ETHNIC CONFLICTS AND CIVIL WARS AT THE MILLENNIUM NEW

7 SOUTH AUSTRALIAN MULTICULTURAL AND ETHNIC AFFAIRS
20092010 PEIMS DATA STANDARDS APPENDIX F ETHNICITY AND RACE
20112012 PEIMS DATA STANDARDS APPENDIX F ETHNICITY AND RACE

20132014 PEIMS DATA STANDARDS APPENDIX F ETHNICITY AND RACE
ADVANCE UNEDITED VERSION ANNEX III ETHNIC CLEANSING OF GEORGIANS
APPENDIX 5 – COMMERCIAL AND ETHNIC SPECIALTY AND OTHER

Ethnic Conflicts from the Cold War to the Global War on Terror

Ethnic Conflicts and Civil Wars at the Millennium

New York University

School of Continuing and Professional Studies

M.S. Program in Global Affairs

Y45.2010.001

Spring 2010

Thurdays, 12:30-3:10pm

Woolworth 412

January 21 – April 29

Professor Colette Mazzucelli, MALD, PhD

[email protected]

(212) 992-8380 (Global Affairs Program)

Spring Office Hours: Thursdays, 3:15-4:15 pm or by appointment

Office: Woolworth Building Campus, Room 441

Pedagogy, Research and Technology Assistance to Dr. Mazzucelli

Miss Erin Carey (pedagogy)

Miss Laurie Cohen (PDFs)

Mr. Michael Viola (PPTs)

Miss Laura Wicks (research)

SYLLABUS

Course Description: The fall of the Berlin Wall on 11/9/1989 through the destruction of the Twin Towers on 9/11/2001 marked a pivotal epoch that bridged millennia and shattered the peace. This course analyzes the dynamics of ethnic conflicts and civil wars in comparative perspective emphasizing the influence of culture, history, identity, leadership, and nationalism. Our understanding of conflict in Bosnia and Rwanda in the 1990s impacted on the way in which relations among nations after the Cold War were interpreted – less rational and structural, as during the period 1945-89 – and influenced more by culture, identity, and religion. After an initial discussion of those conflicts in terms of the primordial (ancient hatreds), instrumentalist (political entrepreneurs) and social constructionist schools (narratives, elite manipulation), we proceed to analyze factors having an impact on deep-rooted conflict, namely, decolonization, the end of the Cold War, and the state in crisis. Huntington’s clash of civilizations is contrasted with the arguments of Amartya Sen and other analysts contributing to the literature. The importance of narratives in Middle East violence is explored, including a consideration of ‘illiberal democracy’ as well as the nature of identity dynamics in the struggle among ethnic groups in the region. The nature of the Kashmir conflict, which is more than a ‘territorial dispute,’ can be understood through the prism of state-making between two South Asian rivals. Its perpetuation is more than an ideological conflict between Hindus and Muslims as the structural balance of power in this region of the world evolves in the wake of the 2008 Mumbai terrorist attacks. The international players and their strategic interests that have impacted on the conflict over Kashmir between India and Pakistan are discussed prior to a crisis simulation in the closing modules, which addresses a refugee crisis on the border between Armenia and Azerbaijan.

Course Objectives: This class provides members of its learning community with a working knowledge to analyze the dynamics of ethnic conflicts and civil wars. Initial sessions in the fourteen (14) week course give an overview of ethnic conflict and civil war and their evolution from the end of the Cold War. This provides the conceptual orientation for analysis and discussions. Subsequent modules explore distinct ethnic conflicts and civil wars: in the former Yugoslavia and Rwanda; in the Middle East, through readings in history and a focus on narratives; and in Kashmir and Karabagh. Students are encouraged to focus on the following goals in the learning process:

To analyze concepts which influence our understanding of ethnic conflict and civil war as structural features of international relations.
To learn from case studies which illustrate the nature of ethnic conflict and civil war and their relevance to international relations theory.
To understand key management strategies and methods to address ethnic conflict and civil war.

Course Materials and Requirements: Please order the following books on Amazon.Com at your earliest convenience. Orders may also be placed through the NYU Bookstore.

Milton J. Esman, An Introduction to Ethnic Conflict. Cambridge: Polity Press Ltd., 2004.

Samuel Huntington et al., The Clash of Civilizations? The Debate. Foreign Affairs New York: Council on Foreign Relations, 1996.

Amartya Sen, Identity and Violence The Illusion of Destiny. New York and London: W. W. Norton & Company, 2006.

Amy Chua. World on Fire. New York: Anchor Books, 2004.

Stuart J. Kaufman. Modern Hatreds. Ithaca: Cornell University Press, 2001.

Fareed Zakaria, The Future of Freedom Illiberal Democracy at Home and Abroad. New York and London: W.W. Norton & Company, 2007.

Vali Nasr, The Shia Revival How Conflicts within Islam Will Shape the Future. New York: W. W. Norton & Company, 2006.

Vartan Gregorian, Islam A Mosaic, Not a Monolith. Washington, DC: Brookings Institution Press, 2003.

Required Subscription

Weekly Reading of Foreign Affairs including online subscription to http://www.foreignaffairs.com/ with Foreign Affairs LIVE You Tube archived program events

N.B. The readings on reserve in Bobst Library, as well as those archived in PDF version on Blackboard, are meant to help you engage in plenary discussions, prepare the crisis scenario and undertake research analysis.

The readings for each module session aim to give you background knowledge about the questions raised in the syllabus. The use of Blackboard allows students flexibility to continue group dialogue beyond the traditional classroom.

Methodology

The class is inspired by the tradition of critical pedagogy, which is an interest of mine in education at Teachers College Columbia University. The method of inquiry in this class is anchored in constructivist principles of learning. Each module includes a lecture to frame the week’s topic and plenary discussion involving the entire learning community. Computers may be used in class for note taking and relevant content-related searches. Please respect your classmates and your learning potential by observing this rule at all times. Through a study of different cases in various regions of the world, we explore the different explanations of ethnic conflicts and civil wars as we assess their relevance in the 21^st century.

‘How I Learn’ Narrative, Oral Presentations and Final Paper: There will be a narrative due on January 28, oral presentations at mid-semester, participation in the crisis scenario during the two closing modules, and a final paper due on April 29. Please submit an initial narrative either typewritten or in MS Word, of 2-3 pages in length, in which you explain how you learn. The oral presentations offer each member in the learning community the opportunity to present background knowledge about the interests of the state (s) he represents during the United Nations crisis scenario.

As you prepare your 15-20 page final paper including Bibliography that analyzes an ethnic conflict or civil war of interest to you, please refer to the concepts we explore in the initial modules and in our subsequent comparative discussions of case studies throughout the course. The final paper must be submitted electronically on Blackboard.

Oral participation counts for 20%, the narrative 10%, the oral presentation 30% and the final paper 30%, and the willingness to interact creatively using multimedia tools, i.e., Blackboard, Atlantic-Community.org for 10% of the overall grade.

Course Bibliography: Students are also encouraged to develop their own course bibliographies as part of the “negotiated curriculum” in consultation with me according to their professional requirements and personal interests. To begin, the United States Institute of Peace, http://www.usip.org/ has a number of studies in ethnic conflict and civil war that may be relevant to students’ interests throughout this course.

Online Learning: Please regularly check the Blackboard course page on NYUHome (https://home.nyu.edu). As a learning community, we will often post announcements, updates and items of interest on Blackboard. Please take the time to read all course policies posted on Blackboard, especially those pertaining to attendance, lateness and grading, to avoid any misunderstanding about what will be expected.

Academic Integrity Policy: Plagiarism is presenting someone else’s work as though it were one’s own. More specifically, plagiarism is to present as one’s own a sequence of words quoted without quotation marks from another writer; a paraphrased passage from another writer’s work; creative images, artwork, or design; or facts or ideas gathered, organized, and reported by someone else, orally and/or in writing and not providing proper attribution. Since plagiarism is a matter of fact, not of the student’s intention, it is crucial that acknowledgment of the sources be accurate and complete. Even when there is no conscious intention to deceive, the failure to make appropriate acknowledgment constitutes plagiarism. Penalties for plagiarism range from failure for a paper or course to dismissal from the University.

N.B. Absence Policy. In accordance with CGA/SCPS/NYU policy, more than three (3) absences during a semester course will impact negatively on the final grade.

N.B. Incomplete Policy. Incompletes are only granted in extreme cases such as illness or other family emergency and only where almost all work for the semester has been successfully completed. A student’s procrastination in completing his/her paper is not a basis for an Incomplete.

A. Attendance and Lateness Policy: All students must attend class regularly. Your contribution to classroom learning is essential to the success of the course. Every student must be in class on time. It is disruptive to classroom learning when someone enters the room after class has started. Attendance and lateness will count in the calculation of final grades. Attendance will be taken at the start of each class session.

B. Technology-Mediated Learning via Blackboard, Atlantic-Community.org: In Blackboard the contributions reflect exchanges each week about the syllabus questions. Each student is requested to contribute 1-2 postings per week that enrich the group’s discussion by the following Tuesday after each Thursday class meeting. Please also join Atlantic-Community.org and participate in policy dialogues of relevance to the course.

In our learning community, technology is not intrinsically good or bad. It is the way in which Skype, ITunes and Twitter, in addition to the Blackboard learning system, are used that determines its impact as an educational tool or a brainwashing device for mindless consumers. Our choice in Ethnic Conflicts and Civil Wars at the Millennium is to use technology to reaffirm diversity and facilitate inclusiveness rather than to promote homogeneity and perpetuate exclusivity.

We may well ask in this course if technology-mediated learning is destined to remain an academically elitist project for a select group. Years from now it may be one approach to community building from dialogue. Our efforts this fall have the potential to establish a norm that opens possibilities in global communication presently viewed as unattainable. For this reason, our critical exchanges in the Blackboard forum and on Atlantic-Community.org pave the way to a new frontier. The physical borders we redefine in our classroom are those same borders we change in our minds.

C. Course Bibliography: This is an elective course that provides a foundation upon which to build for your thesis research at New York University. Each student is required to develop his/her own course bibliography, the ‘negotiated curriculum,’ according to personal interests. Please use readings to orient your choices for each explanation of ethnic conflict and civil war and relate the materials to other courses you attend as part of your MSGA Program, particularly the core offerings. Appointments are encouraged for one-on-one mentoring discussions to accomplish our objectives in this context and maximize student learning in the course.

Appendix

Crisis Scenario

A diplomat in one of the Union’s member state Permanent Missions to the United Nations will join us to explain negotiating procedures in the Security Council. The learning community participants will make oral presentations about their countries of choice in the crisis scenario, which explores the challenges faced by refugees in the border area between Armenia and Azerbaijan and the range of responses by states and non-state actors in the international community as we look ahead to 2017. Blackboard is used to present relevant factual information as well as position briefs prior to the negotiation scenario.

15-20 Page Research Analysis for e-Portfolio

The research analysis will be due on April 29, the last day of class. Select an explanation (s) of ethnic conflicts and civil wars discussed in class and assess its/their relevance to explain the dynamics of the case study of your choice.

Structure the assignment as follows with headings in the text please: (I) Critique the principles of the explanation you choose to frame your analysis, focusing on its strengths and weaknesses to explain the dynamics of your case study; (II) Present the context, historical case or current situation, which you have chosen to explore; (III) Assess the relevance of explanation (s) to analyze the context of choice. Identify those aspects in context that the explanation (s) cannot explain.

Cite the relevant course literature in bibliographic format within your research analysis. The case analysis may eventually be posted online to begin the creation of e-Portfolios for each member of the learning community to profile his/her work for prospective employers. Each participant is required to submit a case analysis outline to me in print form during the week of March 8^th. No exceptions please!!

Please do not cite Wikipedia as a source. There are other encyclopedias available, including Britannica Online, which are more appropriate sources.

Please consult ‘Guidelines for Research and Writing,’ a Word document posted to Blackboard, to prepare your research analysis.

COURSE OUTLINE/MODULE ASSIGNMENTS

Readings for Module Plenary Discussion

Foreign Affairs Readings (archived web resources)

Carnegie Council YouTube Channel (archived video clips)

YouTube/Perspectives on Ethnic Conflicts and Civil Wars Videos

Independent Readings for Thesis Research

Module 1: Introduction to Ethnic Conflict and Civil War (January 21)

Learning Community Participant Introductions, Member Profiles, Course Outline, Explanation of Pedagogy, Presentation of Methodology, Expectations for Class Assignments, Questions

Orientation Questions: How does Crocker ask us to reflect on ethnic conflict? Explain Kaufman’s thesis and King’s critique of his analysis. What are the main point Chua highlights about globalization and ethnic hatred?

Chester A. Crocker, “How to Think about Ethnic Conflict,” Orbis (Fall 1999): 613-620.
Stuart J. Kaufman. Modern Hatreds. Ithaca and London: Cornell University Press, 2001, pp. 1-13.

Charles King, “The Myth of Ethnic Warfare,” Foreign Affairs November/December 2001 80 (6): 1-3 online, http://www.foreignaffairs.com/ articles/57435/charles-king/the-myth-of-ethnic-warfare

Amy Chua. World on Fire. New York: Anchor Books, 2004, pp. 1-17.
Colette Mazzucelli, “Drawing on the Past to Construct the Future. The Relevance of Da Vinci’s Principles to Active Learning” in Creativity in Training Ideas with Impact. Sumati Reddy, ed. Hyderabad, India: ICFAI University Press, 2006.
Stephen Brookfield, The Getting of Wisdom, http://www.nl.edu/academics/ cas/ace/facultypapers/StephenBrookfield_Wisdom.cfm

Carnegie Council YouTube Channel, Michele Wucker: Migration in Developing Countries, http://www.youtube.com/carnegiecouncil#p/search/2/3ar-nbi9fHc

Recommended Texts (“negotiated curriculum” to develop questions for thesis research):

Milton J. Esman, An Introduction to Ethnic Conflict. Cambridge: Polity Press Ltd., 2004, pp. 27-49.

James Habyarimana, Macartan Humphreys, Daniel Posner, Jeremy Weinstein et al., “Is Ethnic Conflict Inevitable?,” Foreign Affairs July/August 2008 87 (4): 1-8 online, http://www.foreignaffairs.com/articles/64457/james-habyarimana-macart an-humphreys-daniel-posner-jeremy-weinst/is-ethnic-conflict-inevitable

David Bloomfield, Charles Nupen and Peter Harris, “The Changing Nature of Conflict and Conflict Management” in Democracy and Deep-Rooted Conflict: Options for Negotiators. Peter Harris and Ben Reilly, Editors. Stockholm: International IDEA, 1998, pp. 9-28, with access available online at 1.1 using link

http://www.idea.int/publications/democracy_and_deep_rooted_conflict/ebook_contents.htm

Module 2: Free Markets, Globalization and Ethnic Conflict: Is the Clash of Civilizations Relevant? (January 28)

Narrative Due (2-3 pages), How I Learn?, including 1-2 personal narratives of constructive learning experiences.

Orientation Questions: Discuss the various points made in the debate about Huntington’s clash of civilizations thesis. What is Hoffmann’s critique of Huntington’s theory? Which theories of ethnic group origins and violence does Kaufman highlight? What are Chua’s main arguments about the dominance of ethnic Chinese in Southeast Asia?

Samuel Huntington et al., The Clash of Civilizations? The Debate. Foreign Affairs New York: Council on Foreign Relations, 1996, pp. 1-67.
Amy Chua. World on Fire. New York: Anchor Books, 2004, pp. 23-48.
Stuart J. Kaufman. Modern Hatreds. Ithaca and London: Cornell University Press, 2001, pp. 15-47.

Stanley Hoffmann, “Clash of Globalizations,” Foreign Affairs July/August 2002 81 (4): 1-5 online, http://www.foreignaffairs.com/articles/58044/stanley-hoffmann/clash-of-globalizations

Carnegie Council YouTube Channel, Michael T. Klare: Proxy Oil Wars and Biofuels, http://www.youtube.com/carnegiecouncil#p/search/0/ZelCZ9Kg4eg

Recommended Texts (“negotiated curriculum” to develop questions for thesis research):

Michael T. Klare, “The New Geography of Conflict,” Foreign Affairs May/June 2001 80 (3): 1-6 online, http://www.foreignaffairs.com/articles/57030/michael-t-klare/the-new-geography-of-conflict

David Bloomfield, Charles Nupen and Peter Harris, “Analyzing Deep-Rooted Conflict” in Democracy and Deep-Rooted Conflict: Options for Negotiators. Peter Harris and Ben Reilly, Editors. Stockholm: International IDEA, 1998, pp. 31-48, with access available online at 2.1 using link

http://www.idea.int/publications/democracy_and_deep_rooted_conflict/ebook_contents.htm

Module 3: Nationalism and Sen’s Response to Huntington (February 4)

Guest Speaker (tentative): Professor Sarabeth Trujillo, South Korea

Use of Skype Technology for Global Outreach in the Learning Community

Orientation Questions: What is the nature of Sen’s response to Huntington? Why is nationalism relevant to the experience of ethnic conflict and civil war? Which emotions does Moïsi identify with specific regions of the world in his clash of emotions analysis?

Amartya Sen, Identity and Violence The Illusion of Destiny. New York and London: W. W. Norton & Company, 2006.

Carnegie Council YouTube Channel, Dominique Moïsi: Humiliation, Hope, & Fear, http://www.youtube.com/carnegiecouncil#p/search/0/grC5XSzSCFM

Connor Cruise O’Brien, “The Wrath of Ages: Nationalism’s Primordial Roots,” Foreign Affairs November/December 1993 72 (5): 1-5 online, http://www.foreignaffairs.com/articles/49418/conor-cruise-o-brien/the-wrath-of-ages-nationalism-s-primordial-roots

Recommended Texts (“negotiated curriculum” to develop questions for thesis research):

Isaiah Berlin, “Nationalism Past Neglect and Present Power” in Against the Current Essays in the History of Ideas. Princeton and Oxford: Princeton University Press, 1955, pp. 333-355.
Colette Mazzucelli, “Rewriting History: The Impact of Post-Conflict Education on Nationalist Ideology in Serbia” in Education in Emergencies & Post-Conflict Situations. New York: Columbia University, 2004, pp. 87-96.

Dominique Moïsi, “The Clash of Emotions,” Foreign Affairs January/February 2007 86 (1): 1-3 online, http://www.foreignaffairs.com/articles/62267/ dominique-mo%C3%83%C2%AFsi/the-clash-of-emotions

Module 4: Armenia, Azerbaijan and Karabagh (February 11)

Guest Speaker: Mr. Jeremy Hebert, Peace Corps Volunteer, Barda, Azerbaijan

Use of Skype Technology for Global Outreach in the Learning Community

Orientation Questions: Discuss Kaufman’s argument and assess the challenges and opportunities for the future of Karabagh. How does Mazzucelli define the “freedom from exclusion” in the context of education as an instrument of conflict prevention? What is preventive statecraft as defined by Jentleson? Explain the significance of the OSCE in the post-Soviet region.

Stuart J. Kaufman. Modern Hatreds. Ithaca and London: Cornell University Press, 2001, pp. 48-83.
Colette Mazzucelli, “Education and the Freedom from Exclusion,” UN Chronicle, Online Edition, 2001, New York: Department of Public Information, http://www.un.org/Pubs/chronicle/2001/issue2/0102p47.htm

YouTube Channel, Vartan Gregorian’s 2006 Graduate Commencement Address, Stanford University, http://www.youtube.com/watch?v=J7iYuWXFQz8

Bruce W. Jentleson, “The realism of preventive statecraft,” in David Carment and Albrecht Schnabel, eds. Conflict Prevention. Tokyo: United Nations University Press, 2003, pp. 26-46.
Natalie Mychajlyszyn, “The OSCE and conflict prevention in the post-Soviet region,” in David Carment and Albrecht Schnabel, eds. Conflict Prevention. Tokyo: United Nations University Press, 2003, pp. 133-54.

Recommended Texts (“negotiated curriculum” to develop questions for thesis research):

Vartan Gregorian. The Road to Home My Life and Times. New York: Simon & Schuster, 2003.

Daniel Pipes and Patrick Clawson, “Ambitious Iran, Troubled Neighbors,” Foreign Affairs America in the World 1992: 1-7 online, http://www.foreignaffairs.com/articles/48491/daniel-pipes-and-patrick-clawson/ ambitious-iran-troubled-neighbors

Colette Mazzucelli, “Conflict Prevention for Kosovo/a in an Era of Illiberal Democracy,” in Die Erneuerung der transatlantischen Partnerschaft – The Renewal of Transatlantic Partnership. Hr. Joerg Calliess. Loccum: Evangelische Akademie, 2003, pp. 327-39.

Module 5: (End of the Cold War) Bosnia Instrumentalism; Social Constructivism vs. Primordialism (February 18)

Orientation Questions: Consider the dynamics on conflict in the Balkans in the context of the end of the Cold War. What is Zimmermann’s argument to explain the disintegration of Yugoslavia? How does Ramet explain conflict in the region?

Warren Zimmermann, Origins of a Catastrophe. New York: Random House, 1996.

Sabrina Petra Ramet, “War in the Balkans,” Foreign Affairs Fall 1992 71 (4): 1-9 online, http://www.foreignaffairs.com/articles/48212/sabrina-petra-ramet/war-in-the-balkans

Carnegie Council YouTube Channel, Joel Rosenthal: Duties, Fairness & Ethics, http://www.youtube.com/carnegiecouncil#p/search/2/RkUhdqkjXCg

Field Documentary – Videoletters: Overcoming a Decade of Hatred (2005)
No Man’s Land (2001)

Recommended Texts (“negotiated curriculum” to develop questions for thesis research):

Jean-Marie Guéhenno, The End of the Nation-State. Minneapolis: University of Minnesota Press, 1995.
Bruce Jones, Carlos Pascual, and Stephen John Stedman. Power and Responsibility. Washington, DC: The Brookings Institution, pp. 170-203.
Robert S. McNamara and James G. Blight. Wilson’s Ghost Reducing the Risk of Conflict, Killing, and Catastrophe in the 21^st Century. New York: Public Affairs, 2001, pp. 112-67.

Module 6: (State in Crisis) Kosovo: In Search of Truths or the Relevance of Myths (February 25)

Guest Speaker: Mr. Jonas Jølle, Permanent Mission of Norway to the United Nations (presently assigned to the Office of the President, United Nations General Assembly)

Use of Skype Technology for Outreach to the Balkans,

including the University of Tuzla

Orientation Questions: How does Mertus analyze myth in the former Yugoslavia? What are Judah’s main arguments? Discuss the rise of the KLA and its significance in Kosovo.

Julie A. Mertus. “Slobodan Milosevic: myth and responsibility.” open Democracy, 16 March 2006, http://www.opendemocracy.net/conflict-yugoslavia/responsibility_3361.jsp
Tim Judah, Kosovo War and Revenge. New Haven and London: Yale University Press, 2000, pp. 1-60.

Chris Hedges, “Kosovo’s Next Masters?,” Foreign Affairs May-June 1999 78 (3): 1-7 online, http://www.foreignaffairs.com/articles/55007/chris-hedges/kosovos-next-masters

Oral History – An Interview with George Mitchell; An Interview with Warren Zimmermann (1999)

YouTube Channel, Kosovo passes crucial test as an independent state, http://www.youtube.com/watch?v=SxkuXj3r9NU&feature=fvsr
YouTube Channel, Kosovo The Young Europeans, http://www.youtube.com /watch?v=pZhH33C1APY&feature=related

Recommended Texts (“negotiated curriculum” to develop questions for thesis research):

Julie A. Mertus, Kosovo: How Myths and Truths Started a War. Berkeley: University of California Press, 1999, pp. 1-74.
Ismail Kadare. Elegy for Kosovo. New York: Arcade Publishing, 2000.

Module 7: (Decolonization) Rwanda: Social Constructivism vs. Primordialism; Instrumentalism (March 4)

SPECIAL COURSE EVENT: Building Lasting Peace among Nations
Charles A. Kupchan, Senior Fellow for Europe Studies, Council on Foreign Relations
12:00 to 1:00 p.m. EST

Orientation Questions: Discuss the relevance of decolonization to analyze the dynamics of conflict in Rwanda. Analyze the dynamics of the descent into genocide as related first-hand in An Ordinary Man. Who were the key players? How did the genocide occur so quickly? What was the role of Belgium? France? the United States? Compare Chua’s analysis with that of Rusesagabina.

Paul Rusesagabina, An Ordinary Man: An Autobiography. New York: Viking, 2006.
Amy Chua. World on Fire. New York: Anchor Books, 2004, pp. 163-75.

Boutros Boutros Ghali, “Global Leadership: After the Cold War,” Foreign Affairs March/April 1996 75 (2): 1-6 online, http://www.foreignaffairs.com/articles/ 51845/boutros-boutros-ghali/global-leadership-after-the-cold-war

Carnegie Council YouTube Channel, Daniel Jonah Goldhagen: Genocide as Politics, http://www.youtube.com/carnegiecouncil#p/search/3/1kCSmF20Auk

Oral History – Ghosts of Rwanda (2004)

Recommended Texts (“negotiated curriculum” to develop questions for thesis research):

Ronald Tiersky. François Mitterrand. A Very French President. Lanham: Rowman & Littlefield, 2000, pp. 209-14.
Alan J. Kuperman, “Rwanda in Retrospect,” Foreign Affairs January/February 2000 79 (1): 1-11 online, http://www.foreignaffairs.com/articles/55636/alan-j-kuperman/rwanda-in-retrospect

Carnegie Council YouTube Channel, Daniel Jonah Goldhagen: Preventing Mass Murder, http://www.youtube.com/carnegiecouncil#p/search/0/jQ1KWGuJ4Jw

Module 8: Rwanda/Kosovo – The Contemporary State and Dilemmas of Intervention – The Long Shadow of Regret (March 11)

Guest Speaker: Professor James Goldgeier, The George Washington University and Council on Foreign Relations Fellow

Use of Skype Technology for Global Outreach in the Learning Community

Orientation Questions: Compare and contrast the cases of Rwanda and Kosovo in terms of the issues raised for state and non-state actors concerning the ethical dilemmas of intervention. Discuss Chollet and Goldgeier’s analysis of the period in which these conflicts occurred. What is Secretary Albright’s explanation of the United States’ responsibility in light of the experiences in Rwanda and Kosovo?

Derek Chollet and James Goldgeier. America between the Wars. New York: Public Affairs, 2008, pp. 210-43.
Eileen F. Babbitt, “Ethnic Conflict and the Pivotal States,” in Robert Chase, Emily Hill and Paul Kennedy, eds. The Pivotal States. New York: W.W. Norton & Company, 1999, pp. 338-59.

Madeleine K. Albright, Madame Secretary: A Memoir. New York: Hyperion Press, 2003, pp. 141-61.

Michael J. Glennon, “The New Interventionism The Search for a Just International Law,” Foreign Affairs May-June 1999 78 (3): 1-4 online, http://www.foreignaffairs.com/articles/54996/michael-j-glennon/the-new-interventionism-the-search-for-a-just-international-law:

Carnegie Council YouTube Channel, Alex Bellamy: Prevention & Intervention, http://www.youtube.com/carnegiecouncil#p/search/1/Mock2Pws558

Hotel Rwanda (2004)

Recommended Texts (“negotiated curriculum” to develop questions for thesis research):

Milton J. Esman, An Introduction to Ethnic Conflict. Cambridge: Polity Press Ltd., 2004, pp. 93-119.

William W. Hagen, “The Balkans’ Lethal Nationalisms,” Foreign Affairs July/August 1999 78 (4): 1-5 online, http://www.foreignaffairs.com/articles/ 55213/william-w-hagen/the-balkans-lethal-nationalisms
Walter Clarke and Jeffrey Herbst, “Somalia and the Future of Humanitarian Intervention,” Foreign Affairs March/April 1996 75 (2): 1-7 online, http://www. foreign affairs.com/articles/51844/walter-clarke-and-jeffrey-herbst/somalia-and-the-future-of-humanitarian-intervention
John Mroz, “Russia and Eastern Europe: Will the West Let Them Fail,” Foreign Affairs America and the World 1992: 1-6 online, http://www.foreignaffairs.com/ articles/48483/john-mroz/russia-and-eastern-europe-will-the-west-let-them-fail
Michael J. Glennon, “Why the Security Council Failed,” Foreign Affairs May/June 2003 82 (3): 1-9 online, http://www.foreignaffairs.com/articles /58972/michael-j-glennon/why-the-security-council-failed

Edward C. Luck et al., “Stayin’ Alive: The Rumors of the UN’s Death Have Been Exaggerated,” Foreign Affairs July/August 2003 82 (4): 1-3 online, http://www.foreignaffairs.com/articles/59012/edward-c-luck-et-al/stayin-alive-the -rumors-of-the-uns-death-have-been-exaggerated

Shooting Dogs (2005)

Module 9: The Balkans and the Great Powers, Interests and Narratives as Sources of Conflict (March 25)

Orientation Questions: Explain Woodward’s arguments and contrast her main points with the Kaufman analysis. Discuss the main points Wheeler and Owen make in the context of the narrative related by Chollet and Goldgeier.

Susan Woodward. Balkan Tragedy. Washington, DC: The Brookings Institution, 1995, pp. 146-98.
Stuart J. Kaufman. Modern Hatreds. Ithaca and London: Cornell University Press, 2001, pp. 165-201.
Michael Ignatieff. Blood and Belonging. New York: Farrar, Straus & Giroux, 1993, pp. 19-56.
Nicholas J. Wheeler and Rachel J. Owen, “Liberal Interventionism versus International Law: Blair’s Wars Against Kosovo and Iraq,” in David B. MacDonald, Robert G. Patman and Betty Mason-Parker, eds. The Ethics of Foreign Policy. Aldershot, England: Ashgate, 2007, pp. 83-98.
Derek Chollet and James Goldgeier. America between the Wars. New York: Public Affairs, 2008, pp. 53-145.

YouTube Channel, CBC Archives: Michael Ignatieff, Author, 1987, http://www.youtube.com/watch?v=LAwslfi8NMQ

Recommended Texts (“negotiated curriculum” to develop questions for thesis research):

Didier Bigo. “A Fresh Look at Conflicts” in Marie-Claude Smouts, ed. The New International Relations Theory and Practice. London: Hurst & Company Ltd., 2001, pp. 171-98.
Nelson Kasfir, “Domestic Anarchy, Security Dilemmas, and Violent Predation Causes of Failure,” in Robert I. Rothberg, ed. When States Fail. Princeton and Oxford: Princeton University Press, 2004, pp. 53-76.
Jeremy Hall, “Morality, Media and International Conflict,” in in David B. MacDonald, Robert G. Patman and Betty Mason-Parker, eds. The Ethics of Foreign Policy. Aldershot, England: Ashgate, 2007, pp. 99-113.

V.P. Gagnon, “Yugoslavia: Prospects for Stability,” Foreign Affairs Summer 1991 70 (3): 1-9 online, http://www.foreignaffairs.com/articles/46851/vp-gagnon-jr/yugoslavia-prospects-for-stability
Aleksa Djjlas, “Tito’s Last Secret: How Did He Keep the Yugoslavs Together?,” Foreign Affairs July/August 1995 74 (4): 1-4 online, http://www.foreignaffairs. com/articles/51216/aleksa-djilas/tito-s-last-secret-how-did-he-keep-the-yugoslavs -together

Module 10: (State in Crisis) Israeli-Palestinian Conflict Primoridalism vs. Social Constructivism; Instrumentalism; Divergent Narratives (April 1)

Orientation Questions: How does Ross define narratives? Discuss Perlmutter’s analysis of myths and their relevance to ethnic conflict and civil war. Consider Moïsi’s argument that peace in the Middle East can only be imposed from the outside.

Marc Howard Ross, “The Political Psychology of Competing Narratives: September 11 and Beyond,” Social Science Research Council / After September 11.
Foulie Psalidas-Perlmutter, “The Interplay of Myths and Realities,” Orbis (Spring 2000): 237-244.
Amy Chua. World on Fire. New York: Anchor Books, 2004, pp. 187-288.

L. Carl Brown, “State of Grace? Rethinking Israel’s Founding Myths,” Foreign Affairs July/August 1998 77 (4): 1-3 online, http://www.foreignaffairs.com/ articles/54220/l-carl-brown/state-of-grace-rethinking-israel-s-founding-myths

Shibley Telhami, “Beyond Resolution? The Palestinian-Israeli Conflict” in Grasping the Nettle. Chester A. Crocker, Fen Osler Hampson, and Pamela Aall, eds. Washington, DC: United States Institute of Peace Press, 2005, pp. 357-72.

Carnegie Council YouTube Channel, Dominique Moïsi: Arab-Israeli Peace, http://www.youtube.com/carnegiecouncil#p/search/3/MhnOZPxdpMM

Recommended Texts (“negotiated curriculum” to develop questions for thesis research):

Marc Howard Ross, “Psychocultural Interpretations and Dramas: Identity Dynamics in Ethnic Conflict,” Political Psychology 22 (1) 2001, pp. 157-78.

Michael Herzog, “Can Hamas Be Tamed?,” Foreign Affairs March/April 2006 85 (2): 1-5 online, http://www.foreignaffairs.com/articles/61512/michael-herzog/can-hamas-be-tamed

YouTube Channel, The Arab-Israeli Conflict – Part 1: Land Division, http://www.youtube.com/watch?v=5OhdZcz44U8
YouTube Channel, The Arab-Israeli Conflict – Part 2: Israeli Massacres 1948, http://www.youtube.com/watch?v=PKLucDqEeKA&feature=related
YouTube Channel, The Arab-Israeli Conflict – Part 3: 1948 War, http://www.youtube.com/watch?v=u0IqElS6pMw&feature=related

Module 11: Iraq and the Rise of Iran: Implications for the Israeli-Palestinian Conflict (April 8)

Guest Speaker: Mr. Adi Khair, Permanent Mission of the Hashemite Kingdom of Jordan to the United Nations with participation by colleagues in Amman, Jordan

Use of Skype Technology for Global Outreach in the Learning Community

Orientation Questions: Discuss how Adi Khair defines the “axis of moderation” and the “axis of defiance” and their significance for Israeli-Palestinian relations. Explain Nasr’s argument and assess its relevance to the regional dynamics since 2003. How does Milani explain Iran’s foreign policy vis-à-vis the United States?

Adi Khair. The “Axis of Moderation” & The “Axis of Defiance:” Alliances and Alignments in the Middle East (2006-2009). New York: Center for Global Affairs, 2009.

YouTube Channel, Book TV: Haleh Esfandiari, “My Prison, My Home,” http://www.youtube.com/watch?v=33twnePwY-Y

Carnegie Council YouTube Channel, Vali Nasr: Iran’s National Identity, http://www.youtube.com/carnegiecouncil#p/search/1/-Rw6Pi_8buE

Vali Nasr, The Shia Revival How Conflicts within Islam Will Shape the Future. New York: W. W. Norton & Company, 2006, pp. 17-117; pp. 185-254.

Foreign Affairs Live, Suzanne Maloney, Mohsen M. Milani, Gideon Rose, Iran in Crisis, July 16, 2009, http://www.foreignaffairs.com/discussions/news-and-events/foreign-affairs-live-iran-in-crisis
Mohsen M. Milani, “Tehran’s Take,” Foreign Affairs July/August 2009 88 (4): 1-8 online, http://www.foreignaffairs.com/articles/65123/mohsen-m-milani/tehrans-take

Fareed Zakaria, The Future of Freedom Illiberal Democracy at Home and Abroad. New York and London: W.W. Norton & Company, 2007, pp.13-27; pp. 89-159; pp. 239-256.

Vartan Gregorian, Islam A Mosaic, Not a Monolith. Washington, DC: Brookings Institution Press, 2003, pp. 57-107.

Recommended Texts (“negotiated curriculum” to develop questions for thesis research):

Haleh Esfandiari. My Prison, My Home. New York: Ecco, 2009.

YouTube Channel, “Iran: A Conversation about the Elections, Protest, and the Future,” http://www.youtube.com/watch?v=JTi7U-08fjA

Carnegie Council YouTube Channel, Vali Nasr: Iran’s Leadership, http://www.youtube.com/carnegiecouncil#p/search/3/U2leBHJiJEg

Robin Wright, Dreams and Shadows The Future of the Middle East. New York: The Penguin Press, 2008, pp. 381-419.
Vamik Volkan. Bloodlines. Boulder: Westview Press, 1997.

Module 12: Rwanda 15 Years Later – Reconciliation after Genocide in Comparative Perspective (April 15)

Guest Speaker: Miss Candela Echenique, Alumna MSGA Program, Center for Global Affairs, New York University, with participation from the field

Use of Skype Technology for Global Outreach in the Learning Community

Orientation Questions: Explain the challenges inherent in reconciliation, which Candela Echenique discusses in her research. How does Herbst analyze the genocide in Rwanda? How do Mazzucelli and Fargnoli relate “myth” to moral injustice in Rwanda?

Candela Echenique. Living Among Our Killers: Reconciliation in Rwanda
15 Years After the Genocide. New York: Center for Global Affairs, 2009.
Colette Mazzucelli and A. Nicholas Fargnoli. “Ethics and International Relations for Active Learners. Confronting Moral Hazards in the Global Classroom,” in The International Studies Association Compendium Project (in peer review, http://www.isacompss.com/ (chapter to be linked to the Carnegie Council for Ethics in International Affairs website)

Jeffrey Herbst, “The Unanswered Question: Attempting to Explain the Rwandan Genocide,” Foreign Affairs May/June 2001 80 (3): 1-2 online, http://www. foreignaffairs.com/articles/57042/jeffrey-herbst/the-unanswered-question-attempting-to-explain-the-rwandan-genocid

Carnegie Council YouTube Channel, Amartya Sen: Institutions and Public Discourse, http://www.youtube.com/carnegiecouncil#p/search/0/USV6udECKDw

Recommended Texts (“negotiated curriculum” to develop questions for thesis research):

Stephen Kinzer. A Thousand Hills. Hoboken: John Wiley & Sons, Inc., 2008.
Susan Lamb, “Pious Hope or Realist Instrument? Challenges from the Pursuit of International Criminal Justice,” in David B. MacDonald, Robert G. Patman and Betty Mason-Parker, eds. The Ethics of Foreign Policy. Aldershot, England: Ashgate, 2007, pp. 221-34.

Carnegie Council YouTube Channel, The Missing Ingredient: Applied Ethics, http://www.youtube.com/carnegiecouncil#p/search/2/7z8aqDymR_o

Module 13: The Kashmir Conflict at the Millennium: States or Civilizations? (April 22)

Orientation Questions: Discuss the historical origins of the Kashmir conflict? What are the Indian and Pakistani interests in the region? Has mediation been effective through the years since 1947? What are the most significant challenges to peace in Kashmir?

Amartya Sen, “Tagore and His India,” 1998 Laureate in Economics, 28 August 2001, Nobelprize.org, The Nobel Prize in Literature, http://nobelprize.org/nobel prizes/ literature/articles/sen/ index .html
Howard B. Schaffer and Teresita C. Schaffer, “Kashmir: Fifty Years of Running in Place” in Grasping the Nettle. Chester A. Crocker, Fen Osler Hampson, and Pamela Aall, eds. Washington, DC: United States Institute of Peace Press, 2005, pp. 295-318.

Sumit Ganguly, “Avoiding War in Kashmir,” Foreign Affairs Winter 1990/91 69 (5): 1-8 online, http://www.foreignaffairs.com/articles/46260/sumit-ganguly/ avoiding-war-in-kashmir

YouTube Channel, Encounter in Jammu and Kashmir, http://www.youtube.com/watch?v=ffNyvFmFs_w

Oral History – A Discussion about the Kashmir Region (2002)

Recommended Texts (“negotiated curriculum” to develop questions for thesis research):

Navnita Chadha Behera, Demystifying Kashmir. Washington, DC: The Brookings Institution Press, 2006.

Stephen D. Krasner, “Who Gets a State, and Why?,” Foreign Affairs 2009: 1-2 online, http://www.foreignaffairs.com/articles/64872/stephen-d-krasner/who-gets-a-state-and-why

Mission Kashmir (2000)

Module 14: United Nations Crisis Scenario – IDPs after Conflict in Karabagh (April 29)

Orientation Questions: Follow up in United Nations Security Council negotiations on the basis of the oral presentations in earlier module sessions and individual member state papers on Blackboard to address the crisis scenario pertaining to IDPs on the border of Armenia and Azerbaijan.

Sadako Ogata. The Turbulent Decade. New York: W.W. Norton & Company, 2005, pp. 27-49.
Stuart J. Kaufman. Modern Hatreds. Ithaca and London: Cornell University Press, 2001, pp. 203-21.
ICISS. The Responsibility to Protect. Ottawa: IDRC, 2001.

Gareth Evans and Mohamed Sahnoun, “The Responsibility to Protect,” Foreign Affairs November/December 2002 81 (6): 1-5 online, http://www.foreignaffairs. com/articles/58437/gareth-evans-and-mohamed-sahnoun/the-responsibility-to-protect

Harry Kreisler, “Conversation with Sadako Ogata,” Humanitarian Assistance, Institute of International Studies, UC Berkley, March 17, 1999, http://globetrotter.berkeley.edu/UN/Ogata2/ogata99-con0.html

Recommended Texts (“negotiated curriculum” to develop questions for thesis research):

Stuart J. Kaufman. Modern Hatreds. Ithaca and London: Cornell University Press, 2001, pp. 85-127.

YouTube Channel, Sadako Ogata, Japan International Cooperation Agency, http://www.youtube. com/watch?v=6qVYmyd7koY

Final Papers Due

including research into factors cited below

in guidelines as these pertain to the ethnic conflict or civil war you choose

Guidelines of Factors to Assess in Ethnic Conflicts/Civil Wars Research Analyses

Context

Decolonization

End of the Cold War

The state in crisis

Difficulties in Conflict Management/Resolution

Indivisibility

Escalation

Leadership

Analytical Approaches

Adaptive

Reflective

Integrative

Experience and Interest of Professor to Teach Course in the MSGA Program

Colette Mazzucelli, MALD, PhD has taught on graduate faculty in the Center for Global Affairs since 2005 and is Adjunct Associate Professor in the Department of Political Science at Hofstra University. She offers courses in comparative politics (Europe), ethnic conflicts and civil wars as well as history and politics of European integration and participates as a member of the UN Chronicle Advisory Group at the United Nations.

Previously on full-time faculty at the John C. Whitehead School of Diplomacy and International Relations, Seton Hall University, Professor Mazzucelli taught graduate and undergraduate courses in international relations theory and diplomacy, European Union development and dynamics, peacemaking and peacekeeping in the modern world, ethnopolitical landscape, and international conflict and security. She was cited as one of twelve recipients of the Monsignor Robert Sheeran Pirate of the Year Award 2006 for servant leadership and undergraduate teaching excellence at Seton Hall.

In the mid-1990s Professor Mazzucelli was an Instructor in continuing education at Georgetown University and a Visiting Lecturer at the Budapest University of Economic Sciences and the Budapest Institute for Graduate International and Diplomatic Studies. She acquired experience in program development at Teachers College Columbia University and in education at the Carnegie Council for Ethics in International Affairs.

Professor Mazzucelli is the recipient of various international fellowships including: Fulbright, 2007 (CIES and German Fulbright Commission, Brussels, Belgium and Berlin, Germany); 21st Century Trust, 2001 (Merton College, Oxford, England); Bosch Public Policy, 2001 (American Academy in Berlin, Germany); Salzburg Seminar, 1997 (Salzburg, Austria); Bosch Future American Leaders, 1992 (Federal Foreign Office, Bonn, Germany); Fulbright, 1991 (IIE, Paris, France); Pi Gamma Mu, 1985 (Florence, Italy); and Swiss Universities Grant, 1984 (IIE, Fribourg, Switzerland). She is the author/editor of four books, numerous chapters, journal articles and online commentaries.

In Europe, Professor Mazzucelli toured for the United States Information Service with speaking engagements in France, Germany and Poland. A participant in the Robert Bosch Foundation Fellowship Program, she assisted with the ratification of the Treaty on European Union (‘Maastricht’) in the Federal Republic of Germany, 1992-93.

Professor Mazzucelli graduated with a B.A. in History and Philosophy and a minor in Modern Languages, magna cum laude, from the University of Scranton in 1983. Her graduate work includes a M.A.L.D. earned from The Fletcher School in 1987, and a Ph.D. in Government under the supervision of Professor Emeritus Karl H. Cerny at Georgetown University, completed in 1996. As a doctoral student, she worked at The Woodrow Wilson International Center for Scholars during 1989-1990 for Xichang Zhang in the West European Studies Program, Giulietto Chiesa at the Kennan Institute (covering Russia and surrounding states), and Reinhardt Rummel in the International Security Studies Program. Dr. Mazzucelli’s background as an educator is profiled on Foreign Affairs.com, http://www.foreignaffairs.com/classroom/bulletin-board/colette-mazzucelli

ARAB REFERS TO A MIXED ETHNIC GROUP MADE UP
ATTACHEMENT 2 INTERETHNIC CONFLICTS IN KAZAKHSTAN BETWEEN 2006 AND
“ETHNIC DOMINATION AND RECONCILIATION IN MULTIETHNIC SOCIETIES AN ALTERNATIVE

Tags: civil wars, and civil, millennium, ethnic, civil, conflicts