Political Science 395, Section 1 Roy
Licklider
How Civil Wars End licklide@rci.rutgers.edu
Fall, 2003 732
932-9249 (Douglass office)
CAREERS: Students often want
information about jobs related to international affairs. Careers in International Relations is
an essay about different kinds of positions in this area and appropriate ways
to prepare for them; it may be purchased for fifty cents at the undergraduate
Political Science Department office on the fifth floor of Hickman Hall,
Douglass Campus; it is also on the political science department web-page at
www.polisci.rutgers.edu. A slightly
revised web version with many links to other sites has been prepared by faculty
at
OFFICE HOURS:
Tuesday
616 Hickman Hall, DC
by appointment
WHAT IS THIS COURSE ABOUT? After
the Cold War, civil wars, wars within states, have become more prominent
(although it’s not clear they really are more numerous or more
violent than before). Thus a central
foreign policy question, for the
But this choice requires that we know something about how civil wars
end, which means learning how people who have been killing one another with
considerable skill and enthusiasm can come together to form a common political
system. This seems obviously impossible,
but in fact we know that almost all major states have done it at least
once. (The
This seminar will focus on the ways in which civil wars end and states
are formed afterward in the post-World War II era. The central concern will be to develop and
test general statements which can guide our actions in the future.
REQUIRED BOOKS (paperbacks at the
Bruce Jentelson,
Opportunities Missed, Opportunities
Seized: Preventive Diplomacy in
the Post-Cold War World
Thomas G. Weiss and Cindy Collins,
Humanitarian Challenges and Intervention,
2nd edition
Stephen Stedman, Donald Rothchild, and Elizabeth Cousens,
Ending Civil Wars: The Implementation of
Peace Agreements
Andrew Rigby, Justice and Reconciliation After the Violence
Most of the assigned reading is in these books. The few other materials on the syllabus will
be in the undergraduate reserve room at Alexander Library. They should also be available on electronic
reserve. As a backup, full sources are
given for all of them, and most can be located in the university library
system. Regardless of how you obtain
them, you are required to read the assigned material before you come to class; class sessions will consist primarily of
discussions about the reading and related topics, and, as noted below, class
participation will count a substantial portion of your grade.
GRADING:
20% CLASS PARTICIPATION: In a
seminar, students are expected to actively participate in the learning process
by contributing to class discussions.
Grading will be based on quality rather than quantity of
discussion. In particular, comments that
show that you have read the material, have listened to your classmates, and are
able to say things which move the discussion forward rather than repeating what
has already been said will be valued.
Since the whole point of discussion is to help your classmates, at the
end of the semester each students will assign a letter grade to every other
student’s class participation. The
average of these grades will count half of the total participation grade (10%
of your final grade); I will independently assign a participation grade which
will count the other half.
10% READING QUIZZES: Nine reading
quizzes will be given during the semester at the beginning of class; they will
not be announced in advance, and no makeups, excuses,
or rewrites will be accepted. Each quiz
will require you to demonstrate that you have read a specified part of the reading
assignment for that day; outlining the major points and noting a few things
which are unique to the assignment are the obvious ways to do this. Written notes (but no books or xeroxes) may be used.
Quizzes will be graded pass or fail.
Students with six passing grades will get an A for the reading portion
of their final grades; those with five will get a B, those with four will get a
C, those with three will get a D, and those with fewer than three will get an
F.
20% FINAL EXAMINATION at the regularly scheduled time and place unless
decided otherwise by the class
40% RESEARCH PAPER: You may do either of these two types of
papers. Note that the comparative paper
is substantially more difficult for most people; therefore students who
complete it are likely to receive higher grades.
(A) SINGLE COUNTRY PAPER: Select
a civil war which ended for at least five years (lists will be distributed
early in the course) and summarize its history in a page or two. You are encouraged but not required to select
something after 1945. Then explain (1)
why it ended as it did and (2) why it did not begin again for at least five
years. For each of these questions, you
should develop three different answers (for
example, the American Revolution ended because of British-French competition,
British military incompetence, and internal divisions within Britain), make the
strongest argument for each, then
state which one you find most persuasive and explain why you rejected the other two.
You are expected to use appropriate material from books, journal
articles, and the Internet. The length
of the paper can vary, but it will probably be at least twenty pages.
(B) COMPARATIVE PAPER: Select two
countries, at least one of which has had a civil war that has ended for five years. You may pick two countries which are similar
to one another, one of which has had a civil war and one of which has not. Alternatively you may pick two different
countries which have had civil wars but which differ in other ways such as how
it ended. Other combinations are
possible; consult with me about topics.
Present brief histories (a page or two) of each, then discuss how they
are similar and different and how these similarities and differences have
influenced how their civil wars (or lack of them) have affected them.
Regardless of the type of paper, you must submit your topic for
approval to me by September 18. Feel
free to consult with me about it. All
students will present ten-page written summaries of their papers during three
weeks in October on days noted in the syllabus.
For each class during this three weeks, each
student will be required to read summaries of the projects being presented, so
authors must bring sufficient copies for me and for your readers. Late excuses will not be accepted; if you
have schedule conflicts, plan around them, and if you get sick, have someone
else submit your paper. Each student is
expected to critique papers of other students in writing before each class;
these critiques will be graded and count as 10% of your grade and also be given
to the author for use in revision, so submit two copies. During the class we will discuss the projects
for that day.
Final papers are due on a rolling basis (those who present early hand
in early, etc.) in November. Students
will be assigned time slots by me at random early in the course; you may trade
slots with someone else until the initial draft is due but not afterward.
10%: CRITIQUE OF OTHER STUDENTS’ PROJECTS, as noted above. The critiques should normally be at least two
pages long and are expected to be written in standard
English. Two copies should be submitted,
one for me and one for the paper author.
NOTE: Students must complete at least one version of the paper and the
final exam in order to pass the course.
9/2: Introduction
I. WHAT CAUSES CIVIL WARS AND
CAN OUTSIDERS HELP PREVENT THEM?
9/4: CAUSES AND THEORIES OF PREVENTION
Michael E. Brown,
“Ethnic and Internal Conflicts: Causes and Implications” in
Opportunities Missed, Opportunities Seized, Preface and chapters
1-2
OPTIONAL
Fen Osler Hampson, Madness in the Multitude: Human Security and
World Disorder
Challenges
of Managing International Conflict
Manus Midlarsky, The
Internationalization of Communal Strife
9/9:
Opportunities
Missed, Opportunities Seized, chapters 3-4
9/11: THE BALTIC COUNTRIES VS.
Opportunities
Missed, Opportunities Seized, chapters 5 and 7
9/16:
Opportunities
Missed, Opportunities Seized, chapters 8-9
9/18:
Opportunities
Missed, Opportunities Seized, chapters 10-11 and 13
OPTIONAL
Daniel
L. Byman, Keeping
the Peace: Lasting Solutions to Ethnic Conflicts
Mats Berdal
and David M. Malone, Greed and
Grievance: Economic Agendas in Civil
Wars
Michael Lund, Preventing Violent Conflicts: A Strategy for
Preventive Diplomacy
John L. Davies and Ted Robert Gurr, Preventive
Measures: Building Risk Assessment and Crisis Early Warning Systems
II.
INTERVENTION IN ONGOING CIVIL WARS
9/23: THEORIES AND ACTORS IN
HUMANITARIAN INTERVENTION
Humanitarian
Challenges and Intervention, Introduction and chapters 1-2
9/25: CASES AND DILEMMAS IN PRACTICE
Humanitarian
Challenges and Intervention, chapters 3-4
9/30: PAST AND FUTURE
POLICIES–LESSONS LEARNED
Humanitarian
Challenges and Intervention, chapters 5-6
OPTIONAL
Barbara F. Walter and
Jack Snyder, Civil Wars, Insecurity, and
Intervention
David Carment
and Frank Harvey, Using Force to Prevent
Ethnic Violence: An Evaluation of Theory and Evidence
Karin von Hippel,
Democracy by Force:
Michael O’Hanlon, Saving Lives With
Force: Military Criteria for Humanitarian Intervention
Alan
J. Kuperman, The Limits of
Humanitarian Intervention: Genocide in
Peter Ronayne, Never
Again? The
Mary B. Anderson, Do No Harm: How Aid Can Support
Peace–Or War
Fiona
Terry, Condemned to
Repeat? The Paradox of
Humanitarian Action
Peter
Uvin, Aiding
Violence: The Development
PRESENTATIONS OF RESEARCH PROJECT DRAFTS
10/2: Group #1
10/7: Group #2
10/9: Group #3
10/14: Group #4
10/16: Group #5
III. ACHIEVING
AND IMPLEMENTING PEACE AGREEMENTS
10/21: INTRODUCTION TO CASES AND
Ending
Civil Wars, chapters 1 and 13
10/23:
Ending
Civil Wars, chapters 14-15
10/28:
Ending Civil Wars, chapter 16-17
10/30:
Ending
Civil Wars, chapter 18-19
11/4:
Ending
Civil Wars, chapter 20-21
11/6: INTERNATIONAL
COORDINATION AND ECONOMIC DEVELOPMENT
Ending
Civil Wars, chapters 4 and 7
GROUP 1 PAPERS DUE
11/11: DISARMAMENT/DEMOBILIZATION
AND POSTSETTLEMENT ELECTIONS
Ending
Civil Wars, chapters 6 and 8
GROUP 2 PAPERS DUE
11/13: HUMAN RIGHTS AND RETURNING
REFUGEES
Ending
Civil Wars, chapters 9-10
GROUP 3 PAPERS DUE
11/18: POLITICAL INSTITUTIONS AND
POLICING
Ending
Civil Wars, chapters 3 and 11
Philip Carter, “Faux Pax Americana,” Washington
Monthly (June 2003), pp. 11-13
GROUP 4 PAPERS DUE
11/20: TRANSFERRING CONTROL TO
THE LOCALS AND LESSONS LEARNED
Ending
Civil Wars, chapters 12 and 22
OPTIONAL
Barbara Walter, Committing to Peace: The Successful
Settlement of Civil Wars
Elisabeth Jean Wood, Forging Democracy from Below: Insurgent
Transitions in
GROUP
5 PAPERS DUE
IV. FROM
CIVIL WAR TO CIVIL SOCIETY–TRANSITIONAL JUSTICE
11/25: THE CONCEPT OF
RECONCILIATION AND POST-WORLD WAR II
Justice
and Reconciliation After the Violence, Preface and
chapters 1-2
12/2:
Justice
and Reconciliation After the Violence, chapters
3-4
12/4: POST-SOVIET EASTERN
Justice
and Reconciliation After the Violence, chapters
5-6
12/9:
Justice
and Reconciliation After the Violence, chapters
7-9
Roy Licklider, “Ethical Advice: Conflict Management Vs. Human Rights in Ending Civil Wars”
OPTIONAL
Robert Rothstein, After the Peace: Resistance and
Reconciliation
Martha Minow,
Between Vengeance and Forgiveness: Facing
History After Genocide and Mass Violence.
Patricia Hayner, Unspeakable
Truths: Confronting State Terror and Atrocity
James L. Gibson and Amanda Gouws, Overcoming
Intolerance in
Elizabeth Cousens
and Chetan Kumar, Peacebuilding As Politics: Cultivating Peace in Fragile
Societies
Kimberly Maynard, Healing Communities in Conflict:
International Assistance in Complex Emergencies
Cynthia Sampson and John Paul Lederach, From the
Ground Up: Mennonite Contributions to International
Peacekeeping
Challenges of Managing International
Conflict
12/22: FINAL EXAMINATION: