Academic Course Calendar - Gender and Peace Building - 2016 - 2017

Courses and Teachers
2016 - 2017 - Gender and Peace Building
Course listings are continously updated with new information
Courses Teacher Credits # Weeks Dates
UPEACE Foundation Course
Mandatory
Gal Harmat
(Israel)
Jan Breitling
(Germany)
Manish Thapa
(Nepal)
Mayumi Yamada
(Japan)
Mihir Kanade
(India)
Miriam Estrada-Castillo
(Ecuador)
Ross Ryan
(Canada)
3 credits
3 weeks
22 Aug-09 Sep 2016
8:45 AM - 11:45 AM At Council Room
Gender Theories and Practices
Mandatory
Ellyn Kaschak
(United States)
3 credits
3 weeks (NOTE: 15 September - National Day)
14 Sep-05 Oct 2016
8:45 a.m. - 11:45 a.m. At Classroom #1
The United Nations System and UPMUNC (Part I)
Mandatory
Miriam Estrada-Castillo
(Ecuador)
2 credits
2 weeks (NOTE: including one double session -day TBA- 8:45 a.m. to 4:15 p.m. - Notice that 17 October - National Day)
10-21 Oct 2016
8:45 a.m. - 11:45 a.m. At Council Room
Gender in Peace Building and Human Security
Mandatory
Gal Harmat
(Israel)
3 credits
3 weeks
26 Oct-15 Nov 2016
8:45 a.m. - 11:45 a.m. At Classroom #1
Research Methodology
Mandatory
Ross Ryan
(Canada)
3 credits
3 weeks
21 Nov-09 Dec 2016
8:45 a.m. - 11:45 a.m. At Council Room
Global Law and Human Rights
Optional
Valentina Volpe
(Italy)
1 credits
1 weeks
28 Nov-02 Dec 2016
1:15pm - 4:15pm. At Classroom #1
Gender Mainstreaming in Peacekeeping Operations and in Humanitarian Assistance
Mandatory
Mayumi Yamada
(Japan)
3 credits
3 weeks
9-27 Jan 2017
1:15 p.m. - 4:15 p.m. At Classroom #1
The Kurds between Past and Present Genocides in Iraq: Fresh Hopes or New Tragedies?
Optional
María Rita Corticelli

Mohammed Ihsan

3 credits
3 weeks
9-13 Jan 2017
8:45am - 11:45am. At Classroom #1
Gender, Environment and Sustainable Development
Mandatory
Cordula Reimann
(Germany/Switzerland)
3 credits
3 weeks (NOTE: including one double session - day TBA - 8:45 a.m. - 4:15 p.m.)
31 Jan-17 Feb 2017
8:45 a.m. - 11:45 a.m. At Classroom #3
Tools for Conflict Resolution and Transformation
Mandatory
Manish Thapa
(Nepal)
Ross Ryan
(Canada)
3 credits
3 weeks
22 Feb-14 Mar 2017
8:45 a.m. - 11:45 a.m. At Council Room
Gender and Media
Mandatory
Heather Kertyzia
(Canada)
2 credits
2 weeks
20-31 Mar 2017
8:45 a.m. - 11:45 a.m. At Classroom #2
Working in Conflict and Post-Conflict Areas - Field Training
Mandatory
Alvaro Sierra
(Colombia)
Ross Ryan
(Canada)
2 credits
1 week
3-7 Apr 2017
8:45 a.m. - 4:30 p.m. At Council Room
The United Nations System and UPMUNC (Part II)
Mandatory
Ross Ryan
(Canada)
1 credits
3 days
19-21 Apr 2017
8:45 a.m. - 4:15 p.m. At Council Room
Gender and people on the move: Trafficking, Refugees, Asylum Seekers and Migration
Mandatory
Adriana Salcedo
(United States)
3 credits
3 weeks (NOTE: including one double session on Friday 12 May - 8:45 a.m. to 4:15 p.m. - Notice that May 1 - National Holiday)
24 Apr-12 May 2017
1:15 p.m. - 4:15 p.m. At Classroom #4
Religion and Violent Extremism: The Case of Terrorism in the Name of Islam
Optional
Amr Abdalla
(Egypt)
1 credits
1 week
15-19 May 2017
8:45 a.m. - 11:45 a.m. At Council Room
Identity Politics, Inclusion and Peace Building
Mandatory
Arlinda Rrustemi
(Netherlands)
3 credits
3 weeks
17 May-06 Jun 2017
8:45 a.m. - 11:45 a.m. At Classroom #1
Graduation Project: Thesis (8 credits) or Internship (8 credits) or Capstone (5 credits)
Mandatory
UPEACE Resident Faculty

8 credits
-
12 Jun-31 Dec 2017



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COURSE DESCRIPTION

The UPEACE Foundation Course provides a critical and concise introduction to the broad field of “Peace Studies” for students in all UPEACE programs. It initially addresses key conceptual and theoretical underpinnings of the origins and development of peace studies as an interdisciplinary area within the fields of international relations and political economy, as well as a basic understanding of conflict analysis. Based on a critical analysis of policies, strategies, policies, institutions, organizations and movements, the course then examines a range of core issues, dimensions, perspectives and paradigms for understanding the root causes of conflicts and violence and constructive strategies to address them and build peace in contemporary global, international, regional, national and local contexts, including: conflict management, conflict resolution and conflict transformation; alternative discourse analysis; militarization and disarmament; human rights violations and promotion; gender inequalities, gender-based violence and gender mainstreaming; structural violence, human security, development and globalization; environmental sustainability; corporate social responsibility; cultural and religious identities; media’s role in conflict and peacebuilding; strategies of nonviolence; and peace education. This Foundations course will be essential in catalyzing the awareness, understanding and motivation of UPEACE students from diverse academic programmes to relate, ground or intersect their specific areas of academic and practitioner interest with core theoretical, conceptual and analytical ideas in peace studies.

This course intends to familiarize students with diverse gender theories and systems of domination and oppression. The course explores the central tenets and critiques of the main debates in feminism. The course will introduce the students to various conceptual and theoretical frameworks within feminism, honoring women’s agency and active participation. The course will stimulate critical thinking while providing an understanding of the processes involved in gender discrimination and oppression. Students will explore different frameworks for analyzing the differential impacts of power imbalances. This course will allow students to become familiarized with the central theories and frameworks within feminism and understand some of the core mechanisms that instill and perpetuate oppression. The course will cover the intersection of oppressed identities such as race, ethnicity, and sexual orientation, among others; and it will explore some of the mechanisms that create and perpetuate social inequality, such as privilege, structural oppression, gender stereotyping, socialization, discrimination, stigma and microaggression. The course will explore gender imbalance beyond victimhood to discuss women’s agency, as well as the role of feminism in creating social change.

Ever since its establishment in 1945, the United Nations has played a pivotal role in a great variety of affairs, large or small, international and national. As such the UN has played an incisive role in the lives of people around the world. Much of what the UN does is taken for granted and even goes unnoticed by the larger public, even as an oft quoted saying argues that ‘if the UN did not exist it would have to be invented’. At the same time, millions around the world look to the UN expecting it to address many of the enormous challenges faced by humankind. This complex dynamics is complemented by the fact that the UN is both reliant on what the member states want, while at the same time being much more than the sum of its members. This course provides a comprehensive and rigorous introduction into the UN system, including its origins and history, its organizational framework  and the  functioning of various organs, agencies, bodies and programmes.  Students will critically examine the most important areas of the UN mission including the key Charter pillars of international peace and security, economic and social progress and development and human rights as well as a growing list of priorities and initiatives (e.g., gender equality and  mainstreaming; eliminating gender-based violence; environmental protection; addressing climate change; post-2015 development agenda; Global Education First Initiative; action to counter terrorism; R2P, etc). In addition, the course offers a close look at some of the challenges the UN faces, and discusses various proposals for its reform. Students will also be encouraged to reflect on how UN priorities and initiatives can be constructively addressed in their respective fields and programmes of peace studies.

This course constitutes an advanced seminar in Gender Studies specifically as it applies to peace building, violence, conflict creation and resolution. It examines the complex relationships between gender(s), race, ethnicity, nationalism, religion, militarization and masculinities-femininities both in the domestic and the public spheres. The entire focus of the course is in assessing the possibilities of engendering, from a   power dynamics perspective, notions of peace, security conflict, justice, reconstruction, reparations, pre-post conflict gender arrangements and in challenging discourses and practices which invisibilize, minimize or justify the domination of women worldwide. It intends to give students a theoretical lens from which to examine Gender and Peace Building. The course also examines Gender equality as a prerequisite for Human Security as it allows for the capture of its socio- cultural dimension and strengthens the contributions to Peace Education. The course will also clarify education as a system involved in maintaining gender inequality. In addition, exemplars will be provided of how a critical and transformative education paradigm is essential in overcoming patriarchy and thereby contribute to the goals of peace building.

The central goal of this course is to provide the students with a critical understanding of research methodologies used in the social sciences, particularly those that are relevant to peace and conflict studies and peace-building. Students will also get an introduction into the field of peace education as a tool for various research fields in peace studies. Initially, students will explore conceptual and theoretical perspectives underlying various paradigms in research methodology, including modern and post-modern as well as quantitative and qualitative approaches. Informed by post-positivist concerns, the course will raise students’ awareness of their relational and ethical position vis-à-vis their research. Drawing on examples of studies in diverse conflict and peacebuilding contexts, students will also be introduced to the design and conduct of a research study including a range of specific research methods such as surveys, interviews, content analysis, case-studies, participatory action research, evaluation research, ethnography, and feminist and indigenous approaches. The orientation, process and potential of these approaches to enact change towards social justice will be examined. Drawing from several exemplars, some ethical considerations, accountability, strengths and limitations for making a difference in terms of social justice will also be discussed. Throughout the research process, ethical issues will be emphasised, especially gender equity and rights of subordinated groups.

Global governance deals with the complexity of current international relations and new developments of public international law and administrative law. In a progressively more fragmented international framework, global governance seeks to improve the capacity of the international community to face common challenges and global problems, given the absence of a world government. The paradox of ‘governance’ without ‘government’ lies at its core, looking “for order in disorder, for coherence in contradiction, and for continuity in change” (J. N. Rosenau).
Through the lenses of four important non-state actors, the course will introduce some of the fundamental concepts of the “law of global governance”, focusing in particular on the role that non-state actors can play in promoting higher human rights and democracy standards at the national level. The overcoming of the nation-state paradigm has been indeed one of the most important developments in the contemporary legal ‘brave new world’. In the last decade of the XX century, numerous non-state actors emerged as meaningful players in global governance issues, flanking states on the international scene. International/supranational organizations, international courts, legal experts, non-governmental organizations represent as many voices in the global governance discourse, which may in turn complement, threaten or reinforces state’s action in the global arena. After having introduced what global governance is (or should be), the course will analyze, through concrete case-studies, the role of the European Union, the Venice Commission, the UN Democracy Fund and the European Court of Human Rights in addressing new global governance challenges related with human rights protection and democracy promotion. In the conclusion it will examine the potential limits and possibility of rethinking global governance.

This course is designed to provide theoretical as well as field-based knowledge on the gender dimensions of peacekeeping and humanitarian assistance. Throughout the three weeks, the students will be exposed to the major trends that have been used for the integration of a gender perspective in peacekeeping and humanitarian fields. Students will critically examine the theories and policies that underpin programming to gain a thorough understanding of gender integration as an essential element in the delivery of effective programming in peacekeeping and humanitarian assistance. Students will also learn from the on-the-ground experience and knowledge of practitioners on how these theories and policies are put into practice in the field. At the end of the three-week course, the students shall have a deeper understanding and overview of the theory and praxis of gender mainstreaming in peacekeeping operations and humanitarian assistance as well as the ability to analyse any current situation from a gender perspective.

This course introduces students to the struggles of Kurds in the context of genocides committed against them in the past as well as in the current ongoing conflict against ISIS. It explores the Kurdish national movement and its prospects and challenges. At the end of the course, the students will have an understanding of the history of the Kurds in the Middle East with specific emphasis on the Kurds of Iraq from the birth of Kurdish nationalism to the present day. The first session will offer an overview of the history of the Kurds and their relation with the succeeding Iraqi governments. The second session will cover the history of genocides in Iraq against the Kurds and other minorities exploring the causes and the consequences for the political and social stability of the area. The third session will focus on the heritage that this culture of violence has created in the area and the genocides committed by ISIS. The fourth session will discuss the future of Iraq and the Kurds in the context of the Middle East. The last session will explore which is the future of Iraq as a country after the liberation of Mosul and the new balance of power born from the end of the war with ISIS and the definitive collapse of the order established in 1916 with the Sykes-Picot Agreement.

Based on theories and experiences from diverse cultural contexts, this course will provide students with a holistic and critical understanding of the linkages between gender, sustainable development, environment, and classic economic approaches. The notion of “development” itself will be critically analysed. The inequality between women’s and men’s access to and ownership of resources, along with power differentials in decision-making will be considered. Students will then focus on a more gender inclusive, eco-feminist model for participatory action. This directs the focus to issues of environmental justice, corporate and social responsibility and ethics, while raising questions about current strategies. The course also makes visible the differential impacts of global warming , climate change and scarcity of resources given that already women are the poorest in the planet an yet they are pivotal actors for survival and change.

Designed as an advanced workshop, this course provides a conceptual, theoretical and analytical understanding of, as well as practical skills in conflict analysis, negotiation, resolution and transformation essential in peacebuilding within and between states. Drawing on examples of complex conflicts involving nation-states, non-state groups, communities and citizens, students will examine various frameworks and tools for analyzing those conflicts, including the drivers, processes of escalation and conditions for de-escalation. The course will also provide basic knowledge, tools and skills in the vital strategy of negotiation in managing and resolving conflicts. It focuses on how the process of conducting diplomatic negotiations and other informal processes aimed at managing inter-state and intra-state conflicts have an impact on the outcomes of those conflicts, laying the foundations for outcomes ranging from stable peace to further escalation of violence. The workshop will also introduce students to various types and strategies of mediation as an important means of alternative conflict or dispute resolution. In the concluding sessions, students will examine the differences between conflict resolution and conflict transformation which focuses especially on addressing the root causes of conflicts, transforming and building long-term relationships with grassroots and community empowerment and fostering reconciliation.

As we have established in previous courses, media (in both its traditional and “new” forms) shapes our past, present, and future, and contributes in significant ways to the escalation of conflict and to practices of peace building. Here, we emphasize the gendered aspects of these processes.

In this course, we approach the media as a space for the negotiation of gendered identities, and interrogate the politics of representation from a multi-cultural and trans-disciplinary perspective. Our gender-focused analysis will address both the content of media messaging, and the wider social context of media production, activism, and advocacy. The agency of women in the media industry and the integration of gender in media NGOs will be considered in detail. Throughout the course, students are encouraged to engage with feminist critiques of media and communication studies, and to add their voices to contemporary debates on media, power, and gender.

Media is both an influential tool of socio-political and structural change, and an authoritative force for maintaining the status quo, and it is therefore essential to understand the full implications of its gendered dimensions.

This course is intended as a practical field exercise in conflict situations, as well as an academic seminar. The students will receive a basic training on how situations of stress or crisis influence them in a mental, physical, and professional ways. A series of scenarios drawn from contemporary conflict situations are presented to the participants as they simulate the work of journalists, NGO personnel and members of international organisations.

The UPEACE Model United Nations Conference (UPMUNC) is a graduate-level simulation of the real United Nations Organization, its most important specialized agencies, and other associated organizations. UPMUNC provides a common platform for UPEACE students and participants from several other universities to discuss international affairs and to gain a greater understanding of the procedures of the United Nations. Participants become familiar with key global issues by becoming part of the international decision making process to resolve them, and in so doing, are given an opportunity to apply their skills in negotiations, public speaking, and diplomacy.

Since gender is at the core of any migration process, the “Gender and People on the Move” course aims to explore, connect and better understand the various intersections between gender relationships, conflict dynamics and “forced” and “voluntary” migratory processes. On the one hand, we can say that gender shapes every step of the migration experience, from the very decision of who migrates, when or which channels migrants take and what happens to migrants along the way, to what takes place at their destinations. On the other hand, migration also shapes gender relations, roles and structures in different and usually complex ways, both at origin and destination.

The course will present the scope and complexity of migratory movements today. It starts with an analysis of the different types of migratory flows, the drivers and implications of each modality and the main theoretical approaches to study them from a gender perspective. We will explore issues of forced migration through the lives of refugees, stateless people and internally displaced persons (IDPs), as well as the so-called “economic migrants” and victims of sex and human trafficking. We will discuss and challenge the utility of this taxonomy. 

The course aims to develop knowledge of the religious, social, cultural and political roots of terrorism in the Muslim context, providing balanced frameworks that may lead to peaceful transformation.

The course does not start with a simplistic assumption that “religion has been the cause of all conflicts”.  Instead, the course studies critically the role of religion (along with other factors, such as nationalism, ethnicity, race, class, gender, among others) in contributing to conflict causes, influencing its persisting negative and destructive dynamics,  and in peacefully resolving and transforming conflicts.  

The course will be studied from the vantage point of the field of peace and conflict studies, using frameworks and models intended to deeply analyze several case studies from different parts of the world.  The course materials and activities will culminate in an exploration of methods and processes that would advance the positive peaceful role of religion and religious institutions in various types and levels of conflicts, and which are suitable for the realities of the 21st century.

The course will target a wide range of participants, including graduate students of The University for Peace and professionals interested in the topic of religion, conflict and peace.

This course will the complexity of genders, ethnicities races, sexual orientations, religions and their intersectionlity in contemporary peace keeping and peace building work. The course aims to deal with practical and theoretical aspects of identity and its effect on peace building and keeping in the field of conflict transformation and prevention. While notions of Hegemonic masculinies and feminities are questioning what constitute gender vs sex. The course will explore contemporary concepts that attempt to bridge conflicting identities and politicize the process of identity fluidity and development.

The Graduation Project is a concluding academic requirement intended to be a comprehensive and capstone outcome of the student educational performance. It is a higher academic exercise that enables the student to demonstrate the ability to identify a problem, determine an academic objective to address it and utilize an appropriate methodology to attain such objective. The Graduation Project is also intended to demonstrate the student’s ability to write and critically develop a professional and scholarly report.  The Graduation Project can be fulfilled through one of the following modalities:

  • Thesis:  8 credits
  • Internship: 8 credits (3 months)
  • Capstone: 5 credits*

Graduation Project Guidelines with detail information of each modality will be provided by your Academic Department.

*NOTE: Students who choose Capstone as Graduation Project must take an extra 3-credit course according the following options:

  1. One additional course (face to face modality), which means taking 2 parallel regular master courses (one in the morning and one in the afternoon) if approved by the student's MA Programme Coordinator
  2. One additional 3-credit course or two additional 2-credit courses (online modality), which means taking 2 or 3 parallel courses (one face-to-face master course and one 3 credit course or two 2-credit courses approved by the student's Programme Coordinator) before June 2017
  3. One additional 3-credit course or two additional 2-credit courses (online modality) extended from June 2017 until December 2017 (the online course or courses must be approved by the student's Programme Coordinator)


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FACULTY

Adriana Salcedo is an anthropologist focusing on conflict analysis, identity, migration and peacebuilding. She holds a Doctorate in Conflict Analysis and Resolution from George Mason University, in Virginia, United States, for which she conducted extensive research on forced migration, human rights and conflict in the Colombian-Ecuadorian borderlands and inner cities in Ecuador. With more than twelve years of experience in the analyzing social conflicts, her professional practice covers the Amazon basin, the Galapagos Islands and the Andean region (Ecuador, Colombia and Bolivia), the United States and the Dominican Republic. She has researched for and worked with various public, private and civil society institutions, including international organizations, NGOs, etc., as well as grass-roots organizations, including indigenous communities, women and minority groups (e.g. LGBT organizations). In the academic field, she has taught courses at the Simón Bolívar Andean University, at the Latin American Faculty of Social Sciences (FLACSO) in Quito, Ecuador and at George Mason University in the Washington D.C. metropolitan area on conflict analysis, participatory methodologies for building peace, and human rights and conflict. She has several publications in indexed books and journals in English and Spanish, exploring issues of human displacement, conflict, migrant s’ rights and their link to public policies. Additionally, she has conducted numerous training courses and seminars for the Northern Virginia Mediation Center (as a Certified Instructor/Mediator), the United Nations Children’s Fund (UNICEF), the Ministry of Education of the Dominican Republic (DR) and the Canadian Embassy in the DR. She is fluent in English and Spanish, and possesses a good command of Portuguese, French and Quichua. She has traveled extensively in the Latin America and the Caribbean region, as well as in North America, Asia and Europe.
Alvaro Sierra has been a journalist for more than 25 years and has worked for the past years as a senior editor and editorial adviser of the daily El Tiempo, Bogota. He was president of the board of Medios para la Paz (Media for Peace), a major Colombian NGO of journalists that designs and teaches courses and seminars for journalists working in conditions of armed conflict. For the past eight years he has designed courses and trained local journalists in Colombia, and also in Haiti, Mexico and Ecuador. He teaches for the Knight Center of Journalism at the University of Texas at Austin courses on conflict coverage and on coverage of the drug business. He has extensive experience covering armed conflicts both as a local reporter and a foreign correspondent. In the past 20 years he has worked in Nicaragua, the former Soviet Union, Russia, the Baltic States, Ukraine, Central Asia, the Caucasus, China, Hong Kong and Colombia, among other places. He’s fluent in Spanish, French, Russian and English. From 2008 and 2010 he was Associate Professor at UPEACE, in charge of the MA on Media, Peace and Conflict Studies. Since January 2011 he’s back in Colombia, where he works as chief editor at Semana, the main newsweekly in the country.
Dr. Abdalla is the Senior Advisor on Policy Analysis and Research at the Institute for Peace and Security Studies (IPSS) of Addis Ababa University, and the Senior Advisor on Conflict Resolution at KARAMAH (Muslim Women Lawyers for Human Rights). In 2013-2014, he was Vice President of SALAM Institute for Peace and Justice in Washington, D.C. From 2004-2013 he was Professor, Dean and Vice Rector at the United Nations-mandated University for Peace (UPEACE) in Costa Rica. Prior to that, he was a Senior Fellow with the Peace Operations Policy Program, School of Public Policy, at George Mason University, Virginia. He was also a Professor of Conflict Analysis and Resolution at the Graduate School of Islamic and Social Sciences in Leesburg, Virginia. He practiced law as a prosecuting attorney from 1978 to 1987 in Egypt. He then emigrated to the U.S. where he obtained a Master's degree in Sociology and a Ph.D. in Conflict Analysis and Resolution from George Mason University. He has been teaching graduate classes in conflict analysis and resolution, and has conducted training, research and evaluation of conflict resolution and peacebuilding programs in several countries in Africa, Asia, the Middle East, Europe and the Americas. He teaches regularly (face-to-face and online) at American University in Washington, D.C., University for Peace, University of Addis Ababa, and Open University of Catalonia. Dr. Abdalla pioneered the development of the first conflict resolution training manual for the Muslim communities in the United States titled (“…Say Peace”). He also founded Project LIGHT (Learning Islamic Guidance for Human Tolerance), a community peer-based anti-discrimination project funded by the National Conference for Community and Justice (NCCJ). In 2011, he established with Egyptian UPEACE graduates a program for community prevention of sectarian violence in Egypt (Ahl el Hetta).
Arlinda Rrustemi born in Pristina, Kosovo. She is a researcher and lecturer at Leiden University and she also assists in the Global Affairs minor. She was a research assistant to Prof. Jaap de Hoop Scheffer. She was involved in courses taught at the Advanced LL.M. programme in Public International Law and at Leiden University College. She holds a B.A. (cum laude) from the Roosevelt Academy and an LL.M. degree in Public International Law from Utrecht University. Arlinda is pursuing a doctoral degree in the interdisciplinary research of law and politics called "State-Building through Life Stories: Incorporating Local Perspectives”, supported by the Netherlands Organization for Scientific Research (NWO). She has previously worked as a project intern at the Youth Initiative for Human Rights (YIHR) in Kosovo, as a legal intern at the International Tribunal for the former Yugoslavia (ICTY), as an external relations intern at the International Criminal Court (ICC) and as intern at various Ministries in the Republic of Kosovo. Her research interests are in post-conflict reconstruction, state, nation and peace building, the accountability of international organizations, international relations and diplomacy. Her research interests are in post-conflict reconstruction, state, nation and peace building, storytelling, humanitarian intervention and the accountability of international organizations.

Dr. Cordula Reimann has worked for nearly twenty years as consultant, facilitator, trainer, researcher and lecturer in gender, peacebuilding and conflict and peace studies. She has worked for different international and Swiss governmental agencies and non-governmental organisations like Crisis Management Initiative (CMI), amnesty international in London, the Institute for Multi-track Diplomacy (IMTD) in Washington, DC, GIZ (Gesellschaft für Internationale Zusammenarbeit) and the Berghof Research Center for Constructive Conflict Management in Berlin and for nearly ten years at swisspeace, where she was head of analysis and impact of peacebuilding. In that capacity, she conducted and led various trainings and evaluations on gender and peacebuilding, conflict sensitivity and the effectiveness and impact of peacebuilding programs. Cordula has field experiences mainly in South (East) Asia, sub-Saharan Africa and in the Middle East. With a doctorate in "Peace Studies" on gender, conflict and peacebuilding from the University of Bradford, Cordula was senior lecturer at different European and Swiss universities and visiting professor at the University of Graz, Austria. Her main areas of expertise are conflict sensitivity, strategic conflict analysis, impact assessment, gender, conflict, development and conflict transformation. Cordula is a trained mediator and has widely published on gender, conflict and peacebuilding and conflict transformation theory. In May 2011, Cordula set up her own consultancy, coaching and training business called “core. consultancy & training in conflict transformation”.

Dr. Ellyn Kaschak has been widely recognized as one of the founders of the field of Feminist Psychology and Psychotherapy. As such, she has been honored with many awards in the field for her continuing intellectual and epistemological contributions, including many articles and presentations, keynote speeches, 12 edited books and her two groundbreaking books, Engendered Lives: A New Psychology of Women’s Experience (1992) and Sight Unseen: Gender and Race through Blind Eyes (2015). Dr. Kaschak has been Professor of Psychology at San Jose State University since 1974, where she has also been the Chairperson of the graduate program in Marriage, Family and Child Counseling and Director of the University's Family Counseling Service. Dr. Kaschak is also the editor of the Journal of Women and Therapy and has published numerous edited anthologies including Minding the Body, A New View of Women's Sexual Problems, Intimate Betrayal: Domestic Violence in Lesbian Relationships and Assault on the Soul: Women in the former Yugoslavia, co-edited with Dr. Sara Sharratt. Dr. Kaschak is the past Chair of the Feminist Therapy Institute and a Fellow of Division 35, the Psychology of Women, Division 12, Clinical Psychology, Division 44, LGBT Concerns, Division 45, Ethnic Minority Issues and Division 52, International Psychology of the American Psychological Association. She has been the recipient of highest honors including The Heritage Award and The Carolyn Wood Sherif Award of Division 35, The Distinguished Leader Award of the APA Committee on Women in Psychology and the Feminist Therapy Institute, as well as the Lifetime Achievement Award of the Division on LGBT issues. Website: http://www.ellynkaschak.com/

Head, Dept. of Peace and Conflict Studies, Assistant Professor, and Academic Coordinator Gender and Peace Building Programme and Peace Education Programme

Dr. Gal Harmat holds a PhD in Gender Analysis of Peace Education and Dialogue encounters from Nitra University (Slovakia) and a M.A. in Gender and Peacebuilding from the UN-Mandated University for Peace in Costa Rica. She was a professor in conflict transformation, peace education and gender and Co-Director of the Social Justice and Peace Education Teachers Training Program, Kibbutzim Teachers College in Tel Aviv, Israel. She has also been teaching in the World Peace Academy (University of Basel), the European Peace University (Austria), and the Arts and Social Change College in Israel. As a Gender and Peacebuilding Specialist, she has extensive experience in training, conflict analysis, dialogue facilitation, capacity building, peace education, research, gender empowerment and gender mainstreaming since 1998 in various countries in Eastern Europe, Africa, and West and South East Asia. Her consultancies include intergovernmental organizations (e.g. OSCE, UN Women, UNDP, and the Council of Europe), various international and regional NGOs (e.g. Non Violent Peace Force, Friends of the Earth Middle East; Peres Centre for Peace) and corporate donors (e.g. United Bank of Switzerland; Optimus Foundation).

Resident Professor and Academic Coordinator of Peace Education Programme
Heather Kertyzia is currently Resident Professor and Academic Coordinator of Peace Education Master Programme at the University for Peace. She is also an assistant professor of Negotiation, Conflict Resolution and Peacebuilding at California State University Dominguez Hills. She focuses on peace education, working with teachers in participatory action research to create more peaceful secondary schools. As a former secondary school teacher, Heather understands the importance of the local community in building more socially, economically and environmentally just educational spaces. As an interdisciplinary student and scholar, she has worked with communities throughout the Americas, with a recent focus on partnering with local grassroots organizations in Nicaragua.

Jan Breitling is an Assistant Professor in the Department of Environment and Development at University for Peace. He holds a BSc. in Tropical Forestry, from the Technological Institute of Costa Rica, and a MSc. in Environmental Sciences from WUR Wageningen University and Research Center, The Netherlands. His research interests include root causes of deforestation and Global Environmental Change, and Environmental Governance, specifically market based approaches addressing biodiversity conservation and Climate Change.

Head, Dept. of Peace and Conflict Studies, Resident Professor and Academic Coordinator of International Peace Studies Programme and International Peace Studies with specialization in Media, Peace and Conflict Studies Programme
Dr. Manish Thapa is Head of the Department of Peace and Conflict Studies and Resident Professor of International Peace Studies Master Programme at the University for Peace. He is one of the founding members of Department of Conflict, Peace & Development Studies at Tribhuvan University Nepal (2007-2015). He is also currently Visiting Professor at the Institute of International Relations, University of Warsaw, Poland and Senior Research Fellow at Center for Europe – University of Warsaw- Poland. He received his Post Doctorate in International Relations from the University of Warsaw. He has served as Research Fellow in several universities and institutes in Europe and North America such as the University of Warsaw; Department of Peace & Conflict Research, Uppsala University; Brown University; McGill-Echenberg Human Rights Fellow & Jeanne Sauvé Scholar, McGill University; Kroc Institute for International Peace Studies, University of Notre Dame. His publications include 6 books and numerous journal articles and book chapters including "Foreign Policy in the Global South: Anti-Westernism, Rhetoric and Identity" (Co-editor), London: Routledge 2017 (Forthcoming - In Press); "From Bullet to Ballot – Peacemaking and Peacebuilding in Nepal: Lessons Learned and Unlearned" (Editor), London: Routledge 2017 (Proposal accepted); “Internal Conflicts & Peacebuilding Challenges" (Editor), New Delhi: K W Publishers 2016 and "India in the Contemporary World: Polity, Economy and International Relations" (Co-editor), London: Routledge 2014.

Mayumi Yamada (Ph.D.).
Resident Professor and Head of Doctoral Programme

Dr. Mayumi Yamada is Resident Professor and Head of the Doctoral Programme of the UN Mandated University for Peace (UPEACE) in Costa Rica. Prior to joining UPEACE, she worked as the Recovery, Reintegration & Peace Building Officer of United Nations Mission in South Sudan. During the December Crisis 2013 in South Sudan, she remained as a life-saving staff, directly managing one of the biggest Protection of Civilians sites by supporting humanitarian assistance. Before joining UNMISS, she worked with UNDP Offices in Kazakhstan (Semipalatinsk: ex-nuclear testing sites), Maldives, Lao PDR and Solomon Islands, and the UN Centre for Regional Development (Disaster Management Planning Unit). She holds a Ph.D. Degree in Sustainable Development from Imperial College London, UK. She is originally from Kobe (Japan), who survived from the Great Hanshin- Awaji Earthquake in 1995.

Dr. Kanade is the Head of the Department of International Law and Human Rights at UPEACE, and is the Director of the UPEACE Human Rights Centre. He holds a Ph.D. in Peace and Conflict Studies with a specialization in Human Rights (Multilateral Trading System and Human Rights: A Governance Space Theory on Linkages) and a Masters degree in International Law and the Settlement of Disputes from UPEACE. He also holds a LL.B. from Nagpur University, India. Prior to joining UPEACE in 2009, Mihir practiced for 6 years as a lawyer in the Supreme Court of India and the Bombay High Court, focusing on issues of fundamental human rights violations. His principal area of academic research is Globalization and Human Rights.
Dr. Miriam Estrada-Castillo (Ecuador) is an Assistant Professor in the Department of International Law and Human Rights. Prior to joining UPEACE, Dr. Estrada-Castillo worked as the senior legal and political officer in the United Nations Security Council Counter-Terrorism Committee Executive Directorate (CTED). Prior to that position, she has worked with the UN system in various capacities, including as the International Prosecutor General, UN Peacekeeping Mission for East-Timor (DPKO), Expert and Vice-Chairperson of the Monitoring Committee of the UN Convention on the Elimination of All Forms of Discrimination against Women (CEDAW), Chief of Field of the United Nations Office of the High Commissioner for Human Rights, and the Latin America Regional Adviser on Gender, Human Rights and Culture of Peace for UNESCO. She has also worked as the President of the Ecuadorian Supreme Court of Juvenile Justice and as the Minister of Social Affairs in Ecuador. In her academic life, she worked recently as the Director of Master Degree Courses on Gender and the Law and Children in Armed Conflict, Lund University, Sweden. She is a Visiting Professor of the Raoul Wallenberg Institute of Human Rights and Humanitarian Law (RWI) and has also taught courses as a Visiting Professor at the Australian National University. She is the author of the Ecuadorian Law on Violence against Women and of the first Legislation for Minors and Family in the country.

Instructor, Liason, Media, Peace and Conflict Studies Specialization and Editor, Peace and Conflict Monitor and Peace and Conflict Review Ross Ryan holds degrees in political science and literature from McMaster University, Canada and the M.A. degree in environmental security from the University for Peace, Costa Rica. He is chief editor of the Peace and Conflict Monitor and managing editor of the Peace and Conflict Review, as well as instructor in the department of peace studies and liaison officer of the media, peace and conflict studies specialization. He is currently working on a research project entitled “Information Technology, Civic Engagement, and the Cyber-Ethnography of Peace Movements”.

Valentina Volpe is a Senior Research Fellow at the Max Planck Institute for Comparative Public and International Law (MPIL) in Heidelberg (Germany) and is an Associate Lecturer at the Lille Catholic University (campus of Paris) and LUISS Guido Carli University of Rome. She holds a PhD in Law and Legal Theory from the Italian Institute of Human Sciences (SUM) of Naples (today Scuola Normale Superiore of Pisa) and is a former Visiting Researcher at the Yale Law School. Before joining the MPIL she worked as a project manager for a grassroots NGO in the areas of international cooperation and human rights protection. She has been lecturing in Italy, Germany, France and China.

 

Her areas of interest include global and international public law, comparative constitutional law, democracy promotion, human rights and international organisations.

 

 

 

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