationin seminar discussions, online forums and activities, and quality of participation, i.e.,bringing something tangible to further the academic discussion at stake. Quality
participation involves respect for other seminar participants, serious engagementwith the views of others, articulation of your thoughts on the issues, making
contributions to discussions, and familiarity with lecture and seminar readings.
❖ Theory Presentation Group Assignment (10%):Presentation date: Monday 4 September 2023
On the second day of the course, the seminar facilitator will use a “first-come-firstserved” approach to have students join a group of 4-5 students to prepare a presentation
on one of the theories assigned for session 6. Drawing upon the readings and session 6
lecture on prominent theories in the field of peace and conflict studies, each groupprepares a concise synthesis of a selected theory and presents it to their seminar-mates.
The presentation could make use of power-point, panel, videotape, or any creative mode.
Please see Attachment 1 for more information on this assignment.

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Criteria for Assessment:
▪
▪
▪
▪
▪
▪

Appropriate use of readings
Expansion of reading resources beyond the course readings on the theory
Critical synthesis of readings
Appropriateness of presentation vis-à-vis the topics
Evidence of team planning and teamwork
Time management❖ Group Mid-Term Assignment (15%):

Submission date: Monday 11 September 2023
Each seminar group will be divided into 4 smaller groups by the beginning of week 2. Eachsmall group will arrange to meet regularly outside the course hours to prepare for thisassignment. Drawing upon the readings and course lectures from Session 1 through Session
5, each group will be recording a presentation of not more than 20 minutes to be uploadedon Moodle for peer review and comments. In their presentations, groups will analyze one
conflict that they have chosen to map out and discuss it using a concise synthesis of selected
themes/concepts/topics seen in class. Please see Attachment 2 for more information on thisassignment.

Criteria for Assessment:▪

Appropriate use of readings▪

Critical synthesis of readings▪

Appropriateness of presentation vis-à-vis the topics▪

Evidence of team planning and teamwork▪

Time management❖ Three Weekly Reflections and Peer-Reviews (45%)

Submission dates:a) Weekly Reflections: Sunday September 3, 10 and 17b) Peer-Reviews: Wednesday September 6, 13 and 20a) Weekly Reflections (10% for each Weekly-Reflection):
Length: 300 words (give or take 30 words)
In seminars, each student will write three forum posts over the three-week-course.
Each forum post must include the following three elements:8

1. A review of a concise concept(s) discussed in the week's readings and/or class
lectures. Students can focus on any one or more concepts of their choice fromthe readings or the lectures. The review should be an original writing of thestudent. The summary should reflect how the student understands theconcept(s), with proper citations as needed.
2. Application of the concept(s) to the student's own experiences or context. Thesecan be their own personal, community, societal or cultural contexts. Here astudent will demonstrate how the concept(s) discussed in the first element help
explain or shed light on a specific situation from their own experience or context.
3. Application of the concept(s) to any issue that is part of the current affairs of theworld. Here the student applies the concept(s) in the first element to a situationof public nature that is in the world or local news media. Students must apply
proper citations and references to the news media.
Criteria for Assessment of each Weekly Reflection:▪

Evidence of a critical understanding of the concepts (25%)▪

Integration of personal and social experiences (25%)▪

Integration of current affairs of the world (25%)▪

Proper academic format and citations (25%)

Students are required to follow the rules on plagiarism, as mentioned in the Students
Handbook.
b) Peer-Reviews (5% for each Peer-Review):

Length: 100 words (give or take 20 words)
After all students have submitted their weekly Reflections on Sundays, each student
will be required to review their peers’ submissions and to choose one to provide theirown Peer-Review. The Peer-Review will include a concise short summary of the key
points made in the peer’s Weekly Reflection, and will include the following:••

An assessment of the strength, weakness or relevance of the arguments or
examples given. (50%)
Reflections from the student’s own knowledge and experiences on what the peer
presented in their Weekly Reflection. (50%)

NOTE: Seminar facilitators will be responsible for assessing students’ performance in theirseminar group based on the quality of students’ written and oral assignments and participation.

912. Description of Sessions

Week I: Foundations
Sessions 1 & 2: Introduction to Peace and Conflict Studies(Lecturer: Amr Abdalla)
Date: Monday 28 & Tuesday 29 August 2023
After introducing the course syllabus and plan, these two sessions will provide students withan overview of how the field was developed over the past few decades and the major
influences politically, culturally, and academically. The sessions also provide students withan understanding of the main foundational principles in the field of peace conflict studies.
Throughout, examples from real conflict situations are used to illustrate some of the dry
theoretical concepts.
Required Readings:
Ramsbotham, O.; Woodhouse, T. and Miall, H. (2016). Contemporary Conflict Resolution.
Cambridge: Polity Press. 4th Edition. Chapter 2: Conflict Resolution: Origins,
Foundations and Development of the Field, pp. 38-67.
Abdalla, Amr and Marie Sender (2023). C.R.T. SIPPABIO: A Model for Conflict Analysis.
In Peace Institute. Maryland, USA. pp. 4-19.
Recommended Readings:
Pruitt, D. & Kim, S H. (2004). Social Conflict: Escalation, Stalemate and Settlement. Boston:
McGraw-Hill. 3rd Edition. Chapter 1: Overview, pp. 3-14.
Mitchell, C. R. (1981). The Structure of International Conflict. Basingstoke: Macmillan.
Introduction, pp. 1-11.

Sessions 3 & 4: Conflict Analysis and Mapping(Lecturer: Amr Abdalla)
Date: Wednesday 30 August & Thursday 31 August 2023
These sessions introduce students to systematic comprehensive understanding of conflict,including conflict analysis and mapping. It emphasizes contextual analysis and takes into
considerations factors such as relationship dynamics and interrelation of factors influencing
conflicts and peaceful interventions. It also introduces students to the major vocabulary in
the field and provides them with a comprehensive understanding of the main intervention
approaches. Throughout, examples from real conflict situations are used to illustrate someof the dry theoretical concepts.
10Required Readings:
Ramsbotham, O.; Woodhouse, T. and Miall, H. (2016). Contemporary Conflict Resolution.
Cambridge: Polity Press. 4th Edition. Chapter 1: Introduction to Conflict Resolution:
Concepts and Definitions, pp. 3-37.
Abdalla, Amr and Marie Sender (2023). C.R.T. SIPPABIO: A Model for Conflict Analysis.
In Peace Institute. Maryland, USA. pp. 20-85.
Recommended Readings:
Pruitt, D. & Kim, S H. (2004). Social Conflict: Escalation, Stalemate and Settlement. Boston:
McGraw-Hill. 3rd Edition.
Chapter 4: Contentious Tactics, pp. 63-84.
Chapter 5: Escalation and its Development, pp. 87-100.
Chapter 6: The Structural Change Model, pp. 101-120.
Chapter 7: Conditions that Encourage and Discourage Escalation, pp. 121-150.

Session 5: Introduction to Conflict Interventions: Ethics, Conflict
Management, and Conflict Resolution(Lecturer: Amr Abdalla)
Date: Friday 1 September 2023

This session introduces students to the logic and processes of intervening peacefully in
conflicts. It addresses ethical considerations of conflict interventions, types of conflictinterventions, and cultural influences on such interventions. Throughout, examples fromreal conflict situations are used to illustrate some of the dry theoretical concepts.
Required Readings:
Abdalla, Amr and Marie Sender (2023). C.R.T. SIPPABIO: A Model for Conflict Analysis.
In Peace Institute. Maryland, USA. pp. 86-113.
Ho-W J. (2000). Peace and Conflict Studies –An Introduction. England: Ashgate Publishing Ltd.
Chapter 11: Conflict Resolution and Management, pp. 167-204.
Pruitt, D. & Kim, S H. (2004). Social Conflict: Escalation, Stalemate and Settlement. Boston:
McGraw-Hill. 3rd Edition. Chapter 10: Problem Solving and Reconciliation, pp. 189225.
Recommended Readings:
Ramsbotham, O.; Woodhouse, T. and Miall, H. (2016). Contemporary Conflict Resolution.
Cambridge: Polity Press.
Chapter 6: Containing Violent Conflict: Peacekeeping, pp. 173-198.
Chapter 7: Ending Violent Conflict: Peacemaking, pp. 199-235.
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Week II: Perspectives
Session 6: Conflict Behavior Theories(Lecturer: Amr Abdalla)

Date: Monday 4 September 2023
This session introduces examples, of macro, meso, and micro theories prevalent in the fieldof Peace and Conflict Studies. The theories discussed in this session contribute to our sharedunderstanding of patterns of behavior during conflicts and in the process of making peace;
they also provide us with a deeper understanding of human nature’s potential on the groupand individual levels.
Required Readings:
Ho-W J. (2000). Peace and Conflict Studies –An Introduction. England: Ashgate Publishing Ltd.
Chapter 6: Sources of Social Conflict, pp. 65-74.
Chapter 7: Feminist Understandings of Violence, pp. 75-85.
Chapter 8: Political Economy, pp. 87-93.
Chapter 9: Environmental Concerns, pp. 95-105.
Recommended Readings:
Galtung, J. (1990). International Development in Human Perspective. In Burton, J. Conflict:
Human Needs Theory. Basingstoke: Macmillan. Chapter 15: pp. 301-335.
Gurr, T. (2016). Why Men Rebel. Fortieth Anniversary Edition. New York: Routledge.
Chapter 2: Relative Deprivation and the Impetus to Violence, pp. 22-58.
Chapter 5: Social Origin of Deprivation: Determinants of Value Capabilities, pp. 123-154.
Monte, C. (1980). Beneath the Mask. 2nd Edition. New York: Holt, Reinhart and Winston.
Chapter 14: Social learning theory, pp. 596-664.
Collins, R. (1994). Four Sociological Traditions. New York: Oxford University Press. The
Conflict Tradition, pp. 47-118.
Kim, U., Triandis, H. C., Kâğitçibaşi, Ç., Choi, S.-C., & Yoon, G. (Eds.). (1994). Cross-culturalresearch and methodology series, Vol. 18. Individualism and collectivism: Theory, method, andapplications. Thousand Oaks, CA, US: Sage Publications, Inc. Chapter 4: A criticalappraisal of individualism and collectivism, pp. 52-65.
Merton, R. (1968). Social Theory and Social Structure. New York: The Free Press. Chapter 6:
Social Structure and Anomie, pp. 185-248.
Skjelsbæk, I. and Smith, D. (2001). Gender peace and conflict. London: Sage Publications.
Chapter 3: Is Femininity Inherently Peaceful? pp. 47-67.

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Session 7: Food Security and Sustainable Agriculture(Lecturer: Olivia Sylvester)Date: Tuesday 5 September 2023
This session will examine key concepts & debates in food security and sustainable agriculturein the 21st century.
Required Readings:
Full Documentary (2018, 15 August). Where does your fruit come from and at what cost?
Retrieved from https://www.dailymotion.com/video/x6gnefe
Sylvester, O. (2022). Food security and sustainable agriculture in the 21st century: Keyconcepts and debates. Book chapter forthcoming.

Group Discussion Question:
In small groups, choose one or two of the contemporary debates associated with SDG2(presented in the Sylvester 2022 chapter) and analyze the challenges and opportunities
associated with these debates.

Session 8: Human Rights, Conflicts, and Peacebuilding(Lecturer: Mihir Kanade)
Date: Wednesday 6 September 2023
This session will introduce participants to the different ways in which human rights havebeen conceptualized by thinkers, the historical evolution pre and post-WWII, and thecontemporary debates on ‘generations of human rights’ and ‘universalism versus cultural
relativism of human rights’. It will also explore the linkages between human rights on the
one hand and peace and conflict on the other, with a view to understanding how humanrights violations can be both causes and consequences of conflicts, and exploring thecomplex relation between human rights advocacy and peacebuilding in practice.
Required Readings:
Dembour, M. B. (2010). “What are Human Rights? Four Schools of Thought. Human Rights
Quarterly, 32(1), pp. 1-20.
Sriram, C.; Martin-Ortega, O.; and Herman, J. (2010). War, Conflict and Human Rights: Theory
and Practice. London: Routledge. pp. 3-12, 30-47.

13International Peace Institute. (2017). Human Rights and Sustaining Peace.
https://www.ipinst.org/wp-content/uploads/2017/12/1712_Human-Rights-andSustaining-Peace.pdf, accessed on 26/07/2018.
Recommended Readings:
Nickel, J. (2007). Human rights as rights. Making sense of human rights. Oxford: Blackwell
Publishing. Chapter 2, pp. 22-34 and Chapter 3, pp. 35-32.
Mutua, M. (2002). Human rights as a metaphor. Human rights: A political and cultural critique.
Philadelphia: Penn Press. Introduction and Chapter 1: pp. 1-38.
Parlevliet, M. (2017) Human Rights and Peacebuilding: Complementary and Contradictory,
Complex and Contingent, Journal of Human Rights Practice, Vol. 9, pp. 333-357.

Session 9: Media, Conflict, and Peace(Lecturer: Maurício Vieira)Date: Thursday 7 September 2023
Information is essential for any conflict. Parties to the conflict are interested in obtaining
and disseminating information that can influence the outcome of the conflict. Media plays
an important role in the dissemination of that information, and for that reason, it is an
important element for conflict escalation and de-escalation. In this session, students willconsider the role of media in conflict and peace. They will discuss key concepts (i.e.
information, media, and content) with the goal of understanding how media influences ourcommunication system, and how information management affects our perception andanalysis of conflicts.
Required Readings:
Hoffmann, J. (2014). Conceptualising ‘communication for peace’. Peacebuilding, 2014 Vol.
2, No. 1, 100-117.
Hamelink, C. (2015). Media Studies and the Peace issue, pp. 34-47 in Hoffmann, J. andHawkings, V. (Ed.) Communication and Peace: mapping an emerging field. Florence: Taylor andFrancis.
Recommended Readings:
Baden, C., and Tenenboim-Weinblatt, K. (2018). The search for common ground in conflictnews research: Comparing the coverage of six current conflicts in domestic andinternational media over time. Media, War & Conflict, Vol. 11(1) 22-45.
https://journals.sagepub.com/doi/pdf/10.1177/1750635217702071
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Fröhlich, R., and Jungblut, M. (2018) Between factoids and facts: The application of‘evidence’ in NGO strategic communication on war and armed conflict. Media, War &Conflict,
Vol.
11(1)
85-106.
https://journals.sagepub.com/doi/pdf/10.1177/1750635217727308
Manor, I., and Crilley, R. (2018). Visually framing the Gaza War of 2014: The Israel Ministryof Foreign Affairs on Twitter. Media, War & Conflict, Vol. 11(4), 369-391.

Session 10: Gender, Conflict, and Peacebuilding(Lecturer: Uzma Rashid)

Date: Friday 8 September 2023
This session introduces some basic ideas from the area of gender studies and explores theintersections of gender and sexuality with diverse disciplines and interdisciplinary
programmes within the broad realm of peacebuilding. The session will discuss some of thechallenges that women and people of diverse sexualities, gender identities, and expressions
face and will emphasize the potential for more work that peacebuilders can consider in
preparing themselves for building just futures.
Required Readings:
Lips, H. M. (2014). Gender: The basics. NY: Routledge, pp. 2-22.
Peterson, V. S. (2010). Gendered identities, ideologies and practices in the context of war
and militarism. In L. Sjoberg & S. Via (Eds.). Gender, war and militarism. Santa Barbara:
Praeger. Chapter 1, pp. 1-11.
Myrttinen, H. and Daigle, M. (2017). When merely existing is a risk: Sexual and gender minorities inconflict, displacement, and peacebuilding. International Alert. pp. 4-35. https://www.internationalalert.org/sites/default/files/Gender_SexualAndGenderMinorities_EN_2017.pdf
Recommended Readings:
Pankhurst, D. (2008). The gendered impact of peace. In M. Pugh, N. Cooper & M. Turner,
M. (Eds.) Whose peace? Critical perspectives on the political economy of peacebuilding. New York:
Palgrave Macmillan. Chapter 2, pp. 32-48.
Hagen, J. J. (2016). Queering women, peace, and security. International affairs, 92 (2), pp. 313-332.
Sandole, D. and Staroste, I. (2015) Making the Case for Systematic, Gender-Based Analysis in
Sustainable Peace Building. Conflict Resolution Quarterly. George Mason University. pp. 119147.
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UN Security Council, Security Council resolution 1325 (2000) [on women and peace andsecurity],
31
October
2000,
S/RES/1325(2000),
availableat:
http://www.refworld.org/docid/3b00f4672e.html
LaForgia, Rachel (2011). Intersections of violence against women and militarism. Meeting Report.
New Brunswick, NJ: Center for Women’s Global Leadership, pp. 1-12.

Week III: Peace Praxis
Session 11: International
Peacebuilding

Law

DimensionsofConflicts

and(Lecturer: Mihir Kanade)

Date: Monday 11 September 2023

This session introduces students to the fundamental role that international law seeks to playin ‘regulation’ of conflicts and in ‘maintenance’ of international peace and security. It
explores the international legal standards enshrined in the UN Charter with respect to theuse of force, collective security, and self-defense. The session also introduces students tointernational humanitarian law, which is the limb of the laws of war that seeks to limit its
barbarity, before presenting a holistic perspective of the interface between international law,international relations and politics, and peace and conflict studies.
Required Readings:
Schrijver, Nico (2015). “The Ban on the Use of Force in the UN Charter” in The Oxford
Handbook of the Use of Force in International Law. Oxford: Oxford University Press.
pp. 465-487.
D’Aspremont, Jean (2015). “The Collective Security System and the Enforcement ofInternational Law” in The Oxford Handbook of the Use of Force in International
Law. Oxford: Oxford University Press. pp. 129-156.
Oona Hathaway, 2023, How Russia's Invasion of Ukraine Tested the International Legal
Order, https://www.brookings.edu/articles/how-russias-invasion-of-ukraine-testedthe-international-legal-order/
Recommended Readings:
Charter of the United Nations (1945). Articles 2 (4), (5), and (7), Chapters V, VII, VIII.
United Nations (2016). General Assembly Resolution 70/262 and Security Council
Resolution
2282(2016)
on
Sustaining
Peace.
https://www.un.org/press/en/2016/sc12340.doc.htm
16United Nations (2009). Implementing the responsibility to protect: Report of the Secretary-General.
Report of the Secretary-General. New York: United Nations. pp 1-33.
Genser, Jared (2018). “The United Nations Security Council’s Implementation of the
Responsibility to Protect: A Review of Past Interventions and Recommendations for
Improvement”. Chicago Journal of International Law. 18(2), pp. 420-501.
Kanade, Mihir (2020). “The Role of International Adjudication in Conflict Resolution andTransformation” in The Difficult Task of Peace: Crisis, Fragility and Conflict in an Uncertain
World (Francisco Rojas ed.), Cham, Switzerland: Palgrave Macmillan, pp. 131-170.
ICRC(2014)WhatisInternational
Humanitarian
law.
pp.
1-4.
https://www.icrc.org/en/document/what-international-humanitarian-law, accessed on
26/07/2018.
Kennedy, David (2012). “Lawfare and Warfare”. In J. Crawford & M. Koskenniemi (Eds.).
The Cambridge Companion to International Law. Cambridge: Cambridge University Press. pp.
158-183.

Session 12: Educating for Cultures of Peace and Nonviolence(Lecturer: Stephanie Knox Steiner)
Date: Tuesday 12 September 2023

Education has the potential to uphold and perpetuate cultures of violence, and it also has
the potential to cultivate cultures of peace, justice, nonviolence, and care. This session willserve as an introduction to the expansive terrain of the peace education field, where peace isunderstood in the broad and holistic framework as articulated through the previous sessions.
Education, too, is understood in its broadest sense, including formal, nonformal, andinformal settings, and is situated as a critical component of peacebuilding efforts at all levels.
Peace education puts forth the liberatory potential of education and its necessary role inbuilding cultures of peace through holistic and transformative pedagogies that engage
learners in intellectual, affective, embodied, processes that develop critical consciousness, anunderstanding of the root causes of violence, and foster transformative agency. Ultimately,
this process demands a re-imagining of how we see the purpose of education; the systems
and structures and learning processes we create to foster peace education; and who we see
as teachers, what counts as knowledge and where it comes from, and how learning happens.
Drawing from the understanding of peace as a relational process, we will explore the essential
role of building communities of care and belonging within and beyond peace education
spaces.
Required Readings:
Hantzopoulos, M. & Bajaj, M. (2021). Educating for peace and human rights: An Introduction.
Bloomsbury. Chapter 1, pp. 15-34.
17

Freire, P. (1972) Pedagogy of the Oppressed. New York: Continuum. Chapter 2, pp. 71-86.
Recommended Readings:
hooks, b. (1994). Teaching to Transgress. New York, NY: Routledge. Introduction, pp. 1-12.
Reardon, B.A. (2012) Education for sustainable peace: Practices, problems and possibilities.
In P. Coleman (Ed.) Psychological Components of Sustainable Peace. Peace Psychology Book
Series. New York, NY: Springer. Read only: 325-343.
Turay, T. M. & English, L. M. (2008). Toward a global culture of peace: A transformativemodel for peace education. Journal of Transformative Education 6(4), pp. 286-301.

Session 13: Perpetual economic growth in a finite system(Lecturer: Jan Breitling)
Date: Wednesday 13 September 2023
In this session we will analyze the challenges of perpetual economic growth, questioning thebasis upon which mainstream sustainable development rests, using insights from criticalpolitical economy, which sees the root cause of the environment and development crisis asa structural part of our current global economic system.
Required Reading:
Hickel, J., & Kallis, G. (2019). Is green growth possible? New political economy, 25(4), 469-486.
Recommended Reading:Ward, J. D., Sutton, P. C., Werner, A. D., Costanza, R., Mohr, S. H., & Simmons, C. T.
(2016). Is decoupling GDP growth from environmental impact possible? pp. 1-14. PloS
one, 11(10), e0164733.

Session 14: Conflict Interventions: Peacebuilding and Conflict
Transformation(Lecturer: Amr Abdalla)
Date: Thursday 14 September 2023

This session is a continuation of Session 6 on Conflict Interventions. The session willaddress key conflict transformation, and peacebuilding interventions carried out by parties
to effect structural and cultural changes using non-violent approaches. Reconciliation,
advocacy, and activism will be discussed, in addition to the concept of Social Cohesion.
Throughout, examples from real conflict situations are used to illustrate some of the dry
theoretical concepts.

18Required Readings:
Abdalla, Amr and Marie Sender (2023). C.R.T. SIPPABIO: A Model for Conflict Analysis.
In Peace Institute. Maryland, USA. pp. 114-130.
Ramsbotham, O.; Woodhouse, T. and Miall, H. (2016). Contemporary Conflict Resolution.
Cambridge: Polity Press.
Chapter 9: Peacebuilding, pp. 266-285.
Chapter 5: Preventing Violent Conflict, 144-172.
13. Lecturers’ and Facilitators’ Biographical Information:
Amr Abdalla (Egypt/United States)
Professor Emeritus, University for Peace
Dr. Abdalla is a Professor Emeritus at the University for Peace (UPEACE), and the Scholar
in Residence at the Baker Institute for Peace and Conflict Studies at Juniata College,
Pennsylvania. He is also the Senior Advisor on Conflict Resolution at the Washington-basedorganization KARAMAH (Muslim Women Lawyers for Human Rights). From 2014 to2017, he was the Senior Advisor on Policy Analysis and Research at the Institute for Peaceand Security Studies (IPSS) of Addis Ababa University. In 2013-2014, he was Vice Presidentof SALAM Institute for Peace and Justice in Washington, DC. From 2004-2013 he wasProfessor, Dean and Vice Rector at UPEACE. Prior to that, he was a Senior Fellow with
the Peace Operations Policy Program, School of Public Policy, at George Mason University,
Virginia. He was also a Professor of Conflict Analysis and Resolution at the Graduate
School of Islamic and Social Sciences in Leesburg, Virginia.
Both his academic and professional careers are multi-disciplinary. He obtained a law degreein Egypt in 1977, where he practiced law as a prosecuting attorney from 1978 to 1986. From
1981-1986, he was a member of the public prosecutor team investigating the case of theassassination of President Sadat and numerous other terrorism cases. He then emigrated to
the US, where he obtained a Master’s degree in Sociology and a Ph.D. in Conflict Analysis
and Resolution from George Mason University. He has been teaching graduate classes inconflict analysis and resolution and has conducted training, research, and evaluation of
conflict resolution and peacebuilding programs in numerous countries in Africa, Asia, theMiddle East, Europe, and the Americas. He has been an active figure in promoting interfaith dialogue and effective cross-cultural messages through workshops and community
presentations in the United States and beyond. He pioneered the development of the firstconflict resolution teaching and training manual for Muslim communities titled (“…Say
Peace”). He also founded Project LIGHT (Learning Islamic Guidance for Human
Tolerance), a community peer-based anti-discrimination project funded by the National
Conference for Community and Justice (NCCJ). In 2011, he established with Egyptian
UPEACE graduates a program for community prevention of sectarian violence in Egypt(Ahl el Hetta). In 2018 he led the publication of the first Arabic Glossary of Terms in Peace
and Conflict Studies in cooperation with UNDP-Iraq and the Iraqi Amal Association.

19

Jan Breitling (Germany)
Associate Professor, Department of Environment and Development
Dr. Jan Breitling is an Associate Professor in the Department of Environment andDevelopment at University for Peace. Originally trained as a Forest Engineer in theTechnological Institute of Costa Rica, he holds a MSc. in Environmental Sciences from
Wageningen University and Research, The Netherlands, and a PhD from the University for
Peace. His research interests include the political ecology of forest cover change, climatechange and climate security, and the role of ecotourism in conservation and community
resilience to change.
Mihir Kanade (India)
Head, Department of International Law and Human Rights and Director of the UPEACE Human
Rights Centre
Dr. Mihir Kanade (India) is Director of the Human Rights Centre of the University for Peace(established by the UN General Assembly). He is the Academic Coordinator of UPEACE
and the Head of its Department of International Law. He is also an adjunct faculty at
Universidad Alfonso X El Sabio (Spain), Cheikh Anta Diop University (Senegal), Long
Island University (LIU Global Centre in Costa Rica), and Universidad de Los Andes(Colombia). Dr. Kanade serves as the academic co-coordinator of the LLM programme inTransnational Crime and Justice offered at the United Nations Interregional Crime andJustice Research Institute, Turin, Italy. He also serves on the International Advisory Boardof the International Bar Association on the topic of Business and Human Rights. Dr. Kanade
currently serves as an independent expert of the United Nations Human Rights Council on
the Expert Mechanism on the Right to Development. Dr. Kanade co-leads an e-learning
project in partnership with the UN Office of the High Commissioner for Human Rights and
UNU-IIGH for training UN staff and diplomats of permanent missions of States on
operationalizing the Right to Development in Implementation of the SDGs. He also chairs
the drafting group of international experts appointed by the OHCHR for preparing a legallybinding instrument on the right to development. His principal area of academic research andstudy is the interface between globalization, governance, public international law and humanrights, covering several themes including trade, business and investment, sustainable
development, forced displacement of people, indigenous peoples’ rights, public health,amongst others. He conducts several trainings for staff of intergovernmental, governmental
and non-governmental organizations, as well as professionals, in the field of internationallaw and human rights. Prior to academia, Dr. Kanade practiced for several years as a lawyer
at the Bombay High Court (Nagpur and Bombay benches) and at the Supreme Court ofIndia. He holds a LL.B from Nagpur University (India) and a Master degree and Doctorate
from UPEACE. Dr. Kanade also co-led for several years a field course on indigenous
peoples’ rights in Costa Rica. He has taught a professional development online module on
Indigenous Peoples’ Rights for 8 years for practitioners. He also teaches course on this topic
in the MA programme in International Law at UPEACE.

20

Stephanie Knox Steiner (United States)
Assistant Professor and Academic Coordinator of Peace Education Programme, Department of Peace andConflict Studies
Stephanie Marie Knox Steiner, PhD (she/her) is Assistant Professor and Academic
Coordinator of the Peace Education programme at the University for Peace (UPEACE),
established by the UN General Assembly. She earned her doctorate in the Community,
Liberation, Indigenous, and Ecopsychologies specialization from Pacifica Graduate Instituteand holds a masters in Peace Education from the University for Peace. She has taught
college-level courses on peace and conflict studies and developed peace and nonviolence
education programmes for organizations such as Teachers Without Borders and the Metta
Center for Nonviolence. She co-founded and coordinates the Jill Knox Humor for Peace
Fellowship programme, which offers professional development to peace studies scholars
through the Humor Academy of the Association for Applied and Therapeutic Humor with
the intention of building peace through humor. She is a student of Zen Master Thich Nhat
Hanh, an ordained member of the Order of Interbeing, and a member of the Earth Holder
Community caretaking council. Her teaching and research interests currently lie at theintersection of peace education, decolonial pedagogies, and re-imagining and re-enchanting
education.
Mary Little (United States)
Mary Little LL.M. is an associate professor at the Center Ecological Resilience Studies,
School for Field Studies (SFS), in Costa Rica. There she teaches Justice, Resilience & Ecology
and also teaches courses on food security and sustainable tourism at the United Nationsaffiliated University for Peace. Before teaching, Mary studied human rights law andadvocated for the legal rights of refugees and women experiencing domestic violence. This
advocacy work has informed her social justice approach to research and teaching. Her
research explores community-driven waste solutions, responsible tourism and regenerative
food initiatives. Currently, she is focused on agrotourism as a mechanism for climate
adaptation and the links between tourism, food security and social-solidarity movements forher Ph.D. candidacy at the University for Peace.
Uzma Rashid (Pakistan)
Associate Professor and Academic Coordinator of MA in Gender and Peacebuilding, MA in Gender andDevelopment and MA in Religion, Culture, and Peace Studies Programmes, Department of Peace andConflict Studies
Dr. Uzma Rashid serves as Associate Professor, Department of Peace and Conflict Studies,and Academic Coordinator for the Gender and Peacebuilding; Gender and Development;
and Religion, Culture, and Peace Studies Masters programmes at the University for Peace(established by the UN General Assembly), Costa Rica. Prior to joining UPEACE, she
worked as Chair at the Department of Sociology, and Associate Dean for Research of the
School of Social Sciences and Humanities at the University of Management and Technology,
Lahore, Pakistan. Dr. Rashid has done her PhD as a Fulbright scholar from theinterdisciplinary Language, Literacy, and Culture program at the University of Maryland,21

Baltimore County, USA, and has extensive teaching, training, and research experience in avariety of contexts. Her academic work and research interests have consistently beeninterdisciplinary in nature, with the aim of working towards equity and justice by furthering
an understanding of power relations in the intersections of gender, sexuality, religion, race,
ethnicity, caste, ability, and class at the multiple levels on which they operate. She is also a
certified trainer for conducting self-defense trainings with a holistic view of tackling violence,
especially sexual and gender based violence. Currently, she is also a KAICIID International
Fellow for Interreligious and Intercultural Dialogue, implementing a project for capacity
building towards ensuring that interfaith dialogue spaces can be made more inclusive andnonviolent for queer communities. She is always open to ideas for collaborations that are
aimed at creating such just futures for all. She can be reached at urashid@upeace.org
Marjolein Schaap (The Netherlands)
Assistant Professor, Department of International Law
Marjolein Schaap obtained her LL.B. (2008), LL.M (2009), and Ph.D. in international publiclaw (2020) from the Erasmus School of Law, Erasmus University Rotterdam, theNetherlands. She held a lecturer position at the Department of international law at theErasmus School of Law (2009-2013) and a Ph.D. position from 2014-2018. She assisted the
EU Policy & Outreach Partnership in the USA (based in Washington D.C, USA) in theorganization of events and outreach thereof in the South Florida region (2018-2019).
Further, Marjolein was an adjunct lecturer at the University of Curacao from 2019-2021,
where she taught Regional Human Rights Law.
Marjolein’s principal areas of research and study are the law of international institutions,human rights law, and global governance. Her research addresses accountability andtransparency issues of public authorities, whether they operate at the national or international
level. Marjolein was a visiting researcher at the Max Planck Institute for Comparative Public
Law and International Law (Heidelberg, Germany) in 2013 and 2014. In addition, Marjolein
served as a reviewer for the Oxford Journal of Transitional Justice (2010-2014), as a memberof the editorial board of the School of Human Rights Research newsletter (2012-2016), as areviewer for the International Journal of Rule of Law, Transitional Justice and Human Rights(2018), and as a rapporteur for the Comparative Covid-19 Project managed by the Young
Scholar Initiative of the Institute for New Economic Thinking (2020-2021). She is arapporteur for Oxford Database for International Organizations (OXIO).
Olivia Sylvester (Canada)
Head and Associate Professor, Department of Environment and Development
Dr. Olivia Sylvester is Head of the Environment and Development Department andAssociate Professor at the University for Peace. She teaches in the University for Peace
online programme, the Spanish and English Masters programmes, and the Doctoral
Programme. Olivia is also an adjunct professor for Long Island University and Oregon State
University. In the last decade, Olivia’s research programme has focused on food security,
sustainable agriculture, climate change, and gender; she works with Indigenous people,
women, smallholder farmers, and youth on these topics.
22

Maurício Vieira (Brazil)
Assistant Professor and Head of the Chair on “Countering and Preventing Illicit Trade and Transnational
Organized Crime”
Maurício Vieira is Assistant Professor and Head of the Chair on “Countering Illicit Tradeand Preventing Transnational Organized Crime” at the University for Peace (headquarters
in Costa Rica), established by the General Assembly of the United Nations. Prior to thisposition, he assumed a position as Visiting Doctoral Researcher at the Norwegian Instituteof International Affairs (NUPI) in Oslo, Norway; at the Graduate Institute in Geneva(Switzerland); and at the University for Peace (Costa Rica). He obtained his Ph.D. inInternational Politics and Conflict Resolution from the University of Coimbra, Portugal(summa cum laude); MA in International Relations with a focus on Peace and Security
Studies; a Specialization Diploma in International Law and BA in Journalism, these last two
degrees from the University of Fortaleza, Brazil. His areas of research focus on the analysis
of decision-making within international organizations, institutional approaches on labelingand framing, and ‘post-conflict’ peacebuilding under the scope of the UN, and Peace
Research within Transnational Organized Crime. He is currently an external associateresearcher at the Nationalities Observatory and the Laboratory on the Study of Conflict andViolence, both associated at the Ceará State University, in Brazil.
Kees Wiebering (The Netherlands)
Kees Wiebering is an independent consultant, mediator, trainer, and coach for professionals
in peacebuilding. His work focuses on dialogue, civil society development, conflict
resolution, and peace education.
He has been a professional practitioner in peacebuilding projects since the mid-1990s. Overthe years, he designed, facilitated, implemented, and evaluated several peacebuilding projects.
He holds a Master of Science in Philosophy of Science, Technology, and Society andadditional degrees in organisation development and mediation. He combines his consulting
work with lecturing and research.
His research interests relate to the possibilities, roles, and formats of dialogue in peace
processes.

23

Attachment 1: Guidelines for students on preparing
the Theory Presentations▪

Expand readings on the theory beyond the one assigned reading.

▪

Use creative, artistic, animated presentation styles as long they can convey to the rest of thestudents the main elements of the studied theory using interactive participatory methods.

▪

All students in each group must take part in the presentation.

▪

Groups will meet outside of class time to prepare their presentations.

▪

Each presentation will last for 10 minutes plus 5 minutes for discussion and Q&A (total 75
minutes for five groups, plus 15 minutes to organize the activity and to close it)▪

The presentations must educate the audience about:➢➢➢

The main elements of the theory
How it applies to, and informs, our understanding of specific situations
How it related to the wider field of peace and conflict studies▪

When possible, offer critique of the theory in terms of any limitations.

▪

Student presentations will be assessed on the following elements:➢ Substance of the information about the theory beyond the one reading assigned in thesyllabus➢ Participation of all group members➢ Interactive and engaging delivery➢ Responsiveness to the audience➢ Keeping time24

Attachment 2: Information on the Mid-term Group Presentation
Group Presentation on Conflict Mapping and Intervention: Each group will be recording
a presentation of not more than 20 minutes to be uploaded on Moodle for peer review andcomments. In their presentations, groups of four or five students will analyze one conflict that
they
have
chosen
to
map
out.
The
groups
can
draw
on
any
international/community/institutional/interpersonal conflict. This assignment is intended tohelp students develop their knowledge and skills in analyzing conflicts with their various
components and to identify appropriate interventions based on conflict dynamics and ripeness:(1) Select a conflict you are familiar with from your own experience or a conflict you areinterested in analyzing. Please make sure to gather or provide balanced information about
the conflict. It is likely in most conflicts to focus on information representing one point ofview. It is our ethical and professional duty to ensure balanced inquiry into the conflict. You
can use information based on your own knowledge of the conflict or from academic, official,
and media sources.
(2) Make a short summary of the conflict story to explain what exactly happened. Please do notuse more than a few minutes on the story. We need you to save your time for the analysis
and mapping. Most of those who do not receive good evaluations on this assignment spend
most of their time telling the story.
(3) Taking into consideration the CR SIPPABIO model of analysis, or any other recognizedmodel of conflict mapping and analysis you are familiar with (in this case, please provide thesource of such model), please provide an assessment of conflict sources, issues, parties, etc.,
and please address the contextual and relationship factors that may have influenced theconflict. There are no standard approaches to delivering this section. This is where you asa group are artists and where you use your creativity to best present your analysis. Somegroups strictly follow the conflict analysis model we provided in this course. Some start with
contextual analysis, while others start with the SIPPABIO elements. Others fold theiranalysis with the summary mentioned in item (2) above. In all cases, use this section to
analyze WHAT HAPPENED, including interventions that took place, not what should
happen or what interventions should take place. Leave the “what should happen” to theconcluding remarks of the presentation. One suggestion to make it easy for the class tofollow this is to use subheadings because they help the audience follow your logic and trainof thought. This part should account for most of the presentation.
(4) Finally, finish your thesis with concluding remarks which may include suggestions forintervention. This should be another short section of the presentation in the range of a few
minutes.
(5) You are encouraged to use references from the course readings or other academic sources
to support your arguments and which demonstrate your familiarity with the literature wehave been covering so far. If you use any source for information or academic references,
YOU MUST USE PROPER CITATIONS in your PPT.

25

Criteria for Assessment:
▪
▪
▪
▪
▪

Appropriate use of readings
Critical synthesis of readings
Appropriateness of presentation vis-à-vis the topics
Evidence of team planning and teamwork
Time management

All facilitators are available to provide more information and guidance.

26