Graduate Programs in Coexistence and Conflict

GRADUATE PROGRAMS IN COEXISTENCE AND CONFLICT

HS 233f-Social Policy for Shared Societies

Mari Fitzduff, Professor

Class Time:Fall 2014, Thursday 9.00 a.m. to 11.50 a.m.

Location:Heller.

Contact information for Prof. Fitzduff

Fall Office Hours: Normally Thurs, 1.00 p.m. to 6.00 p.m.

Office:Heller School Building, #241

Email:

Phone:x 62873

Course Description

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

Objectives for participants:

This course will be of use to students who are studying:

public policy and administration both domestically and internationally.
development, health, environmental, governance and business, and who are interested in how such policies can increase social cohesion in societies where there are social and identity divisions.
nation-building, conflict prevention and post conflict peacebuilding, as well as fragile state and democratization work.

Course Requirements

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

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

Students are expected to be honest in all academic work. All written work for this course must include appropriate citation of the sources used. See ‘Truth even unto its Innermost Part’ and in particular the section dealing with citations.

the university policy on academic honesty is distributed annually as section 5 of the Rights and Responsibilities handbook. You are expected to have read and understood this policy. If you have any questions about this, please ask. Academic integrity is critical in all that you write and say, and transgressions are treated severely.

Disability

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

Attendance, Punctuality, and Active Participation

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

Writing Requirements and Academic Integrity

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

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

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

We cannot insist enough on the fact that all written work for this course must include appropriate citation of the sources used.

See section 56c (“Avoid Plagiarism”) of theConcise English Handbook.
See ‘Truth even unto its Innermost Part’ and in particular the section dealing with citations.

Individual Written and Group Assignments

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

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

(These essays will form the basis of a 10 minute presentation to the class. Order of

Presentations will be chosen by lottery)

Due One week after presentation

2)Do a Club of Madrid audit on your own country, or that of another country:

heller.brandeis.edu/academic/coex/pdfs-docs/club-of-madrid.pdf

(Can be filled in onquestionnaire provided)

Due: Nov Mon 24th 2014.

3) Final paper (approximately 10 pages)

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

Due: Mon Dec 15th

Evaluation

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

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

Class Sessions and Required Readings

Latte = Readings available on Latte. To access Latte go to and sign in using your email and password.

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

Session 1. Introduction. Thursday Oct 23rd9.00 a.m. to 11.50 a.m.

Themes

What kind of public and social policy challenges are governments around the world facing in terms of managing their ethnic, religious, and cultural tensions? What has been the history of governments in managing such tensions? What values are currently informing their debates, and how are they prioritizing issues of e.g. equality, diversity, inclusion, and participation in their societies? What challenges are there in persuading governments to mainstream shared society work into their policies?

This session will also contain a review of the debates about language i.e. social cohesion, social inclusion, integration, cohesion, multiculturalism, coexistence, conflict management, pluralism, etc and what the language debates signify in terms of value differences.

Required Readings

Required Readings:

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

McCartney, C. (2002) Comparative review of public policies towards improvinginter-community relations. Retrieved from INCORE website:

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

Suggested Readings:

Premdas, Ralph:Public Policy and ethnic conflictin Management Of Social Transformations – MOSTDiscussion Paper Series - No. 12 1994 – 2003

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

Awa Dabo, Jago Salmon, Moises Venancio and Patrick Keuleers(2010)Local Governance, peace buildingand state buildingin post-conflict settings UNDP

Session2. Development Thursday Oct 30th 9.00 a.m. – 11.50 a.m.

Themes

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

Required Readings

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

Anderson, M: 2000 OptionsFor Aid in Conflict: Lessons from Field Experience

Clark, Helen: Speech at the Annual Foreign Policy Lecture on “Conflict and Development: Breaking the Cycle of Fragility, Violence, and Poverty” 12 August 2013

Read Introduction and Conclusions to the World Bank Report 2011

Suggested Readings:

Tuvin, Peter 2002. The Development / Peacebuilding Nexus: A Typology and History of Changing Paradigms.

Deborah Durnan: 2005 Popular education and peace building in Timor-Leste:

Sherriff, Andrew, Lange, Maria, Alexander, Lindsay and Banfield, Jessie: Development and Peacebuilding:Meeting Institutional Challenges 2004/5

Sean Byrne, Chuck Thiessen, Eyob Fissuh, Cynthia Irvin & Marcie Hawranik:Economic Assistance, Development and Peacebuilding: The Role of the IFI and EU Peace II Fund in Northern Ireland: Civil Wars Volume 10, Issue 2, 2008

Session 3. Health Thursday Nov 6th 9.00 a.m. – 11.50 a.m.

Themes

How can health work in conflict affected societies assist the development of social cohesion within and between communities? Can health work act as delivery models for co-operation – i.e. as ‘connectors’ rather than ‘dividers’ of societies? What are the challenges in developing a policy and planning framework of support for health workers in delivering such ‘connecting’ work? Is the risk of mainstreaming a conflict - sensitive approach into health programs an unfair extra to societies already burdened by health needs? Are their promising positive models of such interventions?

Required Readings

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

Natalie J. GroveAnthony B. Zwi2008. Beyond the log frame: a new tool for examining health and peacebuilding initiatives.Development in Practice. Volume 18, Issue 1, 2008

USIP: Health and Peacebuilding

Suggested Readings:

International Alert: The Business of Peace 2000

Nick Killick, VS Srikantha, Canan Gündüz The Role of Local Business in Peacebuilding

CDA: The Role of Business in Conflict Resolution and Peace Building2003

Lisa Curtis, Peter Davis, Canan Gündüz, Andrew Ockenden, Thomas Pedrick, Tony Vaux, Joost Van Der Zwan 2010

Private Sector Development in Conflict-Affected Environments

Radhika Hettiarachchi,Lucy Holdaway, CananGündüz,and Editor: Jehan Mendis 2009 Sustaining Business and Peace

Session 5.Environment Thursday, Nov 20th 9.00 a.m. to 11.50 a.m.

Themes

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

Required Readings

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

Smith, Dan and Vivekananda, Janani : 2007 The Links Between Climate Change, Peace and War

Richard Matthew, Oli Brown, David Jensen: 2009 The role of natural resources and the environment in peacebuilding in: From Conflict to Peacebuilding UNEP

Suggested Readings:

Holger Grundel Natural Resource Governance in Conflict-Affected Contexts 2010 International Alert

USAID Minerals and Conflict: 2004

Jessica Banfield: 2009 Harnessing Oil for Peace and Development in Uganda.

Session 6.Education Thursday, Dec 4th9.00 a.m. to 11.50 a.m.

Required Readings:

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

Mari Fitzduff: 2006 The Next Generation: Pg 51-58 in Fitzduff, M Beyond Violence: Conflict Resolution Process in Northern Ireland UN Press.

Kendra Dupuy: Education for Peace: Building Peace and Transforming Armed ConflictThrough Education Systems International Peace Research Institute, Oslo (PRIO)for Save the Children Norway:

Suggested Readings:

Kenneth D. Bush Diana Saltarelli Eds: The Two Faces of Education In Ethnic ConflictTowards a Peacebuilding Education for Children. UNICEF 2000

Session 7.Implementing and Evaluating Public Policies for Shared Societies. Tuesday, Dec 9th 9.00 a.m. to 11:00

Themes

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

Presentation of organizational briefings.

Required Readings:

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

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

Clare Ferguson: Promoting Social Integration: 2008 Report commissioned by the United Nations Department of Economic and Social Affairs (UNDESA) for the Expert Group Meeting on Promoting Social Integration, Helsinki, Finland, 8-10 July 2008 Background Paper for Discussion1

Suggested Readings:

Mari Fitzduff: (2007)Measuring Social Inclusion and Cohesion – the Challenges. UNDESA. PARIS conference

Anthony B. Atkinson and Eric Marlier 2010Analysing and Measuring Social Inclusion in a Global Context .