Syllabus

PAX 140a – Religion, Conflict and Peace

Undergraduate Peace, Conflict and Coexistence Program, Brandeis University

Professor: David Steele, Adjunct Faculty in Coexistence and Conflict ResolutionClass Time: Th. 5:00-7:50 pmLocation: TBD

Contact information for Prof. Steele

Office hours – Wednesdays 10 am -12 noon in Pearlman 110; Available through e-mail or by appointment when needed on ad hoc basis

Email: dsteele@brandeis.eduPhone: (978) 897-5303

Course Description

This course examines the role that religious identity can play in both the escalation and mitigation of conflict. Students will study the role that ideology, belief, values, and faith-based relationships can play in developing and legitimizing, or in transforming and resolving, deeply rooted conflict dynamics. The focus of this course will be on both integration of religious identity factors into conflict analysis and an introduction to faith-based interventions skills, used by religious actors to foster coexistence. During the course, we will explore different types of contemporary conflict in which religion functions as a conflict driver, including how to understand and handle conflicts perpetrated by extremist religious groups. We will also explore the diversity of faith-based reconciliation processes (such as hospitality, healing ritual, apology, etc.) as well as the kinds of roles performed by a wide variety of religious actors (education, advocacy, mediation, dialogue facilitation, etc.). Examples and case studies will be drawn from a wide variety of religious traditions and diverse cultures. In addition to those cases presented in the readings and by the professor, each student will be required to select cases on which to make a class presentation and write a paper. The purpose of these assignments, and the course in general, is to provide students the opportunity to assess concrete conflict situations in which religious identity is a factor, know the potential contribution that faith-based actors can make to coexistence, and evaluate how best to function in faith-based peacebuilding roles and reconciliation processes that interest them.

Objectives

Students who take this course will be able to:

1. Assess what role religion plays, in comparison to other identity markers, as a driver of conflict within specific, concrete conflict situations in a variety of cultures worldwide,

2. Articulate a framework for understanding, and responding to, conflicts driven by extremist religious groups from a variety of religious traditions,

3. Understand and appreciate the potential contribution that all faith-based actors can make toward peaceful coexistence within/among diverse societies ,

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4. Identify specific, and sometimes unique, reconciliation processes which faith-based actors, from a variety of cultures, can use to assist conflicted parties to develop healthy, peaceful and cooperative relationships,

5. Examine unique conceptions and approaches by which faith-based actors can fulfill traditional conflict transformation roles.

Format

This course consists of 13 class sessions, taught once a week for 3 hours per class. Class sessions will include presentation, exercises, role plays/simulations, case studies, and discussion which will draw upon student’s own experience as well as the professor’s 20+ years of experience in the field.

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 the administration.

Requirements

Attendance, Punctuality, and Active Participation

In order to benefit from experiential learning, you are required to attend every class, 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 provide advanced notice to the instructor. Should you miss any classes without prior notice that will affect the class participation component of your grade (see below).

Participation involves more than just coming to class. You are expected to actively engaged. In order to ensure active participation in the best possible conditions, make sure you complete the assignments listed below on time. In preparation for each class session, it is recommended that you make notes from the assigned readings. In some cases optional recommended reading are also listed for some sessions. Please check on website before each class to see if extra readings have been added – or substituted. Based on any required assignments, you will be expected to provide thoughtful contributions to class discussions, share your perceptions, questions and any relevant experience, give periodic short class presentations as part of a small group, participate in exercises and role plays (as well as in assessment of learnings during debriefings). Since you may be assigned roles with confidential instructions in preparation for role plays, you are asked not to communicate before class with students who do not represent the same party as you.

In all class activities, you will of course enjoy complete academic freedom in the classroom, within the limits defined by mutual respect.

Case Presentation

Each student will be expected to participate, along with other class members, in one case presentation at the end of the course (during sessions 12 and 13). Each presentation group should include 3-4 students who can select their own case. A list of possible resources will be made

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available at the beginning of the course. Each presentation should be made using PPT and is expected to be 10-15 mins. in length. You are asked to:

Select a conflict situation in a particular country in which there is a clear example of efforts by a faith-based peacebuilder/reconciler

Describe the conflict context Describe this religious actor. What kinds of faith-based interventions have they done in

the past? What faith-based practices, reconciliation processes or peacebuilding roles did this person/group employ in the conflict you have selected?

Describe how their faith influenced what they did and how it impacted the results Give your evaluation of the attempted peacebuilding process Make any recommendations regarding what you think could have been done differently.

Students should be as creative as possible at this point.

The presentation will be followed by a short time of feedback, given by other students and the professor.

Writing Requirement and Academic Integrity

There will be two short, three-page written assignments, both of which will be due prior to mid-term. The first one will be due on Jan. 28, the second one on Mar. 5. Students will be placed in small groups which will jointly compose these three-page reports. Each of these groups will also make short class presentations on their assigned topic. Further explanation of these assignments, both written and oral, can be found in the following descriptions of sessions 2-7. These assignments, together with assessment of overall class participation, will constitute the basis for determining each student’s mid-term grade.

Each individual student will also be expected to write a final paper of 8-10 pages due the end of the week following session 9 (i.e. Sat. Mar. 21). In the paper you are asked to pick a conflict in which religious identity plays a major role. The assignment is to:

1. Describe the primary factors involved in the conflict2. Identify the specific role that religious identity plays, naming and describing the

conflicted religious parties3. Assess the role that religious beliefs/ideology, values, and relational dynamics play in

exacerbating the conflict4. Identify some actors (religious or secular) which have attempted to intervene (if there are

any) and evaluating their degree of success/failure5. Present your own recommendations regarding the best way this conflict might be

addressed by an intervener (religious or secular)

The writing of the final paper is intended to demonstrate your knowledge of, and ability to address, the challenges of religious identity when it is one of the major drives in a conflict situation. Its purpose is also to encourage you to approach reading materials critically, foster improved research and writing skills, and enhance your ability to conceptualize and advocate for change in a concrete setting. You are expected to devote careful attention to the technical quality of your written work, as well as its substance. A list of possible resources for these papers will also be made available at the beginning of the course.

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This assignment must be typewritten, double-spaced, in 12-point font, and submitted electronically via e-mail to the instructor as a Microsoft Word attachment. You are asked to submit your paper on time. The grade for papers may be penalized if submitted late.

You must use the APA writing format, with appropriate endnote references to literature, readings, and lectures as well as a bibliography indicating the necessary breadth of background information and knowledge of the context. All written work for this course must avoid plagiarism and include appropriate citation of the sources used. If you have questions, check the Concise English Handbook, section 56c, on plagiarism and see the following webpages:

http://www.brandeis.edu/svpse/academicintegrity/index.html - on academic integrity http://www.brandeis.libguides.com/content.php?pid=10580&sid=99216 - in particular

the section dealing with citations

The university policy on academic honesty is also distributed annually, in section 5 of the Rights and Responsibilities handbook. If you have any questions about this, do not hesitate to talk to your instructor, and to seek guidance.

Grading

Short group written assignments & accompanying class presentations 20%Class participation (including participation in exercises, role plays, and class discussion) 20%Case presentation 30%Final paper 30%

Class Schedule and Reading Assignments

Session 1:

Contemporary Conflict & the Role of Identity

This session will cover:

The changing nature of modern war/violence: Types of actors, goals and strategies The Nature of identity formation: primary and secondary identify markers, ascribed vs.

acquired identity; individual vs. collective; The role of identity markers in conflict situations: the place and nature of group

boundaries; in-group/out-group relations; the influence of threat; tensions between group loyalty and treatment of the “other;” the need for balance between bonding dynamics and bridging dynamics.

Relationship of identity markers (e.g. religion, ethnicity, nationalism) to substantive conflict drivers (e.g. political, economic, resources).

Required Readings

Steele, David, Creative Approaches to Conflict transformation in Societies Affected by Extremist Religion, unpublished manual (San Diego: University of California, 2013), pp. 1-9

Korostelina, Karina, Social Identity and Conflict (New York: Palgrave Macmillan, 2007), pp. 74-87 and 134-54

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Brewer, Marilynn, “Intergroup Identification and Intergroup Conflict: When Does In-Group Love Become Out-Group Hate?” in Social Identity, Intergroup Conflict and Conflict Resolution, ed. by Lee Jussim, Richard Ashmore, and David Wilder (Oxford: Oxford University Press, 2001) pp. 17-41

Inman, Patrick and James Peacock, “Conclusion: Ethnic and Sectarian As Ideal Types,” in Identity Matters: Ethnic and Sectarian Conflict, ed. by Inman, Peacock and Patricia Thornton (Oxford: Berghahn Books, 2007), pp. 205-34

Session 2:

The Importance of Values within Identity Dynamics

This session will cover:

The role that values, spiritually-based or secular, play in identity formation, providing basic frameworks/world views that are distinct.

An examination of different value systems that exist in different kinds of cultures: collectivist and individualistic; shame-oriented and guilt-oriented

When values of different groups are antithetical, challenged, or imposed and how this influences conflict dynamics. How values frameworks relate to events that trigger conflict/violence.

Evaluation of the theory that there is an inevitable “Clash of Civilizations” due to value differences

Required readings

Steele, David, Creative Approaches to Conflict transformation in Societies Affected by Extremist Religion, unpublished manual (San Diego: University of California, 2013), pp. 11-13

Korostelina, Karina, “Cultural Differences of Perception of the Other,” in Identity, Morality and Threat, ed. by Daniel Rothbart and Karina Korostelina (Lanham: Lexington Books, 2006), pp. 147-75.

Thomas, Scott M. 2005. The Global Resurgence of Religion and the Transformation of International Relations. New York: Palgrave MacMillan, pp. 133-45.

Huntington, Samuel, The Clash of Civilizations and the Remaking of World Order (New York: Simon & Schuster, 1996), pp. 40-72.

Assignment

Three groups will be formed at the end of this session with the assignment of giving short reports on the highlights covered in each of the first three sessions of the course. The groups assigned to report on sessions 1 and 2 will cover material from both the readings and class sessions. The group assigned to report on session 3 will only cover material from the readings. Each group will write a three page report, due Jan. 28, the day before session 3. Each group will also make a 5-10 min. PPT presentation to the entire class, based on the highlights they have selected as most significant.

Session 3:

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The Role Played by Religious Identity in Conflict Situations

The first part of this session will consist of 5-10 min. PPT presentations by each group, formed at the end of the last session. We will begin with the report on session 1 and end with the report on session 3. Each report will be followed by brief discussion involving the entire class.

This last part of this session will continue to cover, in greater depth:

The role sometimes played by religious identity in legitimizing and perpetuating conflict: sources of religious identity; links between religious belief/ideology and identity

The role often played by religion as an underlying world view/value system: identifying positive religious values and their impact on society; identifying the negative role religion can play in values conflicts

Types of contemporary conflict involving religion Evaluation of religious fundamentalism in particular

Required Readings

Steele, David, Creative Approaches to Conflict transformation in Societies Affected by Extremist Religion, unpublished manual (San Diego: University of California, 2013), pp. 14-19

Appleby, R. Scott, The Ambivalence of the Sacred: Religion, Violence and Reconciliation (Lanham: Rowman and Littlefield Publishers, Inc., 2000), pp. 57-63

Gopin, Marc, Between Eden and Armageddon: The Future of World Religions, Violence and Peacemaking (New York: Oxford university Press, 2000), pp. 51-64

Aslan, Reza, Beyond Fundamentalism (New York: Random House, 2010), pp. 3-33

Nasr, Vali, The Shia Revival (New York: W.W. Norton and Co., 2007), pp. 17-29

Recommended Readings

Appleby, R. Scott, The Ambivalence of the Sacred: Religion, Violence and Reconciliation (Lanham: Rowman and Littlefield Publishers, Inc., 2000), pp. 64-80

Nasr, Vali, The Shia Revival (New York: W.W. Norton and Co., 2007), pp. 227-73

Session 4:

A Closer look at the Role Played by Extremist Religious Groups

This session will cover:

Characteristics of extremist religious groups Linkages such groups often make with fellow adherents of their wider faith community:

ideological, relational and functionalo The ideological factor: Awareness that some conflicts/tensions are supported by

strong frameworks of religious belief; examination of the kinds of religious

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imperatives that foster conflict/violence (including concepts of fairness, justice, etc.); evaluation of religious justifications for rebellion and violence; characteristics of extremist religious groups that adopt a violent, confrontational posture; relationship between such groups and the wider faith tradition of which they are a part.

o The relational dynamics: Examination of dynamics that have their roots in a sense of faith-based victimization and grievance; the religious mythologies that have arisen to portray and justify the need for “believer” loyalty; the role religion plays in a resulting identity defined by enmity and a behavior infused with prejudice and stereotyping; the confusion of faith-based justice with a revenge mentality.

o The meeting of functional needs: Examining how some groups solidify religious loyalties by providing basic services of aid and development exclusively to one’s own faith community; the use of religious calls for charity to deepen in-group/out-group perceptions and exacerbate divisions.

Examination of case studies

Required readings

Steele, David, Creative Approaches to Conflict transformation in Societies Affected by Extremist Religion, unpublished manual (San Diego: University of California, 2013), pp. 19-29

Appleby, R. Scott, The Ambivalence of the Sacred pp. 81-120

Slim, Hugo, Violent Beliefs: Faith, Hope and Violence in Religious Movements (Geneva: Centre for Humanitarian Dialogue, 2005), pp. 1-5

Pinker, Steven, The Better Angels of Our Nature [from chapter on “Inner demons”] (New York: The Penguin Group, 2011), pp. 529-37 and 556-69

Session 5:

Review Role Played by Religious Conflict Drives & Examine Ways to Transform Entrenched Religious Conflict: Addressing Linkage 1 - Ideology

The first part of this session will consist of 5 min. PPT presentations by each discussion group, followed by brief discussion by the entire class.

This last part of this session will cover:

Examination of approaches to handling the ideological and identity linkage that extremist religious groups make with fellow adherents of their wider faith communities

Bridging the Ideological Divide:

o Understanding “their” perspective and the limitations of “one’s own” perspective

o The potential added value of a faith-perspective

o Building solidarity on the “others” terms

Reframing identity

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Examination of case studies

Required readings

Steele, David, Creative Approaches to Conflict transformation in Societies Affected by Extremist Religion, unpublished manual (San Diego: University of California, 2013), pp. 9-10 and 30-35

Hicks, Donna, “The Role of Identity Reconstruction in Promoting Reconciliation,” in Forgiveness and Reconciliation, ed. by Raymond Helmick and Rodney Petersen (Radnor, Pennsylvania: Templeton Foundation Press, 2001), pp. 129-49

Johnston, Douglas, Religion, Terror and Error (Santa Barbara: Praeger, 2011), pp. 150-69

Volf, Miroslav, “Exclusion and Embrace,” unpublished manuscript (Pasadena, California: Fuller Theological Seminary, n.d.) pp 1-13

Assignment

Each student will write 3-4 questions they have on any of the topics covered in sessions 1-5. These will be e-mailed to the professor on the day prior to session 6, (i.e. Feb. 25). The professor will then group these questions into topical categories and post them on LATTE for students to read.

Session 6:

Transforming Entrenched Religious Conflict: Addressing Linkage 2 – Relational dynamics

Awareness of Faith-Based Reconciliation Processes

This session will include:

Discovering a deeper understanding of a variety of faith-based reconciliation processes and practices, including: grief and trauma healing, hospitality, confession/apology/ acknowledgment of wrongdoing, justice, and forgiveness.

Discussion of the degree to which the use of these practices is restricted to individual vs. public forums, and whether they can be performed by leaders (political, tribal, religious, etc.) on behalf of their people

Examination of the complexities, barriers and difficulties involved in each process/practice: both internal (within the individuals/groups with whom the faith-based actor is relating) and external (cultural differences, power inequity between groups, and other systemic factors related to political repression, resource distribution, etc.)

How to build trust which can set the context for constrictive interaction Examination of case studies, including a film illustrating the work of faith-based

reconcilers in Kenya.

Required readings

Steele, David, Creative Approaches to Conflict transformation in Societies Affected by Extremist Religion, unpublished manual (San Diego: University of California, 2013), pp. 35-51 (beginning with subheading “Step 7…”)

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Amstutz, Mark, The Healing of Nations: The Promise and Limits of Political Forgiveness (Lanham: Rowman & Littlefield Publishers, Inc., 2005), pp. 91-113

Sachedina, Abdulaziz, The Islamic Roots of Democratic Pluralism (New York: Oxford University Press, 2001), pp. 102-31

Lang, Sharon, “Sulha Peacemaking and the Politics of Persuasion,” Journal of Palestine Studies XXXI, No. 3 (Spring 2002), pp. 52-66

Recommended Readings

Philpott, Daniel, “Beyond politics as Usual,” in The Politics of Past Evil: Religion, Reconciliation, and the Dilemmas of Transitional Justice, ed., by Philpott (Notre Dame, IN: University of Notre dame, 2006), Cha. 1, pp. 11-44

Hadley, Michael, “Introduction: Multifaith Reflection on Criminal Justice” in The Spiritual Roots of Restorative Justice, ed. by Michael Hadley (Albany, New York: State University of New York Press, 2001), pp. 1-26

Amstutz, Mark, The Healing of Nations: The Promise and Limits of Political Forgiveness (Lanham: Rowman & Littlefield Publishers, Inc., 2005), pp. 41-65

Assignment

At the end of this class session, a group of 3-4 students will be assigned to category of questions. Following the class, each group will meet to discuss the most provocative questions in their category, write a 3 page group report on their learnings and develop a 5 min. PPT presentation to share their questions/learnings with the entire class during session 7. The written report will also be due at that time (i.e. Mar. 5).

Session 7:

Comparison of Religious Traditions as Both Sources and Mitigators of Conflict

This session will compare several of the major religious traditions, examining the impact of their tradition on both conflict escalation and conflict transformation. Both assets and challenges facing the following faith traditions will be examined: Judaism, Christianity, Islam, Hinduism, Buddhism, and indigenous traditions.

Required readings

Vendley, William and David Little, “Implications for religious Communities: Buddhism, Islam, Hinduism and Christianity,” in Religion, The Missing Dimension of Statecraft, ed. by Douglas Johnson and Cynthia Sampson (Oxford: Oxford University Press, 1994), pp. 306-315

Cox, Harvey, et. al., “World Religions and Conflict Resolution,” in Religion, The Missing Dimension of Statecraft, ed. by Douglas Johnson and Cynthia Sampson (Oxford: Oxford University Press, 1994), pp. 266-82

Gopin, Marc, Between Eden and Armageddon: The Future of World Religions, Violence and Peacemaking (New York: Oxford university Press, 2000), pp. 167-93

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Hanh, Thich Nhat, Being Peace (Berkeley: Parallax Press, 200), pp. 77-82 and 90-106 [Available as e-book at Goldfarb Library]

Endredy, James, Beyond 2012: A Shaman’s call to Personal Change and the Transformation of Personal Consciousness (Woodbury, MN: Llewellyn Publications, 2008), pp. 57-67

Recommended Readings

Kalin, Ibrahim, “Islam and Peace,” in Crescent and Dove, ed. by Ul-Huda, Qamar ul-Huda (Washington: US Institute of Peace, 2010), Cha. 1, pp. 3-37,

Endredy, James, Beyond 2012: A Shaman’s call to Personal Change and the Transformation of Personal Consciousness (Woodbury, MN: Llewellyn Publications, 2008), pp. 51-57, 87-34

Bondurant, Joan, Conquest of Violence: The Gandhian Philosophy of Conflict (Princeton, NJ: Princeton University Press, 1958), Cha. 2, pp. 15-35

Cabezon, Jose, "The UNESCO Declaration: A Tibetan Buddhist Perspective,” in Buddhist Peacework, ed. by David Chappell (Somerville, MA: Wisdom Publications, 1999), Conclusion, p. 183-188

Session 8:

Skills Needed for Faith-Based Reconciliation Processes

This session will include:

Introduction to a variety of exercises and short role plays that can be used by faith-based actors to facilitate reconciliation processes specifically related to grief and trauma, stereotyping, effective communication, acknowledgement of responsibility, forgiveness, restorative justice, and the role of ritual

Skill practice involving a role play between Muslims and Catholics following the war in Bosnia-Herzegovina

Assignment

Students will be expected to reflect on these practices/processes prior to class and come prepared to share their own perceptions about, and experience with, any of them.

Some students will also need to prepare for participation in the role play

Required Readings

Ayindo, Babu, Mabel Isolio and David Steele. 2010. Strengthening the Capacities of Kenyan Actors in Peacebuilding and Conflict Transformation: A Source Book and Training Guide. Nairobi: Konrad Adenauer Stiftung (training manual used in Kenya), pp. 55-85, and 100-15

Schirch, Lisa, Ritual and Symbol in Peacebuilding (Bloomfield, Connecticut: Kumarian Press, 2005), pp. 97-121 and 137-59

Session 9:

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Roles that Faith-Based Actors Can Play

This session will cover:

Who are considered to be faith based actors The reasons why faith-based actors often can play an important role What distinct functions faith-based actors can perform, including (1) observation and

witness, (2) education and formation, (3) advocacy and empowerment, and (4) intermediary intervention.

When in the life cycle of a conflict it is most effective to perform which role or function Examination of the complexities, barriers and difficulties involved in each performing

each peacebuilding role

Required readings

Steele, David, "An Introductory Overview to Faith-Based Peacebuilding." Pursuing Just Peace. Ed. by M. Rogers, et al. (Baltimore: Catholic Relief Services, 2008), pp. 22-33 (beginning with sub-heading “Roles that Faith-Based Actors Can Play”

Bock, Joseph, Sharpening Conflict Management: Religious Leadership and the Double-Edged Sword (Westport, CT: Praeger Publishers, 2001), pp. 63-99

Bouta, Tsjeard, S. Ayse Kadayifci-Orellana and Mohammed Abu-Nimer, Faith-Based Peace-Building: Mapping and Analysis of Christian, Muslim and Multi-Faith Actors (The Hague: Netherlands Institute of International Relations ‘Clingendael; and Washington: Salaam Institute for Peace and Justice, 2005), pp. 15-46

Assignment

Final paper for the course will be due at the end of the week following this session (i.e. on Sat., Mar. 21). See p. 3 in this syllabus for detailed description of the assignment.

Session 10:

Skills Needed in Intermediary Roles Faith-Based Actors Can Play:

This session will include:

Examination of a variety of specific intermediary roles, such as arbitration, mediation. facilitated dialogue, facilitated problem solving

Introduction to a variety of tools and exercises that can be used by faith-based actors in performing these roles

Examination of case studies Skill practice involving a role play in which religion is a central part of the conflict:

between Hindus and Muslims in India

Assignment

Preparation of role play by some students (different ones than participated previously)

Required Readings

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Steele, David, Creative Approaches to Conflict transformation in Societies Affected by Extremist Religion, unpublished manual (San Diego: University of California, 2013), pp. 51-55

Ayindo, Babu, Mabel Isolio and David Steele. 2010. Strengthening the Capacities of Kenyan Actors in Peacebuilding and Conflict Transformation: A Source Book and Training Guide. Nairobi: Konrad Adenauer Stiftung (training manual used in Kenya), pp. 125-47

Smock, David, “Faith-Based NGOs and International Peacebuilding,” Special Report 76 (Washington: US Institute of Peace, 2001)

Session 11:

Transforming Entrenched Religious Conflict: Addressing Linkage 3 – Meeting basic needs

This session will cover the role faith-based actors can either play or encourage other actors in:

Formulating an initial response: Emergency crisis intervention Transforming structures and enhancing indigenous capability Fostering sustainability which can consolidate long-term recovery

Examination of case studies

Skill practice involving an advocacy role play in which a church attempts to meet the needs of a very poor segment of a third world society, but finds itself enmeshed in some evolving conflict. No advanced preparation needed. All students will have a role to play.

Required readings

Steele, David, Creative Approaches to Conflict transformation in Societies Affected by Extremist Religion, unpublished manual (San Diego: University of California, 2013), pp. 55-62

Friesen, Duane, “Encourage Grassroots Peacemaking Groups and Voluntary Associations,” in Just Peacemaking, Ed, by Glen Stassen (Cleveland: Pilgrim Press, 1998), pp. 176-88

Session 12:

Evaluating the Practice of Faith-Based Reconciliation and Peacebuilding:

Preparation: Field Trip to Meet with Faith-Based Teachers and Practitioners in Boston

This first part of this session will focus on learnings gained from interactions with a wide spectrum of individuals and institutions in the Boston area that are engaged in some capacity with the issues of religion, conflict and peacebuilding. Prior to this class session, there will be a forum on faith-based conflict transformation and peacebuilding held elsewhere in the Boston area (most likely venue will be at the Center for Peace, Democracy and Development at University of Massachusetts, Boston – easily accessible on the T’s red line). Students from this class will be invited and encouraged (though not required) to attend, along with faculty and students from other academic programs, practitioners and evaluation experts, policy advocates and researchers, and representatives of a wide variety of faith traditions. Students who attend will

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be able to participate in sharing experiences, asking questions, and gaining deeper insight into the variety of perspectives, approaches, and practices used by various actors in different contexts around the world. The date and time for this forum has not yet been established, though Dr. Steele is part of the working group formed to plan and implement the event.

Assignment

Preparation of any presentations scheduled for this session, as described below.

Agenda for Class session:

During the first part of actual class session #12, those who were able to attend this Boston-area forum will be asked to give oral reports on learnings gained. Some other participants in the forum, who are not enrolled in this course, will also be invited to attend this part of session 12 and share their impressions. Those students in this course who are unable to attend the forum will be assigned to do web-based research on institutions (either from the Boston area or outside) which are engaged in faith-based conflict transformation in one of more of the same capacities as forum participants (described above). These students will also be asked to share, during session 12, the learnings they have discovered.

During the second part of this class session, we will begin the series of final student case presentations on faith-based peacebuilding roles. Each case presentation will be made by a group of 3-4 students and will be 10-15 mins. in length. After each presentation, the class and professor will provide feedback. See the course requirements on p. 2 in this syllabus for detailed description of the assignment. These students will not be exempt from sharing either learnings from the Boston-wide Forum or the alternative web-based research, as described above. The difference between sharing insights during the first part of the class session and making your group case presentation is two-fold: (1) case presentations will be by groups, but sharing about the forum or from alternative web sources will be by individuals; (2) case presentations will explore, in greater depth, a specific intervention on the part of a specific faith-based actor, but sharing about the forum or from alternative web sources is open to communication of any number of smaller insights one has gained through any source available.

It is possible that the presentation of the Boston-wide forum may be shifted to session 13, depending on the timing of the forum or the availability of potential guests. In that case more of the student case presentation will be made during this session.

Session 13:

Evaluating the Practice of Faith-Based Reconciliation and Peacebuilding (continued):

Assignment

Preparation of any presentations scheduled for this session, as described in session 12 above.

Agenda for Class session:

If the presentation of the Boston-wide Forum needs to be postponed, this session will begin with the sharing of learnings from both that forum and the alternative web-based research done by students who did not attend the Forum.

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Student case presentations on faith-based peacebuilding roles will be completed during this session. The number of case presentations made during session 12 and session 13 will be determined by the timing of the sharing session based on the Boson-wide forum. The detailed description of the case presentations, again, can be found in the course requirements on p. 2 in this syllabus. After each presentation, the class and professor will provide feedback.

Any remaining time in session 13 will be devoted to final review and questions students wish to raise. All students, therefore, should come prepared to discuss any of the topics covered in the course.

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