Information Package / Course Catalogue
| Political Science and International Relations | |||||
| Bachelor | Length of the Programme: 4 | Number of Credits: 240 | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF: Level 6 |
Ders Genel Tanıtım Bilgileri
| School/Faculty/Institute | Faculty of Econ., Admin. and Social Sciences | ||||
| Course Code | POLS 442 | ||||
| Course Title in English | Humanitarian Intervention and the Responsibility to Protect | ||||
| Course Title in Turkish | İnsancıl Müdahale ve Koruma Sorumluluğu | ||||
| Language of Instruction | EN | ||||
| Type of Course | Flipped Classroom | ||||
| Level of Course | Intermediate | ||||
| Semester | Spring | ||||
| Contact Hours per Week |
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| Estimated Student Workload | 130 hours per semester | ||||
| Number of Credits | 5 ECTS | ||||
| Grading Mode | Standard Letter Grade | ||||
| Pre-requisites | None | ||||
| Expected Prior Knowledge | None | ||||
| Co-requisites | None | ||||
| Registration Restrictions | Only Undergraduate Students | ||||
| Overall Educational Objective | To gain an analytical understanding on the humanitarian intervention and the Responsibility to Protect through case studies. | ||||
| Course Description | Humanitarian intervention and the Responsibility to Protect course will provide students with a philosophical background of humanitarian intervention for the prevention and stopping mass atrocity crimes. Theoretical thinking will be enhanced by case analysis from both recent historical and contemporary examples. Students will recognize academic and political discussions on humanitarian intervention and the Responsibility to Protect by analysing the dilemma between discourses and their practical reflections on the international relations agenda. Beyond conceptual and practical understanding of the humanitarian intervention, students will also analyse the role of international society’s actors, at different levels, during the institutionalization and the evaluation of these concepts and the decision-making procedures for their implementation. | ||||
| Course Description in Turkish | Insancıl Müdahale ve Koruma Sorumlulugu dersi, öğrencilere, öncelikle, kitlesel suçların önlenmesi ve durdurulması bağlamında ele alınan insancıl müdahale kavramının felsefi altyapısını sunmayı hedeflemektedir. Teorik düşünce yakın tarihten ve günümüzden seçilen vaka analizleriyle güçlendirilir. Öğrencilerin, insancıl müdahale ve Koruma Sorumluluğu konularında söylemler ve uluslararası ilişkiler gündemindeki pratik yansımaları arasındaki ikilemleri analiz ederken, hem akademik hem siyasi tartışmaların da içeriğini kavramaları amaçlanır. Bu dersle, insancıl müdahalenin, kavramsal ve eylemsel anlayışının ötesinde, kavramın kurumsallaşma ve hayata geçirilmesinde kullanılan karar verme prosedürleri ile uluslararası toplumun farklı düzeydeki aktörlerinin rolleri analiz edilir. |
Course Learning Outcomes and CompetencesUpon successful completion of the course, the learner is expected to be able to:1) comprehend conceptual framework of humanitarian intervention and the Responsibility to Protect (R2P); 2) analyze historical and contemporary cases of humanitarian intervention and R2P; 3) discuss inherent dilemmas of both humanitarian intervention and R2P that avoid their full implementation; 4) analyze the role of international actors at different levels to recognize the content of discussions on humanitarian intervention and R2P. |
| Program Learning Outcomes/Course Learning Outcomes | 1 | 2 | 3 | 4 |
|---|---|---|---|---|
| 1) Adequate knowledge of political history necessary to comprehend and effectively evaluate contemporary Political Science and International Relations issues. | ||||
| 2) Understanding of the fundamental concepts that exist in the fields of social and behavioral sciences as well as the correlation between these concepts | ||||
| 3) Ability to analyze the fundamental theories in the field Political Science and International Relations and to assess their reflections into practice | ||||
| 4) Ability to critically discuss different aspects of theories and developments in Political Science and International Relations both individually and in the course of group work during classroom discussions. | ||||
| 5) Ability to conduct research independently, or with a team, about the developments taking place in the international arena, make foreign policy analyses, develop research-based conflict resolution models, and prepare comprehensive reports using computers and relevant software | ||||
| 6) Ability to take decisions as well as to implement these decisions by using the knowledge about the field and the skills that have been acquired during the undergraduate studies | ||||
| 7) Ability to recognize the relations between scientific thought and ethical behavior; pay attention to being tolerant and properly defend different ideas, ideologies and belief systems | ||||
| 8) Ability to work in international institutions and multicultural environments, with the help of the knowledge on different cultures, societies, political systems as well as linguistic skills acquired during the undergraduate studies | ||||
| 9) Ability to display language skills in English at minimum B2 level enough for debating with colleagues on issues of Political Science and International Relations, and also display language skills in a second foreign language at minimum A2 level enough for communicating in daily life | ||||
| 10) Ability to pursue lifelong learning as well as perform advanced/graduate studies in the field Political Science and International Relations and other social sciences disciplines in academic institutions at home and abroad |
Relation to Program Outcomes and Competences
| N None | S Supportive | H Highly Related |
| Program Outcomes and Competences | Level | Assessed by | |
| 1) | Adequate knowledge of political history necessary to comprehend and effectively evaluate contemporary Political Science and International Relations issues. | N | |
| 2) | Understanding of the fundamental concepts that exist in the fields of social and behavioral sciences as well as the correlation between these concepts | N | |
| 3) | Ability to analyze the fundamental theories in the field Political Science and International Relations and to assess their reflections into practice | N | |
| 4) | Ability to critically discuss different aspects of theories and developments in Political Science and International Relations both individually and in the course of group work during classroom discussions. | N | |
| 5) | Ability to conduct research independently, or with a team, about the developments taking place in the international arena, make foreign policy analyses, develop research-based conflict resolution models, and prepare comprehensive reports using computers and relevant software | N | |
| 6) | Ability to take decisions as well as to implement these decisions by using the knowledge about the field and the skills that have been acquired during the undergraduate studies | N | |
| 7) | Ability to recognize the relations between scientific thought and ethical behavior; pay attention to being tolerant and properly defend different ideas, ideologies and belief systems | N | |
| 8) | Ability to work in international institutions and multicultural environments, with the help of the knowledge on different cultures, societies, political systems as well as linguistic skills acquired during the undergraduate studies | N | |
| 9) | Ability to display language skills in English at minimum B2 level enough for debating with colleagues on issues of Political Science and International Relations, and also display language skills in a second foreign language at minimum A2 level enough for communicating in daily life | N | |
| 10) | Ability to pursue lifelong learning as well as perform advanced/graduate studies in the field Political Science and International Relations and other social sciences disciplines in academic institutions at home and abroad | N |
| Prepared by and Date | , |
| Course Coordinator | AYŞEGÜL KİBAROĞLU |
| Semester | Spring |
| Name of Instructor |
Course Contents
| Week | Subject |
| 1) | Introduction to basic concepts of humanitarian intervention |
| 2) | Ethics of humanitarian intervention: Theoretical and practical discussions |
| 3) | Just War tradition: Philosophical background of just war |
| 4) | Just War tradition: Practical reflections of just war |
| 5) | Humanitarian intervention: Causes of humanitarian intervention |
| 6) | Humanitarian intervention: Dilemma of humanitarian intervention |
| 7) | Humanitarian intervention: Analysis of Somalia and Rwanda cases |
| 8) | Humanitarian intervention: Analysis of Bosnia and Kosovo cases |
| 9) | Responsibility to Protect: The content of R2P |
| 10) | Responsibility to Protect: Dilemma of R2P |
| 11) | Responsibility to Protect: Analysis of Libya and Syria cases |
| 12) | The interconnection between R2P and International Criminal Court |
| 13) | The mutuality between R2P and Women, Peace and Security Agenda |
| 14) | Analysis of Myanmar as a contemporary case for the R2P discussions |
| Required/Recommended Readings | Alex J. Bellamy, The Responsibility to Protect: A Defense, Oxford, Oxford University Press, 2015. Don E. Scheid, The Ethics of Humanitarian Intervention, Cambridge, Cambridge University Press, 2014. Kurt Mills and David Jason Karp (eds.), Human Rights Protection in Global Politics: Responsibilities and Non-State Actors, New York, Palgrave Macmillan, 2015. Nicholas J. Wheeler, Saving Strangers: Humanitarian Intervention in International Society, New York: Oxford University Press, 2000. Global Centre for the Responsibility to Protect: https://www.globalr2p.org/ European Centre for the Responsibility to Protect: https://ecr2p.leeds.ac.uk/ Human Rights Watch: https://www.hrw.org/ The United Nations: https://www.un.org/en/ Jamie Gaskarth, “Virtues in International Society”, European Journal of International Relations, 18(3), 2011, ss. 431-453. Jean Bethke Elshtain, “Just War and Humanitarian Intervention”, Proceedings of the Annual Meeting (American Society of International Law), Vol. 95 (April 4-7, 2001), 1-21. Ting Chun Ngai, “Was Iraq War a “Just War” or Just a War? An Analysis from the Perspectives of Just War Theory”, Open Journal of Political Science, 2019, 9, 373-382. Mohammed Ayoob, “Humanitarian Intervention and State Sovereignty”, The International Journal of Human Rights, Vol.6, No.1, (Spring 2002), pp. 81-102. Mona Fixdal and Dan Smith, “Humanitarian Intervention and Just War”, Mershon International Studies Review, Vol. 42, No. 2, (November 1998), pp. 283-312. Martha Finnemore, “Paradoxes in Humanitarian Intervention”, prepared for the Symposium on Norms and Ethics of Humanitarian Intervention at the Center for Global Peace and Conflict Studies, the University of California at Irvine, April 14, 2000 and revised September 2000, pp. 1-25. Alan J. Kuperman, “The Other Lesson of Rwanda: Mediators Sometimes Do More Damage than Good”, SAIS Review, 16/1, 1996, pp. 221-240. Ioan Lewis and James Mayall, “Somalia”, The New Interventionism, 1991-1994, James Mayall (ed), Cambridge, Cambridge University Press, 1996, pp. 94-127. United Nations Security Council, Resolution 733 (1992), S/23445, Statut of the International Tribunal for Rwanda, Resolution 955 of the Security Council, S/RES/955 (1994) Human Rights Watch “The Fall of Srebrenica and the Failure of UN Peacekeeping: Bosnia-Herzegovina”, Human Rights Watch, Vol. 7, No. 13, October 1995, 1-16. Christopher Greenwood, “Humanitarian Intervention: The Case of Kosovo”, Finnish Yearbook of International Law, Vol. X, 1999, 141-175. UN Security Council Resolution, S/PV.3082, 30 May 1992. Procès-Verbal 3988 of UN Security Council, 24 March 1999. Alex J. Bellamy, “The Three Pillars of the Responsibility to Protect”, Pensamionto Propio, 41, 2015, 35-64. Jennifer Welsh, “Norm Contestation and the Responsibility to Protect”, Global Responsibility to Protect (5), 2013, 365-396. Aidan Hehir, “Introduction: Libya and the Responsibility to Protect”, Libya, the Responsibility to Protect and the Future of Humanitarian Intervention, Aidan Hehir and Robert Murray (ed), London, Palgrave Macmillan, 2013, 1-14. Gareth Evans, “The Responsibility to Protect After Libya and Syria”, Adress by Professor the Hon Gareth Evans AC QC, Co-Chair, Global Centre for the Responsibility to Protect, to Annual Castan Centre for Human Rights Law Conference, Melbourn, 20 July 2010. Kristen Ainley, “The Responsibility to Protect and the International Criminal Court: Counteracting the Crisis”, International Affairs, 91:1, 2015, 37-54. Global Centre for the Responsibility to Protect, “Summary of the UN Secretary General’s 2020 Report on R2P, Prioritizing prevention and strengthening response: Women and the Responsibility to Protect”, 6 August 2020, https://www.globalr2p.org/publications/summary-of-the-un-secretary-generals-report-on-r2p-prioritizing-prevention-and-strengthening-response-women-and-the-responsibility-to-protect/ Martin Mennecke and Ellen E. Stensrud, “The Failure of the International Community to Apply R2P and Atrocity Prevention in Myanmar”, Global Responsibility to Protect, 13, (2-3), 2021, 111-130. | ||||||||||||||||||
| Teaching Methods | Lecture with expectation from students to actively contribute to class discussion. Weekly quiz will encourage students to listen and take part in classroom discussion and will help them to find out how they should develop their case study paper. | ||||||||||||||||||
| Homework and Projects | 1 case study research paper, weekly group presentation and weekly questionnaire submission | ||||||||||||||||||
| Laboratory Work | - | ||||||||||||||||||
| Computer Use | - | ||||||||||||||||||
| Other Activities | - | ||||||||||||||||||
| Assessment Methods |
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| Course Administration |
turan.aslihan@gmail.com Attendance and active participation are required. There would be no late presentations and make up exams unless medical report provided. If students fail to turn-in one of their assignments by the deadline due to an illness, an unfortunate circumstance, or a technical problem (such as an electricity cut), they need to notify the instructor by email as soon as possible and explain the situation. Written documentation supporting the reasons for missing a deadline is necessary for a makeup. If students are given a makeup opportunity, the makeup will take place at a time to be decided by the course instructor. The University requires honesty of all its members in their academic work. Students are also expected to strictly adhere to the following rules and regulations regarding academic honesty. Plagiarism and cheating constitute major violations of academic honesty. Plagiarism is the failure to acknowledge the source of information gathered in the preparation of class and written work. Submitting papers of others as your own, using sentences or paragraphs from another author without the proper acknowledgement of the original author, insufficient acknowledgement of the consulted works in the bibliography, all constitute plagiarism. Copying work from others or giving and receiving answers/information during exams either in written or oral form constitutes cheating. Any improper behavior, academic dishonesty or plagiarism is subject to the YÖK Disciplinary Regulation |
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ECTS Student Workload Estimation
| Activity | No/Weeks | Hours | Calculation | ||||
| No/Weeks per Semester | Preparing for the Activity | Spent in the Activity Itself | Completing the Activity Requirements | ||||
| Course Hours | 14 | 2 | 3 | 2 | 98 | ||
| Presentations / Seminar | 1 | 10 | 10 | 20 | |||
| Midterm(s) | 1 | 10 | 2 | 12 | |||
| Total Workload | 130 | ||||||
| Total Workload/25 | 5.2 | ||||||
| ECTS | 5 | ||||||