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257b— Ethnic Conflict
AIMS OF COURSE: This course focuses on a) testimonies of actual circumstances of conflict, and b) analysis of the concepts and metaphors of identity and affiliation involved in the discourses of conflict (for example, race, tribe, nation, family, class, caste, religious group, ethnic group). Our concern will be to study the construction and naturalization of categories or typologies of human beings, and the ways in which these category distinctions are represented and enforced. We will give particular attention to kinship and its relationship to anonymous communities (ethnic group, nation, religious group, etc.). We will stress the connection between world orders and local life by connecting ethnographic material to historical and political analyses. Anthropologist Alfred Gell suggests that anthropology is characterized by a depth of focus that could be best described as "biographical": it locates "apparently irrational behavior" (which is, from someone's point of view, most behavior) in the context of social relations and the 'life projects' of agents (1998:10-11). An anthropological approach to ethnic conflict collective conflict labeled "ethnic" by some observers, for some reasons) therefore builds around the "life projects which agents seek to realize in their relations with others," examining social relationships, political frameworks for the realization of those social relationships, cultural values and ideas of the person. We will read unpublished testimonies from Bosnia gathered by Svetlana Broz (who will also visit the class); interviews by writer David Grossman with Jews and Arabs in Israel ; Urvashi Buttalia's testimonies of women who lived through the violent division of India and Pakistan ; and journalist Philip Gourevitch's account of the massacres in Rwanda . The objective of reading such testimonies is to gain some sense of the circumstances in which group identifications come into conflict so that we can specify what questions we have and what we want from 'explanations.' We will then read Veena Das's (and others') analyses of communal conflict in India and Mahmood Mamdani's account of the genocide in Rwanda to learn how scholars have responded to these difficult questions, and how we might make use of their approaches in our own thinking.
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280a— Indigenous Movements( MesoAmerica ) (Hébert)
An examination of indigenous activity in the Americas and Oceania from the colonial period through the present, this course will focus on issues such as first contacts and the establishment of domination structures, indigenous politico-religious movements, and the interaction of indigenous people with modern states. In this last context, we will examine cultural survival and revival movements. Indigenism, autonomist claims and praxis, as well as armed struggle as efforts toward recognition and demargination. Prerequisite: one course in Anthropology or Peace and Conflict Studies.
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320a— Politics and the Imaginary (Hébert)
The use of symbols, rituals, and myths in politics appears to be one of the great cross-cultural constants. In this course, we will examine the role and nature of these reputedly "irrational" elements in a wide variety of social and cultural settings ranging from the small indigenous communities to modern political institutions. We will also look at the functions of symbolic struggles (re-interpretation of the past, myth making, propaganda, public relations) in peaceful as well as aggressive mobilizations.
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221a— The Primate Origins of Society (Perloe )
Social systems formed by monkeys and apes examined as a means of understanding the origins of human societies. The course considers the relations among sexual behavior, dominance, territoriality, kinship, and socialization in a variety of species as well as the influence of ecology and phylogeny on non-human primate social systems. Satisfies an advanced requirement for the neural and behavioral sciences concentration. Prerequisite: An introductory course in one of the following: anthropology, biology, psychology, or sociology, or consent of instructor.
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111a— Introduction to Peace and Conflict Studies (Dwyer)
A broad and interdisciplinary overview of the study of conflict management. Areas to be introduced will include interpersonal conflict and conflict management, alternative dispute resolution (ADR) and the law, community conflict and mediation, organizational, intergroup and international conflict and conflict management. This course will also serve as a foundation course for students in or considering the peace studies concentration. (Satisfies the social justice requirement.)
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201a— Peace and Globalization: Theory and Experience (Dwyer)
On the basis of assigned readings and the students’ internship experiences, we will explore the promises and challenges associated with the interaction of various segments of the global civil society. We will consider what entitlements and obligations characterize citizenship in different parts of the world, as well as how the conceptual and geographical boundaries of this citizenship are expanding. Open to students who have completed summer internships with the Center for Peace and Global Citizenship and, with the permission of the instructors, to other students who have had similar experiences.
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322b— Field Methods in Peace and Conflict Studies (Hébert)
An in-depth examination of crucial issues and particular cases of interest to advanced students in peace and conflict studies through common readings and student projects. Various important theories of conflict and conflict management are compared and students undertake semester-long field research. The second half of the semester focuses on student research topics with continued exploration of conflict-resolution theories and research methods. Prerequisite: Political Science 206, General Studies 111, or Political Science 247b.
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240b— History and Principles of Quakerism (Lapsansky)
The development of Quakerism and its relationship to other religious movements and to political and social life, especially in America. The roots of the Society of Friends in 17th-century Britain, and the expansion of Quaker influences among Third World populations, particularly the Native American, Hispanic, East African, and Asian populations.
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356a— Topics in Modern European History (Gerstein)
Seminar meetings, reports, and papers. May be repeated for credit with change of topic. Topic for fall 2000: St Petersburg : The History of an Image. An exploration of the changing meanings of the city in Russian history, using literature and art/architectural material as well as historical analysis.
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141a,b— International Politics (Mortimer)
An introduction to the major issues and trends in world politics, especially since World War II: realism and idealism, bi-polarity and multi-polarity, emergence of the “Third World,'' role of force and diplomacy, the post Cold War era, foreign policy-making, the United Nations, and humanitarian intervention.
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235a— African Politics (Wing)
Analysis of political change in Africa from the colonial period to contemporary politics. Selected case studies will be used to address central themes including democracy, human rights, gender, interstate relations, economic development, and globalization. Prerequisite: One course in comparative politics or international relations, or consent of instructor.
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245a— The State System (Mortimer)
Theoretical and policy issues growing out of the state system model of international politics. Selected case studies in foreign policy and international political economy and issues in regional sub-systems and North-South relations also are studied. Prerequisite: One course in international politics, or comparative politics, or consent of instructor.
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235b- Class, Race, and Education (Gould)
An examination of the effects of class and race on educational and occupational outcomes, emphasizing the contemporary United States.
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