Arts,violence, conflict and peacebuilding Syllabus

Syllabus Quick Links

Course Overview | Required Reading | About the Schedule | Learning Theory & Instructional Methods | Course Prerequisites | Technology Prerequisites | Netiquette & Discussion Expectations | Course & Module Level Learning Objectives | Modules, Assignments, and Assessment | Late Assignment Policy | Withdrawal | Incomplete Grades | Plagiarism | References


Instructor Information        

Mgr. Paola Acosta sierra

Email: phacosta@poligran.edu.co

Gmail: paoladesumerced@gmail.com

Skype Contact ID: paoladesumerced


Course Information

Overview

To provide students with the conceptual tools, analytical, theoretical and practical approach to enable them critically, from the perspective of the social sciences, the different approaches and explanatory frameworks studies conflict, violence, peace processes and peacebuilding. In order to offer the student a wide range of possibilities, cases from different continents are analyzed.

After completing the course the student is expected to generate questions and reflections on issues related to peacebuilding issues and alternatives to violence


Readings & Resources

Week 1.The dynamics of violence and conflict.

Aróstegui, Julio (2012). “De genocidios, holocaustos, exterminios…”, Hispania Nova Revista de Historia Contemporánea, No. 10, pp. 1-32.

Calveiro, Pilar. Poder y desaparición: los campos de concentración en Argentina. Buenos Aires: Colihue, 2004. http://comisionporlamemoria.chaco.gov.ar/jovenesymemoria/documentos/pdf/04.pdf

Collier, Paul (2001). “Causas económicas de las guerras civiles y sus implicaciones para  el diseño de políticas” en Revista El Malpensante, No. 30, mayo-junio.

Feierstein, Daniel. El genocidio como práctica social: entre el nazismo y la experiencia argentina—hacia un análisis del aniquilamiento como reorganizador de las relaciones sociales. D.F., Buenos Aires: 2011.

Kalyvas, Stathis (2009). “El carácter cambiante de las guerras civiles 1800-2009”, en Colombia Internacional 70, Julio a diciembre, pp. 193-214

Sen, Amartya (2008). “Violence, Identity and Poverty”, Journal of Peace Research, vol. 45, no. 1, 5-15.  

Week 2. Proposals for effective conflict resolution.

4 modelos de “Situación de Madurez” del Conflicto; Marco de Análisis basado en la Práctica Reflexiva.

Mitchell, CR.  Evitando Daños: Reflexiones sobre la ‘Situación de Madurez’ en un Conflicto.  Publicado por el Centro de Educación para la Paz – Fundación Gernika – Gogoratuz.  1996.  Recurso en Línea.

En: http://www.gernikagogoratuz.org/pdf/rgdoc09.pdf

 

MacCartney, Clem.  Marcos para una Resolución Eficaz del Conflicto.  En ACCORD N.41.  Punto de Encuentro: Documentos sobre democracia y paz.  Bogota, Febrero 2007.

Recurso en Línea. En: http://www.c-r.org/our-work/accord/comparative-learning/documents/Agendas_sustantivas_Accord_Indepaz41.pdf

Week 3  The end of the conflict

Mitchell, Christopher (s.f.) “Conflictos intratables: Claves de tratamiento”. Gernika-Gogoratuz.

Mitchell, Christopher (s.f). “Evitando daños. Reflexiones sobre la ‘situación de madurez´ en un conflicto”

Uhidir, Sean. Salto a lo Desconocido

Duncan, Mark. La Negociación en la Práctica

Principios de Mitchel y Puntos Claves del Acuerdo de Belfast.

Todos en: ACCORD N.41.  Punto de Encuentro: Documentos sobre democracia y paz.  Bogota, Febrero 2007. Recurso en Línea.

http://www.c-r.org/our-work/accord/comparative-learning/documents/Agendas_sustantivas_Accord_Indepaz41.pdf

Sandole, Dennis (SF). “A Comprehensive Mapping of Conflict and Conflict Resolution: A Three Pillar Approach”.

Week 4 Post-conflict peacebuilding

Mitchell, CR.  La Voluntad de Dialogar: Gestos Conciliatorios y Disminución de Hostilidad.  Working Paper N. 4.  ICAR – George Mason University.  October 1990.  Recurso en Línea: En: http://icar.gmu.edu/La%20Voluntad.pdf

Hayner, Priscilla (2008). “Enfrentando crímenes pasados y la relevancia de las comisiones de la verdad”, en Mauricio Romero, ed., Verdad, memoria y reconstrucción. Estudios de caso y análisis comparado. Bogotá, Centro Internacional para la Justicia Transicional, pp. 45-75.

Lederach, John Paul (2007) (segunda edición). Construyendo la paz: Reconciliación sostenible en sociedades divididas, Bakeaz-Gernika Gogoratuz, pp. 71-96, 107-132.

Week 5 Peace studies and peacebuilding

Ceballos, M. (2002), “El Papel de las Comisiones Extrajudiciales de Investigación y de las Comisiones de Verdad en los Procesos de Paz. –Aspectos teóricos y experiencia internacional-” [en línea], disponible en www.dnp.gov.co/archivos/documentos/DJS_Documentos_Publicaciones/GEGAL_comisiones.pdf

Curle, Adam (SF). “El campo y los dilemas de los estudios por la paz”. Gernika-Gogoratuz.  

Fisas, Vicenc. ¿De qué hablamos cuando hablamos de paz y conflictos?

Muñoz, francisco. La paz imperfecta ante un universo en conflicto. Recurso en línea: En  http://www.ugr.es/~eirene/eirene/Imperfecta.pdf

Galtung, Johan.

·          “After Violence, 3R: Reconstruction, Reconciliation, Resolution. Coping with Visible and Invisible Effects of War and Violence” (1998)

·         “Peace by Peaceful Means. Peace and Conflict, Development and Civilization” (1996)

·         “There are alternatives” (1984)

Week 6 Memory as construction from the present

Kaufman, Alejandro. (Prólogo) en Guerelman, Sergio, compilador. Memorias en presente: Identidad y transmisión en la argentina posgenocidio. Buenos Aires: Norma, 2001.

“Aduanas de la Memoria. A propósito de Tiempo pasado, de Beatriz Sarlo”.       http://www.rayandolosconfines.com.ar/critica_kaufman.html

Ochando Aymerich, Carmen. La memoria en el espejo: aproximaciones a la escritura testimonial. Barcelona: Anthropos editora, 1998. (103-141)

Ricoeur, Paul. La memoria, la historia, el olvido. Buenos Aires: FCE, 2008. (208-236)

Mate, Reyes. Memoria de Auschwitz: Actualidad moral y política. Madrid: Trotta, 2003. (Introducción: 9-32; “El idealismo, fuente del totalitarismo 63-69; “La autoridad del testigo” 167-216;”El testigo, entre la palabra y el silencio” (217-259).

Week 7 Alternatives to violence: art as a possibility of transmission and reflection

Arfuch, Leonor. “Arte, memoria y archivo”. Punto de vista 23.68 (2000): 34-37

López, Mario (2006). Política sin violencia: La noviolencia como humanización de la política, Bogotá, Corporación Universitaria Minuto de Dios, pp.  15-42, 105-139.

Sepúlveda Pulvirenti, Ema y Joy Logan, ed. El testimonio femenino como escritura contestataria.  Santiago: Asterión, 1995.

Déotte, Jean-Louis (2000) « El arte en la época de la desaparición », en Nelly Richard (ed.) Políticas y estéticas de la memoria. Santiago de Chile: Editorial Cuarto Propio, págs. 149-161.

Week 8 Public demonstrations of memory: performative interventions and symbolical

Huyssen, Andreas. “El parque de la memoria. Una glosa desde lejos”. Punto de vista 23.68         (2000): 25-28

Peris Blanes, Jaume. “Una poética de las ruinas: testimonio y alegoría de Aníbal Quijada”. Revista chilena de literatura 74 (2009) 99-121.

Bala, Sruti (2008) “Mirar algo a la luz de las candilejas: consideraciones teóricas acerca de la performance”, en Apuntes, N°130, págs. 140-147.

Bernades, Horacio (2003) ““Los rubios” o el cine como fuente de preguntas”, en Página 12, http://www.pagina12.com.ar/diario/espectaculos/6-27155-2003-10-23.html.

Contreras, María José (2007) “Bombs and poems: the representation of conflict by means of performance art”, en Goh, C. y B.McGuirk (eds.) Happiness and Post-Conflict. Nottingham: Nottingham University Press, págs. 100-119.

King, B. Acts of Violence. Theater of Resistance and Relief in the Colombian War Zone. En: TDR,. Spring 2008, Vol. 52, No. 1 (T197), Pages 88-109

 Zatzman, Belarie (2005) “Staging History: Aesthetics and the Performance of Memory”, en Journal of Aestethetics and Education, Vol.39, N°4, Winter 2005, University of Illinois.


About the Schedule

A week begins on Saturday  and ends on Friday . Unless otherwise noted, assignments are due by 11:59pm (Mountain Time) Saturday in the week they're listed.

We have ten synchronous (live) events noted in the Getting Started module. All synchronous events are recorded so you can watch the recording if you miss the live event. Also, in this course, group work is supported and your group may choose to set up synchronous meetings.


 Violence, conflict and peacebuilding

The course buils 10 weeks from the active participation of students and the guidance of the teacher. Weekly synchronous meetings will be held during one hour that consist primarily of thepresentation by the tutor on the specific topic of the week, with ample space for discussion and participation / students review the previous material in order to answer questions about the topic or methodology deliveries.

There will be readings, academic studies, videos, lectures and documents of a historical, mandatory and additional assigned for each topic.

During the module, students should submit a new topic in forum weekly according to their duties, plus two comments contributors to their peers; Participants will create an interactive museum of memory for four weeks in groups, each group will develop the corresponding region indicated and hang on the platform of the museum, every week; will have to develop an investigation into a process of symbolic intervention in the context of peacebuilding which make two deliveries one in week 5 and another at week 9 through a digital platform and a final oral presentation in two latest synchronous sessions.


Course Prerequisites

This is a course for graduate students interested in understand the conflict , the transformation and peacebuilding, to work with themselves, their family, or social groups through artistic intervention processes


Technology Prerequisites

Learners in our program and in this course need:

Please note: You will have the opportunity to experience activities and assignments that utilize a variety of tools and methods. Please understand that we are not asking you to learn everything we provide for you in-depth. However, we would be doing you a disservice if we did not at least expose you to some of the wonderful tools and services available online.


Netiquette and Communication Standards

First, what you can expect from me:

Next, what I expect from all of us:

First, a definition (from wikipedia):

"Netiquette (neologism, a morphological blend formed from "Internet etiquette") is a catch-all term for the conventions of politeness and respect recognized on Usenet, in mailing lists, in live chat systems, and on other electronic forums such as Internet message boards. These conventions address the relationship between personal behavior and group phenomena, (emphasis added) and outline a dynamic set of guidelines for conduct that is conducive to pleasant, efficient and agreeable interaction."

To that end, please follow these netiquette guidelines:

Politeness
Communication Style

Course and Module Level Learning Objectives

The design of this course is aligned with the Chico Rubric for Online Instruction (ROI). The overarching goal of ROI program is to develop high-quality learning environments both inside and outside the classroom. 

This course, Arts, Violence, and peacebuilding, has five overarching course level learning objectives:

objectives:

1. Understand the various conflicts and their components (First week)

2. Identify forms of violence in different situations (First week)

3. Identify effective approaches to conflict resolution (Second week)

4. Locate correlate peace and Processes (Third week)

5. Associate the importance of memory in the construction of peace in the future (Fourth and sixth week)

6. Differentiate the approaches on peace and the guidelines to its construction (Fifth week)

7. Understand the multidisciplinary approach in relation to alternatives to violence (seventh and octave week)

8. Build a digital platform with its investigation into a process of symbolic intervention in the context of peacebuilding.

Course module level learning objectives with assignments and activities:

Week one

The dynamics of violence and conflict.

Assignments (Friday 11:59pm MT)

  1. The dynamics of violence and conflict.- Attend or Watch Recording
  2. Make the required readings and see the videos and if you want to also see the supplementary material
  3. Introductions Discussion Forum answering the questions and make two comments improvement agents two classmates
  4. Orientation Quiz

Learning Objective:

• Understand the various conflicts and their components

• Identify forms of violence in different situations

Week 2

Proposals for effective conflict resolution

Assignments (Friday 11:59pm MT)

  1. Proposals for effective conflict resolution..- Attend or Watch Recording
  2. Make the required readings and see the videos and if you want to also see the supplementary material
  3. Introductions Discussion Forum answering the questions and make two comments improvement agents two classmates
  4. Orientation Quiz

Learning Objective:

• Identify effective approaches to conflict resolution (Second week)

Week 3

The end of the conflict

Assignments (Friday 11:59pm MT)

  1. The end of the conflict.- Attend or Watch Recording
  2. Make the required readings and see the videos and if you want to also see the supplementary material
  3. Introductions Discussion Forum answering the questions and make two comments improvement agents two classmates
  4. Join the Wiki, with at least three entries on the concepts seen so far

Learning Objective:

•  Locate and correlate peace processes (Third week)

Week 4

Post-conflict peacebuilding

Assignments (Friday 11:59pm MT)

  1. Memory as construction from the present.- Attend or Watch Recording
  2. Make the required readings and see the videos and if you want to also see the supplementary material
  3. Introductions Discussion Forum answering the questions and make two comments improvement agents two classmates
  4. Join the Wiki, with at least three entries on the concepts about memorie seen this week,  with videos, lectures, and more resources.

Learning Objective:

Associate the importance of memory in the construction of peace into the future (Sixth week)

Week 5

Peace studies and peacebuilding

Assignments (Friday 11:59pm MT)

Midpoint Learner Assessment Activities Due October 28

  1. Peace studies and peacebuilding.- Attend or Watch Recording
  2. Make the required readings and see the videos and if you want to also see the supplementary material
  3. Introductions Discussion Forum answering the questions and make two comments improvement agents two classmates
  4. Submit through the platform chosen, their work group

Learning Objective:

Differentiate the approaches on peace and the guidelines to its construction (Fifth week)

Week 6

Memory as construction from the present

Assignments (Friday 11:59pm MT)

  1. Memory as construction from the present.- Attend or Watch Recording
  2. Make the required readings and see the videos and if you want to also see the supplementary material
  3. Introductions Discussion Forum answering the questions and make two comments improvement agents two classmates
  4. Join the Wiki, with at least three entries on the concepts about memorie seen this week,  with videos, lectures, and more resources.

Learning Objective:

Associate the importance of memory in the construction of peace into the future (Sixth week)

Week 7

Alternatives to violence: art as a possibility of transmission and reflection

Assignments (Friday 11:59pm MT)

  1. Alternatives to violence: art as a possibility of transmission and reflection- Attend or Watch Recording
  2. Make the required readings and see the videos and if you want to also see the supplementary material
  3. Introductions Discussion Forum answering the questions and make two comments improvement agents two classmates
  4. Create and Share an Infographic about art as a possibility of transmission and reflection corresponding region indicated on the platform of the interactive museum

Learning Objective:

• Understand the multidisciplinary approach in relation to alternatives to violence (seventh and octave week)

Week 8

Public demonstrations of memory: performative interventions and symbolical

Assignments (Friday 11:59pm MT)

1. Public demonstrations of memory: performative interventions and symbolical- Attend or Watch Recording

2. Make the required readings and see the videos and if you want to also see the supplementary material

3. Introductions Discussion Forum answering the questions and make two comments improvement agents two classmates

4. According a study group for the design and preparation of project materials on the platform with at least one synchronous meeting

5. Hang the corresponding region indicated on the platform of the interactive museum

Learning Objective:

• Understand the multidisciplinary approach in relation to alternatives to violence (seventh and octave week)

Week 9

1. make the oral presentation of the group projec

2.Hang the corresponding region indicated on the platform of the interactive museum

Week 10

1. make the oral presentation of the group projec

2.Hang the corresponding region indicated on the platform of the interactivemuseum


Modules, Assignments & Assessment

All assignment instructions, and the resources needed to complete them, are available in the Modules area of the online course room.

Discussion assignment grading will occur on the Saturday after the assignment is due. Big assignments and exams will be graded within 5-10 days of you turning in the assignment or exam if at all possible. If not, I will certainly explain the situation to you and provide you with a likely timeframe in which you will receive feedback.

Evaluation


Late Assignment Policy

I recognize that sometimes things happen which make it difficult to complete assignments on time. So, you can turn in your assignments late - but only up to a week late and no later. Ten percent is automatically deducted for late assignments.

 

Exceptions to this policy are at the discretion of the instructor and may be made for certain circumstances, but you must contact me to make arrangements before the assignment is late. I will make exceptions to the prior arrangements requirement in the event of tragic events such as car accidents, a major family emergency, etc. Again, this is at the instructor's discretion


Withdrawal

You are responsible for Dropping or Withdrawing from this course if you find it necessary to do so.


Incomplete Grades  

For an Incomplete, you must provide evidence of a documented illness or family crisis that genuinely precludes your successful completion of the courses.


Plagiarism

Plagiarism, the passing off of others' words or ideas as your own, is unacceptable in this course and at this university. While it may be naive, I tend to think that most people end up plagiarizing because they are unfamiliar with APA or other formatting guidelines for citations and references. This course emphasizes using citations and references in the APA format to avoid plagiarism. Visit NMSU's Plagiarism and Best Practices to Avoid Plagiarism sites for some excellent resources on avoiding plagiarism. Here is the Curriculum and Instruction Statement on Plagiarism.

“Plagiarism is using another person’s work without acknowledgment, making it appear to be one’s own.  Any ideas, words, pictures or other intellectual content, taken from another source must be acknowledged in a citation that gives credit to the source.

This is true no matter where the material comes from, including the internet, other students’ work, unpublished materials, or oral sources.  Intentional and unintentional instances of plagiarism are considered instances of academic misconduct.  It is the responsibility of the student submitting the work in question to know, understand and comply with this policy.”

From http://lib.nmsu.edu/instruction/index.html 

It is the policy of the Department of Curriculum & Instruction that students found to have committed an act of plagiarism, one or more of the following consequences will occur; and, a written statement outlining the offense and consequences will be placed in the student’s permanent file by the Department Head/Hearing Officer.

  1. Failure of the course assignment;
  2. Failure of the course;
  3. Academic suspension for one or two semesters;
  4. Dismissal or expulsion from the program.

There is no statute of limitations for an act of plagiarism.  Once committed, a student can be held accountable at any time even after the semester has ended.


References

ATTWOOD, B. (2008) “In the Age of Testimony: The Stolen Generations Narrative, “Distance,” and Public History” en Public Culture, Vol XX, núm 1, pp. 75 – 95.

CARUTH, C. (1995) Trauma Explorations in Memory, Baltimore, The Johns Hopkins University Press.

CARUTH, C. (1996) Unclaimed Experience: Trauma, Narrative and History. The Johns Hopkins University Press

DAS, Veena. Language and body: Transactions in the construction of pain. In: Daedalus; Winter (1996); 125, 1.ECO, H. (1996),  Seis paseos por los bosques narrativos, Barcelona, Lumen.

HUHLE, Rainer. (2005 septiembre-diciembre) “De Nuremberg a La Haya: Los crímenes de derechos humanos ante la justicia. Problemas, avances y perspectivas a los 60 años del Tribunal Militar Internacional de Nuremberg”, en Análisis Político, núm. 55, pp. 20-38.

KALYVAS, S. (2006), The logic of violence in civil war, New York, Cambridge University Press.

LACAPRA, D. (2001), Writing History Writing Trauma, Baltimore, Johns Hopkins University Press.

LAUB, D. (1995), “Truth and Testimony: The Process and the Struggle”, en Caruth, C. (edit., y trad.) Explorations in memory, 1995, Unites States of America, The Johns Hopkins University Press.

PERIS, J. (2011): “Hubo un tiempo no tan lejano… Relatos y estéticas de la memoria e ideología de la reconciliación en España”, en 452ºF, revista electrónica de teoría de la literatura y literatura comparada [en línea], Vol. 4, pp.35-55, disponible en http://www.452f.com/index.php/es/jaume-peris-blanes.html, recuperado 1 de enero de 2012.

SANTNER, E. (1992), “History beyond the Pleasure Principle: Some Thoughts on the Representation of Trauma”, en Friedlander S. (edit.), Probing the Limits of Representation, Cambridge, Harvard University Press.

WIEVIORKA A. (2006) The Era of Witness. Ithaca: Cornell University Press.


Acknowledgements                                                

                                                                        

The format of this syllabus is constructed from developed by Dr. Julia Lynn Parra, Assistant Professor, NMSU. Its content and academic information is based on research I've been doing a few years ago, it has been influential my tutor Gustavo Salazar and my teacher Roberto Rodriguez.