IGA-218: Inclusive Security

Semester: Winter / January 2015Instructor: Ambassador Swanee HuntCourse Schedule: Sunday, January 4 – Friday, January 16

(Some evening commitments)Location: HKS, Littauer 280 (January 5 to 16); HKS, Starr Auditorium (January 10 & 11), and 168

Brattle Street (January 4 & 15)Office: Taubman 128 (Center for Public Leadership)Office hours: TBDCourse assistant: Rachel Rosenberg (Rachel.Rosenberg@tufts.edu)CA office hours: By appointment

Our class will address these key questions: Do foreign policy experts need to recognize untapped resources to avert or resolve conflict? How do gender stereotypes impact public policies regarding violent conflict? What have women’s experiences been, across cultures, in confronting violent conflict? What are the dynamics between women-led, community-based initiatives and politics? What steps can policy makers take to benefit from these initiatives? Namely, what is the status

of various conflict areas’ policies addressing issues of “women, peace and security”?

Such questions have been raised at an abstract level and hotly debated by theorists. This course will take that debate to a practical, policy-oriented level, examining the work of women in troubled regions worldwide. We will tease out the unexamined framework of successful women-led initiatives from conflicts around the world.

My aim is to offer you not only my experience and conceptual thinking, but also to draw on your wisdom and to introduce you to experts from around the world. In this course you will bridge theory and practice. We will have as our guests 20-24 respected women leaders from various conflict areas.

The countries below are anticipated for the Winter/January 2015 course. As the class begins, students will choose 1-2 additional regions or countries, depending on class size and interests.

Brazil Kenya Myanmar Nigeria Pakistan Syria

Participants will be women exercising leadership that is stabilizing their country or region. In the most difficult circumstances, they are examples of the difference women make when they are around major decision-making tables, with formal or informal authority. We will hear first-hand their strategies and reflections on how women play a critical role in preventing violent conflict, ending hostilities, implementing peace agreements, mobilizing their communities to reconcile, and rebuilding post-conflict. You will have the opportunity to individually interview women in more depth. Doing so, you’ll break new ground in your analysis of what these leaders are doing in the face of war, thinking through how you, after you leave graduate school, will create bridges between them and policy makers

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(including yourself). You will also have access to an extensive video library of interviews with women leaders in other conflict areas, including Afghanistan, Bosnia, Colombia, Iraq, Israel/Palestine, Libya, Myanmar, Nepal, Russia, Rwanda, Sudan/South Sudan, and Pakistan, among others.

You will enter the classroom with your own wealth of experiences and intellectual curiosity. You will leave this course with:

1) greater understanding of several regions of violent conflict, with a focus on national policies related to UNSCR 1325;

2) increased understanding of the traditional policy-making process;3) new thoughts about the impact of gender on public policy;4) insights about the role of women in peacebuilding efforts; 5) rationale for you, future leaders, to include all stakeholders around the policy-making table;6) concrete strategies to move under-represented groups into the policy-making arena;7) honed professional negotiation, advocacy, writing and presentation skills; and 8) personal insights into yourselves and your colleagues.

Student Profile:No prerequisites. Men are especially encouraged. Students from Fletcher, MIT, etc. are welcome. The class make-up typically spans a wide range of experiences and perspectives, including students from different Harvard graduate schools.

Auditors:Auditing students have two options: audit-only or audit-active. Audit-only students attend classes but do not participate in group projects (presentations, briefings) and generally do not speak in class discussions. Audit-active students complete readings, attend classes, participate in discussions, and engage in both the conflict presentation and policy briefing. Auditing students must decide whether to be audit-active prior to the first day of class and should not expect to switch to audit-only during the course.

Grading Breakdown Class Participation (30%) Conflict Presentation (15%) Final Policy Briefing (45%) Reaching In, Reaching Out (10%)

Assignments are due 30 minutes before the start of class and should be posted on the course website unless otherwise noted. Points will be deducted from your grade for each day an assignment is late.

Class Participation Each student will contribute to a rich class discussion. Readings are weighted toward the beginning of the course to allow you to choose other readings tailored to your specific interests later in the course. Before each class, post any questions or comments you have about the readings to the course Wordpress site. The quality of your comments matter more than the quantity.

You are expected to have completed the required readings for each class; if you have not, you should not enter the class discussion. Learning happens most thoroughly with a balance of studying others’ ideas and your own direct experiences, so you will be encouraged to discuss your professional and personal experiences in class.

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You will work in small groups for the two major course assignments. Your grade will be determined by your ability to work with this group; such work can be the most challenging aspect of the course. With that in mind, it will benefit you to jointly establish goals, roles, and norms during your first meeting. You will have the opportunity to assess not only your own performance, but that of your teammates as well.

Group Conflict Presentation (Friday, January 9) Students will be given a chance to focus on one conflict area. Each group of four or five students will give a 30-minute presentation outlining the roots of their conflict. Your group presentation should reflect a nuanced understanding of the diverse forces that drive hostilities in your assigned country. You should not explore women’s contributions to peacebuilding in your conflict area, as that is the purpose of the final policy briefing. Rather, your goal is to provide your classmates the history of your conflict and an overview of the current environment. Be sure to be creative in this presentation; you may use PowerPoint, pictures, film clips, music, or other aids.

Final Policy Briefing (Wednesday, January 14) Each student group will give a 30-minute briefing to a major policy maker. The briefing will press the case that women should be included in efforts to avert conflict, launch a peace process, and/or stabilize a conflict area. The content of each presentation will depend on the policy maker being persuaded. You may use PowerPoint, pictures, or other aids appropriate to the setting.

In addition to the verbal presentation, you will prepare a written briefing of up to 14 pages, which you will submit to the course assistant for circulation in class. The briefing should have an enticing introduction and a compelling conclusion; outside references may be noted within the text or as endnotes or footnotes (if endnotes, those pages are included in the 14). Your assigned readings for January 15th will be your classmates’ written briefings; you will critique their written work and provide feedback following their verbal presentations.

Both the written and verbal briefings should include:1) a discussion of the nature of the conflict as it relates to the policy maker’s organization;2) critical information about the role women currently play in the society in general, and in the

conflict specifically;3) in-depth description and analysis of the work of a few women you recommend be included in the

policy maker’s work in the conflict (include our guest experts as primary resources); 4) specific ways the policy maker could involve women in current agency programs;5) financial cost-benefit discussion; 6) appraisal of the political pitfalls and opportunities this recommendation will entail.

Each group will present its briefing to a policy maker of its choice, played by Ambassador Hunt or a guest. Student groups should identify a leading policy maker in any of several agencies or organizations who will have enough clout to make a difference. Suggested organizations include the U.S. Military, U.S. State Department, Middle East Institute, European Union, Council on Foreign Relations, World Council of Churches, Anti-Defamation League, International Crisis Group, UN Security Council, UN Secretary General’s Office, UN High Commission for Human Rights, UN High Commission for Refugees, Central Intelligence Agency, or government leaders in individual countries.

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The discussion following each policy briefing will assess strategies used, the power of the presentation, and suggestions for improvement. Group grades will be based on presentation clarity and tightness, persuasion of the arguments, and the accompanying written briefing.

Word to the Wise: The written briefing will be assessed according to professional standards, i.e., no grammatical, punctuation, or spelling errors; no font size inconsistencies, dangling headings, etc. When you hand the briefing to the policy maker, you are saying, “This is the very best I am capable of producing.”

Each of you is responsible for the whole product, even if you were the original drafter of a specific segment. You are welcome to submit your written briefing for review and preliminary comments the day before your final submission. However, even the early submission should be in polished form.

Reaching In, Reaching Out Each student will submit two short writings: a letter to the editor (200 words) and a personal integrative journal entry (500 words).

Your letter to the editor will be written to a major news outlet in response to a current event relevant to this course. It will respond to an article recently published in the newspaper or to the overall approach of the newspaper to the issue at hand.

Your journal entry will synthesize the readings, assignments, and class discussions through the lens of your personal experiences and will be read only by the teaching staff. The writing should be thoughtful, demonstrating your personal growth in the class and referencing the readings.

Resource Suggestions from Institute for Inclusive Security:

Inclusive Security Library List (will be circulated by email)

The Georgetown Women, Peace & Security research repository: http://iwpsd.libguides.com/content.php?pid=339544&sid=2776115

YouTube channel: https://www.youtube.com/user/inclusivesecurity

Website resources section: http://www.inclusivesecurity.org/explore-resources/

Website publications library: http://www.inclusivesecurity.org/explore-resources/research-and-publications-library/

REQUIRED BOOKS

Anderlini, Sanam. Women Building Peace, What They Do and Why it Matters (2007). Entire book. Available at the Harvard COOP or Amazon.com.

Hudson, Valerie, et al. Sex and World Peace (2012). Chapters 3, and 4. Available as a hardcopy course pack at the Course Materials Office (G7 Belfer, call 617-495-1372 for hours).

Cohn, Carol. Women and Wars (2013). Foreword, Chapters 5-7 and 10, 8-9 highly recommended. Available at the Harvard COOP or Amazon.com.

CLASS SESSIONS

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Reading Period: January 2 - 4

Welcome Dinner: Sunday, January 4 (Ambassador Hunt’s home: 168 Brattle Street)

Schedule 4:00 – 9:00 Dinner and introductions, discuss presentation styles

Assignment Please write a 2-3 sentence bio of yourself and one sentence highlighting what you want to get

out of the class. Send your bio, along with a photo, to the course assistant by noon on Saturday, January 3.

Please write “Five Interesting Things About Me” on the class’s WordPress page by noon on Sunday, January 4.

Please complete the 30min assigned Implicit Association Test following the Dinner on Sunday night. Details and the link will be distributed at Dinner. This assignment should be complete by class time on Monday, January 5.

Class Session 1: Monday, January 5 (Room: Littauer 280)Introduction to Course: Gender

Schedule9:00 – 10:30 Overview of the course and syllabus review  10:30 – 10:45  Break10:45 – 11:30  Basketball film and discussion 11:30 – 12:15  Threaded reading discussion 12:15 – 1:00  Lunch1:00 – 2:30    Implicit Association Test discussion2:30 – 3:00         Choose conflict areas3:00 Small group conflict presentation prep

Required Readings Woolley, Anita, et al. “Evidence for a Collective Intelligence Factor in the Performance of

Human Groups.” Science. Vol. 330, no. 6004, October 2010: 686-688. Vedantam, Shankar. “Invisible Current,” pp. 88-111 in The Hidden Brain. Spiegel & Grau,

2010. Bohnet, Iris. “Gender Equality: A Nudge in the Right Direction.” The Financial Times, October

13, 2010. “Women in Government.” Catalyst, 2012. Nye, Joseph S. “When Women Lead.” Project Syndicate. February 8, 2012. Gerzema, John, and Michael D'Antonio. The Athena doctrine: How women (and the men who

think like them) will rule the future. John Wiley & Sons, 2013. Read the Introduction and choose one country chapter, to be presented to your peers in class as a case study.

Bowles, Hannah Riley. “Psychological Perspectives on Gender in Negotiation.” Chapter 28 in The SAGE Handbook of Gender and Psychology. Ryan, Michelle and Nyla Branscombe, eds. Sage Publications Ltd. 2013.

Recommended Readings

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Slaughter, Anne-Marie. “Why Women Still Can’t Have It All.” The Atlantic, July-August 2012. Sandberg, Sheryl. “Why we have too few women leaders.” TEDTalk, December 2010.

http://www.ted.com/talks/sheryl_sandberg_why_we_have_too_few_women_leaders.html#226000

Brizendine, Loann, “The Female Brain.” The Washington Post, August 20, 2006. Carey, Bjorn. “Men Enjoy Physical Revenge.” LiveScience, January 18, 2006. Rilling, James et al. “Neural Basis for Cooperation.” Neuron. Vol. 35, Issue 2, 2002: 395-405. “A Study in Leadership: Why Women Do It Better Than Men.” Zenger Folkman, 2012.

Class Session 2: Tuesday, January 6th (Room: Littauer 280)Conflict

Schedule9:00 – 10:30 Presentation: Security Concepts10:30 – 10:45 Break10:45 – 11:30 Threaded reading discussion, Anderlini11:30 – 12:45 HOLD: Zainab Salbi Presentation; Grassroots Leadership in Ending Conflict:

Zainab Salbi, Founder of Women for Women International1:15 – 2:45 Fukuyama article debate 2:45 – 4:00 Film clips and discussion: Iron Ladies of Liberia

Required Readings Fukuyama, Francis. “Women and the Evolution of World Politics.” Foreign Affairs,

September/October 1998: 24-40. Ehrenreich, Barbara. “Men Hate War Too.” Foreign Affairs, Jan/Feb 1999: 118-122. Jaquette, Jane S. “States Make War (A Response to Fukuyama’s “Women and the Evolution of

World Politics).” Foreign Affairs, Jan/Feb 1999: 128-129. Wrangham, Richard and Dale Peterson. “The Gentle Ape.” Demonic Males. Mariner Press,

1997: 200-219. Ehrenreich, Barbara. Commencement speech at Barnard College, 2004. McDermott, Rose. “Testosterone, Cortisol, and Aggression in a Simulated Crisis Game.”

University of Nebraska, 2006. McIntyre, Matthew. “Sex differences in aggression during a simulated war game.” Harvard

University, 2007. Adnan, Indra. “Men, Step Aside: Tackling Terrorism is Women’s Work.” The Guardian, July

27, 2006. Koch, Michael, and Fulton, Sarah. “In the Defense of Women: Gender, Office Holding and

National Security Policy in Established Democracies.” Texas A&M University, n.d.

Recommended Reading Martin, Sarah. “Must Boys Be Boys? Ending Sexual Exploitation and Abuse in Peacekeeping

Missions.” Refugees International, 2005. Strickland, Richard and Nata Duvvury. Gender Equity and Peacebuilding: From Rhetoric to

Reality: Finding the Way. Washington, D.C.: International Center for Research on Women, 2003: 1-48.

Marshall, Donna Ramsey. Women in War and Peace: Grassroots Peacebuilding. Washington, D.C.: United States Institute of Peace, 2000.

Hunt, Swanee and Cristina Posa. “Women Waging Peace: Inclusive Security.” Foreign Policy, May 1, 2001.

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Beaman, Lori, et al. “Female Leadership Raises Aspirations and Educational Attainment for Girls: A Policy Experiment in India.” ScienceXpress, 2011.

Class Session 3: Wednesday, January 7th (Room: Littauer 280)Gender and Conflict

Schedule9:00 – 9:05 Video: Re-set the Peace Table9:05 – 10:15 Swanee Presentation: Why Women 10:15 – 10:30  Break10:30 – 11:15 Threaded reading discussion11:15 – 11:30 Break 11:30 – 12:30  Video and discussion: Asha in Somalia 12:30 – 1:00 Lunch1:00 – 2:00 Swanee Presentation: Making of the Institute2:00 – 3:15 Video and discussion: Pray the Devil Back to Hell

Required Readings “Building Inclusive Security: Asha Hagi Elmi and the Somalia Peace Process.” WAPPP/HKS

Case, 2006. Secretary of State Hillary Clinton. Remarks on Women, Peace, and Security delivered on

December 19, 2011. Pinker, Steven . The better angels of our nature: The decline of violence in history and its

causes . Penguin UK, 2011 . Read the Preface and Ch. 10: The Pacifist’s Dilemma and Feminization.

O’Neill, Jacqueline “Allies and Assets: Strengthening DDR and SSR Through Women’sInclusion,” Chapter 5 in Monopoly of Force, Melanne Civic and Michael Miklaucic, eds. Washington, D.C.: NDU Press, 2011.

Recommended Readings Chatellier, Sarah and Shabana Fayyaz.“Women Moderating Extremism in Pakistan.” Institute

for Inclusive Security, August 2012. Chatellier, Sarah and Shabana Fayyaz. “Women’s Roles in Post-conflict Reconstruction and

Rehabilitation in Pakistan.” Institute for Inclusive Security, August 2012. McGhie, M. and E. Njoki Wamai. “Beyond the numbers: Women’s participation in the Kenya

National Dialogue and Reconciliation.” Centre for Humanitarian Dialogue, March 2011. Goldstein, Joshua S. War and Gender: How Gender Shapes the War System and Vice Versa.

New York: Cambridge University Press, 2001: 264-331. Eagley, Alice and Mary Johannesen-Schmidt. “The Leadership Styles of Women and Men.”

Journal of Social Issues, 57(4), 2001: 781-797. Florea, Natalie B., et al. “Negotiating from Mars to Venus: Gender in Simulated International

Negotiations.” Simulation & Gaming, 34(2), 2003: 226-248. “Ensuring Women’s Inclusion in the Process for Drafting the Libyan Constitution.” Institute for

Inclusive Security, 2012. “Women’s Participation in Peace Negotiations.” UNIFEM, 2010.

Class Session 4: Thursday, January 8th (Room: morning in Littauer 280; afternoon TBD)Gender and Conflict

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Schedule9:00 – 10:15 HOLD: Zainab Salbi Presentation; Grassroots Leadership in Ending Conflict: Zainab Salbi, Founder of Women for Women International10:15 – 11:30  Roleplay: East Conflictia11:30 – 12:00 Lunch 12:00 – 1:15 Tad & Cynthia presentation (Confirmed)1:15 – 1:30 Break1:30 – 2:45 Video: Sudanese Women Speak2:45 – 3:00 Break3:00 – 3:30 TENTATIVE: How to write a letter to the editor (SS moved from class session 5)

Class Session 5: Friday, January 9th (Room: Littauer 280)Student Presentations and Meet with International Women *(Timing on this day is tentative and will change according to how many groups are formed)

Schedule9:00 – 9:45 Group conflict presentation (1 of 6)9:45 – 10:30 Group conflict presentation (2 of 6)10:30 – 10:45 Break10:45 – 11:30 Group conflict presentation (3 of 6)11:30 – 11:45 Break11:45 – 12:30 Group conflict presentation (4 of 6)12:30 – 1:00 Lunch1:00 – 1:45 Group conflict presentation (5 of 6)1:45 – 2:30 Group conflict presentation (6 of 6)2:30 – 2:45 Break2:45 – 3:30 Group conflict presentation (7 of 7)3:30 – 4:15 Group conflict presentation (8 of 8)

5:00 – 6:30 Potential presentation at 168 Brattle Street6:30 – 9:30 Held at 168 Brattle Street: Dinner with women leaders

Gift exchange among women leaders

Saturday, January 10th

No Class

Class Session 6: Sunday, January 11th (Location: Starr Auditorium)Guest Presentations

Schedule 12:00 – 1:00 Class discussion: readings and discuss gift exchange (bring lunch)1:00 – 2:15 International women leaders’ presentation (1 of 6)2:15 – 2:30 Break2:30 – 3:45 International women leaders’ presentation (2 of 6)3:45 – 4:00 Break4:00 – 5:15 International women leaders’ presentation (3 of 6)5:15 – 6:00 Class discussion: consolidating/reflecting

Assignment

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Letter to the Editor: 200 words submitted to a news organization such as the New York Times, Washington Post, Boston Globe, Huffington Post, or Global Post. Clear with the course assistant for other news organizations. Post a copy of your submission, including details of where it was submitted, to the course page before class.

Required Readings “Special Report: Role of Women.” United States Institute of Peace. 2006. “Role of Women in Peacekeeping.” Women in International Security, 2006. Annual Conference Report. The Kroc Institute, 2006: 14-20. Hunt, Swanee. “Let Women Rule.” Foreign Affairs, May/June 2007. Pray the Devil Back to Hell, PBS Documentary, 55 minutes: http://www.pbs.org/wnet/women-

war-and-peace/full-episodes/pray-the-devil-back-to-hell/

Class Session 7: Monday, January 12th (Location: Starr Auditorium)Guest Presentations

Schedule8:15 – 8:45 Informal breakfast with women leaders (JFK Forum, Recommended interview time)8:45 – 9:00 Prepare for Presentations9:00 – 10:15 International women leaders’ presentation (4 of 6) 10:15 – 10:30 Break 10:30 – 11:45 International women leaders’ presentation (5 of 6)11:45 – 12:30 Lunch12:30 – 1:45 International women leaders’ presentation (6 of 6) 1:45 – 2:30 Class discussion: consolidating/reflecting2:30 – 3:00 Presentation: How to Brief a Policy Maker

Required Readings Enloe, Cynthia. “Demilitarization – or More of the Same? Feminist Questions to Ask in the

Postwar Moment,” in The Postwar Moment. Cockburn, Cynthia and Dubravka Zarkov, eds. London: Lawrence & Wishart, 2002: 22-32.

Enloe, Cynthia. “Conclusion: The Personal is International.” Bananas, Beaches & Bases: Making Feminist Sense of International Politics. Berkeley: University of California Press, 1989: 195-201.

UN Security Council Resolution 1889 on women’s participation in post-conflict (2009). UN Security Council Resolution 1325 (2000). UN Security Council Resolution 2122 (2013). “Facts and Figures: Peace and Security.” UN Women, 2013. G-8 Resolution: Conclusions of the Meeting of the G8 Foreign Ministers, G8 Roma Initiatives

on Conflict Prevention (2001).

Recommended Readings UN Security Council Resolution 1820 on sexual violence during wars, 2008. UN Security Council Resolution 1888 mandating peacekeeping operations to prevent sexual

violence, 2009. “Securing the Peace: Guiding the International Community Towards Women’s Effective

Participation throughout Peace Processes.” UN Development Fund for Women, October 2005: 1-18.

Moser, Caroline and Annalise Moser. “Gender Mainstreaming Since Beijing: A Review of

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Success and Limitations in International Institutions.” Gender and Development, 13:2, 2005: 11-22.

“Press Release: Council Hears Arguments for Broader, More Systemic Participation of Women in Peacekeeping, Peace-Building Operations.” UN Security Council, 2002.

Disney, Abby. Women, War, and Peace Series. http://www.pbs.org/wnet/women-war-and-peace/category/full-episodes/. Five episodes in total, see especially the documentary on Afghanistan (http://www.pbs.org/wnet/women-war-and-peace/full-episodes/peace-unveiled/) and Colombia (http://www.pbs.org/wnet/women-war-and-peace/full-episodes/the-war-we-are-living/).

Women@Google: International Women’s Commission http://www.youtube.com/watch?v=CLKzqt563R8&feature=user

Tuesday, January 13th Work Day

Schedule5:30 Policy briefs due (nonnegotiable)6:00 – 7:30 Institute of Politics JFK Forum: Title forthcoming.

Women leaders will be featured in a JFK Forum event about women’s leadership for peace and security.

Class Session 8: Wednesday, January 14th (Room: Littauer 280)Policy Brief Presentations

Schedule9:00 – 5:00 All policy briefings and debriefings

(Duration of each presentation will vary)5:00 – 7:00 Break and travel time

7:00 – 10:00 Global Gala with guest experts (dress code: festive heritage dress)Ambassador Hunt’s home: 168 Brattle Street

Required Reading All policy briefings of your classmates, available on the course page.

Class Session 9: Thursday, January 15th (Location: 168 Brattle Street)

Schedule11:00 – 12:00 Presentation: Public Service, Private Sacrifice 12:00 – 1:00 Lunch with women experts1:00 – 2:00 Wrap-up and farewells (women leaders leave) 2:00 – 3:00 Course takeaways

Final Assignment Send confidential journal entries to the course assistant via email by 5:00 PM, Friday, January

16th.

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