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Tufts University
Friedman School of Nutrition Science and Policy
Fletcher School of International Law and Diplomacy
NUTR 229 / DHP D-230
Humanitarian Action in Complex Political Emergencies
Fall 2016
Class Meetings: Monday afternoon, 3:15 – 6:15 pm, September 12 – December 12, 2016
(Total of 13 sessions, no class on October 10)
Tufts University Boston Campus. Jaharis 118
150 Harrison Avenue, Boston
Instructor: Daniel Maxwell
(617) 627-3410; [email protected]
Office hours: Friedman School: Monday 2:00 – 3:00 (by appointment)
Feinstein Center: Tuesday 2:00 – 4:00 (by appointment)
Appointments: [email protected]
Teaching Asst: Jeeyon Janet Kim
Office hours: Friedman School: By appointment
Graduate Credits: 1 credit
Prerequisites: Graduate Student Status
Course Description: The past two decades have witnessed a major transformation of humanitarian action. The
geopolitical changes resulting from the end of the Cold and the global war on terror have
profoundly changed the environment in which humanitarian action takes place. These changes—
and proposed ways of responding to them—have triggered heated debates about both
philosophical and operational issues within the humanitarian community. The range of
humanitarian actors has broadened to include the military and, increasingly, for-profit firms. A
range of humanitarian actors and agencies has emerged from the Middle East and the global
South, alongside or outside of the traditional Western, UN-led humanitarian system. Long-held
principles are questioned or discarded, with humanitarian action no longer seen by many
belligerents as either neutral or impartial. The “complex emergencies” of the 1990s and early
2000s have seemingly metamorphosed into “protracted crises,” with some 70% of the
humanitarian budget now spent on “emergencies” lasting five years or longer. Despite the higher
media attention to rapid-onset natural disasters such as Typhoon Haiyan or the Nepal earthquake,
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roughly 70-80% of the actual humanitarian budget is devoted to conflict-related emergencies.
Conflict emergencies are the central focus of this class, but it is increasingly clear that there are
political and human-made elements to all crises, so some of the old categories (such as “complex
emergencies” or “natural disasters”) are no longer very helpful descriptions.
Some observers contend that the role of humanitarian action has been reduced to that of a safety
net against the most egregious impacts of the globalization and climate change, and suggest it is
time to rethink the whole enterprise. Others believe the present—with more higher levels of
assessed humanitarian need than at any time in the past seventy years—is a time for action, not
the time for reconsidering first principles. In May 2016, the World Humanitarian Summit
convened governments, donors, agencies and humanitarian actors to review the current situation,
future threats, and commit to different ways of working.
This class will challenge students to consider all of these: the principles, analytical perspectives,
and the actions required, to protect the lives and dignity of crisis- and conflict-affected groups—
including recent developments around the World Humanitarian Summit. This class will
introduce students to a broad range of research and evidence that constitutes our knowledge on
humanitarian action in complex emergencies, and to the key ethical and policy debates, and
practical dilemmas that surround contemporary humanitarian action. The overall objective is to
enable students to gain the ability to understand and keep abreast of a rapidly evolving field. This
is not a “how-to” class, but there is a strong emphasis on the practical application of this
knowledge. The course simultaneously treats humanitarian action as a phenomenon to be
understood and as a practice that urgently needs to be improved.
Course Objectives: This multi-disciplinary course will cover a broad range of subjects, and has a number of
objectives. By the end of the course, students will be able to:
• Outline historical perspectives on humanitarian action;
• Describe the ethical framework of humanitarian action and be able to apply international
humanitarian law, principles, and codes of conduct to humanitarian action in complex
emergencies, and outline major debates surrounding these frameworks;
• Utilize the main analytical frameworks (conflict analysis, famine theory, livelihoods
analysis) for addressing the protection of life, livelihoods, rights and safety of people
caught in complex emergencies;
• Critically and quickly read, interpret and apply research on humanitarian action;
• Analyze the political economy of conflict and humanitarian assistance;
• Describe the main critiques of humanitarian action;
• Outline the ethical and practical implications of incorporating human rights in
humanitarian action;
• Utilize methodologies for improving the quality, effectiveness and accountability of
humanitarian action;
• Describe the evolving nature of conflict, crisis, and the architecture of the humanitarian
system.
Specific weekly objectives are spelled out below.
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Texts or Materials: There are three required books for the course. Recommended books make more in-depth reading,
but are not assigned. Because of copyright restrictions, most book readings are on the
recommended list only. For each week, we will post required readings on Trunk. When books
are assigned as required readings, copies of the texts will be put on reserve at both Hirsh and
Ginn libraries.
Required texts:
Slim, Hugo. 2014. Humanitarian Ethics. A Guide to the Morality of Aid in War and Disaster.
London, Hurst. **
Sphere Project. 2011. Humanitarian Charter and Minimum Standards in Disaster Response.
Geneva, The Sphere Project, Geneva (available on line). Note: this text is not intended to
be read in its entirety. But the student is expected to know its contents and how to use it.
Walker, Peter and Daniel Maxwell. 2009. Shaping the Humanitarian World. Series on Global
Institutions. London, Routledge. (Best simply purchased from Amazon). **
Other recommended books: Maxwell, Daniel and Nisar Majid. 2016. Famine in Somalia: Competing Imperatives and
Collective Failures, 2011-2012. New York: Oxford University Press.**
Barber, Martin. 2015. Blinded by Humanity. Inside the UN’s Humanitarian Operations.
London: I.B. Tauris.
Carbonnier, Gilles. 2015. Humanitarian Economics. War, Disaster and the Global Aid Market.
London: Hurst.
Fast, Larissa. 2014. Aid in Danger. The Perils and Promise of Humanitarianism. Philadelphia:
University of Pennsylvania Press.
Alexander, Jessica. 2013. Chasing Chaos. My Decade in and out of Humanitarian Aid. New
York: Broadway Paperbacks.
Fassin, Didier and Mariella Pandolfi. 2013. Contemporary States of Emergency. The Politics of
Military and Humanitarian Interventions. New York: Zone Books.
Ramalingam, Ben. 2013. Aid on the Edge of Chaos. Oxford: Oxford University Press.
Weiss, Thomas. 2013. The Humanitarian Business. Cambridge: Polity Press.
Donini, Antonio, ed. 2012. The Golden Fleece: Manipulation and Independence in
Humanitarian Action. Hartford, CT: Kumarian Press.
Barnett, Michael. 2011. Empire of Humanity: A History of Humanitarianism. New York:
Cornell Press.**
Barnett, Michael and Thomas Weiss. 2011. Humanitarianism contested: where angels fear to
tread. New York: Routledge.
Pantuliano, Sara. 2010. Uncharted territory: Land, conflict & humanitarian action. Bourton:
Practical Action.
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Polman, Linda. 2010. The Crisis Caravan: What's Wrong with Humanitarian Aid? New York:
Holt.
Keen, David. 2008. Complex Emergencies. Cambridge: Polity Press.
Weiss, Thomas. 2007. Humanitarian Intervention: Ideas in Action. Oxford: Polity Press.
Rieff, David. 2002. A Bed for the Night. New York, Simon and Schuster.
Terry, Fiona. 2002. Condemned to Repeat? The Paradox of Humanitarian Action. Ithaca,
Cornell Press.
de Waal, Alex. 1997. Famine Crimes: Politics and the Disaster Relief Industry. Oxford, James
Currey.
** On Reserve in Ginn and Sackler Libraries.
Recommended humanitarian websites with which students should become familiar
Feinstein International Center, Tufts University http://fic.tufts.edu
The Humanitarian Policy Group/ODI www.odi.org.uk/hpg
The Humanitarian Practice Network www.odihpn.org
Integrated Regional Information Network www.irinnews.org
Relief Web www.reliefweb.int
Alert Net www.alertnet.org
FEWSNET www.fews.net
PHAP (Professionals in Humanitarian Assistance
And Protection) www.phap.org
The Sphere Project www.sphereproject.org
Action Learning Network for Accountability www.alnap.org
And Performance (ALNAP)
The Core Humanitarian Standard Alliance http://www.chsalliance.org
(Formerly People in Aid, and the Humanitarian
Accountability Partnership Int’l.)
ACAPS Project www.acaps.org
Websites of a few of the major humanitarian agencies
UN Office for the Coordination of Humanitarian www.unocha.org
Affairs (OCHA)
International Committee of the Red Cross www.icrc.org
International Federation of Red Cross and www.ifrc.org
Red Crescent Societies
Médecins sans Frontières/Doctors without
Borders www.msf.org
The World Food Programme www.wfp.org
Oxfam www.oxfam.org
World Vision www.wvi.org
CARE www.care.org
Save the Children www.savethechildren.org
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IHH Humanitarian Relief Foundation www.ihh.org.tr/en
Adeso (African Development Solutions) www.adesoafrica.org
The Network for Empowered Aid Response www.near.ngo
Students are encouraged to explore these websites (and look for others!) for information
throughout the course.
Academic Conduct: Each student is responsible for upholding the highest standards of academic integrity, as
specified in the Friedman School’s Policies and Procedures manual
(http://nutrition.tufts.edu/student/documents) and Tufts University policies
(http://uss.tufts.edu/studentAffairs/documents/HandbookAcademicIntegrity.pdf). It is the
responsibility of each student to understand and comply with these standards, as violations will
be sanctioned by penalties ranging from failure on an assignment and the course to dismissal
from the school.
Classroom Conduct: There will be one three-hour class each week, led by Dan Maxwell and several guest lecturers.
Course announcements, presentation notes, assigned readings, team assignments, case study
assignments and exams are all provided on the course website on Trunk —
https://trunk.tufts.edu/xsl-portal.
Evaluation and Grading: The course grade will be a combination of the group case studies (20%), the written papers (15%
each), class participation, small-group discussion and the Lake Chad case study (10%), and the
final exam (40%).
In brief, each student will be responsible for the following. For more detailed information on all
assignments and the criteria for grading them, see “Course Assignment” Notes.
• Readings: Students should be prepared for each class by completing the required readings
and reflecting on them in advance.
Group case studies: Each student will participate in a group presentation in class of a case
study related to one session of the course. Topics for the class presentations will be based on
the course syllabus and the presentations will usually be presented the same week as the
related topic in class. Sign up for case studies will take place during Week 2. We will try our
best to assign everyone to their first or second choice. Each student in the class is expected to
participate in the preparation and presentation of group analysis.
Final case study. There will also be a final in-class case study for the second last class—
focusing on the Lake Chad Basin Crisis—a multi-country, multi-causal (and largely
forgotten) crisis. This will require some additional teamwork.
• Brief papers: Each student will write two brief papers during the course of the semester
related to a theme of the course. These papers will be in the form of a “professional brief,”
roughly 1,000-1,500 words in length. The first will be an exercise on principles and law:
students will be asked to choose one of two cases and explore the issues arising regarding
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humanitarian action, humanitarian law, and humanitarian principles in given contexts. The
second will be an exploration of one theme growing out of the World Humanitarian Summit
in May 2016.
• Participation/group discussions: Due to the anticipated size of the class, we will rely on
discussion in groups of about six students on various occasions throughout the semester.
Students will explore the readings of the class in these groups, based on discussion questions
from the instructor.
• Exams: A final (open book) exam will have five or six essay questions that will ask you to
synthesize material from the readings, class presentations and discussions to answer. Each
student will select three to answer (one might be assigned, with the other two left to the
choice of the individual student). The exam will be available for downloading from the
course website on “Trunk” on December 12, and will be due on December 16 (dates to be
confirmed closer to the time).
A word about the assigned reading: This class requires a lot of reading, but the intent in assigning this reading is not that students
commit to reading every word. Some of the reading comes from lengthy reports or documents
that define important issues, or set important policy directions in the field of humanitarian action.
The idea is to get a sense of what these documents say, where they come from, and how they
influence the field of humanitarian action. This can and should be done without reading the
entire document. For better or worse, learning how to quickly digest documents like this is an
important professional skill—whether you go into humanitarian action or not. While not
everyone is a speed-reader, the intent is that the readings in this course shouldn’t take more than
7-8 hours per week. Students who are having trouble keeping up with the reading should speak
to Dan or Janet, or attend one of the reading workshops available on campus. The recommended
reading is intended for students who are particularly interested in the topic, and who would like
to dig deeper into specific topics.
Assessment and Grading: The assignments, reading materials, and all announcements will be posted on the Friedman
School classroom management website, "Trunk" https://trunk.tufts.edu/xsl-portal. All students
will have access to Trunk upon registration, and the course site will be open access for the first
week or two until everyone has registered.
Assignments and Submission Instructions: Assignments received after their deadline will not be accepted or graded unless extension is
approved in advance. Students who are unable to complete an assignment exam on time for any
reason should notify the instructor prior to the deadline.
Accommodation of Disabilities: Students with documented disabilities are entitled to academic accommodation appropriate to
their needs. If you require accommodations for this course, please contact the instructor
confidentially prior to the end of the second week of classes.
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Course Schedule:
Note: Subject to change at instructor’s discretion or due to scheduling conflicts
Date Session No. and Topic Presenter Activity Assignments
Sept. 12 1. Introduction and case study
Dan Darfur Case
study
Sept. 19 2. Historical foundations, and
contemporary update (WHS)*
Dan Intro to ethics Sign up for Grp Case
Studies
Sept. 26 3. Humanitarian principles
Dan Antonio Donini/
Norah Niland;
Grp. Discussion
Oct. 3 4. International Humanitarian Law
ICRC Humanitarian
access
Case Study Group #1
Oct. 10 No Class: Indigenous Peoples Day
Oct. 17 5. Conflict and conflict analysis
Dan Alex de Waal
Grp, Discussion
Brief Paper #1 due
Oct. 24 6. Information and evidence in
humanitarian action
Dan Roxanne Krystali
Exercise
Case Study
Group #2
Oct. 31 7. Food security and famine
theory*
Dan Head Count case
study
Brief Paper #2 topic
due;
Sign up for Lake Chad
Basin Case Study
Nov. 7 8. Overview of livelihoods
analysis
Dan Grp. Discussion Case Study Group #3
Nov. 14 9. Rights/humanitarian protection
Dan Grp. Discussion;
Exercise
Case Study Group #4
Nov. 21 10. Working in complex
emergencies
Dan Exercise Brief Paper #2 due
Nov. 28 11. Professionalizing humanitarian
action
Dan Grp. Discussion Case Study Group #5
Dec. 5 12. The changing nature of crisis*
Dan Lake Chad Basin
Case study
Dec. 12 13. The evolving architecture of
humanitarianism
Dan Wrap up
Dec. 19 Final exam week
* Please view presentation prior to class
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Course Topics, Learning Objectives, and Assignments
***
Week 1: What is humanitarianism in the 21st century? An introduction to humanitarian
action through a case study
(September 12, 2016 – Dan Maxwell)
Learning objectives: Upon completion of this week, students will be able to:
1. Outline the contents and expectations of the course
2. Know the administrative procedures for the course
3. Describe the confusion of working in a major complex emergency through a case study
Preparation for class:
A. Required Reading:
Bennett, Christina, Michael Foley, Sara Pantuliano 2016. “Time to let go: A three point proposal
to change the humanitarian system.” London: HPG (Briefing version).
Walker, Peter and Daniel Maxwell. 2009. Shaping the Humanitarian World. Series on Global
Institutions. London, Routledge. Introduction, pp. 1-12.
Taylor, Glyn, Abby Stoddard, Adele Harmer, Katherine Haver, Paul Harvey. 2015. The State of
the Humanitarian System. London: Active Learning Network for Accountability and
Performance in Humanitarian Action. (Executive Summary only)
B. Recommended Reading:
Healy, Sean and Sandrine Tiller. 2014. “Where is Everyone? Responding to Emergencies in the
Most Difficult Places.” Paris: Médecins sans Frontières.
Terry, Fiona. 2002. Condemned to Repeat? The Paradox of Humanitarian Action. Ithaca,
Cornell University Press. Introduction, pp. 1-16.
Rieff, David. 2002. “Humanitarianism in Crisis.” Foreign Affairs, Nov/Dec 2002, Vol. 81. Issue
6, p11.
***
Week 2: Historical foundations: Perspectives on humanitarian history.
(September 19, 2016 – Dan Maxwell)
Learning objectives: Upon completion of this week, students will be able to:
1. Describe the historical perspectives on humanitarian action
2. Note the major epochs of humanitarian strategy and action
3. Classify the different schools of thought on humanitarianism
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Assignment:
1. Sign up for Group Case Study
Preparation for class:
A. Online Presentation
B. Required Reading:
Barnett, Michael. 2011. Empire of Humanity: A History of Humanitarianism. New York:
Cornell Press. Read “Introduction: The Crooked Timber of Humanitarianism” (On
reserve)
Walker, Peter and Daniel Maxwell. 2009. Shaping the Humanitarian World. Series on Global
Institutions. London, Routledge. Skim chapters 1-3 on the history of humanitarian action,
pp. 13-78, and read chapters 4-6 on the major actors, pp.79-133.
United Nations. 2016. One Humanity: Shared Responsibility. Report of the Secretary General to
the World Humanitarian Summit. New York: UN (Read Sections I-III, and peruse the
core commitments).
C. Recommended Reading:
Moussa, Jasmine. 2014 Ancient origins, modern actors: defining Arabic meanings of
humanitarianism. Humanitarian Policy Group Report. London: ODI.
Davey, Eleanor, John Borton and Matthew Foley. 2013. A history of the humanitarian system:
Western origins and foundations. HPG Working Paper. London: ODI.
Barnett, Michael. 2005. “Humanitarianism Transformed.” Perspectives on Politics. Vol. 3, pp.
723-740.
Dunant, Henri. 2001 (1864). A Memory of Solferino. Paris, Elibron Classics.
***
Week 3: Humanitarian principles and codes of conduct
(September 26, 2016 – Dan Maxwell)
Learning objectives: Upon completion of this week, students will be able to:
1. Describe major perspectives on ethical conduct of humanitarian action
2. Summarize humanitarian principles and codes of conduct
Preparation for class:
A. Required Reading:
Slim, Hugo. Humanitarian Ethics. A Guide to the Morality of Aid in War and Disaster. London,
Hurst. Chapter 2-4.
Collinson, Sarah and Samir Elhawary. 2012. “Humanitarian space: A review of trends and
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issues.” HPG Report 32. London: Overseas Development Institute.
B. Recommended Reading (Note: Required for students assigned to Debate 1):
Slim, Hugo. Humanitarian Ethics. A Guide to the Morality of Aid in War and Disaster. London,
Hurst. Chapters 1 and 5.
Damary, Martin. 2014. On being neutral: Reflections on neutrality in humanitarian action.
Professionals in Humanitarian Action and Protection.
Donini, Antonio. 2011. Between a rock and a hard place: integration or independence of
humanitarian action? International Review of the Red Cross. Volume 93(881) pp. 141-
157.
de Torrente, Nicolas. 2004. “Humanitarian Action under Attack: Reflections on the Iraq War.”
Harvard Human Rights Journal. Vol. 17(1), pp 1-30.
O’Brien, Paul. 2004. “Politicized Humanitarianism: A Response to Nicolas de Torrente.”
Harvard Human Rights Journal. Vol. 17(1), pp 31-41.
Terry, Fiona. 2011. “The International Committee of the Red Cross in Afghanistan: reasserting
the neutrality of humanitarian action.” International Review of the Red Cross. Volume 93,
Number 881.
Darcy, James and Hofmann Charles-Antoine. 2003. According to Need? Needs Assessment and
Decision-Making in the Humanitarian Sector Humanitarian Policy Group Report #15.
London: ODI.
Walker, Peter. 2005. “Cracking the code: the genesis, use and future of the Code of Conduct.”
Disasters, Vol. 29(4): 323−336.
Leader, Nicholas. 1998. “Proliferating Principles; Or How to Sup with the Devil without Getting
Eaten.” Disasters. Vol. 22(4), pp. 288-308.
***
Week 4: International Humanitarian Law
(October 3, 2016 – ICRC Representative)
Learning objectives: Upon completion of this week, students will be able to:
1. Describe the application of International Humanitarian Law (IHL) to contemporary
humanitarian action
2. Note the dilemmas of IHL in contemporary crises
Assignment:
1. Case Study Group #1
Preparation for class:
A. Required Reading
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Solis, G. 2010. The Law of Armed Conflict: International Humanitarian Law in War.
Cambridge University Press. Ch1 pages 2- 27 & Ch 7 pages 250 - 286.
International Committee of the Red Cross. 2014. International Humanitarian Law: Answers to
your questions. 2nd ed. Geneva, ICRC.
International Committee of the Red Cross. “International Humanitarian Law and the challenges
of contemporary armed conflicts”. Geneva, ICRC. Pages 26 - 33 on humanitarian access
and protection of medical facilities / personnel and 38 - 59 on means and methods of
warfare ( cyber, autonomous weapons, explosive weapons in populated areas and nuclear
weapons)
Modirzadeh, N. 2014 "International Law and Armed Conflict in Dark Times: A Call for
Engagement," Opinion Note, International Review of the Red Cross,
B. Recommended Reading:
Heba Aly. 2015. "No Deal to Strenghthen the Geneva Conventions," IRIN. Available at:
http://www.irinnews.org/analysis/2015/12/10/no-deal-strengthen-respect-geneva-
conventions
Ignatieff, Michael. 1997. “Unarmed Warriors,” The New Yorker, March 24, 1997.
International Committee of the Red Cross. 2008. “How is the Term "Armed Conflict" defined in
International Humanitarian Law?”, Opinion Paper. Geneva, ICRC.
International Committee of the Red Cross. 2002. “Acts of Terror, ‘Terrorism’ and International
Humanitarian Law.” Geneva, ICRC.
International Committee of the Red Cross. 1983. Understanding Humanitarian Law: Basic Rules
of the Geneva Conventions and their Additional Protocols. Geneva,
***
Week 5: Conflict analysis and the political economy of violence
(October 17, 2016 – Dan Maxwell & Alex de Waal)
Learning objectives: Upon completion of this week, students will be able to:
1. Note the changing dynamics of conflict
2. Apply alternative means of analyzing conflict and understanding the impact of conflict
3. Describe the interaction of humanitarian programming and conflict
4. Describe conflict sensitive programming
Assignment:
1. Brief paper #1 due
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Preparation for class:
A. Required Reading:
Williams, Paul. 2011. War and Conflict in Africa. Cambridge: Polity Press. Read Chapers 1 and
2.
de Waal, Alex. 2016. “A Political Marketplace Analysis of South Sudan’s Peace.” JSRP
Occasional Paper. Somerville: WPF.
Stoddard, Abby, Adele Harmer, and Victoria Di Domenico. 2009. Providing aid in insecure
environments. Humanitarian Policy Group Policy Brief 34. London: Overseas
Development Institute.
Duffield, Mark. 2005. “Getting savages to fight barbarians: development, security and the
colonial present.” Conflict, Security & Development. Vol. 5(2), pp. 141-159
Fisher, Max. 2016. “Syria’s Paradox: Why the War Only Ever Seems to Get Worse” New York
Times. Available at: http://www.nytimes.com/2016/08/27/world/middleeast/syria-civil-
war-why-get-worse.html?emc=edit_th_20160827&nl=todaysheadlines&nlid=68052917
Peruse several of the following “how to” documents on conflict analysis:
Woodrow, Peter. 2012. “Conflict Analysis Framework: Field Guidelines and Procedures.”
Reflecting on Peace Practice Project/CDA Collaborative Learning Projects: Cambridge:
CDA and Norwegian Church Aid
Le Billon, Philippe. 2002. “The Political Economy of War: What Relief Agencies Need to
Know.” Humanitarian Policy Network Paper #33. London: Overseas Development
Institute.
SIDA. 2006. Manual for Conflict Analysis. Stockholm. SIDA
USAID. 2012. “Conflict Assessment Framework.” Version 2. Washington DC: USAID.
B. Recommended Reading:
Gingerich, Tara and Jennifer Leaning, 2004. The Use of Rape as a Weapon of War in the
Conflict in Darfur, Sudan. Cambridge, Physicians for Human Rights.
Carol Cohn. 2013. “Women and Wars: Towards a Conceptual Framework,” in Carol Cohn
(editor) Women & Wars. Cambridge: Polity Press. pp. 1- 30
Collinson, Sarah. 2003. Power, Livelihoods and Conflict: case studies in political economy
analysis for humanitarian action, HPG Report 13. London: Overseas Development
Institute.
Keen, David. 2008. Complex Emergencies. Cambridge, Polity Press. Chapter 2 “War,” pp. 11-24.
Duffield, Mark. 2002. “War as Network Enterprise: The New Security Terrain and Its
Implications” Cultural Values. Volume 6, pp. 153-165.
***
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Week 6: Information and the evidence in humanitarian action
(October 24, 2016 – Dan Maxwell; Roxanne Krystalli)
Learning objectives: Upon completion of this week, students will be able to:
1. Describe what evidence is and why humanitarian action has not been evidence-based
2. Note major humanitarian information systems and how technology and evolving practice has
changed them
3. Quickly read, digest, interpret, and apply research on humanitarian action
Assignment:
1. Case Study Group #1
Preparation for class:
A. Online presentation on evidence in humanitarian action
B. Required Reading:
Knox-Clarke, Paul and James Darcy. 2014 “Insufficient Evidence? The Quality and Use of
Evidence in Humanitarian Action.” London: ALNAP
Mazurana, Dyan, Prisca Benelli, Huma Gupta and Peter Walker. “Sex and age matter:
Improving humanitarian response in emergencies.” Feinstein International Center Report.
Medford: Tufts University.
Maxwell, Daniel and Benjamin Watkins. 2003. “Humanitarian Information Systems and
Emergencies in the Greater Horn of Africa: Logical Components and Logical Linkages.”
Disasters Vol. 27(1), pp. 72–90.
ACAPS. 2014. Humanitarian Needs Assessment: The Good Enough Guide. Rugby: The
Assessment Capacities Project (ACAPS), Emergency Capacity Building Project (ECB) and
Practical Action Publishing. Peruse—don’t try to read the whole thing.
C. Recommended Reading:
Webb, Patrick, Erin Boyd, Saskia de Pee, Lindsey Lenters, Martin Bloem, Werner Schultink.
2014. “Nutrition in emergencies: Do we know what works?” Food Policy. Vol 49, pp. 33-
40.
Dijkzeul, Dennis et al. “Introduction: Evidence-based action in humanitarian crises.” Disasters.
Vol 31 (Supp) pp. S1-S19. NOTE: Take a look at this whole supplement—it is entirely
devoted to this topic.
OCHA. 2013. “Disaster Relief 2.0. The Future of Information Sharing in Humanitarian
Emergencies” New York: Office for the Coordination of Humanitarian Affairs
***
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Week 7: Food Security: Famine theory, entitlements, and complex emergencies
(October 31, 2016 – Dan Maxwell)
Learning objectives: Upon completion of this week, students will be able to:
1. Describe the history of definitions and explanations for famine
2. Summarize entitlement theory and the underpinning of contemporary famine theory
3. Apply famine theory to the analysis of contemporary famines and food security crises
Assignments:
1. Brief paper #2 topic due
2. Sign up for Lake Chad Basin case study
Preparation for class:
A. Online Presentation
B. Required Reading:
Levine, Simon, and Claire Chastre. 2004. “Missing the Point: An Analysis of Food Security
Interventions in the Great Lakes.” Humanitarian Practice Network Paper 47. London:
Overseas Development Institute.
Maxwell, Daniel, Kate Sadler, Amanda Sim, Mercy Mutonyi, Rebecca Egan and Mackinnon
Webster (2008). Emergency Food Security Programming: A Good Practice Review.
Humanitarian Practice Network, Good Practice Review Number 10. London: ODI, 7-17.
Maxwell, Daniel and Merry Fitzpatrick. 2012. “The 2011 Somalia Famine: Context, Causes, and
Complications.” Global Food Security Vol. 1(1), pp. 5-12. Special Edition on the
Somalia Famine 2011-2012.
Devereux, Stephen. 2009. “Why does famine persist in Africa?” Food Security Vol. 1(1), pp.25-
35.
IPC Global Partners. 2012 The Integrated Phase Classification Tool. Rome: FAO.
Sen, Amartya. 1981. “Poverty and Famines: An Essay on Entitlement and Deprivation,” pp 1-8,
39-51, 154-166. (On reserve in Ginn and Sackler libraries)
Peruse (on Somalia):
Maxwell, Daniel et al. (Eds). 2012. “Special Edition on the 2011-12 Famine in Somalia.” Global
Food Security. Vol. 1(1).
Maxwell, Daniel and Nisar Majid. 2016. Famine in Somalia: Competing Imperatives, Collective
Failures. New York: Oxford University Press.
C. Recommended Reading:
de Waal, Alex. 1997. Famine Crimes. “Introduction.” London, James Currey.
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Maxwell, Daniel and Merry Fitzpatrick. 2012. “Famine.” Oxford Bibliographies On-Line.
African Studies Section. Entry ID: 9780199846733-0083
Edkins, J. (2002) “Mass Starvations and the Limitations of Famine Theorizing,” International
Development Studies Bulletin, Volume 33, # 4, October 2002, pp 12 – 18
Note: there is also a virtual volume on “Famine” released in 2011 by Disasters, after the famine
in Somalia: http://onlinelibrary.wiley.com/journal/10.1111/%28ISSN%291467-
7717/homepage/virtual_issue__refugees_and_the_displaced.htm
***
Week 8: Protecting lives and livelihoods – the livelihoods framework and approach
(November 7, 2016 – Dan Maxwell)
Learning objectives: Upon completion of this week, students will be able to:
1. Describe the livelihoods framework and the contemporary derivatives of the livelihoods
framework
2. Apply the livelihoods framework to humanitarian action in complex emergencies
Assignment:
1. Case Study Group #3
Preparation for class:
A. Required Reading:
Mazurana,Dyan and Daniel Maxwell. 2016. Secure Livelihoods in Conflict: What have we
learned.
Young, Helen and Lisa Goldman. 2015. “Livelihoods, natural resources, and post-conflict
peacebhilding” Routledge. (Read Green “ Social Identity, Natural Resources, and
Peacebuilding” and Young and Goldman “Managing Natural Resources for Livelihoods:
Helping Post-Conflcit Communities Survive and Thrive”)
Mallett, Richard and Rachel Slater. 2016. “Livelihoods, conflict, and aid programming: is the
evidence base good enough?” Disasters, Vol 40(2), pp. 226-245
Lautze, Sue and Angela Raven-Roberts. 2006. “Violence and complex humanitarian
emergencies: implications for livelihoods models.” Disasters, Vol. 30(4), pp. 383-40
Young, Helen, and Karen Jacobsen. 2013. “No Way Back? Adaptation and Urbanization of IDP
Livelihoods in the Darfur Region of Sudan.” Development and Change, Vol. 44(1), pp.
125-145.
Maxwell, Daniel, Nisar Majid, Jeeyon Janet Kim, Guhad Adnan, Khalif Abdirahman. 2015.
“Facing Famine: Somalia Experiences in the Famine of 2011.” Medford MA: Feinstein
Internatonal Center.
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B. Recommended Reading:
Longley, Catherine and Daniel Maxwell. 2003. “Livelihoods, Chronic Conflict and
Humanitarian Response: A Review of Current Approaches.” Working Paper 182. London:
Overseas Development Institute.
Young, Helen, et al. 2006. “Livelihood Analysis: A Tool for Understanding and Responding to
Complex Humanitarian Emergencies.” Feinstein International Center. Medford: Tufts
University.
Pantuliano, Sara and Samir Elhawary. 2010. “Uncharted territory: land, conflict and
humanitarian action.” Humanitarian Policy Group Policy Brief 39. London: Overseas
Development Institute.
Collinson, Sarah. 2003. “Power, livelihoods and conflict: case studies in political economy
analysis for humanitarian action.” HPG Report 13. London, Overseas Development
Institute, pp. 3-20.
Quinn Bernier and Ruth Meinzen-Dick. May 2014. Resilience and Social Capital. 2020
Conference Paper 4. Building Resilience for Food & Nutrition Security. IFPRI.
***
Week 9: Rights and humanitarian protection
(November 14, 2016 – Dan Maxwell)
Learning objectives: Upon completion of this week, students will be able to:
1. Note the theme of human rights in humanitarian action and rights-based approaches (RBA)
2. Describe the “responsibility to protect” (R2P)
3. Describe and apply principles of humanitarian protection issues in complex emergencies
Assignment:
1. Case Study Group #4
Preparation for class:
A. Required Reading:
Jackson, Ashley. 2014. Protecting civilians: the gap between norms and practice. HPG Paper.
London: HPG
Slim, Hugo and Andrew Bonwick. 2005. Protection: An ALNAP guide for humanitarian
agencies. London: ALNAP.
Reichhold, Urban et al. 2013. Scoping study: what works in protection and how do we know?
Berlin: GPPI.
South, Ashley et al. 2012. “Local to Global Protection in Myanmar (Burma), Sudan, South
Sudan and Zimbabwe. Network Paper No. 72. Humanitarian Practice Network. Read
Chapters 1 & 3 and select a case study to review.
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Niland, Norah. 2014. “Inhumanity and Humanitarian Action: Protection Failures in Sri
Lanka.” Feinstein International Center, Tufts University: Medford, USA.
Niland, Norah, Riccardo Polastro, Antonio Donini, Amra Lee. 2015. “Independent Whole of
System Review of Protection in the Context of Humanitarian Action.” Oslo:
Norwegian Refugee Council. Read Executive Summary, rest of the document is
recommended but not required.
B. Recommended Reading (Required for those assigned to Debate 3):
ICISS. 2001. The Responsibility to Protect. Report of the International Commission on
Intervention and State Sovereignty. New York, UN.
Inter-Agency Standing Committee. 2006. “Boys, Girls: Different Needs, Equal Opportunities.
IASC Gender Handbook in Humanitarian Action.” New York: IASC.
Crawford, Nicholas, Gina Pattugalan and Liana Simmons. 2013. Protection in practice:
Adaptation and application in the context of food assistance. Chapter 1 from: Protection
in Practice: Food assistance with safety and dignity. Rome: WFP
Pantuliano, Sara. 2005. “A principled approach to complex emergencies: testing a new aid
delivery model in the Nuba Mountains. Disasters. Vol. 29 (Supp) p. 52-66.
Archibald, Steve and Paul Richards (2002). “Seeds and Rights; New Approaches to Post-War
Agricultural Rehabilitation in Sierra Leone.” Disasters 26(4), pp. 356-367.
Weiss, Thomas. 2007. Humanitarian Intervention. Chapter 4, “New Thinking: The
Responsibility to Protect,” pp. 88-118. Cambridge, Polity Press. (On reserve in Ginn and
Sackler Libraries)
***
Week 10: Working in complex emergencies: Protecting lives, dignity, and livelihoods
(November 21, 2016 – Dan Maxwell)
Learning objectives: Upon completion of this week, students will be able to:
1. Apply the livelihoods framework to humanitarian action
2. Discuss the ethical and operational dilemmas of livelihoods applications in complex
emergencies
3. Describe conflict sensitive approaches in programming
Assignment:
1. Brief Paper #2 due
Preparation for class:
A. Required Reading:
Lautze, Sue. 1997. “Saving Lives and Livelihoods: Fundamentals of a Livelihoods Strategy.”
Medford, MA: Feinstein International Famine Center
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Zicherman, Nona, Aimal Khan, Anne Street, Heloise Heyer and Oliver Chevreau. 2011.
Applying conflict sensitivity in emergency response: Current practice and ways forward.
Humanitarian Practice Network Paper No. 70. London: ODI/HPN.
Harvey, Paul and Sarah Bailey. 2015. Cash transfer programming and the humanitarian system:
Background Note for the High Level Panel on Humanitarian Cash Transfers. London:
ODI.
Ali, Degan, and Kirsten Gelsdorf. 2012. “Risk-Averse to Risk-Willing: Learning from the 2011
Somalia Cash Response.” Global Food Security Vol. 1(1), pp. 57-63. Special Edition on
the Somalia Famine 2011-2012.
Feed the Future. November 2015. Ethiopia PRIME Project Impact Evaluation. Report of the
Interim Monitoring Survey 2014-2015. Tucson Arizona: TANGO. Read Sections 1, 5, 6,
and 9.
Maxwell, Daniel, Heather Stobaugh, John Parker and Megan McGlinchy. 2012. Response
Analysis in Food Security Crises: A “Road Map.” Humanitarian Practice Network Paper
# 73. London: Overseas Development Institute.
B. Recommended Reading:
Barrett, Christopher, and Mark A. Constas. 2014. "Toward a Theory of Resilience for
International Development Applications ". Proceedings of the National Academy of
Sciences Vol. 111 (40), pp. 14625-30.
Daniel Maxwell, Kate Sadler, Amanda Sim, Mercy Mutonyi, Rebecca Egan and Mackinnon
Webster (2008). Emergency Food Security Interventions: A Good Practice Review.
Humanitarian Practice Network, Good Practice Review Number 10. London:
Humanitarian Practice Network.
Albu, Mike. 2010. Emergency Market Mapping Analysis Toolkit. Bourton: Practical Action.
Jaspars, Susanne and Daniel Maxwell. 2009. “Food security and livelihoods programming in
conflict: a review.” Humanitarian Practice Network Paper Number 65. London: ODI
Harvey, Paul and Jeremy Lind. 2005. Dependency and humanitarian relief: A critical analysis.
HPG Report 19. London. ODI
Harvey, Paul and Sarah Bailey. 2011. Cash-transfer programming in emergencies. Humanitarian
Practice Network, Good Practice Review Number 11. London: Humanitarian Practice
Network/CaLP.
***
Week 11: Professionalizing humanitarian action
(November 28, 2016 – Dan Maxwell)
Learning objectives: Upon completion of this week, students will be able to:
1. Summarize the internal reforms within the humanitarian movement since Rwanda
2. Apply Sphere guidelines in a complex emergency
Page 19 of 22
3. Describe the dilemmas of improving program quality in humanitarian response
Assignment:
1. Case Study Group #5
Preparation for class:
A. Required Reading:
James, Eric. 2016. “The professional humanitarian and the downsides of professionalization”
Dsasters, 40(2):185-206
Spanish Agency for International Development Cooperation with DARA. 2014. “Now or never:
Making humanitarian aid more effective”
Dijkzeul, Dennis, Hilhorst, Dorothea, and Walker, Peter. 2013, Introduction: evidence-based
action in humanitarian crises. Disasters, 37: S1–S19.
The SPHERE Project. 2011. Humanitarian Charter and Minimum Standards in Disaster
Response. Sphere Project, Geneva. (Peruse and familiarize yourself with the contents—
don’t try to read the whole thing!)
Walker, Peter and Catherine Russ. 2010. “Professionalizing the Humanitarian Sector: A Scoping
Study.” ELHRA, RED-R, and Feinstein International Center. Medford: Tufts University
Knox-Clarke, Paul and Leah Campbell. Exploring Coordination in Humanitarian Clusters.
ALNAP Study. London: ALNAP/ODI.
B. Recommended Reading:
Donini, Antonio. 2015. “Policy Brief. Humanitarian Reform.” Feinstein International Center.
Medford MA. Tufts University.
McDougal, Lotus and Jennifer Beard. 2010. “Revisiting Sphere: new standards of service
delivery for new trends in protracted displacement.” Disasters. Vol. 34 (1), pp. 87–101,
Steering Committee of the Joint Evaluation of Emergency Assistance to Rwanda. 1996. The
International Response to Conflict and Genocide: Lessons from the Rwanda Experience.
Particularly Chapter 3 on “The Humanitarian Response.”
Maxwell, Daniel, Sarah Bailey, Paul Harvey, Peter Walker, Cheyanne Sharbatke Church, and
Kevin Savage. 2012. “Preventing corruption in humanitarian assistance: perceptions,
gaps and challenges.” Disasters. Vol. 36(1): 140-160.
Slim, Hugo. 2002. “By what authority? The legitimacy and accountability of NGOs” presented at
the International Meeting on Global Trends before and after September 11, Geneva.
Darcy, James. 2004. “Locating Responsibility: The Sphere Humanitarian Charter and Its
Rationale.” Disasters. Vol. 28 (2): 112 -123.
Anderson, Mary. 2004. The Do No Harm Handbook. Cambridge, Local Capacities for Peace
Project.
Page 20 of 22
United Nations. 2006. Delivering as One. Secretary-General’s High-level Panel on UN System-
wide Coherence in the Areas of Development, Humanitarian Assistance, and the
Environment.
United Nations. 2005. Humanitarian Response Review. Study commissioned by the UN
Emergency Response Coordinator and Under Secretary General for Humanitarian
Affairs. New York, UN.
***
Week 12: The changing nature of risk and crisis
(December 5, 2016 – Dan Maxwell)
Learning objectives: Upon completion of this week, students will be able to:
1. Note the changing nature of humanitarian crises
2. Describe the metamorphosis of the Syria crisis through a case study
3. Discuss the implications for humanitarian action
Assignment:
1. Lake Chad Basin Case Study
Preparation for class:
A. Required Reading:
Kent, Randolph, Christina Bennett, Antonio Donini and Daniel Maxwell. 2016. “Planning from
the Future.” Final Report. London/Boston: Kings College, HPG and Feinstein
International Center. (Executive Summary and Chapter 2)
Aly, Heba. 2016. “The World Humanitarian Summitt: Winners and Losers.” IRINNews.
Multi-donor Group. 2016. “The Grand Bargain. A Shared Commitment to Better Serve People in
Need.”
Taylor, Glyn, Abby Stoddard, Adele Harmer, Katherine Haver, Paul Harvey. 2015. “The State of
the Humanitarian System.” London: Active Learning Network for Accountability and
Performance in Humanitarian Action.
B. Recommended Reading:
Ramalingam, Ben. 2013. Aid on the Edge of Chaos. Oxford: Oxford University Press. Read
Chapter 7, “Introducing Complexity.” (The whole book is highly recommended).
Maxwell, Daniel, Luca Russo, and Luca Alinovi (2012). “Constraints to Addressing Food
Insecurity in Protracted Crises.” Proceedings of the National Academy of Science. Vol.
109(31): pp. 12321-12325.
Collinson, Sarah, Samir Elhawary and Robert Muggah. 2010. “States of fragility: stabilisation
and its implications for humanitarian action.” Disasters. Vol. 34 (Supp.): S275−S296
Page 21 of 22
C. Lake Chad Basin Case Study:
OCHA. 2016. “Humanitarian Needs and Response Overview: Lake Chad Basin Emergency.”
New York: OCHA.
FEWS NET Nigeria. 2016. Nigeria Food Security Outlook (February to September 2016):
Conflict in the Lake Chad region continues to impact livelihoods activities and food
access.
WFP. 2016. mVAM Food Security Monitoring. (In January 2016, WFP began phone-based data
collection and food security monitoring in Nigeria). Reports are posted to:
http://vam.wfp.org/sites/mvam_monitoring/nigeria.html
UN News Centre. 2016. Root causes of Boko Haram threat in Lake Chad Basin must be tackled
– UN political chief.
http://www.un.org/apps/news/story.asp?NewsID=54575#.V50Gjo6trdQ
Enobi, A.L., Samuel F. Johnson-Rokosu. 2016. “Terrorism Financing: The Socio-Economic and
Political Implications of Boko Haram Insurgency in Lake Chad” Academic Journal of
Economic Studies. 2(1): 25-41.
Sixtus, Mbom. August 3, 2016. “The new terrible”: Lake Chad region in desperate need. IRIN.
http://www.irinnews.org/feature/2016/08/03/%E2%80%9C-new-terrible%E2%80%9D
***
Week 13: The evolving architecture of humanitarianism/the future of humanitarian action
(December 12, 2016 – Dan Maxwell)
Learning objectives: Upon completion of this week, students will be able to:
1. Note the current architecture of humanitarianism
2. Summarize proposals for change in humanitarian architecture
Preparation for class:
A. Required Reading:
Kent, Randolph, Christina Bennett, Antonio Donini and Daniel Maxwell. 2016. “Planning from
the Future.” Final Report. London/Boston: Kings College, HPG and Feinstein
Internaitonal Center. (Chapter 3 and Postscript from Istanbul)
Currion, Paul. 2016. “The Wrong Future. Marty McFly and the World Humanitarian Summit”
IRINNews. http://www.irinnews.org/opinion/2016/05/20/wrong-future
Walker, Peter and Daniel Maxwell. 2009. Shaping the Humanitarian World. Routledge Series on
Global Institutions. London, Routledge. Chapter 7, “A brave new world; a better future?”
pp. 136-153.
Page 22 of 22
Svoboda, Eva and Sara Pantuliano. 2015. International and local/diaspora actors in the Syria
response. HPG Working Paper. Overseas Development Institute. London, UK.
Donini, Antonio and Daniel Maxwell (2014). Remote Management of Humanitarian Action..
International Review of the Red Cross.
Jackson, Ashley. 2014. “Humanitarian negotiations with armed non-state actors: key lessons
from Afghanistan, Sudan and Somalia.” HPG Briefing Paper. London: HPG
Svoboda, Eva, Steven A. Zyck, Daud Osman and Abdirashid Hashi. 2015. “Islamic
humanitarianism? The evolving role of the Organisation for Islamic Cooperation in
Somalia and beyond.” HPG Working Paper. London: ODI.
Slim, Hugo. Humanitarian Ethics. A Guide to the Morality of Aid in War and Disaster. London,
Hurst. Chapters 10 and 12.
B. Recommended Reading:
Weiss, Thomas and Peter Hoffman. 2007. “The Fog of Humanitarianism: Collective Action
problems and Learning-Challenged Organizations.” Journal of Intervention and
Statebuilding, Vol.1 (1), pp. 47-65
Cooley, Alexander and James Ron. 2002. “NGO Scramble. Organizational Insecurity and the
Political Economy of Transnational Action.” International Security. Vo. 27(1), pp. 5-39.
Donini, Antonio. 2010. “The Far Side: The Meta-Functions of Humanitarianism in a Globalized
World.” Disasters Volume 34 (Supp.) pp. S220–S237.
Olsen, G.R. et al. 2003. “Humanitarian Crises: What Determines the Level of Emergency
Assistance? Media Coverage, Donor Interests and the Aid Business.” Disasters. Vol.27
(2): 109 – 126.
Terry, Fiona. 2002. Condemned to Repeat? The Paradox of Humanitarian Action. Chapter 6,
“Humanitarian Action in a Second-Best World.” Ithaca, Cornell University Press.