Course coordinator
Dr Sarah Teitt
Course overview
- Study period
- Semester 2, 2024 (22/07/2024 - 18/11/2024)
- Study level
- Postgraduate Coursework
- Location
- St Lucia
- Attendance mode
- Intensive
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Politic Sc & Internat Studies
Peacebuilding is an extraordinarily complex cross-cultural international venture. Moreover, it has emerged only recently as a recognised domain of policy and risen rapidly into prominence. Drawing on scholarly writing, case studies and role plays, this course examines some of the elements that make up peacebuilding and explores some of the political, ethical and practical dilemmas that characterise efforts to rebuild the society and political community of others.
In the decades following the Cold War’s end, peacebuilding acquired increasing prominence as an international means for responding to violent conflict and an instrument for preventing its recurrence. Peacebuilding is a valuable, complex and unavoidably political endeavour, subject to often conflicting policy frameworks, moral imperatives, end-goals, and practical methods.
This course delves deeply into the aims, dilemmas, paradoxes, weaknesses, and opportunities of contemporary peacebuilding. A problem-led syllabus prompts students to develop their own critical understanding of peacebuilding practices, as well as the most promising avenues for building peace. Putting a central political dilemma of peacebuilding at the heart of our enquiry—the tension between the undeniably international drivers of peacebuilding policy and the fundamentally local drivers of peace itself—students will be encouraged to apply a set of analytical tools and insights to their own areas of peacebuilding interest.
By charting the historical development of peacebuilding policy and the evolution of ideas about its practice, students will develop an empirical understanding of past attempts to build peace, critically analyse international policymaking processes, and explain change and continuity in peacebuilding policy. The course will also foster nuanced understanding of the theories of change underpinning different peacebuilding modalities as well as of the contradictions that often characterise contemporary peacebuilding efforts. Students will analyse the distinctive agendas, methods and contributions of the diverse range of peacebuilders, including the United Nations, international agencies, civil society, national actors, and women and young people.
Throughout the course, students are encouraged to bring a practical, real-world lens to bear on the study of peacebuilding’s many problems. How can peacebuilding work better? How should we evaluate efforts to build peace in some of the most difficult operating environments? What theories of success and failure can illuminate promising options for peacebuilding reform? What will it take to generate game-changing innovation to improve the impact of peacebuilding efforts?
Course requirements
Assumed background
This course does not assume prior knowledge of peacebuilding. However, some familiarity with international politics or peace and conflict studies would be highly beneficial. Courses in Conflict Resolution, Mediation, Indigenous Politics, Development Studies, Reconciliation and Peacekeeping are also very relevant.
Course contact
Course staff
Lecturer
Dr Sarah Teitt
Timetable
The timetable for this course is available on the UQ Public Timetable.
Additional timetable information
The course is taught in intensive mode.
Aims and outcomes
This course aims to introduce students to key elements of peacebuilding, to encourage a reflective, critical and practical appreciation of some of the ethical and political dilemmas that characterise it, and to explore ways of working with those dilemmas.
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Identify and understand different dimensions of and approaches to peacebuilding.
LO2.
Understand and explain some of the key ideas and assumptions associated with different approaches to peacebuilding.
LO3.
Have some practical and theoretical appreciation of ethical and political dilemmas involved in peacebuilding.
LO4.
Be aware of and able to articulate the challenges of working across cultures - conceptually and in concrete terms.
LO5.
Synthesise, analyse and critically assess key concepts and arguments presented in the relevant literature.
LO6.
Demonstrate, through research and communication, your understanding of the field.
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Participation/ Student contribution | Seminar participation | 20% |
31/07/2024 - 11/09/2024 |
| Paper/ Report/ Annotation, Essay/ Critique | Peacebuilding Case Study Analysis- 3000 words | 40% |
6/09/2024 2:00 pm |
| Essay/ Critique | Research Essay 2500 words | 40% |
11/10/2024 2:00 pm |
Assessment details
Seminar participation
- Mode
- Oral
- Category
- Participation/ Student contribution
- Weight
- 20%
- Due date
31/07/2024 - 11/09/2024
- Learning outcomes
- L01, L02, L03, L04, L05, L06
Task description
This course is taught in seminars to enable and encourage student-driven, independent learning. Focused discussion, whether as a whole class or in small groups, is intended to stimulate critical thinking about the ideas presented in readings and other course material, and to facilitate the exchange of perspectives through which students can deepen their understanding of peacebuilding.
Your active, informed participation is essential. You should prepare by completing all the required reading. You are also expected to read more widely, developing your own areas of particular peacebuilding interest, and following relevant current affairs.
Marks will not be awarded for attendance alone, nor for the frequency of contribution. You should attend seminars prepared to:
- Answer each module's question(s);
- Critique or defend particular readings;
- Reflect on any unexpected insights, or ‘surprises’, you encounter in the reading;
- Draw connections with previous modules' reading.
To prepare adequately, practice active reading. Begin by reviewing the module’s question and think about how you would answer it based on what you already know. Then skim each reading: what does it cover? What questions do you hope it will answer? Next, read the introduction and conclusion of each article, and identify what it argues and how it relates to the other readings. Finally, read the whole text of each article: what evidence does it present to support its argument(s)? What points do you agree and disagree with? What are you surprised by?
Assessment tasks are intended to evaluate a student’s abilities, skills, and knowledge. Unless explicitly stated otherwise in the assessment instructions, assessments are to be completed without the aid of Artificial Intelligence (AI) and Machine Translation (MT). Failure to comply with this direction may constitute student misconduct under the Student Code of Conduct.
Submission guidelines
Deferral or extension
You cannot defer or apply for an extension for this assessment.
Please contact the course coordinator if you are unable to attend a seminar.
Peacebuilding Case Study Analysis- 3000 words
- Mode
- Written
- Category
- Paper/ Report/ Annotation, Essay/ Critique
- Weight
- 40%
- Due date
6/09/2024 2:00 pm
- Learning outcomes
- L01, L02, L03, L04, L05, L06
Task description
For this assignment, students are asked to analyse and critically evaluate the implementation of peacebuilding in a specific conflict context/case (from 1990 to present).
Your case study should:
- Give a brief overview of the conflict context (i.e. historical background, key parties involved, and causes of conflict).
- Identify and analyse the peacebuilding initiative(s) and the key actors and stakeholders involved. This may include, inter alia, institution-building, governance and rule of law reforms, security initiatives such as DDR/SSR, transitional justice, economic recovery, local/grassroots peacebuilding initiatives. Students can choose to analyse a range of initiatives implemented (e.g. a UN peace operation mandate), or choose to focus on one specific domain (e.g., SSR, justice, or economic recovery).
- Critically evaluate the peacebuilding initiative(s). What was the impact of the initiative, and why? Students should consider questions such as: What was the theory of change that underpinned the peacebuilding initiative? Was this appropriate for the context? What dilemmas or challenges did peacebuilding actors encounter in implementing the initiative(s)? Were these appropriately considered and addressed? What lessons can be learned from the case study? Factors you might focus on include (but aren't limited to): local ownership, inclusivity of marginalized groups, and effectiveness of international support.
- Provide recommendations for improving peacebuilding practice: Based on your analysis, propose strategic recommendations for improving peacebuilding practice and enhancing sustainable peace in the context/case. Justify your recommendations with reference to lessons learned from the case study and relevant peacebuilding literature.
Assessment tasks are intended to evaluate a student’s abilities, skills, and knowledge. Unless explicitly stated otherwise in the assessment instructions, assessments are to be completed without the aid of Artificial Intelligence (AI) and Machine Translation (MT). Failure to comply with this direction may constitute student misconduct under the Student Code of Conduct.
Submission guidelines
Please note that submissions have to be made via the designated Turnitin Link (Blackboard), using Word-encoding( .doc, or .docx extensions).
Assignments for this course will be submitted electronically via Blackboard and using Turnitin.
In uploading an assignment via Turnitin you are certifying that it is your original work, that it has not been copied in whole or part from another person or source except where this is properly acknowledged, and that it has not in whole or part been previously submitted for assessment in any other course at this or any other university.
When you successfully submit your assessment to Turnitin after previewing the uploaded document (to make sure that you have chosen the correct file), you should see the “Submission Complete!” message. After this, a downloadable Digital Receipt will display on your Assignment Dashboard. It is your responsibility to download the Digital Receipt as proof of submission. Turnitin will not send this receipt to you automatically.
If you don’t see the downloadable receipt on your assignment dashboard, you should regard your submission as unsuccessful.
If the submission was not successful:
- Note the error message (preferably take a screenshot).
- Go to your assignment page and see if it is possible to submit again.
- If you cannot submit again, then email your course coordinator immediately.
Deferral or extension
You may be able to apply for an extension.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Unless an extension is granted, penalties for late submission apply. Students are penalised 10% of the maximum possible mark allocated for the assessment item for every calendar day that an assessment item is late.
Marks will be deducted each day for up to 7 calendar days, at which point the submitted item will not receive any marks unless an extension has been approved. Each 24-hour block is triggered from the time the submission is due.
Research Essay 2500 words
- Mode
- Written
- Category
- Essay/ Critique
- Weight
- 40%
- Due date
11/10/2024 2:00 pm
- Learning outcomes
- L01, L02, L03, L04, L05, L06
Task description
Essay questions will be posted on Blackboard in Week 3. Students who wish to propose their own research question should email question to course convenor by Week 4 for approval.
Assessment tasks are intended to evaluate a student’s abilities, skills, and knowledge. Unless explicitly stated otherwise in the assessment instructions, assessments are to be completed without the aid of Artificial Intelligence (AI) and Machine Translation (MT). Failure to comply with this direction may constitute student misconduct under the Student Code of Conduct.
Submission guidelines
Please note that submissions have to be made via the designated Turnitin Link (Blackboard), using Word-encoding( .doc, or .docx extensions).
Assignments for this course will be submitted electronically via Blackboard and using Turnitin.
In uploading an assignment via Turnitin you are certifying that it is your original work, that it has not been copied in whole or part from another person or source except where this is properly acknowledged, and that it has not in whole or part been previously submitted for assessment in any other course at this or any other university.
When you successfully submit your assessment to Turnitin after previewing the uploaded document (to make sure that you have chosen the correct file), you should see the “Submission Complete!” message. After this, a downloadable Digital Receipt will display on your Assignment Dashboard. It is your responsibility to download the Digital Receipt as proof of submission. Turnitin will not send this receipt to you automatically.
If you don’t see the downloadable receipt on your assignment dashboard, you should regard your submission as unsuccessful.
If the submission was not successful:
- Note the error message (preferably take a screenshot).
- Go to your assignment page and see if it is possible to submit again.
- If you cannot submit again, then email your course coordinator immediately.
Deferral or extension
You may be able to apply for an extension.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Unless an extension is granted, penalties for late submission apply. Students are penalised 10% of the maximum possible mark allocated for the assessment item for every calendar day that an assessment item is late.
Marks will be deducted each day for up to 7 calendar days, at which point the submitted item will not receive any marks unless an extension has been approved. Each 24-hour block is triggered from the time the submission is due.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Grade | Description |
|---|---|
| 1 (Low Fail) |
Absence of evidence of achievement of course learning outcomes. Course grade description: The student does not establish a viable or relevant question, does not address the question, shows no evidence of reading and minimal comprehension of the issues at hand. |
| 2 (Fail) |
Minimal evidence of achievement of course learning outcomes. Course grade description: The student provides a poor question, addresses the question poorly and shows very little evidence of reading. |
| 3 (Marginal Fail) |
Demonstrated evidence of developing achievement of course learning outcomes Course grade description: The student presents an adequate question, makes an effort to establish a single major argument for the essay and employs some research which is correlated with the argument. The student makes a visible effort to achieve adequate grammar, spelling and punctuation. Evidence of attempting to achieve a recognisable narrative flow appears throughout the assignment. The student addresses the question and shows evidence of required research and a basic grasp of the issues at hand. However, falls short of satisfying all basic requirements for a Pass. |
| 4 (Pass) |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: The student establishes a question, makes a reasonable effort to provide evidence to support a visible argument and employs an adequate research base to support the argument. Achieves a reasonable, if not completely coherent standard of grammar, spelling, and punctuation. A recognisable line of argument is sustained throughout the essay. The student answers the question and shows evidence of adequate research and a degree of understanding of the issues at hand. |
| 5 (Credit) |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: The student provides a good question, suitable evidence to support an argument and employs a comprehensive research base that directly relates to the topic, though it may not completely support the argument. Achieves reasonable levels of competence in grammar, spelling, punctuation and the development of key ideas. The student answers the question in a direct, well supported fashion and shows evidence of some wide reading and a reasonable understanding of the issues at hand. |
| 6 (Distinction) |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: The student demonstrates a very good grasp of the chosen topic and provides a considerable amount of evidence to support a clearly stated argument. The student employs a reasonably extensive and well-organised research base to structure evidence in support of the argument and achieves a high level of competence in grammar, spelling, punctuation and the progression of ideas and argument. The student answers the question in a direct, reasonably sophisticated fashion, employs wide research and shows a sound understanding of the issues at hand. |
| 7 (High Distinction) |
Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: The student demonstrates a highly sophisticated grasp of the topic and succeeds in addressing the question by providing a high level of evidence to support a clearly stated argument. The student employs an extensive and well organised research base to structure evidence in support of the argument and achieves impeccable levels of grammar, spelling, punctuation and narrative flow. The student answers the question in a direct and elegant fashion, employs significant research and shows a deep understanding of the issues at hand. |
Additional course grading information
Grades will be awarded on the following basis:
1.ﾠFailﾠ 1 - 19%
2. Failﾠ 20 - 44%
3. Failﾠ 45 ﾖ 49%
4. Passﾠ 50 - 64 %
5. Creditﾠ 65 - 74 %
6. Distinctionﾠ 75 - 84 %
7. High Distinctionﾠ 85 - 100 %
Supplementary assessment
Supplementary assessment is available for this course.
Additional assessment information
Word Length Penalty
Unless otherwise indicated, in the case of written submissions with a specified word count, you are given a +10% leeway on the upper word limit. If your written submission is over this leeway limit, it will attract a 10 percentage point penalty. For example, if your essay is 1,500 words, you may write up to 1,650 before attracting a word count penalty. If your essay exceeds the upper word limit, it will attract a 10% word count penalty. Therefore, if your essay is worth 40 marks, you will lose 4 marks from your allotted grade. Unless specified, penalties only apply to exceeding the word length, not for failure to write a sufficient amount.
Students should note:
• The Author-date in-text referencing system will count toward the word length;
• References in the Footnote referencing system will not count toward the word length. If you are using footnotes, any content included in footnotes beyond the specific text reference will count towards the word length.
Marking Criteria/Rubric
Marking criteria and/or marking rubrics are available in the ‘Assessment’ folder in Blackboard for this course.
Learning resources
You'll need the following resources to successfully complete the course. We've indicated below if you need a personal copy of the reading materials or your own item.
Library resources
Find the required and recommended resources for this course on the UQ Library website.
Additional learning resources information
This is an intensive course, which means we are packing a lot of learning materialﾠin each session. It is essential and expectedﾠthat students will complete allﾠrequired reading prior to each seminar.
Essay Guide
The School of Political Science and International Studies Essay Guide can be downloaded from the School’s Student Support webpage.
The Guide sets out guidelines you should follow in preparing written assignments.
Essay Writing Assistance
The School of Political Science and International Studies schedules regular “drop-in” sessions designed to provide one-on-one advice and assistance in essay planning and writing.
There is no need to make an appointment and you are encouraged to bring your essay with you.
The day and time of these sessions will be finalized at the beginning of each semester and published on the Student Support webpage.
Student Services
Student services offer a variety of short courses during the semester which will help you improve your study, research and writing skills and thus your academic performance in this course.
Library Resources
UQ Library offers training in software, assignment writing, research skills, and publishing and research management.
The University’s library holdings for Political Science and International Studies are primarily located in the Central Library.
There is a help desk in the Library. Students are also welcome to contact the BEL/HASS Librarians for assistance.
Email: librarians@library.uq.edu.au
Learning activities
The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.
Filter activity type by
Please select
| Learning period | Activity type | Topic |
|---|---|---|
Week 2 (29 Jul - 04 Aug) |
Seminar |
Day 1: Making Sense of Contemporary Peacebuilding What is peacebuilding? What are the dimensions of peacebuilding and who are the peacebuilders? How have understandings of peacebuilding changed over time? How has peacebuilding practice changed? What drives those changes? Learning outcomes: L01, L02, L03, L05, L06 |
Week 3 (05 Aug - 11 Aug) |
Seminar |
Day 2: Governance, Security, Economy What are the challenges, synergies, and tensions in peacebuilding and statebuilding? What are of the most frequent mistakes, problems, or failures associated with peacebuilding, particularly with regard to key dimensions of governance, security and rule of law, and economic recovery? How easy are these mistakes to avoid? How can peacebuilders learn from past practice and what should they be learning? Learning outcomes: L01, L02, L03, L04, L05, L06 |
Week 5 (19 Aug - 25 Aug) |
Seminar |
Day 3: Truth, Justice, Reconciliation What are the core principles and goals of transitional justice? How effective are the main mechanisms of transitional justice in addressing the drivers of conflict and preventing future violence? What are the main challenges, dilemmas, and critiques of transitional justice processes in efforts to reconcile divided communities and build and sustain peace? Learning outcomes: L01, L02, L03, L04, L05, L06 |
Week 6 (26 Aug - 01 Sep) |
Seminar |
Day 4: Race, Gender, Youth Why is inclusive peacebuilding considered essential for sustainable peace outcomes? Why is gender inclusion crucial in peacebuilding ? What are the key challenges to the meaningful inclusion of marginalized communities (e.g., women, youth, racial and ethnic groups) in peacebuilding initiatives? How is peacebuilding knowledge produced, and how can it be more inclusive? Learning outcomes: L01, L02, L03, L04, L05, L06 |
Week 7 (02 Sep - 08 Sep) |
Seminar |
Day 5: International Intervention, Local Ownership What do you understand by the term 'local ownership' in peacebuilding? What (or where) is 'local'? Why is local ownership so difficult to achieve in peacebuilding practice? Learning outcomes: L01, L02, L03, L04, L05, L06 |
Week 8 (09 Sep - 15 Sep) |
Seminar |
Day 6: Trends and Challenges--Environment, Climate Change, Technology How have environmental considerations been integrated into peacebuilding strategies? How does climate change exacerbate existing conflict dynamics, and what strategies can be implemented to mitigate these risks in peacebuilding efforts? How has technology transformed peacebuilding? What are the challenges in leveraging technology and data-driven approaches to enhance the effectiveness and efficiency of peacebuilding initiatives? Learning outcomes: L01, L02, L03, L05, L06 |
Additional learning activity information
What is the relationship between environmental issues and peacebuilding? How does climate change exacerbate existing conflict dynamics, and what strategies can be implemented to mitigate these risks in peacebuilding efforts? How has technology transformed peacebuilding, and what are the key technological innovations driving these changes? What are the challenges in leveraging technology and data-driven approaches to enhance the effectiveness and efficiency of peacebuilding initiatives?
Policies and procedures
University policies and procedures apply to all aspects of student life. As a UQ student, you must comply with University-wide and program-specific requirements, including the:
- Student Code of Conduct Policy
- Student Integrity and Misconduct Policy and Procedure
- Assessment Procedure
- Examinations Procedure
- Reasonable Adjustments - Students Policy and Procedure
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.