1

PACS 604: Conflict Analysis

Fall 2012

Thursday 9:00 a.m.-11:50 a.m. Conrad Grebel University College, University of Waterloo

CGR 1301

Instructor Nathan C. Funk

Office CGC, Room 2122

Office hours Wednesday and Thursday from 1:00-2:00 p.m., and by appointment

Phone (519) 885-0220, ext. 24295

E-mail nfunk@uwaterloo.ca

Course Description

This course examines theoretical and practical frameworks for understanding conflict, with particular

attention to structures and dynamics inhibiting peace. The course provides students with some of the

analytical skills needed to understand how conflicts develop and escalate, to identify factors that can

lead to or sustain violence, and to map root causes of conflict (e.g., human rights violations, needs

deprivation, cultural and religious differences, inequality, resource misuse and environmental

degradation) at interpersonal, intergroup, and international levels.

Learning Objectives

Upon completing PACS 604 students should be able to:

describe the benefits of a multi-dimensional approach to analyzing and “making sense” of

social conflict;

apply key conflict analysis concepts from the interdisciplinary MPACS field, to shed light on

factors driving and transforming conflicts among individuals, social groups, and nations;

discuss similarities and differences between conflict dynamics at different levels of analysis

(e.g., interpersonal, intergroup, international);

discuss the role of communication in conflict situations, with particular attention to its role in

escalation and de-escalation processes;

2

describe stages and consequences of conflict escalation, as well as challenges and methods of

conflict de-escalation;

apply specific conflict analysis frameworks (including instruments developed for policymakers

and practitioners) to large-scale conflict scenarios;

discuss issues of concern among analysts of contemporary (and especially armed) conflicts

(e.g., poverty, human rights, identity, resources, environmental degradation, the arms trade);

describe central dynamics of nonviolent conflict, and strategies for realizing critical objectives

without violence;

reflect on personal habits and patterns in dealing with conflict, identifying strengths as well as

potential growth areas; and

demonstrate understanding of principles for engaging and working with conflict constructively.

Course Requirements and Evaluation Criteria

15% Participation: Fifteen percent of your final grade will be based on the quality of your participation

in class. Participation presupposes both consistent attendance and good preparation. It manifests

through thoughtful engagement with discussions of readings and lecture topics, as well as through

contributions to small-group activities.

5% Discussion Leader Assignment: Five percent of your final grade will be derived from a discussion leader exercise in which you will present (individually or in collaboration with another student) your analysis and assessment of assigned readings. After Prof. Funk has provided an overview of major topics, discussion leaders will be asked to initiate further conversation by sharing their own reactions to the material, in 5 minutes or less per person. Each discussion leader will provide a short, disciplined summary of important points from their assigned material, using personal commentary and interpretation to provoke conversation. Handouts summarizing key points and/or discussion questions are recommended. 25% Case Study Analysis #1 (20% for the paper + 5% for a presentation): Twenty-five percent of your grade will be based on a collaborative case study project and an individual presentation. Early in the term, students will form teams of 2-4 persons who share interest in a common case; each team member will be responsible for writing a 6-8 page (double-spaced, 11- or 12-point font, 1-inch margins) analysis of dynamic processes related to that case. At least one paper in each team should explore processes of conflict escalation, with other papers exploring conflict de-escalation (if indeed significant de-escalation has occurred), conflict communication, and/or third-party intervention (constructive or otherwise). Upon completing the paper and submitting it at the beginning of the Week 6 class session, each student will give a 5-minute presentation on his or her contribution to the team project. Handouts for presentations are recommended. Due in class on October 18. 25% Case Study Analysis #2: Another twenty-five percent of your grade will be based on a second case study analysis, in which you will apply concepts from the readings (Week 7 through Week 10) to analyze diverse factors that are driving a particular case of protracted social conflict. Students may choose from a wide range of conflict scenarios, so long as the conflict in question has not already been covered earlier in the term for Case Study Analysis #1. Additional details will be provided in class; the paper should be 7-9 pages in length. Due in class on November 22.

3

30% Take Home Final Exam: Thirty percent of your final grade will be based on a take-home exam. This exam will consist of short essay questions asking you to apply concepts from readings and presentations to real or hypothetical conflict scenarios. The expected length of submissions is 11-12 pages. The due date is Monday, December 10 by 4:30 p.m. (deposit at Conrad Grebel Reception Desk). UW Policies on Academic Integrity

Academic Integrity: In order to maintain a culture of academic integrity, members of the University of

Waterloo are expected to promote honesty, trust, fairness, respect and responsibility.

Discipline: A student is expected to know what constitutes academic integrity, to avoid committing

academic offences, and to take responsibility for his/her actions. A student who is unsure whether an

action constitutes an offence, or who needs help in learning how to avoid offences (e.g., plagiarism,

cheating) or about “rules” for group work/collaboration should seek guidance from the course

professor, academic advisor, or the Undergraduate Associate Dean. When misconduct has been found

to have occurred, disciplinary penalties will be imposed under Policy 71 – Student Discipline. For

information on categories of offenses and types of penalties, students should refer to Policy 71 -

Student Discipline, http://www.adm.uwaterloo.ca/infosec/Policies/policy71.htm.

Grievance: A student who believes that a decision affecting some aspect of his/her university life has

been unfair or unreasonable may have grounds for initiating a grievance. Read Policy 70 - Student

Petitions and Grievances, Section 4, http://www.adm.uwaterloo.ca/infosec/Policies/policy70.htm.

Appeals: A student may appeal the finding and/or penalty in a decision made under Policy 70 - Student

Petitions and Grievances (other than regarding a petition) or Policy 71 - Student Discipline if a ground

for an appeal can be established. Read Policy 72 - Student Appeals,

http://www.adm.uwaterloo.ca/infosec/Policies/policy72.htm.

Academic Integrity website (Arts): http://arts.uwaterloo.ca/arts/ugrad/academic_responsibility.html

Academic Integrity Office (uWaterloo): http://uwaterloo.ca/academicintegrity

Note for Students with Disabilities

The Office for Persons with Disabilities (OPD), located in Needles Hall Room 1132, collaborates with all

academic departments to arrange appropriate accommodations for students with disabilities without

compromising the academic integrity of the curriculum. If you require academic accommodations to

lessen the impact of your disability, please register with the OPD at the beginning of each academic

term.

4

Desire2Learn (D2L or LEARN) Learning Management System Important course announcements will appear from time to time in the Desire2Learn (LEARN) learning

management system. To access these announcements and make use of additional course resources

posted in LEARN, go to https://learn.uwaterloo.ca. Enter your WatIAM username and password. If you

encounter difficulties, you are welcome to contact learnhelp.uwaterloo.ca. After you have successfully

logged in, click on the PACS 604 link in the yellow “My Courses and Communities” menu. Be sure that

the email address listed under your name in LEARN is an address that you check on a regular basis.

Required Texts

Cupach, William R., Daniel J. Canary, and Brian H. Spitzberg. Competence in Interpersonal Conflict. Waveland Press, 2010. Fisher, Simon, et al. Working with Conflict: Skills and Strategies for Action. Zed Books, 2000.

Kriesberg, Louis and Bruce W. Dayton. Constructive Conflicts: From Escalation to Resolution, 4th ed.

Lanham, MD: Rowman & Littlefield, 2012.

Redekop, Vern Neufeld. From Violence to Blessing: How an Understanding of Deep-Rooted Conflicts Can Open Paths of Reconciliation. Novalis, 2002. Webel, Charles P. and Jørgen Johansen, eds. Peace and Conflict Studies: A Reader. London: Routledge, 2012.

Recommended Texts

Arnson, Cynthia J. and I. William Zartman. Rethinking the Economics of War: The Intersection of Need, Creed, and Greed. Johns Hopkins University Press, 2005. Pruitt, Dean G. and Sung Hee Kim. Social Conflict: Escalation, Stalemate, and Settlement, 3rd ed. (New York: McGraw-Hill, Inc., 2003).

Additional Considerations

As we progress through the term, please remember:

In academics as in life more generally, what we get from an experience depends on what we put into it. Preparation for class (completing reading and writing assignments on time, tracking world events) is the basis for effective learning.

When we come to class prepared to participate and pose questions, we transform the classroom environment, making active and collaborative learning possible. We discover that learning is a communal rather than a solitary endeavor, and that each one of us is a resource for everyone else in the learning process.

5

The subject matter covered by Peace and Conflict Studies courses is inevitably open to multiple interpretations. This means that you will not always agree with ideas presented in course readings, lectures, and discussions. In such cases, disagreement is often a good thing, so long as it enables you to develop an enhanced capacity to express where you stand in relation to others. What matters most is not whether or not we all agree, but whether or not we are willing to engage one another with respect and integrity.

Collaborative learning requires not only preparation and self-expression, but also a commitment to active listening. Active listening is a communication skill that we develop as we begin to hear not only words, opinions, and ideas, but also the experiences and the awareness behind them. When we practice active listening, we cease to merely debate and begin to sharpen the focus of our deliberations. We clarify divergent perceptions and develop deeper understanding of contrasting perspectives. We become a clear mirror, reflecting back what we have heard and asking questions to learn rather than to score rhetorical points. In the process, we test and refine our own ideas and those held by others.

Source: www.pressureworks.org/play/art/treeoflife.html#

6

Schedule of Topics

Week 1 (September 13): Meeting One Another

What are our goals and plans for the term? What do we already know about conflict, and what do we

want to learn? How will we work together?

***

Week 2 (September 20): Conflict and Peace: Dimensions and Sources

What do we mean when we use terms like “conflict,” “violence,” and “peace”? What are some of the

more important global trends in armed conflict and peacebuilding?

Required Readings:

Webel and Johansen, eds. Peace and Conflict Studies.

o Chapter 1 (“Shaping a Vision – the Nature of Peace Studies,” by Conrad G. Brunk)

o Chapter 4 (“Global Peace Index,” by Institute of Peace Economics, esp. pp. 46-57)

o Chapter 5 (“Thinking Peace,” by Charles Webel)

o Chapter 6 (“Positive and Negative Peace,” by Johan Galtung)

o Chapter 12 (“What Is Peace?” by David Cortright)

Kriesberg and Dayton, Constructive Conflicts.

o Chapter 1 (“Analyzing Social Conflict”)

o Chapter 2 (“Bases of Social Conflicts”)

Fisher, et al. Working with Conflict.

o Chapter 1 (“Understanding Conflict”)

Further Reading:

-Barash, David P. and Charles P. Webel. Peace and Conflict Studies, 2nd ed. London: SAGE, 2009.

-Conteh-Morgan, Earl. Collective Political Violence: An Introduction to the Theories and Cases of Violent

Conflicts. London: Routledge, 2004.

-Jeong, Ho-won. Peace and Conflict Studies: An Introduction. Ashgate, 2001.

-Pinker, Steven. The Better Angels of Our Nature: Why Violence Has Declined. Viking, 2011.

-Rioux, Jean-François, and Vern Neufeld Redekop. Introduction to Conflict Studies: Empirical,

Theoretical, and Ethical Dimensions. Don Mills, ON: Toronto University Press, 2012.

-Miller, Christopher E. Glossary of Terms and Concepts in Peace and Conflict Studies, 2nd ed. Costa Rica:

University for Peace, 2005. http://www.upeace.org/pdf/glossaryv2.pdf.

Relevant Internet Resources for Mapping Global Conflict:

-Center for International Development and Conflict Management, University of Maryland. Peace and

Conflict 2012. http://www.cidcm.umd.edu/pc/.

-Heidelberg Institute for International Conflict Research. Conflict Barometer 2011.

http://www.hiik.de/en/konfliktbarometer/index.html.

7

-Human Security Report Project, Simon Fraser University. http://www.hsrgroup.org/.

-INCORE (International Conflict Research Institue). http://www.incore.ulst.ac.uk/.

-Institute for Economics and Peace. Global Peace Index. http://economicsandpeace.org/.

-________. Structures of Peace: Identifying What Leads to Peaceful Societies. New York, 2011.

http://economicsandpeace.org/wp-content/uploads/2011/09/Structures-of-Peace.pdf.

-Project Ploughshares. Armed Conflicts Report. http://www.ploughshares.ca/content/armed-conflicts-

report-0.

-Stockholm Institute for International Peace Research (SIPRI). SIPRI Yearbook.

http://www.sipri.org/yearbook.

***

Week 3 (September 27): Conflict: Micro-level Processes

How are micro-level, interpersonal conflict dynamics similar to (and different from) conflict dynamics at

higher levels of social organization? What are some of the more important tools for analyzing and

constructively managing conflict at the interpersonal level? How do factors pertaining to

communication shape how conflicts unfold?

Required Readings:

Cupach, et al. Competence in Interpersonal Conflict.

o Chapter 1 (“The Importance of Conflict in Interpersonal Relationships”)

o Chapter 2 (“A Competence-Based Approach to Interpersonal Conflict”)

o Chapter 3 (“Conflict Messages”)

o Chapter 4 (“Background Influences in Interpersonal Conflict”)

o Chapter 5 (“Proximal Influences”)

o Chapter 6 (“Conflict Outcomes”)

Form teams for Case Analysis #1.

Further Reading:

-Folger, Joseph P., Marshall Scott Poole, and Randall K. Stutman. Working Through Conflict: Strategies

for Relationships, Groups, and Organizations, 7th ed. Prentice Hall, 2012.

-Oetzel, John G. and Stella Ting-Toomey, eds. The SAGE Handbook of Conflict

Communication: Integrating Theory, Research, and Practice. Thousand Oaks, CA: SAGE Publications,

2006.

-Wilmot, William and Joyce Hocker. Interpersonal Conflict, 8th ed. McGraw-Hill, 2010.

***

8

Week 4 (October 4): Dynamics of Social Conflict: Escalation

What are some key factors that can contribute to the escalation of social conflicts? What changes occur

within and between groups as conflicts escalate? Under what conditions can escalation be positive or

“constructive”? When is escalation destructive?

Required Readings:

Kriesberg and Dayton, Constructive Conflicts.

o Chapter 3 (“The Emergence of Conflicts”)

o Chapter 4 (“Alternative Conflict Strategies”)

o Chapter 5 (“Adopting Conflict Strategies”)

o Chapter 6 (“Escalation of Conflicts”)

Webel and Johansen, eds. Peace and Conflict Studies.

o Chapter 15 (“On Violence,” by Hannah Arendt)

Fisher, et al. Working with Conflict.

o Chapter 2 (“Tools for Conflict Analysis”)

Further Reading:

-International Crisis Group. http://www.crisisgroup.org/en.aspx.

-Jacoby, Tim. Understanding Conflict and Violence: Theoretical and Interdisciplinary Approaches.

London: Routledge, 2008.

-Jeong, Ho-won. Understanding Conflict and Conflict Analysis. London: SAGE Publications, 2008.

-Pruitt, Dean G., Jeffrey Z. Rubin, and Sung Hee Kim. Social Conflict: Escalation, Stalemate, and

Settlement, 3rd ed. New York: McGraw-Hill, Inc., 2003.

-Rapoport, Anatol. The Origins of Violence: Approaches to the Study of Conflict. Transaction Publishers,

2005.

***

Week 5 (October 11): Dynamics of Social Conflict: De-escalation

What are some of the different ways that conflicts can de-escalate, and what can be done to foster de-

escalation in protracted social conflicts? What are some factors that can enable a sustainable

transformation of conflict?

Required Readings:

Kriesberg and Dayton, Constructive Conflicts.

o Chapter 7 (“De-escalation of Conflicts”)

o Chapter 8 (“Mediating Conflicts”)

o Chapter 9 (“Settling Conflicts through Negotiated and Nonnegotiated Means”)

o Chapter 10 (“Outcomes and Post-Termination Sequences”)

Webel and Johansen, eds. Peace and Conflict Studies.

o Chapter 2 (“Four Major Challenges Facing Peace Education in Regions of

Intractable Conflict,” by Gavriel Salomon)

9

Further Reading:

-Jeong, Ho-won. Understanding Conflict and Conflict Analysis. London: SAGE Publications, 2008.

-Pruitt, Dean G., Jeffrey Z. Rubin, and Sung Hee Kim. Social Conflict: Escalation, Stalemate, and

Settlement, 3rd ed. New York: McGraw-Hill, Inc., 2003.

-Ramsbotham, Oliver et al., eds. Contemporary Conflict Resolution, 3rd ed. Polity, 2011.

***

Week 6 (October 18): Team Presentations

How can the conceptual frameworks from weeks 2-5 help us understand the complex dynamics of

“real-world” social conflicts?

No required reading.

Case Study Analysis Paper #1 due.

***

Week 7 (October 25): Structural Aspects of Conflict

How do social, economic, and political institutions shape conflict environments? What is known about

the impact of poverty, inequality, and social/political exclusion on conflicts? What are some factors

associated with governance failure and “state fragility”? What are some policy instruments for

understanding and engaging conflict-habituated social systems?

Required Readings:

Webel and Johansen, eds. Peace and Conflict Studies.

o Chapter 16 (“Geneva Declaration on Armed Violence and Development”)

o Chapter 17 (“Preventing Violence and Reducing Its Impact: How Development

Agencies Can Help,” World Health Organization)

*UNDG/ECHA Working Group on Transition. “UN Common Interagency Framework for

Conflict Analysis.” November, 2004.

Arnson, Cynthia J. and I. William Zartman. Rethinking the Economics of War: The

Intersection of Need, Creed, and Greed. Johns Hopkins University Press, 2005. (Available at

Milton Good Library Reserve.)

o Chapter 1 (“The Political Economy of War: Situating the Debate,” by Cynthia J.

Arnson)

o One case study on a particular conflict (from Chapters 2-8)

o Chapter 9 (“Economic Factors in Civil Wars: Policy Considerations,” by David M.

Malone and Jake Sherman)

Declare preliminary plans for Case Analysis #2.

10

Further Reading:

-Ballentine, Karen and Jake Sherman, eds. The Political Economy of Armed Conflict: Beyond Greed and

Brievance. Boulder, CO: Lynne Rienner Publishers, 2003.

-Berdal, Mats R. Greed and Grievance: Economic Agendas in Civil Wars. Boulder, CO: Lynne Rienner,

2000.

-Brauer, Jurgen and J. Paul Dunne. Peace Economics: A Macroeconomic Primer for Violence-Afflicted

States. Washington, DC: United States Institute of Peace Press, 2012.

-Call, Charles. Why Peace Fails: The Causes and Prevention of Civil War Recurrence. Washington, DC:

Georgetown University Press, 2012.

-Collier, Paul. The Bottom Billion: Why the Poorest Countries Are Failing and What Can Be Done about It.

New York: Oxford University Press, 2007.

-Crocker, Chester A. Grasping the Nettle: Analyzing Cases of Intractable Conflict. Washington, DC:

United States Institute of Peace Press, 2005.

-Mertus, Julie and Jeffrey Helsing, eds. Human Rights and Conflict: Exploring the Links. Washington,

DC: United States Institute of Peace Press, 2006.

-Mitchell, C. R. The Structure of International Conflict. St. Martin’s Press, 1989.

Online Resources:

-Carnegie Commission on Preventing Deadly Conflict. Preventing Deadly Conflict: Final Report.

Washington, DC: Carnegie Commission on Preventing Deadly Conflict, 1997.

http://books.google.ca/books?id=_3_c7OlLUBAC&pg=PA69&source=gbs_toc_r&cad=4#v=onepage&q

&f=true.

-Conflict Prevention and Reconstruction Team, Social Development Department, World Bank.

“Conflict Analysis Framework (CAF). April 2005. http://siteresources.worldbank.org/INTCPR/214574-

1112883508044/20657757/CAFApril2005.pdf.

-Conflict Prevention and Reconstruction Team, Social Development Department, World Bank.

“Conflict Analysis Framework (CAF): Identifying Conflict-related Obstacles to Development.” October

2002. http://siteresources.worldbank.org/INTCPR/214578-

1111751313696/20480168/CPR+5+final+legal.pdf.

-OECD. Armed Violence Reduction: Enabling Development. http://www.poa-iss.org/kit/2009_OECD-

DAC_Guidlines.pdf.

-OECD. Conflict and Fragility. http://www.oecd.org/dac/conflictandfragility/.

-Safer World. “Conflict Analysis.”

http://www.saferworld.org.uk/downloads/pubdocs/chapter_2__266.pdf.

-Sida. Manual for Conflict Analysis. 2006.

http://www.conflictsensitivity.org/sites/default/files/Manual_for_Conflict_Analysis.pdf.

-United Nations Development Group. “Supporting Documents on Conflict Analysis.”

http://www.undg.org/index.cfm?P=1252.

***

11

Week 8 (November 1): Culture and Identity

How can conflict analysis provide insight into culture, identity, and related “intersubjective” aspects of

conflict (e.g., religion, values, gender, ethnicity, narratives, worldviews, social memory, shared

trauma)? How do “human needs” theories seek to balance or complement structural and economic

thinking about conflict? What are some ways in which conflict can leave its mark on culture – and vice

versa?

Required Readings:

Redekop. From Violence to Blessing.

o Part 1 (“Violence”)

o Part 2 (“Case Study”)

Fisher, et al. Working with Conflict.

o Chapter 3 (“Critical Issues”)

Webel and Johansen, eds. Peace and Conflict Studies.

o Chapter 22 (“Psychological Contributions to Understanding Peace and Conflict”)

Cupach, et al. Competence in Interpersonal Conflict.

o Chapter 7 (“Intercultural Conflict Competence,” by Stella Ting-Toomey)

Further Reading:

-Appleby, R. Scott. Ambivalence of the Sacred: Religion, Violence, and Reconciliation. Lanham, MD:

Rowman & Littlefield, 1999.

-Canadian International Development Agency. Gender Equality and Peacebuilding. Ottawa: CIDA,

2001. http://www.acdi-cida.gc.ca/inet/images.nsf/vLUImages/policy%203/$file/C-Gender-EN.pdf.

-Center for International Development and Conflict Management. Minorities at Risk (MAR) Project.

http://www.cidcm.umd.edu/mar/.

-Demers, Joelle. Theories of Violent Conflict: An Introduction. London: Routledge, 2012.

-Gurr, Ted Robert. Peoples Versus States: Minorities at Risk in the New Century. Washington, DC:

United States Institute of Peace Press, 2000.

-LeBaron, Michelle. Bridging Cultural Conflicts: A New Approach for a Changing World. San Francisco:

Jossey-Bass, 2003.

-Pearce, W. Barnett and Stephen W. Littlejohn. Moral Conflict: When Social Worlds Collide. Thousand

Oaks, CA: SAGE, 1997.

-Ross, Marc Howard. Cultural Contestation in Ethnic Conflict. New York: Cambridge University Press,

2007.

-________. The Management of Conflict: Interpretations and Interests in Comparative Perspective. New

Haven, CT: Yale University Press, 1993.

-Rothman, Jay. Resolving Identity-Based Conflicts in Nations, Organizations, and Communities. San

Francisco, CA: Jossey-Bass, 1997.

***

12

Week 9 (November 8): Resources and the Arms Trade

How do factors such as the environment, resources, political economy, and the arms trade impact

conflict? How can attention to factors such as ecological degradation, “lootable” resources, and

conflict profiteering enhance our understanding and enable constructive responses?

Required Readings:

Garrett, Nicholas and Anna Piccinni. Natural Resources and Conflict: A New Security

Challenge for the European Union (SIPRI Policy Brief). Stockholm, Sweden: SIPRI, June

2012. Available at http://books.sipri.org/product_info?c_product_id=445.

Bromley, Mark, Paul Holtom, Sam Perlo-Freeman, and Pieter D. Wezeman. Recent Trends

in the Arms Trade (SIPRI Background Paper). Stockholm, Sweden: SIPRI, April 2009.

Available at http://books.sipri.org/files/misc/SIPRIBP0904a.pdf.

Mohtadi, Shahrzad. “Climate Change and the Syrian Uprising.” Bulletin of the Atomic

Scientists, August 16, 20012. http://www.thebulletin.org/web-edition/features/climate-

change-and-the-syrian-uprising.

Further Reading:

-Anderson, Mary B. Do No Harm: How Aid Can Support Peace – Or War.

-Collier, Paul. The Plundered Planet: Why We Must – and How We Can – Manage Nature for Global

Prosperity. New York: Oxford University Press, 2011.

-Homer-Dixon, Thomas F. Environment, Scarcity, and Violence. Princeton University Press, 2001.

-Project Ploughshares. Various reports and briefings. www.ploughshares.ca.

-UN Programme of Action on Small Arms and Light Weapons. http://www.poa-iss.org/poa/poa.aspx.

***

Week 10 (November 15): Nonviolent Conflict: Preventing (and Breaking) Cycles of Violence

How do intentionally nonviolent conflict strategies shape intergroup dynamics? How can escalation

processes be limited or controlled, particularly in highly inequitable, dangerous, and/or oppressive

situations? What has been learned about nonviolent conflict, and how can this knowledge be put to

more effective use?

Required Readings:

Webel and Johansen, eds. Peace and Conflict Studies.

o Chapter 25 (“Nonviolent Geopolitics: Rationality and Resistance,” by Richard Falk)

o Chapter 26 (“The United States and Pro-Democracy Revolutions in the Middle

East,” by Stephen Zunes)

o Chapter 29 (“Overcoming War: The Importance of Constructive Alternatives,” by

Christine Schweitzer)

o Chapter 32 (“How Nonviolence Works,” by Brian Martin)

13

o Chapter 33 (“From Dictatorship to Democracy,” by Gene Sharp)

o Chapter 34 (“Nonviolent Revolutionary Movements,” by Jørgen Johansen)

Further Reading:

-Acherman, Peter and Jack DuVall. A Force More Powerful: A Century of Nonviolent Conflict. New York: Palgrave, 2000. -McCarthy, Ronald M. and Gene Sharp. Nonviolent Action: A Research Guide. New York: Garland Publishing, 1997. -Sharp, Gene. The Politics of Nonviolent Action (Three Volumes). Boston: Porter Sargent Publishers, 1973. -________. Waging Nonviolent Conflict: 20th Century Practice and 21st Century Potential. Boston, MA: Porter Sargent Publishers, Inc., 2005. -Stephan, Maria J. and Erica Chenoweth. “Why Civil Resistance Works: The Strategic Logic of Nonviolent Conflict.” International Security, Vol. 33, No. 1 (Summer 2008), pp. 7-44. -Swarthmore College. Global Nonviolent Action Database. http://nvdatabase.swarthmore.edu.

***

Week 11 (November 22): Working with Conflict Constructively

How can knowledge about conflict be put to practical use, in interpersonal, organizational, and policy

contexts? What are some of the more crucial skills and protocols for working with conflict?

Required Readings:

Fisher, et al. Working with Conflict.

o Chapter 4 (“Building Strategies to Address Conflict”)

o Chapter 5 (“Influencing Policy”)

o Chapter 6 (“Intervening Directly in Conflict”)

Cupach, et al. Competence in Interpersonal Conflict.

o Chapter 8 (“Competence in Organizational Conflict”)

o Chapter 11 (“Mediating Conflict”)

o Chapter 12 (“Looking Forward to Future Conflicts”)

Case Study Analysis #2 due.

Further Reading: -Galtung, Johan. Peace by Peaceful Means: Peace and Conflict, Development and Civilization. London:

SAGE, 1996.

-Matyók, Tom, Jessica Senehi, and Sean Byrne, eds. Critical Issues in Peace and Conflict Studies. Lanham, MD: Lexington Books, 2011. -Sandole, Dennis J. D., Sean Byrne, Ingrid Sandole-Staroste, and Jessica Senehi, eds. Handbook of Conflict Analysis and Resolution. London: Routledge, 2008.

***

14

Week 12 (November 29): Agendas for Conflict Transformation

How can conflict analysis inform actions and policies that support conflict transformation and

peacebuilding? What are some overarching “lessons” of conflict analysis for those engaged with the

tasks of a) preventing destructive conflict, and b) assisting transitions from violence to stable peace?

Required Readings:

Webel and Johansen, eds. Peace and Conflict Studies.

o Chapter 18 (“Violence Prevention: The Evidence,” World Health Organization)

o Chapter 27 (“How Do Post-Conflict Societies Deal with a Traumatic Past and

Promote National Unity and Reconciliation?” by Andrew Rigby)

Kriesberg and Dayton, Constructive Conflicts.

o Chapter 11 (“Synthesis, Specifications, and Implications”)

Fisher, et al. Working with Conflict.

o Chapter 7 (“Addressing the Consequences”)

o Chapter 8 (“Working on the Social Fabric”)

Redekop. From Violence to Blessing.

o Part 3 (“Blessing”)

o Epilogue

Further Reading:

-Global Partnership for the Prevention of Armed Conflict. http://www.gppac.net.

-Inge Kaul, Isabelle Grunberg, and Marc A. Stern, eds. Global Public Goods: International Cooperation in

the 21st Century. New York: Oxford University Press, 1999.

-Miall, Hugh. Emergent Conflict and Peaceful Change. New York: Palgrave Macmillan, 2007.

-Peace Direct. http://www.peacedirect.org/.

***

+++Take-Home Exam Due Monday, December 10+++

Source: http://blog.cascades.com/2012/05/01/lets-get-planting- cascades-taking-root-help-great-cause-during-may-tree-forest-month/