Dalhousie University
Faculty of Arts and Social Sciences
Prof.: Dr. Julian Hermida
Course number: 3181
Teaching hours: Tuesdays 1905 - 2155
Term: Winter
Office: Room 2131 (FASS Building)
Tel.: 494-6278
Email: julian.hermida@dal.ca
Office hours: Tuesdays and Thursdays 1 pm to 1.30 pm and Tuesdays from 6.15 pm to 6.45 pm or by appointment.
The main objective of the course is to introduce students to the study of the development of international justice from a sociological perspective. The course will seek to examine these matters through the study of major theories of international justice and the analysis of current international conflicts. It will also consider recent feminist critiques of developments in the area of international justice. Topics to be examined include international terrorism, the role of human rights, global justice, the role of international criminal courts, international governmental and non governmental organizations, and human security.
· Knowledge is a constantly evolving process, which can be constructed personally and collectively.
· From an individual perspective, knowledge is personal, socially and historically contextualized, and dependent on psychological variables.
· From the class perspective, knowledge is a collective construction, where all participants can make their contribution.
· In the process of constructing knowledge, there is a dialectic relationship between action and reflection, where one feeds the other and vice versa.
· Successful learning is based on a personal involvement of students in their own learning.
· The learning environment, including the teaching methods, the teacher’s attitude, and the class atmosphere, among other factors, is determinative of the students’ approach to learning, as well as, the learning outcomes.
· The role of the teacher is that of a facilitator and tutor rather than a lecturer.
· Student peers are a powerful source of learning.
· Evaluation is conceived mainly as formative.
This course is
conceived so that students can:
1. Understand the concept of international
justice.
1.1.
Analyze
the different conceptions of justice at the international level.
1.2.
Understand
the concept of
2.
Develop
analytical tools to understand the major contemporary international conflicts.
2.1.
Become
familiar with the major international conflicts.
2.2.
Become
familiar with the main international social and political movements.
3.
Analyze
the evolution of international crimes and the international responses.
4.
Assess
the value of international human rights.
4.1.
Examine
criticism to the exportation of human rights.
4.2.
Value
non Western approaches to human rights.
5.
Examine
the role and development of international criminal courts.
5.1.
Value
the role of international organizations in the promotion of international
justice.
Deploy a range of advanced transferable skills such as: oral and written
communication skills, the accurate exposition of complex arguments and sets of
research findings and the critical evaluation of competing explanations or
complex arguments relating to some internationally sensitive topics.
Classroom activities will be designed to encourage students to play an
active role in the construction of their own knowledge and in the design of
their own learning strategies.
We will combine traditional lectures with other active teaching
methodologies, such as interactive lecture presentations, cooperative group
problem solving, analysis of video scenes, debates, and construction of web
sites. Students will also be assigned joint research projects so that they will
engage in collaborative learning experiences outside the classroom. Students
will be expected to interact with media resources, such as web sites, video,
DVDs, etc.
In line with the postulates of Writing Across the Curriculum, writing
will be integrated in all class assignments.
Evaluation is conceived mainly as formative and feedback will be
provided all throughout the course.
The evaluation of the students’ achievement of the objectives of the
course will be based on four main components: two exams, an oral presentation,
and class participation/portfolio. The first exam accounts for 30% of the final
grade while the second one accounts for 20%. The oral presentation accounts for
30% of the final grade, and class participation/portfolio accounts for 20%.
Successful attainment of objectives depends mainly on class attendance
and active class participation.
ORAL PRESENTATION
The oral presentation of a topic must be selected by the students from a
list of options provided by the teacher. Students will conduct the
presentations in teams made up of 4 to 5 students each.
The oral presentation may consist of a lecture, a discussion led by the
students, a debate among the members of the group or between the team and the
rest of the class, a panel discussion, the production of a video, or any other
form. The students are free to structure the presentation as they deem fit and
to make use of any available resources. Students are strongly discouraged to
use Powerpoint and to read from slides or notes. Students will be encouraged to
choose a focus and an angle through which they can deal with the selected
topic, i.e., they will be expected to select an aspect of the problem,
preferably a debatable, unresolved or topical one, and analyze it through their
own -rather than other’s- perspective. An essential component of the
presentation is the preparation of an activity for the rest of the students.
Additionally, students will have to select an article –preferably one available
electronically- a web site or another source of information for the rest of the
students to read about the topic. The article should treat the topic
comprehensively.
The oral presentation will last a maximum of 50 minutes, but the actual
preparation of the presentation, including meetings with the professor, is
conceived as a long process involving many hours throughout the term. During
the preparation of the presentation, students are welcome to meet with the
professor for consultation, suggestions and feedback on the evolution of the
presentation. Students will have to present an outline of the presentation to
the professor at least a week prior to the presentation. The outline will be
discussed and the professor will provide feedback and further guidelines.
Students are expected to present a revised version of the presentation. During
the presentation, the professor’s role will be limited to listening passively
and to providing feedback after it is over. The rest of the class must actively
participate in the presentation as an active audience.
Passing requirements and scale of
evaluation: a positive
response must be given to the following questions in order to approve the
presentation. The criteria are formulated in the form of questions which the
teacher will ask with respect to each presentation. All these criteria have the
same value.
1. Does the presentation deal with the assigned topic? Does the presentation show an understanding of topic dealt with? Does the presentation show a clear, coherent, and comprehensive treatment of the selected topic? Has the presentation followed the required formalities?
2. Does the presentation integrate knowledge acquired throughout the course? Is there an effective and original integration of knowledge acquired throughout the course?
3. Is there a critical and original personal assessment of the topic presented?
4. Does the presentation include an activity for the audience? Is the activity original, entertaining, and formative? Has the activity engaged the active participation of the audience or have the students engaged the audience throughout the presentation? Does the activity permit students to apply the concepts, theories or other issues dealt with in the presentation?
5. Have the students selected an adequate article, a web site or another source of information that comprehensively deals with the topic of the presentation for the other students?
EXAMS
The exams will be in the form of essays where students will have to apply
the knowledge gained in the course rather than to recite the material. Students
will discuss and propose questions for the exams based on the topics dealt with
in the course. If the questions have a general consensus they will be part of a
test bank. The exams will only contain questions that have been included in the
test bank.
Passing requirements and scale of evaluation: The evaluation criteria
will be given to the students once the test bank has been completed. The value
of each evaluation criterion will also be given once the test bank for each
exam is completed. In general, the evaluation criteria will be similar to the
following one:
1. Did you answer the question comprehensively? Are all relevant problems discussed? Was the answer readable and well organized? Did you make connections between issues discussed in your answer? Did your answer show an understanding of the topic dealt with?
2. Did your answer discuss problems by reference to theoretical issues learned during the course? Did your answer show an understanding of the appropriate readings or class discussions? Did your answer show an understanding of the discussions and issues arisen in class? Did your answer make reference to class discussions, activities, and readings?
3. Is there a critical personal assessment of the topic discussed? Does the personal assessment show some originality?
CLASS PARTICIPATION-PORTFOLIO
Students are expected to actively participate in every class with a
positive attitude and to treat their classmates and instructor with respect.
Their participation must make a positive impact on the class activities.
Students are expected to be prepared for every class. Class attendance is a
prerequisite to obtain the corresponding percentage of the grade under the
class participation category. One of the class activities will include the
writing of an essay.
Students are expected to create a portfolio to record all class
assignments. Each portfolio will include, at least, the following materials:
(i) a title page and a table of contents; (ii) all the class activities,
including one minute papers, small group activities and proposals for the test
banks made in class; and (iii) the essay. The deadline to hand in the portfolio
is March 28, 2006 in class.
Passing requirements and scale of
evaluation: a positive
response must be given to the following questions in order to obtain the
maximum grade within this evaluation component. The criteria are formulated in
the form of questions which the teacher will ask with respect to each student’s
participation and portfolio. All these criteria have the same value.
Grading system
A+: 95-100 B+: 80-84 C+: 65-69 D: 50-54
A: 90-94 B: 75-79 C: 60-64 F: 0-49
A-: 85-89 B-: 70-74 C-: 55-59
q International Justice
q Human Rights and International Humanitarian Law
q War crimes, crimes against humanity and crimes against peace.
q
International social and political movements
q Social movements and globalization.
q Collective behavior, reformist and revolutionary social movements.
q Main sociological theories of revolution and social movements.
q International crimes
q Women and international crimes
q International crimes and minorities
q International Criminal Courts
q The Nuremberg Trials
q Israel and the Middle East. Palestine
q South American conflicts: Pinochet and international criminal justice. Colombia
q Universal jurisdiction
q Human security
q The responsibility to protect
q Cuba. Cuba and the United States
q The Rwanda International Tribunal.
q ICTY and ICTR.
q Cold War and Space Race.
q Terrorism. September 11, 2001. Human Rights consequences of Post-September 11 measures.
CLASS SCHEDULE
This is a tentative calendar of readings and class activities. If class
discussions or class activities take longer than originally estimated because
everybody gets involved, they will not be cut short to follow this schedule of
readings. They will simply be put off for the following class or rescheduled.
Additionally, the teacher may substitute new topics for some of the ones
included in this schedule, particularly if most students show an interest for
some topics not planned to be covered. Changes to this schedule, including
changes of midterm dates, will be announced in class and posted on the course
website.
|
# |
Date |
Topic |
|
1 |
January 3 |
Orientation/Introduction/Bio |
|
2 |
January 10 |
Causes of international conflicts War norms (jus ad bello vs. jus in bello) |
|
3 |
January 17 |
International
actors and international norms UN reform |
|
4 |
January 24 |
Preparation
for presentations |
|
5 |
January 31 |
Nuremberg trials Yugoslavia/Rwanda International responsibility. |
|
6 |
February 7 |
International Criminal Court. International responsibility. Pinochet |
|
7 |
February 14 |
International Humanitarian interventions and human security. The responsibility to protect. |
|
8 |
February 28 |
FIRST
MIDTERM TEST |
|
9 |
March 7 |
Presentation: South American conflicts Presentation: Middle East |
|
10 |
March 14 |
Presentation:
Irak Presentation: September 11, 2001. The London Bombings. |
|
11 |
March 21 |
Presentation: Cuba and the US Presentation: Russia/The Cold War/Chechnya |
|
12 |
March 28 |
Presentation: Sierra Leone SECOND
MIDTERM TEST DEADLINE
FOR THE PORTFOLIO |
|
13 |
April 4 |
Feedback |
Julian Hermida et. al., Compilation of texts and sources on
international justice.
The textbook for the course will be the result of a collective
enterprise between the professor and the students, which will be completed over
the course.
As part of the presentations, students will have to select an article, a
chapter of a book, a web site or another source of information for the rest of
the students to read about the topic presented. The article should treat the
topic comprehensively. The article will be photocopied (with due regard to the
respective copyrights) and included in each student’s textbook or uploaded
(with due regard to the respective copyrights) to the website.
A web site for the course is available at http://www.julianhermida.com Students will be able to consult the course outline, test banks, class notes, and other useful information.
All important announcements, such as presentation dates, changes to exam dates, reading assignments, and deadlines for the portfolio, are given in class and will not appear on the web site.
ETHICS
None of the activities imply interviewing or interacting with human beings outside the classroom. However, if students want to interview or interact with people for any of these activities please contact the teacher well in advance to comply with ethics requirements.
OFFICE HOURS POLICY
In these large classes, it is sometimes difficult to get to know each and every one of my students. So, I would like to meet personally with as many of you as possible during the term. Please come see me during my office hours. I am available not only for class help but also for other academic-related issues, such as writing letters of reference or helping with prospective graduate studies. I want to be available to answer questions for all students. So, in addition to regular office hours and seeing me by appointment, I will every so often end class early, and invite students who have questions to meet with me right then and there. Also note that if access to the second floor is barred after 5 PM, please call me from downstairs and I will go down and let you in.
PLAGIARISM
Dalhousie University now subscribes
to Turnitin.com, a computer based
service which checks for originality in submitted papers. Any paper submitted
by a student at Dalhousie University may be checked for originality to
confirm that the student has not plagiarized from other sources. Plagiarism is
considered a serious academic offence which may lead to loss of credit,
suspension or expulsion from the University, or even the revocation of a
degree. It is essential that there be correct attribution of authorities from
which facts and opinions have
been derived. At Dalhousie there are University Regulations which deal with
plagiarism and, prior to submitting any paper in a course, students should read
the Policy on Intellectual Honesty contained in the Calendar or on the
Dalhousie web site at: http://www.registrar.dal.ca/calendar/ug/UREG.htm
- 12.
The Senate has affirmed the right of
any instructor to require that student papers be submitted in both written and
computer readable format, and to submit any paper to a check such as that
performed by Turnitin.com. As a student in this class, you are to keep an
electronic copy of any paper you submit, and the course instructor may require
you to submit that electronic copy on demand. Copies of student papers checked
by this process will be retained by TurnitIn.com.
STUDENTS WITH
DISABILITIES
There are various university polices and procedures
regarding university student disability issues. Student Accessibility Services
handles the process of identifying students with disabilities, the types of
accommodations appropriate for each student, and helps provide those
accommodations. Students with disabilities should register as quickly as
possible at Student Accessibility Services if they want to receive academic
accommodations. To do so, students may
phone 494-2836, e-mail <disabilities@da.ca>, or drop in at the Killam,
G28. For more information,
consult the SAS website at http://www.dal.ca/~services/ssd.html#learnproc.