Please click on the course title to view a brief description of the course.
JUPS 123: Introduction to Justice and Peace
Fall 2013 - Elham Atashi
This course is an introduction to the field of Justice and Peace Studies. It covers a broad range of topics to provide students with an interdisciplinary study and research into the causes of war and the approaches to peace. Our class starts with theories and narratives that explore the roots of violence, distribution of natural resources and structural processes such as colonization and globalization. We examine the impact and diverse connections between global conflicts and issues such as militarization, development, education, health, poverty and migration. In the second half of the semester, we take a comparative approach into violent and non-violent movements and strategies among communities to bring about social and political change. Utilizing assigned readings, scholarly research, group work, dialogue, case study analysis and presentations we critically examine as a community our own values, and exchange ideas on transforming violence to arrive at our own definition of peace.
JUPS 202: Non-violence in Theory and Practice
Fall 2013 - Eli McCarthy (This section has a CBL option.)
What is meant by “nonviolence?” What are the ethical theories at play and social implications for how we practice nonviolence? What lessons might we draw for today from Gandhi, Dr. King, and Gene Sharp? How shall we conceive of “success” in nonviolent interactions and movements? What ingredients/strategies contribute to or diminish effective nonviolent movements? These are some of the questions we will examine through exciting readings, student-facilitated discussions, guest speakers, and a research paper or group nonviolent movement project (your choice!).
The word "nonviolence" is too often misunderstood and even abused. Yet nonviolence has an extensive history, dating back over 4,000 years, which is largely ignored or rarely taught. Not as well documented as war, it is still in its infancy as an “experiment with truth” (Gandhi). Some people, communities and organizations are called to be nonviolent because of their spiritual beliefs and religious traditions (“way of life”), while others are motivated to use nonviolence because of primarily strategic considerations and calculations. In other words, to use violence would be suicidal if the enemy/opponent is much better armed. When used deliberately, methodically and persistently over a sustained period, nonviolence can erode the legitimacy of a ruling power and produce significant personal, community and structural changes in a society. Nonviolence has toppled dictatorships and helped to end Apartheid, advanced civil, political, cultural and economic rights, and captured the imaginations of millions of people around the world. It is currently used in conflict zones with great effect, such as with the work of Nonviolent Peaceforce. Nonviolent tactics do not always work in every way or produce some desired immediate results. However, there is strong evidence that in the long-term a broad nonviolent strategy produces much more sustainable, democratic outcomes than armed struggle.
Jups 260: Violence/Gender/Human rights
Fall 2013 - You-Me Park
Anyone entering the thickets of argument relating to violence, gender, and human rights today has to contend with the range and variety of meanings that these concepts have accrued in current usage. While there is broad consensus that there does exist a contemporary crisis around global violence, how the relationships between globalization and human rights violations, and between violence against women and redefinition of human rights, are to be interpreted, and what is to be done about it, are matters of vigorous intellectual and political debate. This class aims to explore the gendered manifestations of violence in public and private spheres within the context of the more general relationship among globalization, development, and human/civil/citizen rights. We will pay attention to banal violence (that is, daily and “mundane" violence in everyday life), spectacular violence at moments of crisis, and the type of violence that blurs the boundary between the two. Special emphases will be given to the issues of racism, sexual exploitation, poverty, labor, health care, heterosexism, homophobia, militarism, and globalization.
JUPS 271: Introduction to Engaging and Transforming Conflict
Fall 2013 - Jiva Manske and Wendy Jason
This course offers a thorough grounding of Conflict Transformation (CT)as a philosophical orientation, practical approach, and theoretical framework for social justice. With a specific focus on the U.S. criminal justice system and restorative justice, we will attempt to “transform” three major aspects of conflict: 1) what we think about conflict; 2) how we think about conflict; and 3) how we engage in conflict. A primary focus for our learning will be the principles and practices of restorative justice as a means for analysis and social change.
We will focus on the work and philosophies of John Paul Lederach, Johan Galtung, Paulo Freire, and Kay Pranis and ground ourselves in a foundation of nonviolence as ‘peace by peaceful means’. Drawing on Lederach’s idea of the moral imagination, as well as Freire’s and Horton’s approaches to education for social justice, we will explore the "personal, structural, relational and cultural changes” (Lederach) that could evolve from and be produced by conflict. Further, we will investigate the deep culture and structure (Galtung) of conflicts related to criminal justice systems, as well as alternative approaches to transforming conflict in our communities (Pranis). This foundation will help us develop a critical lens for viewing the relationship between criminal justice and social justice. Throughout the semester, students will be “doing conflict transformation” as a way of “knowing conflict transformation,” and will be invited to take a critical look at how conflict manifests in their own communities. At the conclusion of the course, students will be acquainted with restorative justice as a distinct theoretical and applied field of nonviolent social action. Intercultural communication skills and dialogue will be modeled by the instructors and practiced by all course participants.
JUPS 272: Conflict Transformation
Spring 2014 - Elham Atashi
This course offers a thorough grounding of Conflict Transformation as a philosophical orientation, practical approach, and theoretical framework and an analysis of its recent developments. We will attempt to “transform” three major aspects of conflict: 1) what we think about conflict; 2) how we think about conflict; and 3) how we engage in conflict. We will focus our learning on various contexts as contested spaces for social change and transformation regarding issues of violence, oppression, injustice, development, and difference. We will focus on the work and philosophies of John Burton, Paul Lederach, Johan Galtung and Paulo Freire and ground ourselves in Conflict Transformation’s foundation of ‘peace by peaceful means’. Drawing on Lederach’s idea that Conflict Transformation is a way of “looking and seeing” conflicts; we will explore the deep culture and structure (Galtung) of conflicts in different settings and identify approaches to positive and sustainable change with a social justice lens.
JUPS 303: SENIOR THESIS SEMINAR
Fall 2013 - Kathryn Babin
All JUPS Seniors will enroll in a three-credit, graded course: JUPS 303, Senior Seminar. There are several fundamental and mutually supportive goals for this course:•Work collaboratively as a Justice and Peace cohort for the goal of each student to successfully complete a thesis for completion of the justice and peace minor/concentration, through a healthy process!•Hone our analytical, writing, presentation, and research skills as justice and peace junior scholars.•Do our best to ensure that each thesis is researched and written in ways that further the pursuit of more just and peaceful living, starting with our own.•Create and follow a structured, do-able thesis plan agreed upon by the advisor, student, and Professor Wisler.•Work individually and in small peer groups to create artifacts and revise drafts to achieve clear and direct text.•Dialogue about ethical issues regarding thesis writing, research, and presentation including plagiarism, intellectual property, human subjects protocols, and public responsibility.•Communicate/present the thesis or parts thereof in an oral (or other) presentaction.•Explore how to keep the thesis alive beyond graduation and support one another through senior year.•There are two major deliverables for this course:•Thesis: the equivalent of at least 50 text pages, depending on topic, style, and methodology.•“Presentaction”: At some point during the year, each student needs to make a presentaction about his/her thesis to a group outside of our cohort.
JUPS 400: SUSTAINING ACTIVISM
Fall 2013 - Mark Lance
This is a course designed to help students who are already engaged in activism in college think through how this might productively fit into the rest of their lives. It is common among those who are active in college to become less so later in life. All sorts of things get in the way – children, career, hobbies, health issues, changing social networks, exhaustion and burnout, etc. Now of course one might consciously choose to do less activist work later in life, and it is not part of this course to tell you what you ought to do. But in many cases the drop-off is not a conscious choice. Indeed, it is frequently something that arises despite one’s intention to maintain activism as a part of life.
On a more theoretical level, the long-term activist (radical, oppositional figure) fills an unusual place in society. They are at once living in that society, and at the same time, by virtue of their chosen path, not a part. They can be assimilated neither to the external force, nor to the unproblematic participant. How such a role in society plays out in concrete practice is the central issue we aim to explore in this class.
The course will offer lots of different models of ways that people keep their commitment to grassroots political engagement with issues of social justice over the long-haul. Most weeks we will have a guest come to class – someone who has built a life at least partly structured around their commitments. They will give you a bit of a bio, and then you will interview them. We will also do some reading about other examples, as well as work through some theoretical reflections on how to live as a social activist in a society like ours. You will write a number of reflection exercises designed to think through what this all means for you, as well as two more substantive papers.
Texts for the course:
Towards Collective Liberation: anti-racist organizing, feminist praxis, and movement building strategy; by Chris Crass
You Can’t Be Neutral On A Moving Train, by Howard Zinn.
All About Love, bell hooks
And various readings chosen by class and guests.
JUPS 401: SOCIAL JUSTICE: STRENGTHENING PROTECTION FOR VULNERABLE POPULATIONS
Fall 2013 - Nina Papadopoulos and Wendy Wheaton
In this course we will use a multidisciplinary approach and examine the “social” of psychosocial theories and practice as they relate to developing environments or countries engaged in political transition. Emphasis will be placed on how approaches in health, education and psychology may reciprocally influence one another and the potential to integrate these areas in crisis, transition, and development programs. These programs are aimed at interrupting oppression, promoting psychosocial support for vulnerable populations, and enhancing the quality of teaching and learning environments in order to address well-being with a focus on children and youth. This course will utilize the education domain as a primary entry point to explore effective approaches to enhancing well-being, protection and peacebuilding.
- Boothby, N., Strang, A., & Wessells, M. (2006). A World Turned Upside Down: Social Approaches to Children in War Zones. CT: Kumarian Press, Inc.
- Davies, Lynn. (2004). Education and Conflict: Complexity and Chaos. London: RoutledgeFalmer. http://books.google.com/books?hl=en&lr=&id=bGwy4D27MxMC&oi=fnd&pg=PP1&dq=education+conflict+and+income&ots=ZP9P0wIdJt&sig=1-3cwNbNSMbY2sYvir5q-1bZMlg#v=onepage&q=education%20conflict%20and%20income&f=false
- Miller, K. & Rasco, L. (2004). The Mental Health of Refugees: Ecological Approaches to Healing and Adaptation. NJ: Lawrence Erlbaum Associates.
- Even in Chaos, Education in Times of Emergency, edited by Kevin M. Cahill, M.D. and with a foreword by Miguel D'Escoto Brockmann, Fordham University http://stage.web.fordham.edu/test_suite/test_designs/archived_designs_pos/international_humani/calendar_of_events/press_releases/even_in_chaos_educat_74460.asp
JUPS 403: Literature, Media and Social Change
Fall 2013 – Henry Schwarz
This course provides a critical introduction to the topic of Literature, Media and Social Change. We will focus on great books and media events that changed the world. We will examine how these books and media events precipitate actual social movements beyond the sphere of private reading. We will adopt a critical methodology derived from Peace Studies and Conflict Transformation, as practiced by Lederach, Galtung, Freire, Boulding and others, and place that tradition in perspective with complementary social movements such as marxism, feminism, civil rights, sexual equality and national independence. What is the role of literature in social change? How can cultural representations influence real political struggles? Special focus will be on contemporary media practices and the changing face of the current media environment. Texts will include literature, theory, economics, film, critical media studies.
JUPS 409: ENVIRONMENTAL PEACEBUILDING
Fall 2013 - Randall Amster
In a globalized and networked world, the linkages between social and environmental issues are becoming increasingly evident. From climate change and sustainability to resources and economics, scholars and practitioners have been bridging the divide between society and ecology. This connection has yielded an emerging perspective suggesting that environmental issues need not be a source of conflict, but rather can offer a basis for promoting peace. Environmental Peacebuilding is at the forefront of this transition, constituting both the ecological realm of peace and the peacemaking potential of ecology. In this course, we will explore this integrative paradigm in terms of its history, its present relevance in concrete settings, and its potential for transforming the future.
The Consortium of Universities of the Washington Metropolitan Area, includes: American University, Catholic University of America, Gallaudet University, George Mason University, George Washington University, Georgetown University, Howard University, Joint Military Intelligence College, Marymount University, National Defense University, Southeastern University, Trinity University, University of the District of Columbia, and the University of Maryland-College Park.
Consortium enrollment is available on a space-available basis to degree-program students currently enrolled in a Consortium member school visiting another member school. For Links to Consortium standard Cross-Registration rules and procedures, Consortium schools' class schedules and academic calendars, plus standing list of courses excluded from Consortium registration, see the Consortium website.
See our listing of DC-area Peace, Justice, and Conflict Studies higher education programs under the Resources tab.