HS 243F1 Religion, Identity and Conflict

GRADUATE PROGRAMS IN COEXISTENCE AND CONFLICT

HS 243f1– Religion, Identity and Conflict

David Steele, Adjunct Faculty in Coexistence and Conflict

Class Time:Tuesdays 2:00-4:50

Location:HellerSchool Room?

Contact information for Prof. Steele

No office on campus; Appointments can be made on ad hoc basis

Email:

Phone:(978) 897-5303

Course Description

This course examines the role of religious identity, in relation to that of other conflict drivers, in both the escalation and mitigation of conflict. Students will study the role that ideology, belief, values, faith-based relationships and practices 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 various actors to foster conflict transformation. During the course, we will examine the different ways in which religion functions as a driver in a number of distinct types of contemporary conflict.We will ask how best to understand and handle conflicts perpetrated by extremist religious groups that frequently utilize ideological, relational and functional linkages to appeal to wider populations. We will explore possible ways to reframe identity, address polarized ideologies, transform relationships, influence other social/political dynamics, and foster collaborative interfaith efforts to meet mutual basic needs. Students will be exposed to a diversity of faith-based reconciliation processes (such as hospitality, healing ritual, apology, etc.) as well as distinct ways in which faith-based actors perform a variety of roles (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 studentsthe opportunity to: (a) assess concrete conflict situations in which religious identity is a factor, (b) recognize the potential, distinctive contribution of faith-based actors to coexistence whether or not religion is a primary conflict driver, and (c) evaluate how to support, compliment, and partner withthe reconciliation and peacebuilding efforts of religious actors.

Objectives

Students who take this course will be able to:

Assess the diverse ways in which religion functions, in combination with other identity markers and substantive factors, as a driver of conflict within different types of contemporaryaggression.
Articulate a framework for understanding, and responding to, conflicts driven by extremist religious groups from a variety of religious traditions.
Understand and appreciate the potential contribution that all faith-based actors can make toward peaceful coexistence within/among diverse societies .
Identify specific, faith-based reconciliation processes which religious actors, from a variety of faith traditions and cultures, can use to assist conflicted parties to develop healthy, peaceful and cooperative relationships.
Examine the distinctive conceptions and approaches by which faith-based actors can fulfill traditional conflict transformation roles.

Format

This course consists of seven 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, all students are expected to attend every class, barring documented illness. If you know you will be absent or late, for a legitimate reason, make sure you notify the professor in advance. Students taking this course for creditcannot miss more than one classsession if they wish to qualify for course credit.

Attendance, however, is more than just coming to class. All students, including auditors, are expected to actively participate, providing thoughtful contributions to class discussions, sharing your perceptions, questions and any relevant experience.In all class activities, you will of course enjoy complete academic freedom in the classroom, within the limits defined by mutual respect.

Use of Technology in Classroom

Use of your laptop to follow class presentations, for note-taking or web research related to this course can be useful to enhance learning. Therefore students are encouraged to bring laptops to class. However, use of a laptop, cell phone or any other electronic devise to talk, text, e-mail or surf the web on non-course related matters is disrespectful to everyone else present and is prohibited except in the following circumstances.

Any student who needs to use technology due to disability may do so. However, in such cases, please notify the professor at the beginning of the course or as soon as such disability occurs.
Any student experiencing an ongoing emergency situation which may require immediate response, may leave a cell phone on silent or enable a notification process on a laptop. In such cases, please notify the professor prior to, or at, the beginning of the course. If responding to the emergency requires talking, the student must leave the classroom, but can return if the emergency situation allows.

Assignments (in general)

Students taking this course for credit are required to complete the assignments listed below on time. Those auditing the course are encouraged, but not required, to do as many of the non-written assignments as they can, since that will add to the value gained for them and other students. Those taking the course for credit are expected to spend a minimum of 6 hours/week outside of class on these assignments.

Readings

There is a significant amount of reading assigned each week. In addition to required reading, optional recommended readings are also listed for some sessions. The purpose is to expose students to a variety of perspectives on the topic to be covered in the next class session. In preparation,please check on LATTE before each class to see if extra readings have been added – or substituted. It is also recommended that you make notes from the assigned readings.

Presentations

You may be asked to give periodic short class presentations or participate in exercises throughout the course. You will also have the opportunity to participate in a role play during session 6 on Feb. 27 and will be required to observe and contribute to the debriefing. 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.

Each student will be expected to participate, along with other class members, in one major case presentation at the end of the course (during session 7 on Mar. 6). Each presentation group should include 3-4 students who can select their own case.Each student in the group is expected to be present on the due date of the group assignment. The focus for this case presentation is on the positive role of religion.Therefore the intervener must be a faith-based actor, but the significant conflict drivers could include any combination of substantive or identity drivers, whether or not that includes religion. Further instructions can be found in the description of session 7 below. In addition, a list of possible resources is available on LATTE.

Writing Requirement

Each individual student will be expected to write a paper of 8-10 pages dueonFeb. 9(the Friday following session 4). The focus for the paper, unlike the oral case presentation, is on conflict in which religious identity plays a major negative role. In selecting a context, you are not limited to any particular time period. You can choose a current conflict or one at any time in the past. The time period you choose should be somewhat limited in duration since it will be very difficult to adequately cover a long period of time in a paper of this length.

The writing of the final paper is intended to demonstrate your knowledge of the conflict dynamics when religion functions as a significant conflict driver within a specific context of your own choice.This is not, however, an evaluation of a specific actor or even type of actor. To perform an adequate conflict assessment of a context requires that you examine the way in which religion, as a conflict driver, affects a variety of the pertinent actors. You should, therefore, acknowledge the spectrum of religious traditions present within the selected context, but focus your assessment on a few examples, at least one taken from each of the parties to the conflict. Keep in mind that evaluating religion's effect requires assessing the perspective and behavior of both faith-based actors and those who respond to their religious motivation. One must ask why and how specific religious worldviews motivate certain actors to exacerbate the conflict. But it is alsoessential to assess why and how other actors, either religious or secular, reactto those worldviews and actions. The response of any actor to religiously motivated behavior can also contribute to the conflicted dynamics.

In summary, the paper should address the issues listed in the outline below:

Briefly describe the primary factors involved in the conflict, including both substantive and identity-based drivers.
Identify the specific role that religious identity plays, naming and describing the religious parties involved and assessing the type of contemporary religious conflict depicted.
Assess the role played, in exacerbating the conflict, on the part of religious beliefs/ideology and values, as well as relational dynamics and provision of services to meet basic social needs. Evaluate the way religious actors who drive the conflict utilize these linkages to influence others within their wider religious traditions or social/national communities.
Briefly present a few of your own tentative recommendations regarding the best way this conflict might be addressed by an intervener (religious or secular).

This assignment is designed to foster improved research, critical assessment of readings and enhanced writing skills. You are expected to devote careful attention to the technical quality of your written work, as well as its substance. 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 must state the title of your paper and indicate your name at the top of the document. You are also expected to 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. A list of possible resources and a more complete description of this assignment are available on LATTE(see top of site).

You are asked to submit your paper on time. The grade for papers may be penalized if submitted late.

Academic Integrity

All written work and oral presentations for this course must avoid plagiarism and include appropriate citation of any sources used, when either quoted or summarized. If you have questions, check the Concise English Handbook, section 56c, on plagiarism and see the following webpages:

- on academic integrity
- in particular the section dealing with citations

The university policy on academic honesty is also distributed annually, insection 4 of the Rights and Responsibilities handbook. Academic integrity is critical in all that you write and say, and transgressions are treated seriously. Instances of alleged dishonesty will, first, be presented to the student with request for response. If the case involves more than a minor violation, it may be forwarded to the COEX program director to determine the appropriate response. Potential sanctions may include failure in the course, referral to the Office of Campus Life for possible referral to the Student Judicial System,delay in graduation, or suspension from the university. If you have any questions about this, do not hesitate to talk to your instructor, and to seek guidance.

Critical Dates

Paper: due Feb. 9

Case Presentation: due Mar. 6

Students must make, in advance, any requests for extension of due dates or absence from a case presentation.

Grading

Class participation (including participation in exercises, role plays, and class discussion) 20%

Case presentation 40%

Paper 40%

Communication

Refer to LATTE, throughout the course, for any updates regarding reading assignments, case presentations, papers, and any notices regarding other pertinent course information.

In the event of cancellation of a class session (e.g. snow days), the professor will make an effort to reschedule date and time, considering rooms available and schedules of students in the course.

Class Schedule and Reading Assignments

Session1: Contemporary Conflict and the Role of Identity

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.
The role that values, spiritually-based or secular, play in identity formation, providing basic frameworks/world views that are distinct; examination of different value systems in different types of cultures – when they 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.
Relationship of identity markers(e.g. religion, ethnicity, nationalism) and the value systems which help define them 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. 2-13

Korostelina, Karina, Social Identity and Conflict (New York: Palgrave Macmillan, 2007), pp. 74-87, 134-43 and 145-54.

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