PS 4A03: Movements for Peace and Justice — Course Guide (2010)

8/9/2019 PS 4A03: Movements for Peace and Justice Course Guide (2010)

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PS4A03

PS 4A03: Research Seminar

Movements for Peace and Justice

Course Outline Fall 2010

Fridays 12:30-2:30 KTH 107

Instructor: Dr. Colin Salter

Office: TSH 302

Phone: (905) 525 9140 | Extension 23722

Email: [email protected]

Consultation Times: Mondays 12:30-2:00

Tuesday 12:30-2:00Other times by appointment

My tutorial time and room:

My Tutor:

Office:

Phone:

Email:

Consultation Times:

PS 4A03: Movements for Peace and Justice. Course outline 2010 page 1 of 13


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Subject Description

PS 4A03 explores contemporary movements forpeace and justice. We reect on the strategies andtactics adopted in actions seeking to promotepositive social change and move towards a peace-based society.

e aim is to examine and reect on approachesadopted across a variety of contexts and locationsincluding grassroots movements for change inAfrica, Latin America and Canada.

During the rst several weeks we will engage with existing theory and perspectives on movements forchange. With this grounding, we will move to look at specic contemporary events including the WorldSocial Forum, the Bolivarian revolutions in Latin America and the G20 mobilization in Toronto.

Assessment Summary

Assessment Format Length Due Date Weighting

1 Participation in-class discussion weekly 25%

2 Short Presentationmax 12 minutes

(see notes)20%

3 Reection writing task 750 words October 8 15%

4Essay orDialogueproposal

writing task 100 words November 8 5%

5Essay ordialogue

writing task 3000 words December 10 35%

Courseware

ere is no set textbook for this course. Instead a list of scheduled readings is provided in this outline.You will be expected to undertake signicant independent research to supplement the weekly readings.



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Learning Outcomes

PS 4A03 will expose you to some of the currentdebates and discussions about and withinmovements for change. rough all of theassessment tasks, you will have to nd

materials for yourself and to connect thesediscussions and theory to case studies inoriginal ways (independent learners).

rough designing presentations, facilitatinggroup discussion and your nal essay, you willhave to address key issues faced bycontemporary movements for change (problemsolvers). rough shorts youll develop skills inverbal communication; through the nal essayyoull develop skills in wrien communication

(effective communicators).

By addressing key issues faced by individual/collective action in the broader context ofmovements for change, you will develop agreater appreciation of your role in society andhow you can act appropriately and responsibly(responsible).

Informed

Have a sound knowledge of peace studiespedagogy through exploring case studies andtheories/discussions related to contemporarymovements for change.

Independent LearnersEngage with new ideas and ways of thinking,enquiry and critical analysis of issues andresearch through a number of case studies thatculminate in the ability to reect broadly oncontemporary movements for change.

Acknowledge the work and ideas of others.

Problem SolversTake on challenges and apply the relevant skillsrequired to respond effectively to the centralissues raised. Be exible, thorough andinnovative and aim for high standards.

Effective Communicators Articulate ideas and convey them effectivelyus ing a var iety of modes . Engagecollaboratively with people in different seings.

Responsible

Understand how personal you can act, in amanner in which the means reect the ends, inseeking to both engage, and act in a mannerconducive, with movements for peace andjustice.

PS 4A03 Pedagogy

As a research seminar, this course is run a bit

differently to others you have taken. Please readthe subject outline carefully rather thanassuming things are like other classes.

- Emphasis is placed on you to come to classprepared and to actively participate.

- You have a lot of choice in choosing thefocus of the course and your assessmenttopics.

- Be prepared for some lively and interesting

discussions.

ere are no lectures in this course. Central toPS 4A03 is independent learning supported bypeer discussion. You will be responsible for ndand analyzing sources and discussing them in asupportive learning environment, helpingyourself and others to learn.

What happens in class?

- Discussion of weekly readings (Week 2-13)

- Shorts (weeks 5-11)

e readings listed for each week are a startingpoint for discussion. You are required toundertake further research and to come to class



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prepared to discuss what you have found. isincludes peer-reviewed sources, news articlesand material produced by those involved inrespective movements.

Weekly focus

Week 1 (Friday Sept 10): Introductions.Introductions, geing to know each other.Discussing PS 4A03 Pedagogy and courseoutline. Ask yourself the question: what do youwant to take away from this course?

ReadingsColman McCarthy (2010) Anarchism,

education, and the road to peace in Amster et al(ed), Contemporary Anarchist Studies: anintroductory anthology of anarchy in the academy,Routledge, p: 175-180

Nancy A. Naples (2006) Praxis and Politics:knowledge production in social movements,Routledge, pp.21-38

Week 2 (Sept 17): e roots ofcontemporary movementsis week we look at what some argue are thefoundations of current praxis, the actions ofthose seeking to change the world. Researchthe Reclaim the Streets movement(s) and cometo class prepared to discuss.

** We will have a preliminary discussion aboutthe Shorts and topics this week. You will needto decide on your choice of topic, and week forpresentation, during next weeks class.

ReadingsNick Southall (2010) Love and Revolution,transcript reproduced in Links InternationalJournal of Socialist Renewal.

Guevara, E., 1965, Socialism and Man inCuba, in Che Guevara Reader: Writings on

Guerrilla Strategy, Politics and Revolution,Deutschmann, D. (ed.), Ocean Press,Melbourne, pp. 197-214. (Specically Love ofliving humanity).

Michael Hardt & Antonio Negri (2000)Empire,

Harvard University Press, p: 411-413(Militant).

Week 3 (Sept 24): What Makes a socialmovement?Having reected on love as a fundamentalelement of action for change, this week we lookdeeper at the concept of social movements. Wereect on a number of questions, includingwhat makes a movement distinct from a protestor other action? When do actions for change(resisting practices, peacebuilding exercises),become movements?

In light of Tillys aempt to dene socialmovements, and Juris reections on thoseinvolved in movements in Barcelona, what aresome of the key questions that emerge?

** e schedule for shorts will be determinedthis week

ReadingsCharles Tilly (2004) Social Movements,1768-2004, Paradigm Publishers, p: 1-15(Chapter 1: Social movements as politics)

Jeffrey S Juris (2010) Anarchism, or thecultural logic of networking in Amster et al(ed), Contemporary Anarchist Studies: anintroductory anthology of anarchy in the academy,

Routledge, p: 213-223

Week 4 (October 1):e Multitudeis weeks readings provide an introduction(extending on the reading in Week 2) toMichael Hardt and Antonio Negris concept ofthe multitude. How does this contrast withmore traditional Marxist analysis? Do you



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think it is more reective of contemporarystruggles?

ReadingsLaurence Cox (2001) 'Barbarian Resistanceand Rebel Alliances: Social Movements and

Empire', Rethinking Marxism, 13: 3, pp: 155-167

Nick Dyer-Witheford (2007) Hegemony orMultitude? Two versions of radical democracyin the internet in Lincoln Dahlberg & EugeniaSiapera (eds.) Radical Democracy and the Internet:interrogating theory and practice, PalgraveMcMillan, pp. 191-206.

Further readingMichael Hardt and Antonio Negri (2000)Empire. Harvard University Press. Full textavailable online: hp://www.infoshop.org/texts/empire.pdf

Michael Hardt and Antonio Negri (2004)Multitude: War and Democracy in the Age of Empire.Penguin Press.

Week 5 (Oct 8):e World Social Forum

is week we explore further the concept of themultitude, as introduced by Hardt and Negri,to reect on the rise of the alter-globalizationor global justice movement.

Do you agree with Boaventura de Sousa Santosdescription that the WSF, the movement ofmovements is not one more movement. It is adifferent movement? Or do you think thatOwen Worth and Karen Buckleys description

of the WSF as resembling a type of courtjester is a more apt description?

ReadingsOwen Worth & Karen Buckley (2009) 'e World Social Forum: postmodern prince orcourt jester?', ird World Quarterly, Vol. 30, No.4, pp. 649-661

Boaventura de Sousa Santos (2004) e WorldSocia l Forum: a counter-hegemonicglobalisation (part 1) in Jai Sen et al (eds.) eWorld Social Forum: challenging empires, VivekaFoundation, pp. 235-245.

Further readingBen Powless (2009) World Social Forum another world still needs rening, published onRabble: news for the rest of us, hp://rabble.ca/blogs/bloggers/ben-powless/world-social-forum--another-world-still-needs-rening

Geoffrey Players (2009) World Social Forum2009: a generations challenge, published onO p e n D e m o c r a c y . h p : / /www.opendemocracy.net/article/world-social-

forum-2009-a-generation-s-challenge

Jos CorIa Leite (2005)e World SocialForum: strategies of resistance, Haymarket Books.

Jai Sen, Anita Anand, Arturo Escobar, & Peter Waterman, eds (2004).e World Social Forum:challenging empires, Viveka Foundation. Somec o n t e n t a v a i l a b l e o n l i n e : h p : / /www.choike .org/2009/eng/informes/

1557.html

** Your reection is due before the start of classtoday.

Week 6 (Oct 15): Zapatismoe Zapatista uprising in Chiapas is oenreferred to as the turning poin t i ncontemporary social movements. It is valorizedby social justice activists and used as a symbol

of struggles against oppression. In re

ecting onthe actions taken, should we view the struggleas based on negative peace or positive peace?Were/are they either, or can they be both? Wasthe violence, or threat of violence, just?

http://www.infoshop.org/texts/empire.pdfhttp://www.infoshop.org/texts/empire.pdfhttp://www.choike.org/2009/eng/informes/1557.htmlhttp://www.choike.org/2009/eng/informes/1557.htmlhttp://www.choike.org/2009/eng/informes/1557.htmlhttp://www.choike.org/2009/eng/informes/1557.htmlhttp://www.choike.org/2009/eng/informes/1557.htmlhttp://www.opendemocracy.net/article/world-social-forum-2009-a-generation-s-challengehttp://www.opendemocracy.net/article/world-social-forum-2009-a-generation-s-challengehttp://www.opendemocracy.net/article/world-social-forum-2009-a-generation-s-challengehttp://www.opendemocracy.net/article/world-social-forum-2009-a-generation-s-challengehttp://www.opendemocracy.net/article/world-social-forum-2009-a-generation-s-challengehttp://rabble.ca/blogs/bloggers/ben-powless/world-social-forum-%E2%80%93-another-world-still-needs-refininghttp://rabble.ca/blogs/bloggers/ben-powless/world-social-forum-%E2%80%93-another-world-still-needs-refininghttp://rabble.ca/blogs/bloggers/ben-powless/world-social-forum-%E2%80%93-another-world-still-needs-refininghttp://rabble.ca/blogs/bloggers/ben-powless/world-social-forum-%E2%80%93-another-world-still-needs-refininghttp://rabble.ca/blogs/bloggers/ben-powless/world-social-forum-%E2%80%93-another-world-still-needs-refininghttp://www.choike.org/2009/eng/informes/1557.htmlhttp://www.choike.org/2009/eng/informes/1557.htmlhttp://www.choike.org/2009/eng/informes/1557.htmlhttp://www.choike.org/2009/eng/informes/1557.htmlhttp://www.choike.org/2009/eng/informes/1557.htmlhttp://www.choike.org/2009/eng/informes/1557.htmlhttp://www.opendemocracy.net/article/world-social-forum-2009-a-generation-s-challengehttp://www.opendemocracy.net/article/world-social-forum-2009-a-generation-s-challengehttp://www.opendemocracy.net/article/world-social-forum-2009-a-generation-s-challengehttp://www.opendemocracy.net/article/world-social-forum-2009-a-generation-s-challengehttp://www.opendemocracy.net/article/world-social-forum-2009-a-generation-s-challengehttp://www.opendemocracy.net/article/world-social-forum-2009-a-generation-s-challengehttp://rabble.ca/blogs/bloggers/ben-powless/world-social-forum-%E2%80%93-another-world-still-needs-refininghttp://rabble.ca/blogs/bloggers/ben-powless/world-social-forum-%E2%80%93-another-world-still-needs-refininghttp://rabble.ca/blogs/bloggers/ben-powless/world-social-forum-%E2%80%93-another-world-still-needs-refininghttp://rabble.ca/blogs/bloggers/ben-powless/world-social-forum-%E2%80%93-another-world-still-needs-refininghttp://rabble.ca/blogs/bloggers/ben-powless/world-social-forum-%E2%80%93-another-world-still-needs-refininghttp://rabble.ca/blogs/bloggers/ben-powless/world-social-forum-%E2%80%93-another-world-still-needs-refininghttp://www.infoshop.org/texts/empire.pdfhttp://www.infoshop.org/texts/empire.pdfhttp://www.infoshop.org/texts/empire.pdfhttp://www.infoshop.org/texts/empire.pdf


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ReadingJeffConant (2010) A Poetics of Resistance: theRevolutionary Public Relations of the ZapatistaInsurgency, AK Press: pp. 23-8, 39-47.

ere is a wealth of material about the

Zapatista uprising online and in peer-reviewedsources. Come to class having undertaken yourown independent research and prepared todiscuss this in relation to the questions posed.

Week 7 (Oct 22): Bolivarian revolutionsand social uprisings in Latin Americais week we look at the peoples uprisings in Venezuela and Bolivia, and the correspondingrise of Hugo Chavez and Evo Morales as stateleaders.

How do you perceive the rise of Bolivarianismin Venezuela and politics from below? What do you think of some of the critiques (undertakeyour own independent research)?

ReadingsRobert Albro (2005) e Water is Ours,Carajo! Deep Citizenship in Bolivias Water War, in Nash (ed.),Social Movements: an

anthropological reader, Blackwell publishing, pp.249-271

Ral Zibechi (2010) Dispersing Power: Social Movements as Anti-State Forces, trans. RamorRyan, AK Press, pp. 1-9, 11-17.

Week 8 (Oct 29): Campaigns against conictminerals in the Congois week we look at the movement to make

the Congo safer for women, as part of a largercampaign surrounding what are termed conictminerals. e readings focus on voice,narrative, and raise some critical questions.

Does the west (media, pol i t ic ians ,organizations and social change agents)privilege certain types of narrative? How

should we address some of the implications ofthe dissemination (and framing) of narratives?

ReadingsSarah Chatellier (2009) We Have Suffered inSilence Too Long... Womens Narratives andPeacebuilding in the Democratic Republic of

Congo, Masters esis, Utrecht University.**Not included in Courseware. Available onlineat hp://igitur-archive.library.uu.nl/student-theses/2009-0903-200136/UUindex.html

Hooks, b., 1989, Talking back: thinking feminist,thinking black, South End Press, Boston, MA.,pp. 10-18.(Chapter 3: when i was a youngsoldier for the revolution: coming to voice).

OnlineR a i s e H o p e f o r C o n g o . h p : / /www.raisehopeforcongo.org

Have Pulitzer Center video (Rape as a weapon)h p : / / w w w . y o u t u b e . c o m / w a t c h ?v=MaOl98KVAqM. Is this negative peace orpositive peace? Is it both, transforming to thelaer?

http://www.youtube.com/watch?v=MaOl98KVAqMhttp://www.youtube.com/watch?v=MaOl98KVAqMhttp://www.youtube.com/watch?v=MaOl98KVAqMhttp://www.youtube.com/watch?v=MaOl98KVAqMhttp://www.raisehopeforcongo.org/http://www.raisehopeforcongo.org/http://www.raisehopeforcongo.org/http://www.raisehopeforcongo.org/http://igitur-archive.library.uu.nl/student-theses/2009-0903-200136/UUindex.htmlhttp://igitur-archive.library.uu.nl/student-theses/2009-0903-200136/UUindex.htmlhttp://igitur-archive.library.uu.nl/student-theses/2009-0903-200136/UUindex.htmlhttp://igitur-archive.library.uu.nl/student-theses/2009-0903-200136/UUindex.html


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Further readingMichael Flood (2007) Involving Men inGender Policy and Practice Critical Half, Vol. 5,No. 1 (special issue: Engaging Men inWomens Issues: Inclusive Approaches toGender and Development), pp: 9-14

Judy Bushra-El (2007) Feminism, Gender, and Womens Peace Activism Development andChange, Vol. 38, No. 1, pp: 131-147

Week 9 (Nov 5): Alter-globalizationprotestse protests against the WTO in Seale in1999 seemed to take the (corporate) world bysurprise. Many consider it as a turning point inthe alter-globalization movement. Do youagree? What were the roles of means and endsin Seale and subsequent mass mobilizations?

ReadingsGillian Hughes Murphy (2004) e Seale WTO Protests: Building a Global Movement,in Rupert Taylor (ed), Creating a Beer World: Interpreting Global Civil Society, Kumarian Pressp: 27-42

Starhawk (2002) How we really shut down the WTO, in Benjamin Shepherd & RonaldHayduk (eds), From ACT UP to the WTP: urban protest and community building in the era ofglobalization, Verso, pp: 52-6

** Your essay or dialogue plan is due onMonday November 8 by 4pm. You can submitthis via email. Please note the emailcommunication policy listed on the last page ofthis outline.

Week 10 (Nov 12):e G20 in Canadais week we look at the July 2010 G20mobilizations in Toronto. Drawing from what we have covered so far, and your ownindependent research, how would you describethe actions taken? What would you suggest

could (and perhaps should) have been donedifferently?

Why was there opposition to the meeting?What sort of alternatives were raised? Do theserelate to the goals under the banner of the alter-

globalization movement?

e response of the police to the mobilizationsin Toronto took the public by surprise. Why doyou think this was the case?

Readings Jesus H. Chris (2010) Cop Car Burned! AllCriticisms of Global Capitalism RenderedMoot!, blog post, Propagandhi, 27 June, A c c e s s e d 2 A u g u s t 2 0 1 0 , h p : / /propagandhi.com/2010/06/959/

Slavoj iek (2008) Violence, Picador, p. 19-39(Chapter 1: Adagio ma non troppo e moltoespressivo: SOS Violence)

Week 11 (Nov 19): Online activism &InfoshopsGiven the rise in use of new/social mediatechnologies, we look at the roots and rise inonline activism.

How was twier used during the G20? HasFacebook become a tool for social change? Cansocial media be used as tools for social chance?Do you think it is effective armchair activism,or is it a way to make people in the west feelbeer about doing very lile?

When looking at this weeks set readings, reect

on how the concepts and case studies relate tocontemporary movements you are aware of.Bring examples to class and be prepared tointroduce and discuss them.

ReadingsMiekle (2002) Future Active: media activism andthe internet, Routledge, pp: 88-112 (Chapter 4:Open Publishing).

http://propagandhi.com/2010/06/959/http://propagandhi.com/2010/06/959/http://propagandhi.com/2010/06/959/http://propagandhi.com/2010/06/959/http://propagandhi.com/2010/06/959/http://propagandhi.com/2010/06/959/


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Damian Trewhella & Melissa H. Conley Tyler(2007) Online Technology and the Australian Peace Movement:e Campaignagainst the Invasion of Iraq in 2003, AustralianJournal of Peace Studies, Vol. 2, No. 1, pp: 1-18

Further Reading Yochai Benkler (2006) 'Introduction: amoment of opportunity and challenge', inWealth of Networks: How Social ProductionTransforms Markets and Freedom, Yale UniversityPress, New Haven Connecticut, pp: 1-28.

Joel Olson (2010) e problems withinfoshops and insurrections: US anarchism,movement building and the racial order inAmster et al (ed), Contemporary Anarchist Studies:

an introductory anthology of anarchy in the academy,Routledge, p: 35-45

Week 12 (Nov 26): A shi to the locale broad community campaign seeking tosave and protect the Red Hill Creek valley, which lasted more than 50 years andculminated in an occupation, tree-sits and anumber of arrests in 2004, can be seen as apivotal point in Hamiltons recent history.

Do linkages with the Caledonia dispute makethe dispute part of a movement? Do you thinkthe Caledonia land reclamation is part of alarger movement?

ReadingsFriends of Red Hill Valley website (archive),hp://www.hwcn.org/link/forhv/

Kristin Lozanski (2007) Memory and theimpossibility of whiteness in colonial Canada,Feministeory, Vol. 8, No. 2, pp: 223-225

Maggie Hughes (2007) Six Nations and theCaledonia Land Dispute, podcast, CitizenShi,Rabble: news for the rest of us, No. 43, May 8, Available online at hp://www.rabble.ca/

podcasts/shows/citizenshi/43-six-nations-and-caledonia-land-dispute

Further readingLinden, S. B. 2007. e Report of the IpperwashInquiry , Toronto: Ontario Provincial

Government. (Vol. 2, Chapter 2: Primer on Aboriginal Occupations). Available online athp://www.archives.gov.on.ca/English/collections/e-records/ipperwash/report/vol_2/

Undertake your own independent research,seeking out Haudenosaunee accounts of thereclamation.

Week 13 (Dec 3): Reectionsis week we reect on the case studies wehave considered, in light of the theories andreadings we have covered, group work, and thediscussions that have emerged.

e focus of discussion determined by classinterest, to see if our understandings and anyconclusions drawn have shied over the

session.

** Your essay or dialogue is due on FridayDecember 10 by4pm.

http://www.rabble.ca/podcasts/shows/citizenshift/43-six-nations-and-caledonia-land-disputehttp://www.hwcn.org/link/forhv/http://www.hwcn.org/link/forhv/http://www.hwcn.org/link/forhv/http://www.hwcn.org/link/forhv/http://www.archives.gov.on.ca/English/collections/e-records/ipperwash/report/vol_2/http://www.archives.gov.on.ca/English/collections/e-records/ipperwash/report/vol_2/http://www.archives.gov.on.ca/English/collections/e-records/ipperwash/report/vol_2/http://www.archives.gov.on.ca/English/collections/e-records/ipperwash/report/vol_2/http://www.archives.gov.on.ca/English/collections/e-records/ipperwash/report/vol_2/http://www.archives.gov.on.ca/English/collections/e-records/ipperwash/report/vol_2/http://www.archives.gov.on.ca/English/collections/e-records/ipperwash/report/vol_2/http://www.archives.gov.on.ca/English/collections/e-records/ipperwash/report/vol_2/http://www.archives.gov.on.ca/English/collections/e-records/ipperwash/report/vol_2/http://www.archives.gov.on.ca/English/collections/e-records/ipperwash/report/vol_2/http://www.archives.gov.on.ca/English/collections/e-records/ipperwash/report/vol_2/http://www.archives.gov.on.ca/English/collections/e-records/ipperwash/report/vol_2/http://www.archives.gov.on.ca/English/collections/e-records/ipperwash/report/vol_2/http://www.rabble.ca/podcasts/shows/citizenshift/43-six-nations-and-caledonia-land-disputehttp://www.rabble.ca/podcasts/shows/citizenshift/43-six-nations-and-caledonia-land-disputehttp://www.rabble.ca/podcasts/shows/citizenshift/43-six-nations-and-caledonia-land-disputehttp://www.rabble.ca/podcasts/shows/citizenshift/43-six-nations-and-caledonia-land-disputehttp://www.rabble.ca/podcasts/shows/citizenshift/43-six-nations-and-caledonia-land-disputehttp://www.rabble.ca/podcasts/shows/citizenshift/43-six-nations-and-caledonia-land-disputehttp://www.hwcn.org/link/forhv/http://www.hwcn.org/link/forhv/


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Assessment and submission- Assignments due outside of class time are

to be submied at my office. If I am notavailable, they can be dropped offin the

box outside of TSH 313 (theInterdisciplinary Studies Office). SeeSubmied work under the CoursePolicies on the last page of this outline.

- You are not required to pass everycomponent of assessment to pass thesubject.

- Penalty for late submission of work: 10marks per day out of 100.

- e instructor reserves the right to hold an

additional oral examination for any pieceof assessment.

AendanceAendance at class is a key requirement of thiscourse. Non-aendance will signicantlyimpact on what you can learn from this course.By not participating, you also detract from theability of others to learn with you.

If you miss more than 2 classes, marks will besubtracted from your nal mark, as follows:

- 0, 1 or 2 absences: no penalty

- 3 absences: 6% subtracted

- 4 absences: 12% subtracted

- 5+ absences: 18%+ subtracted

For example, if your course mark is 75% but

you missed 4 classes, your

nal mark will be75% - 12% = 63%.

If you are present for only part of a class, thatcounts as fractional aendance. For example,2.5 absences leads to a 3% penalty.

If you will not be able to aend a class, pleasecontact me in advance.

ParticipationDue date:Weeks 2-13Weighting: 25%

Each week, you are expected to substantiallycontribute to in-class discussions. is includesillustration of a sound engagement with the weeks reading materials, further independentresearch, reection on the topic and a casestudy of your choosing.

You should come prepared with points fordiscussion, questions about the readingmaterial or other maers arising of the weeklyfocus.

ShortDue date: Shorts are given in class in weeks 4 to11. e week for your short will be decided inweek 3.Weighting: 20%Length: 9-12 minutes/12-16 minutes

A short is a brief presentation relating a weeksreading material to a case study of your

choosing (related to the weeks focus). e aimis to stimulate discussion on the weeks topicthrough application to your case study. It willalso test your ability to present detailedinformation in a short time period.

You should also discuss at least two sources,such as books or scholarly articles, in additionto the set reading material. Outline what thesesources say in your own words as well as givingthe full references.

Short reports must be spoken from memory ordot-point notes. Do not read from text. If youread om text or notes, you will be asked to doanother short.

If you use a multimedia display, speak to yourpoints and let the audience read any text you


Requirements and assessment tasks


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put on the screen in silence. Dont read thisout loud.

If you get really nervous speaking withoutreading, then write down what you plan to sayon your slides (not more than 100 words per

slide, please), and let the audience read them.

e maximum time for an individual short is 12minutes. You may be cut off at that time.Practice beforehand. It will make your shortmuch more effective. You willnd 12 minutes isquite short!

If you wish, you can do your short jointly withone other person. Maximum time for two-person shorts: 16 minutes. You will eachreceive the same mark. You are responsible toensure collaboration is undertaken to a fair andappropriate standard.

ere will be a multimedia set-up in the room.If youre using an electronic presentation, bringit to class on a ash drive and arrive early so itcan be put on the computer (sending it to yourself on email is not convenient). If youreusing YouTube or some other Internet source,

bring the address on your ash drive or knowexactly how to get to it quickly. Embedded weblinks in slide shows may or may not work, sodont rely on them have a back-up method. A more reliable method is to save the video to you computer/thumb drive.ere are anumber of free services available such as thatprovided by hp://www.keepvid.com. Testyour slide show before class.

Your help in this will make the classes go much

more smoothly.

Checklistis checklist will aid you in preparing yourshort

- Ive introduced my case study and relatedit to the weeks focus.

- Ive discussed two sources about thetheory/concept.

- I am prepared to talk to the class. I wontread text from my notes or my slides.

- Ive organized my material to nish in lessthan 12 minutes (or 16 if presenting withanother person).

- Ive arranged to arrive early or on timewith a ash drive and web links that I need.

- I have tested that my slideshow, and anyembedded media, works from myashdrive.

Assessment criteriaShorts will by assessed based on the following

criteria (roughly equally)

- Selection and understanding of the casestudy

- Understanding of theory/concept

- Application of theory/concept to the casestudy

- Quality of expression

ReectionDue date:October 8Weighting:15%Length: 750 words

e reection is your account of how thefoundations of current praxis, as introduced inthe rst four weeks, t within a peace studiespedagogy.

e main purpose of the reection is to get you

thinking about these ideas before we engage with them in relation to a number of casestudies.

http://www.keepvid.com/http://www.keepvid.com/


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Essay or dialogue planDue date:November 29Weighting:5%Length: 100 words

e plan is an introduction to your case study

and the theories or concepts your propose toapply. Describe how you intend to apply thetheories and concepts to your case study. Forthe dialogue, outline the characters yourpropose to use in the dialogue. You are writing

your own question.

You can submit this by email.

If it is satisfactory, your mark for the plan will

be the same as for the essay/dialogue. If not, youll be asked to prepare a revised version. Ifits late, you lose 10% per day. If you dont handit in, you get zero for this component.

e main purpose of the plan is to get youthinking about your case study, theories andconcepts early. By all means submit your planbefore the due date!

Essay or dialogueDue date:December 10Weighting: 35%Length: 3000 words

Write an essay, orctional dialogue betweentwo people (or possibly more), that engages with theories and concepts we have discussedin class and apply these to a contemporarymovement for change. If you wish to modify

your question (submied as part of your plan),

you need to consult with me.

For example, you might examine howpatriarchy and whiteness shape the Raise Hopefor Congo campaign.

Writing a dialogue isnt all that difficult. Whatschallenging is processing the information topresent it in a different format.

e people ostensibly engaging in the dialoguecan be ctional or real, dead or alive, but

should not be staffor students at the university.For example, the dialogue might involve AungSan Suu kyi, ich Nhat Hanh, Gandhi, JohanGaltung, Toronto police Chief William Blair,Stephen Harper, Elizabeth May, Antioni Negri,Subcomandante Marcos, or Evo Morales. edialogue should be as realistic as possible within the assumptions about the participantsand situation. Virtually the entire text should b e d i a l o g u e . Y o u m a y a d d s ta g edirections (see stage plays for examples).

Each participant in the dialogue should speakfrom and/or advocate a specic position. Forexample, William Blair might challengeAntonio Negris that love was the foundation ofof the G20 actions and that the subjective violence of protestors was a direct result ofstate repression and the structure of theeconomic system.

Assessment criteriaEssays will be assessed using these criteria

- Understanding of the case study

- Understanding of theories and concepts

- Use of sources (about case study andtheory)

- Expression, structure and quality ofanalysis



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e following criteria will be utilized in theassessment of all wrien work and will guidethe assessment of all other assignments.

Excellent (A+, A, A-) (100% - 80%)oughtfully develops interesting and originalideas; secondary material and course readingsare used intelligently and not as a substitute forthe learners own thinking; clear indication ofconceptual understanding; originality,creativity and enthusiasm; solid organization;convincing/well supported statements;virtually free of errors in grammar, spelling andpunctuation; uses the conventions of scholarlydocumentation correctly.

Very Good to Good (B+, B, B-) (79% 70%)Competent/accurate treatment of its topic; well wrien with a clear purpose; maydemonstrate weaker conceptual understanding;may lean uncritically on secondary sources;organization is clear and sentences arecomprehensible; few errors in grammar andspelling; follows conventions of scholarlydocumentation.

Good to Fair (C+, C, C-) (69% - 60%)Lack of clarity; trivial/underdevelopedp u r p o s e / t h e s i s a n d / o r a r g u m e n t s ;considerable summary and paraphrase, withonly occasional analytical commentary; may becharacterized by conceptual and researchinaccuracies; may rely exclusively on secondarysources; organization is disjointed; somes e n t e n c e s m a y b e c o n v o l u t e d a n dincomprehensible; mistakes in grammar,spelling and punctuation; carelessness withscholarly documentation.

Problematic (D+, D, D-) (59% - 50%)Serious inaccuracies or inconsistencies;

minimal grasp of topic; sources are oenmisused or misinterpreted; expresses opinion, but does not support effectively; lackscoherence/clarity; has errors in grammar,spelling and punctuation.

Failures (F) (49% - 0%)Total misunderstanding; disorganization;considerable grammatical errors; unscholarlypresentation. (is grade is also given for

plagiarism/other academic integrity issues)


Image sources James Le wichs tribute to Rosa Parks hp://www.anigami.com/jimwich/jimwich_archives/jwpicts_10_11_12_2005/iSWIWT.html

Andy Singer syndicated cartoons hp://www.andysinger.com via hp://lipspagnoli.wordpress.com/

2009/07/28/human-rights-cartoon-137-corporate-social-responsibility/

e editorial cartoons of Clay Bennet hp://www.claybenne.com/pages2/no_nukes.html

Vegetarians Taste Beer Kristi-Anna Brydon and Lana Went,Ted Szukalski hp://www.digital-photo.com.au/2007/05/01/vegetarians-taste-beer-kristi-anna-brydon-and-lana-went

General grading criteria
http://www.digital-photo.com.au/2007/05/01/vegetarians-taste-better-kristi-anna-brydon-and-lana-wenthttp://filipspagnoli.wordpress.com/2009/07/28/human-rights-cartoon-137-corporate-social-responsibility/http://filipspagnoli.wordpress.com/2009/07/28/human-rights-cartoon-137-corporate-social-responsibility/http://www.andysinger.com/http://www.anigami.com/jimwich/jimwich_archives/jwpicts_10_11_12_2005/iSWIWT.htmlhttp://www.anigami.com/jimwich/jimwich_archives/jwpicts_10_11_12_2005/iSWIWT.htmlhttp://www.digital-photo.com.au/2007/05/01/vegetarians-taste-better-kristi-anna-brydon-and-lana-wenthttp://www.digital-photo.com.au/2007/05/01/vegetarians-taste-better-kristi-anna-brydon-and-lana-wenthttp://www.claybennett.com/pages2/no_nukes.htmlhttp://www.claybennett.com/pages2/no_nukes.htmlhttp://filipspagnoli.wordpress.com/2009/07/28/human-rights-cartoon-137-corporate-social-responsibility/http://www.andysinger.com/http://filipspagnoli.wordpress.com/2009/07/28/human-rights-cartoon-137-corporate-social-responsibility/http://www.anigami.com/jimwich/jimwich_archives/jwpicts_10_11_12_2005/iSWIWT.htmlhttp://www.digital-photo.com.au/2007/05/01/vegetarians-taste-better-kristi-anna-brydon-and-lana-wenthttp://www.digital-photo.com.au/2007/05/01/vegetarians-taste-better-kristi-anna-brydon-and-lana-wenthttp://www.digital-photo.com.au/2007/05/01/vegetarians-taste-better-kristi-anna-brydon-and-lana-wenthttp://www.digital-photo.com.au/2007/05/01/vegetarians-taste-better-kristi-anna-brydon-and-lana-wenthttp://www.digital-photo.com.au/2007/05/01/vegetarians-taste-better-kristi-anna-brydon-and-lana-wenthttp://www.digital-photo.com.au/2007/05/01/vegetarians-taste-better-kristi-anna-brydon-and-lana-wenthttp://www.digital-photo.com.au/2007/05/01/vegetarians-taste-better-kristi-anna-brydon-and-lana-wenthttp://www.digital-photo.com.au/2007/05/01/vegetarians-taste-better-kristi-anna-brydon-and-lana-wenthttp://www.digital-photo.com.au/2007/05/01/vegetarians-taste-better-kristi-anna-brydon-and-lana-wenthttp://www.digital-photo.com.au/2007/05/01/vegetarians-taste-better-kristi-anna-brydon-and-lana-wenthttp://www.digital-photo.com.au/2007/05/01/vegetarians-taste-better-kristi-anna-brydon-and-lana-wenthttp://www.digital-photo.com.au/2007/05/01/vegetarians-taste-better-kristi-anna-brydon-and-lana-wenthttp://www.digital-photo.com.au/2007/05/01/vegetarians-taste-better-kristi-anna-brydon-and-lana-wenthttp://www.digital-photo.com.au/2007/05/01/vegetarians-taste-better-kristi-anna-brydon-and-lana-wenthttp://www.digital-photo.com.au/2007/05/01/vegetarians-taste-better-kristi-anna-brydon-and-lana-wenthttp://www.digital-photo.com.au/2007/05/01/vegetarians-taste-better-kristi-anna-brydon-and-lana-wenthttp://www.digital-photo.com.au/2007/05/01/vegetarians-taste-better-kristi-anna-brydon-and-lana-wenthttp://www.digital-photo.com.au/2007/05/01/vegetarians-taste-better-kristi-anna-brydon-and-lana-wenthttp://www.claybennett.com/pages2/no_nukes.htmlhttp://www.claybennett.com/pages2/no_nukes.htmlhttp://filipspagnoli.wordpress.com/2009/07/28/human-rights-cartoon-137-corporate-social-responsibility/http://filipspagnoli.wordpress.com/2009/07/28/human-rights-cartoon-137-corporate-social-responsibility/http://filipspagnoli.wordpress.com/2009/07/28/human-rights-cartoon-137-corporate-social-responsibility/http://filipspagnoli.wordpress.com/2009/07/28/human-rights-cartoon-137-corporate-social-responsibility/http://www.andysinger.com/http://www.andysinger.com/http://www.anigami.com/jimwich/jimwich_archives/jwpicts_10_11_12_2005/iSWIWT.htmlhttp://www.anigami.com/jimwich/jimwich_archives/jwpicts_10_11_12_2005/iSWIWT.htmlhttp://www.anigami.com/jimwich/jimwich_archives/jwpicts_10_11_12_2005/iSWIWT.htmlhttp://www.anigami.com/jimwich/jimwich_archives/jwpicts_10_11_12_2005/iSWIWT.html


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Submied work Assignments must be submied by due dates. Latesubmissions will be penalized by 5% of their .value perday (including weekends) unless an extension has beengranted by the instructor (only the course instructor maygrant extensions). Extension requests will only begranted if appropriate documentation is provided (e.g. adoctors note). Late assignments will receive a grade, butno additional comments.

e instructor cannot accept/grade work aer the end ofterm. Under rare circumstances learners who were notable to complete their work during the regular term mayapply for an extension by submiing an application tothe Undergraduate Reviewing Commiee before the endof term (see hp://www.humanities.mcmaster.ca/forms/DeferredTermWork.pdf).

e instructor is not responsible for any misplacedassignmentsalways keep an extra copy of your work.

Assignments not submied in class may be dropped offin the box outside of TSH 313 (the InterdisciplinaryStudies Office). Do not slip assignments under theinstructors doorthese will not be accepted.Electronic/email copies of assignments will not beaccepted.

Group Work Participation:It is an issue of academic integrity, closely allied toplagiarism and cheating, to be a free-loader in onesgroup. Free-loading is providing less than an equalcontribution to the work and decision-making of thegroup, i.e. beneting in marks from work done by othermembers of the group in an unjust way.

To contribute, each learner needs to be present andcontribute during all group activitiesduring andoutside of class time. us, aendance will be peermonitored and absences may result in a reduction in thegrade awarded an individual for the class activity(amount to be determined on a case-by-case basis).Multiple absences may be taken as negating membershipin group. Failure to effectively contribute to the group

work may also result in a reduction of the participationgrade awarded.

In order to ensure the groups work effectively, groupmembers must maintain open communication with theinstructor regarding their groups dynamics. Pleaseinform the instructor of any conicts or cases of uneven

workload distribution as soon as possible.

Statement on Academic Integrity: You are expected to exhibit honesty and use ethical behaviour in all aspects of the learning process. Academic credentials you earn are rooted in principles ofhonesty and academic integrity.

Academic dishonesty is to knowingly act or fail to act ina way that results or could result in unearned academiccredit or advantage. is behaviour can result in seriousconsequences, e.g. the grade of zero on an assignment,loss of credit with a notation on the transcript (notationreads: "Grade of F assigned for academic dishonesty"),and/or suspension or expulsion from the university.

It is your responsibility to understand what constitutesacademic dishonesty. For information on the varioustypes of academic dishonesty please refer to the

Academic Integrity Policy, located at hp://

www.mcmaster.ca/academicintegrity

e following illustrates only three forms of academicdishonesty:

- Plagiarism, e.g. the submission of work that is notone's own or for which other credit has beenobtained.

- Improper collaboration in group work.

- Copying or using unauthorized aids in tests andexamination.

All assignments will be evaluated to ensure academicintegrity. Academic dishonesty will be treated as a veryserious maer in this course and all cases of academicdishonesty will be reported to the Office of AcademicIntegrity.

Email Communication Policye course instructor will only open emails sent fromMcMaster email addresses. Emails sent from any otheremail provider (e.g. Hotmail, Gmail, Yahoo) will not beopened and will be deleted immediately. is policyprotects condentiality and conrms your identity.

Assisted Learninge Centre for Student Development is always availableto help students with different learning needs (MUSCB-107; Ext 24711; hp://csd.mcmaster.ca). If yourequire special arrangements, you should talk to thecourse instructor as soon as possible.


Course Policies
http://www.humanities.mcmaster.ca/forms/DeferredTermWork.pdfhttp://www.humanities.mcmaster.ca/forms/DeferredTermWork.pdfhttp://www.humanities.mcmaster.ca/forms/DeferredTermWork.pdfhttp://www.humanities.mcmaster.ca/forms/DeferredTermWork.pdfhttp://csd.mcmaster.ca/http://www.mcmaster.ca/academicintegrityhttp://www.mcmaster.ca/academicintegrityhttp://www.mcmaster.ca/academicintegrityhttp://www.mcmaster.ca/academicintegrityhttp://www.mcmaster.ca/academicintegrityhttp://csd.mcmaster.ca/http://csd.mcmaster.ca/http://www.mcmaster.ca/academicintegrityhttp://www.mcmaster.ca/academicintegrityhttp://www.mcmaster.ca/academicintegrityhttp://www.mcmaster.ca/academicintegrityhttp://www.humanities.mcmaster.ca/forms/DeferredTermWork.pdfhttp://www.humanities.mcmaster.ca/forms/DeferredTermWork.pdfhttp://www.humanities.mcmaster.ca/forms/DeferredTermWork.pdfhttp://www.humanities.mcmaster.ca/forms/DeferredTermWork.pdf

Documents

PS 4A03: Movements for Peace and Justice — Course Guide (2010)