PUBP 651: The Practice of Peace Operations Desmond Arias Address: Office Hours: By Appointment DRAFT. Course Description

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1 PUBP 651: The Practice of Peace Operations Desmond Arias Address: Office Hours: By Appointment DRAFT Course Description This course runs in parallel to PUBP 650: International Crisis and Humanitarian Response. Where that class focuses on the theory of peace operations this course focuses on their practice. This course begins with an overview of the actors and planning processes involved in organizing peace operations. It then proceeds to examine a series of key issues that confront different peace operations missions including crime, security sector reform, economic development, elections, and monitoring. These, of course, are not all the issues confronting peace operations in different parts of the world and students are encouraged to think critically about how issues in this class raise questions about the nature and theory of peace operations and what other types of activities should be considered in planning and undertaking peace operations. Learning Outcomes 1. Practical Understanding of Peace Operations: Students completing this class should have an understanding of the some of the key components of peace operations as well as the planning process that goes in to those activities. 2. Writing and Speaking on these issues: Students will gain experience writing and presenting on issues related to peace operations. 3. Teamwork on Peace Operations Issues: Students should develop skills for working in teams and taking on leadership roles around different aspects of peace operations. Readings Austesserre, Severine. Peaceland: Conflict Resolution and Everyday Politics of International Intervention. New York: Cambridge University Press, ISBN: Guéhenno, Jean-Marie. The Fog of Peace: A Memoir of International Peacekeeping in the 21st Century. Washington: Brookings Institution Press, ISBN-13: Reiff, David. Bed for the Night: Humanitarianism in Crisis. New York: Simon and Schuster, ISBN: Other readings will be available through the library and on-line. Assignments Final Paper 35% Planning Paper 20% 1

2 Planning Exercise Participation 5% Reaction Paper 20% Reaction Paper Presentation 10% Participation 10% Statement on Special Needs: Students with disabilities requiring accommodation should contact the Disability Resource Center at Class Policies: Statement on Special Needs: Students with disabilities requiring accommodation should contact the Disability Resource Center at Class Policies: Grading will follow the standards of the School of Public Policy and the University. Late Assignments: All assignments must be turned in on time. Late Assignments will be docked 1/3 of a letter grade for every day they are turned in late (i.e. an A becomes as A- after one calendar day). Students needing an extension should speak to the instructor in advance. No extensions will be given after the due date. All assignments, unless otherwise noted, should be completed independently and within the academic standards of the School of Public Policy and the University. Students should properly cite all works they reference. All citations should be consistent with Chicago Manual of Style or some other approved style that the student has previously discussed with the instructor. Students who have doubts about proper citations styles should consult the School of Public Policy s website at Absences: Students are required to attend all classes. Students may miss two classes without penalty. Additional absences will count against the student s grade. Students with more than six total absences will fail the course. If students arrive after role is called they are responsible for informing the professor of their attendance after class. If students arrive after role is called on more than two occasions future late arrivals will be recorded as absences. Once attendance has been recorded it will not be changed at a later date. Recording: All recording or class meetings, digital, analog, audio, video or any other type or format, is forbidden without the express approval of the instructor. If you would like to record any class session you must speak directly with the instructor. Lectures and other class materials provided to you are the intellectual property of the instructor. All recordings that the instructor may allow are expressly for the personal use of the individual student who has sought the permission of the instructor and may not be distributed to other students either free of charge or for profit. 2

3 Correspondence: Under university policy students should only correspond with faculty through their GMU account. Please the professor using these accounts. Plagiarism and Academic Integrity: All work for this class, unless otherwise noted in writing by the instructor, is the responsibility solely of the student who should undertake such work unaided by others. All students must turn in assignments in electronic form. Student papers will be evaluated for plagiarism through the turnitin.com service as well as through any other means or services the professor deems reasonable. This course will fully adhere to the School of Public Policy s policy on plagiarism. That policy indicates: The profession of scholarship and the intellectual life of a university as well as the field of public policy inquiry depend fundamentally on a foundation of trust. Thus any act of plagiarism strikes at the heart of the meaning of the university and the purpose of the School of Public Policy. It constitutes a serious breach of professional ethics and it is unacceptable. Plagiarism is the use of another's words or ideas presented as one's own. It includes, among other things, the use of specific words, ideas, or frameworks that are the product of another's work. Honesty and thoroughness in citing sources are essential to professional accountability and personal responsibility. Appropriate citation is necessary so that arguments, evidence, and claims can be critically examined. Plagiarism is wrong because of the injustice it does to the person whose ideas are stolen. But it is also wrong because it constitutes lying to one's professional colleagues. From a prudential perspective, it is shortsighted and self-defeating, and it can ruin a professional career. The faculty of the School of Public Policy takes plagiarism seriously and has adopted a zero tolerance policy. Any plagiarized assignment will receive an automatic grade of "F." This may lead to failure for the course, resulting in dismissal from the university. This dismissal will be noted on the student's transcript. For foreign students who are on a university-sponsored visa (e.g. F-1, J-1 or J-2), dismissal also results in the revocation of their visa. To help enforce the SPP policy on plagiarism, all written work submitted in partial fulfillment of course or degree requirements must be available in electronic form so that it can be compared with electronic databases, as well as submitted to commercial services to which the School subscribes. Faculty may at any time submit a student's work without prior permission from the student. Individual instructors may require that written work be submitted in electronic as well as printed form. The SPP policy on plagiarism is supplementary to the George Mason University Honor Code; it is not intended to replace it or substitute for it. 3

4 Course Calendar: February 1: Introduction Somini Sengupta, As Conflicts Multiply, Peacekeeping Confronts an Identity Crisis, The New York Times, September 16, 2015, Chris Mcgreal, What s the Point of Peacekeepers when the Don t Keep the Peace, The Guardian, September 17, 2015, February 8: NGOs Rieff Ch. 1 to 3 Autesserre Introduction and Chapter 1 Francis Kofi Abiew, Humanitarian Action under Fire: Reflections on the Role of NGOs in Conflict and Post-Conflict Situations, International Peacekeeping 19: 2 (2012): Oliver Walton, Between War and the Liberal Peace: The Politics of NGO Peacebuilding in Sri Lanka, International Peacekeeping 19: 1 (2012): February 15: US Policy and Stabilization Processes Autessrree, Part I introduction and Chapter 2 Felbab-Brown Ch. 1 and 2 Andrew Rathmell, Planning Post-Conflict Reconstruction in Iraq: What can we Learn, International Affairs 81: 5 (2005): February 22: The UN and Peacekeeping Austesserre, Part I Introduction and ch. 2 Oliver Richmond, UN Peace Opearations and the Dilemmas of the Peacebuilding Consensus, International Peacekeeping 11: 1 (2004): Jenna Stern, Reducing Sexual Exploitation and Abuse in UN Peacekeeping, Stimson Center, Policy Brief no. 1, February 2015, 4

5 Mats Berdal & David H Ucko, The Use of Force in UN Peacekeeping Operations: Problems and Prospects, The RUSI Journal 160: 1 (2015): Guéhenno, prologue and ch. 1 and 13 February 29: Conceptualizing Peace Operations and Planning Exercise Autesserre, chapters 3 to 4 Rieff, Ch. 4-5 Guéhenno, ch. 2-3 March 7: Spring Break March 14: Disarmament, Demobilization and Reintegration Kimberly Theidon, Transitional Subjects: The Disarmament, Demobilization, and Reintegration of Former Combatants in Colombia, International Journal of Transitional Justice 1: 1 (2007): Robert Muggah, No Magic Bullet: A Critical Perspective on Disarmament, Demobilizatoin and Reintegration (DDR) and Weapons Reduction in Post-Conflict Contexts, The Round Table: The Commonwealth Journal of International Affairs 94: 379 (2005): Jairo Munive, Context Matters: The Conventional DDR Template is Challenged in Sudan, International Peacekeeping 20: 5 (2013): Guéhenno, ch, 4 Planning Paper Due March 21: Governance Autesserre Ch. 5-6 Volker Boege, Anne Brown, Kevin Clements, and Anna Nolan, Building Peace and Political Community in Hybrid Political Orders, International Peacekeeping 16: 5 (2009): Paul Collier, Anke Hoeffler, and Mans Soderbom, Post-Conflict Risks, Journal of Peace Research 45: 4 (2008):

6 Paul D. Williams, Protection, Resilience, and Empowerment: United Nations Peacekeeping and Violence Against Civilians in Contemporary War Zones, Politics 33: 4 (2013): Guéhenno, ch. 5 March 28: Economics and Development Autesserre ch. 7 and conclusion Rieff Ch. 6 Keith Krause and Oliver Juttersonk, Peace, Security, and Development in Post-Conflict Environments, Security Dialogue 36: 4 (2005): Paul Collier and Anke Hoeffler, Aid, Policy, and Growth in Post-Conflict Societies, European Economic Review 48: 5 (2004): Devon Curtis, China and the Insecurity of Development in the Democratic Republic of the Congo, International Peacekeeping 20: 5 (2013): Recommended: Kwesi Aning and Flifi Edil-Aful, Unintended Impacts and the Gendered Consequences of Peacekeeping Economies in Liberia, International Peacekeeping 20: 1 (2013): April 4: Crime Rieff Ch. 7 Guéhenno, ch. 6-7 Robert Muggah and Keith Krause, Closing the Gap Between Peace Operations and Post- Conflict Insecurity: Towards a Violence Reduction Agenda, International Peacekeeping 16: 1 (2009): William Reno, Understanding Criminality in West African Conflicts, International Peacekeeping 16: 1 (2009): James Cocayne, Chasing Shadows: Strategic Responses to Organised Crime in Conflict- Affected Situations, RUSI Journal 158: 2 (2013): April 11: Policing and Security Sector Reform 6

7 David H. Bayley, The Morphing of Peacekeeping: Competing Approaches to Public Safety, International Peacekeeping 18: 1 (2011): Bruce Baker, Grasping the Nettle of Non-State Policing, Journal of International Peacekeeping 14: ¾ (2010): Vandra Harris and Andrew Goldsmith, Gendering Transitional Policing: Experiences of Australian Women in International Policing Operations, International Peacekeeping 17:2 (2010): Guéhenno, Ch. 8 Recommended: Otwin Marenin, Understanding Mission Environments: Local Context and Legitimation Reform, Journal of International Peacekeeping 14: ¾ (2010): Johanna Medelson-Forman, Security Sector Reform in Haiti, International Peacekeeping 13: 1 (2006): Sinclair Dinnen and Gordon Peake, More than Just Policing: Police Reform in Post- Conflict Bougainville, International Peacekeeping 20: 5 (2013): William J. Durch and Michelle Ker, Police in UN Peacekeeping: Improving Selection, Recruitment, and Deployment, International Peace Institute, 2013, April 18: Transitional Justice and Displaced Persons Guéhenno, Ch Chandra Lekha Sriram & Johanna Herman, DDR and transitional justice: bridging the divide?, Conflict Security, and Development 9: 4 (2009). Wendy Lambourne, Transitional Justice and Peacebuilding after Mass Violence, Internaitonal Journal of Tranistional Justice 2009: Daniella Heimerl, The Return of Refugees and Internally Displaced Persons: From Coercion to Sustainability, International Peacekeeping 12 (3), Kisangani N. F. Emizet, The Massacre of Refugees in Congo: A Case of UN Peacekeeping Failure and International Law, 38: 2 (2000): April 25: Elections and Constitutions 7

8 Benjamin Reilly, Elections in Post-Conflict Scenarios: Constraints and Dangers International Peacekeeping 9: 2 (2002): Terrence Lyons, Post-Conflict Elections and the Process of Demilitarizing Politics: The role of Electoral Administration, Democratization 11: 3 (2004): Dawn Brancati and Jack L. Snyder, Rushing to the Polls: The Causes of Premature Electoral Conflict, Journal of Conflict Resolution 55: 3 (2011): Guéhenno, Ch , epilouge May 2: Monitoring and Evaluation of Programs Richard Caplan, Who Guards the Guardians: International Accountability in Bosnia, International Peacekeeping 12: 3 (2005): Paul Diehl and Daniel Druckman, Peace Opearation Success: The Evaluation Framework, Journal of International Peacekeeping. Vol. 16: ¾ (2012): Alex J. Bellamy and Paul D. Williams, Local Politics and International Partnerships: The UN Operation in Côte d Ivoire (UNOCI), Journal of International Peacekeeping. Vol. 16: ¾ (2012), May 4: Last Class Rieff Ch. 8 The final paper will be due on May 9th. 8

9 Reaction Paper Assignment Length: Due Date: Five Pages Varies In this paper the student should choose one or two readings from one week. The student will write a paper reacting to the reading(s). This should include a description of the reading as well as a critique. The student should assess the quality of these reading discussing both strong and weak points of the reading. Critical to the paper is a clear thesis in which the student makes clear, in one sentence, their reaction to the paper. This should come near the beginning of the paper and the rest of the paper should be oriented around this reaction. The student will also deliver a 5-minute presentation on the reading and their reaction to it. The presentation should focus on key points in the reading and their perspective on the reading. They should prepare a set of 1-2 discussion questions which they will turn in with their paper and which will serve as a basis for a conversation about the reading. The paper should be completed within the norms discussed in the syllabus. The paper must be fully cited and have a bibliography. The paper will be analyzed by for similarities to other texts using on-line web applications and other strategies. Planning Paper Assignment Length: 10 Pages Due Date: March 14 This paper will focus on the role of NGOs, governments, or the international organizations in engaging in peace operations. Building on the planning exercise students will discuss the role of a particular UN, NGO, or state actors in a peace operation. This document will discuss planning for the peace operation scenario distributed to the class. It should cover internal considerations of the group the student represents and the planning issues associated with engagement between that group and actors in the proposed peace operation. The paper should be completed within the norms discussed in the syllabus. The paper must be fully cited and have a bibliography. The paper will be analyzed by for similarities to other texts using on-line web applications and other strategies. 9

10 Final Paper Assignment Length: 15 Pages Due Date: May 4 th For this paper students will examine one functional area (e.g. DDR, security sector reform) of peace operations in the context of a specific peace operation (eg MONUSCO, MINUSTAH). The paper will provide an assessment of the success of this particular functional area within the peace operation and a discussion of changes to strategy in that area that may have contributed to improved outcomes. This is a research paper and while it should draw on readings assigned for the class it should also draw on research done outside the class. It is particularly important in this case that students engage not just with literature on the specific case but also develop their argument by examining the relevant theoretical literature on the particular functional area they are examine. As with all papers for this course please be sure to include a clear thesis statement. The paper should be completed within the norms discussed in the syllabus. The paper must be fully cited and have a bibliography. The paper will be analyzed by for similarities to other texts using on-line web applications and other strategies. 10