Academic Course Calendar

Courses and Teachers
January 2017
Course listings are continously updated with new information
Courses Teacher Credits # Weeks Dates
Disaster Risk Reduction
Recommended
Urbano Fra
(Spain)
3 credits
3 weeks
9-27 Jan 2017
8:45 - 11:45 At Classroom #2
Climate Change Governnce
Recommended
Yolanda Ariadne Collins
(Guyana)
3 credits
3 weeks
9-27 Jan 2017
8:45 - 11:45 At Classroom #3
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
Ethical Media Production and Peace Journalism
Mandatory
Saumava Mitra
(India)
3 credits
3 weeks
9-27 Jan 2017
1:15 p.m. - 4:15 p.m. At Classroom #4
Intercultural Education: Paradigms and Practices
Mandatory
María Celina Del Felice
(Argentina)
3 credits
3 weeks
9-27 Jan 2017
8:45 a.m. - 11:45 a.m. At Classroom #5
Fundamentos de Ambiente y Desarrollo
Mandatory
Alonso Muñoz
(Costa Rica)
Olivia Sylvester
(Canada)
3 credits
3 weeks
9-27 Jan 2017
8:45am. - 11:45am. At Classroom #4
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
Derechos Humanos e Internet
Optional
Mariateresa Garrido Villareal
(Venezuela)
1 credits
1 weeks
11-26 Jan 2017
1:15pm. - 4:15pm. At Classroom #2
Transitional Justice and International Criminal Law
Mandatory
Miriam Estrada
(Ecuador)
2 credits
2 weeks
16-27 Jan 2017
1:15 - 4:15 At Council Room
Human Rights, Dignity and Peace: Reconceptualizing the World Citizenship through the Work of Hannah Arendt
Optional
Jana Lozanoska
(Yugoslavia)
1 credits
1 weeks
23-27 Jan 2017
8:45am - 11:45am At Classroom #1



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COURSE DESCRIPTION

The physical risk reduction capacity of ecosystems depends on their health and structure, and the intensity of the hazard event. Degraded ecosystems can still play a buffering role, although to a much lesser extent than fully functioning ecosystems. Healthy ecosystems reduce social-economic vulnerability by sustaining human livelihoods and providing essential goods such as food, fibre, medicines and construction materials. For example, in addition to providing coastal hazard protection, mangroves and seagrass beds support fishing and tourism activities and store high amounts of carbon.  Ecosystems can reduce physical exposure to common natural hazards, namely landslides, flooding, avalanches, storm surges, wildfires and drought, by serving as natural infrastructure, protective barriers or buffers. For example, in the European Alps, mountain forests have a long history of being managed for protection against avalanches and rockfall. Protection forests in Switzerland, have been valued at USD $1,000 per hectare per year along mountain roads and the state provides considerable financial incentives to manage forests for hazard protection.

This course analyzes the nature and evolution of systems of governance to address climate change at the international, national, and local levels, charting the changing history of climate policy from the issue's initial introduction into political discussion to its recent ascension to become the new "master concept" of environmental governance generally.  The roles of various stakeholders in the negotiation, including transnational institutions, nation states, nongovernmental organizations, private businesses, and municipal governments, will be examined, as will the efficacy of different mechanisms (state-led, market-based, hybrid, etc.) for enacting climate policy.  The potential impact of climate policy on particular environmental issues (e.g., hydroelectric and nuclear power) and social groups (e.g., women, minorities, indigenous peoples) will be discussed as well.  Case studies will examine specific instances of climate policy and negotiation, including recent UNFCCC conferences, Costa Rica's own payment for environmental services (PES) and "Peace with Nature" climate neutrality initiative, and the emerging debate over proposed REDD (Reduced Emissions through Deforestation and Degradation) mechanisms.

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 examines theories of media ethics and their relationship to contemporary media production. Lectures and course materials explore and question concepts such as objectivity, neutrality, and truth, as well as various “alternative” ethical paradigms that value “immersion” and “advocacy” on the part of media professionals. In this context, the concept of peace journalism is introduced and analyzed in depth. Participants will learn to recognize, analyze, and practice Peace Journalism, and discuss its potential for creating an informational context conducive to peace and supportive of peace initiatives and peacemakers, without compromising the basic principles of good journalism.

In a holistic framework of peace education, one key dimension emphasizes factors, relationships, structures and processes encompassing the broad concept of “culture”.  This course clarifies the concept of cultural identity and its role in influencing the dynamics of conflicts and strategies for resolving or transforming such conflicts. The consequences of various forms of discrimination, including prejudices, stereotyping, ethnocentrism and racism, on building a culture of peace will also be examined. The course also focuses on marginalized groups facing discrimination and other facets of cultural and structural violence, including indigenous peoples, women, sexual minorities and persons with disabilities. Exemplars from local, national and regional case-studies will provide insights on the vital role of education in transcending such discrimination and violence. The course also contrasts alternative paradigms of multiculturalism and related strategies of multicultural education. Finally, the emergent roles played by the dialogue of civilizations and interfaith dialogue in fostering and educating for a culture of peace in diverse countries and regions as well as at international levels, will be examined.

Desde el inicio del debate internacional sobre la necesidad de un desarrollo con responsabilidad intergeneracional, la agenda en la materia se ha complejizado en todos los aspectos, políticos, sociales, jurídicos e institucionales. El curso abordará los diversos aspectos del tema, incluido los últimos desafíos del cambio climático y el impacto diferencial sobre mujeres y hombres que este tiene. Se examinará la agenda para el 2030 del Desarrollo Sostenible acordado en New York en el 2015 por las Naciones Unidas que consolidará los Objetivos del Milenio que finalizan en el 2015 La eliminación de la pobreza y el hambre, la desigualdad en y entre países; la construcción de sociedades pacificas; la protección de los derechos humanos; la promoción la igualdad de género y asegurar a largo plazo la protección del planeta y sus recursos son centrales en esta nueva propuesta. Consolidando los Objetivos del Milenio para asegurar un futuro de Paz para la Humanidad.

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.

Hoy en día el Internet presenta diferentes desafíos para la promoción y protección de los derechos humanos. La disponibilidad de diversas plataformas digitales favorece la búsqueda y distribución de información sin limitaciones y sin considerar las fronteras, lo que a su vez promueve el ejercicio de los derechos humanos y transforma las obligaciones de los estados. Esta situación está modificando nuestro entendimiento de lo que significa proteger, respetar y garantizar los derechos humanos en la era digital.
Tomando en consideración estos cambios, este curso está diseñado para que los estudiantes consideren de forma crítica y desde una perspectiva legal como los cambios tecnológicos afectan sus derechos. El curso será impartido en 5 sesiones que de forma progresiva introducirán los principales temas de discusión en torno al ejercicio de los derechos humanos a través del uso de plataformas digitales.
En primer lugar el curso estará enfocado en los aspectos sociales que favorecen el desarrollo de nuevas tecnologías, y otorgará las herramientas necesarias para considerar porqué la sociedad contemporánea depende de la disponibilidad de tecnologías con acceso al Internet. En las siguientes tres sesiones, los estudiantes evaluarán los principales tratados internacionales de protección de derechos humanos a fin de reconocer cómo se encuentran protegidos estos derechos, cuáles son las obligaciones de los estados, y qué tipo de limitaciones pueden ser impuestas por los estados. Finalmente, los estudiantes discutirán algunos de los temas contemporáneos más relevantes respecto de la promoción de los derechos humanos en Internet, tales como protección de periodistas, el rol de los Proveedores de Servicios de Internet, y la guerra contra el terrorismo.

Gross violations of human rights, including war crimes, crimes against humanity and genocide are have characterized a number of contemporary conflicts and authoritarian regimes. In such contexts, questions of impunity and accountability become central to peacebuilding and reconstruction of post-conflict societies. Yet, criminal prosecution of persecutors poses challenges for post-conflict reconciliation, particularly when such reconciliation is contingent upon demands for amnesty. This course takes a holistic view on the debates surrounding linkages between serious crimes and justice.

The first part of the course provides a general introduction to the field of international criminal law. It focuses on the evolution of international crimes under international law and the role of international criminal courts in the prosecution of international crimes. Students will analyze the jurisdictional reach of international criminal courts, their relationship with national jurisdictions (primacy v. complementarity) and the impact of the interests of justice and peace in the exercise of their jurisdiction. Students will also explore the objective and subjective elements of genocide, crimes against humanity and war crimes. Particular attention will be placed on those elements of international crimes that make them distinguishable from ordinary crimes, and on the manner in which criminal responsibility is determined by international criminal courts.

The second part of the course focuses on transitional justice, which includes the study of justice in times of transition following periods of widespread human rights abuse. These transitional periods raise a wide range of legal, ethical, and political questions that are central to the peace versus justice debate. Students will explore the strengths and limits of criminal prosecutions and the alternative mechanisms available to address the commission of international crimes. Using numerous case studies from around the world, the course will provide students with analytical tools to grapple with and to discuss the most salient issues decision-makers face in the context of transitional democracies and other situations of dealing with the past.

The course follows an interdisciplinary approach involving several fields of studies such as: human rights (political and philosophical origins); gender, cultural and peace studies. It offers a re-examination of concepts such as human rights, dignity, justice, equality and peace along with the idea of “world citizenship” - worldliness or the cosmopolitan idea of humanity, as an answer to the ongoing challenges, discourses and trends. The main aim of the course will be to provide a re-thinking of human rights in the 21st century, as a way of addressing not only the growing “rightlessness” and “statelessness” and massive violations of human rights, but also to offer an understanding of the importance of the concepts of “dignity” and “world citizenship”, as central to human rights and peace. The course structure will be both theoretical and practical, and will involve lectures, interactions, discussions and movie and documentary screenings. It will be based on an innovative and creative approach to teaching and learning that fosters lively critical discussions, and opens up possibilities of applying the learned material outside of the classroom, providing students with skills and tools for further analysis of complex issues that basically are relevant to 21st century.



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FACULTY

Alonso Muñoz is Instructor in the Department of Environment and Development at the University for Peace, where he coordinates the Master of Arts (MA) degree in Responsible Management and Sustainable Economic Development (RMSED). He holds a BSc. in Electrical Engineering from the University of Costa Rica and a Msc. in Business Administration. He has worked in the private sector as a consultant and as an entrepreneur, and has volunteered on various national and international projects regarding peace education, migration, environmental impact of systems and Social Enterprises. He is a novelist, a blogger, a peace advocate, an entrepreneur and passionate about social and environmental development.
Jana Lozanoska, LL.M in international humanitarian law from the University of Geneva, is a Doctoral Candidate at the University for Peace. Her research is a critique on human rights that is based on the idea of human dignity as proposed by the German-Jewish political theorist Hannah Arendt. Her current research interests are in the field of human rights, political theory and political philosophy. Her professional career of twelve years is a combination of academia, research and policy area. She served as an Adviser to the Minister of Foreign Affairs of the Republic of Macedonia for two years. She had contributed frequently as regular columnist in several daily newspapers in Macedonia. Lozanoska had published three poetry books and one novel. She continues to research and publish on issues related to international law, human rights, gender and LGBT, regional and international organizations. Follow her doctoral research blog at: https://rethinkinghumanity.wordpress.com/

Dr. Celina Del Felice is a peace educator and researcher from Argentina currently based in Spain. She is an e-learning tutor for the Universitat Oberta de Catalunya (UOC), the Network University and the North-South Centre of the Council of Europe working in its global education programme. She has a background in Peace and Conflict Studies, with broad experience at the interface between academic and practical and action-oriented research. She completed her PhD in International Relations/ Development Studies at Radboud University Nijmegen, the Netherlands (2013). Her research was about transnational activism and economic justice issues. Prior to that, she worked for the International Association of Educating Cities in its regional office for Latin America based at the Municipality of Rosario, Argentina (2000-2003), and the United Network of Young Peacebuilders, the Netherlands (2003-2006) on youth policy, social inclusion and peace education. Email: cdel_felice@uoc.edu and celina@humblebees.org

Recent publications:

Del Felice, C, Veeneman, I., Trubceac, A., Schweitzer, S., Marti, L.; Capozzi, I. and Fenyosi, F. (2016) The Learning Curve, An evaluation guide for youth peace organisations. The Hague: United Network of Young Peacebuilders. Accessible at: http://www.unoy.org/evaluationguide

Del Felice, C., Karako A. and Wisler, A. eds. (2015) Peace Education Evaluation: Learning from Experience and Exploring Prospects. Charlotte, NC: Information Age Press.

Mariateresa Garrido is Teaching Assistant and a Doctoral Student at UPEACE. She holds two Master's Degrees one from UPEACE in International Law and the Settlement of the Disputes and one from the Central University of Venezuela in International Law. Prior to her Master's Degree she had been working in promoting and defending human rights in Venezuela with different organizations such as Transparency International and Espacio Publico. Her principal research area is related to freedom of expression and safety of journalists.

Dr. Mayumi Yamada (Japan) Assistant Professor and Doctoral Programme Coordinator.
Prior to joining UPEACE, Dr. Mayumi Yamada worked as the Recovery, Reintegration & Peace Building (RRP) Officer, United Nations Mission in South Sudan (UNMISS) (April, 2013 - June 30, 2014). During the December Crisis 2013 in South Sudan, she remained as a critical (life-saving) staff, directly managed one of the biggest Protection of Civilians sites (UNMISS Tomping PoC) and supported humanitarian assistance during armed-conflicts in the capital Juba. At least 27,000 people’s lives were saved in the UNMISS Tomping compound. Before the crisis, she drafted the United Nations Development Assistance Framework (UNDAF) South Sudan (2014-2016). Before joining UNMISS, she worked with UNDP Offices in Kazakhstan, Maldives, Lao PDR and Solomon Islands. She holds a Ph.D. in Sustainable Development (Poverty Reduction & Environment Conservation: Watershed Management Programme with CARE International Nepal) from Imperial College London, UK. She worked with Disaster Management Planning Unit of United Nations Centre for Regional Development, UNCRD), being one of the survivors from the Great Hanshin-Awaji earthquake in 1995. She is also the Visiting Research Fellow, Global Collaboration Centre (GLOCOL) of Osaka University.

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.
An ethnobiologist who researches food harvesting in Costa Rica. For the past decade her research program has focused on access to food in Costa Rican national parks. Specifically her emphasis has been on Indigenous rights to access and harvest cultural food. Olivia is a member of the International Union for Conservation of Nature, the International Society of Ethnobiology, the Intellectual Property Issues in Cultural Heritage Project, and the POLIS Project on Ecological Governance. Being active within these networks allows her to work at the interface of policy and practice regarding food harvesting and access.

Saumava Mitra is a PhD candidate at University of Western Ontario, Canada. His research interest is in understanding the nuances of the role visuals play in conflict and crises news. His current primary research focus is on photojournalism in Afghanistan in the contexts of the post-conflict reconstruction in the country as well as the socio-historical distrust of the visual medium in Afghan society. His research publications have explored the discursive context of news visuals and their relationship to positive depiction of war-torn societies and an overarching typology of media initiatives which aim for peace in post-conflict societies. His most recent publication develops a critical framework to understand particular socio-cultural contexts of different post-conflict societies to see the applicability and acceptability of Peace Journalism practices in such places. Before taking up his doctoral position, he was an independent researcher and lecturer at the United Nations mandated University for Peace in Costa Rica. He has also worked as a journalist and communication consultant in India, Netherlands, Tanzania and Kenya for organizations like Associated Press, Bloomberg and Radio Netherlands. He was recipient of an Erasmus Mundus scholarship from the European Union during his Master’s studies in Journalism with a specialization in conflict reporting.

Urbano Fra Paleo, B.A. Hons. Geography (Santiago de Compostela), Ph.D. Geography (Santiago de Compostela, 1996), also holds a Diploma in Environmental Engineering from the EOI Business School and is a certified Geomatics Specialist (GIS/LIS).

Urbano Fra is Professor in Human Geography at the University of Extremadura in Spain, currently on leave at the Land Laboratory (LaboraTe) of the University of Santiago de Compostela since 2007. He is Visiting Professor at the University for Peace (UPEACE), Costa Rica. He worked at the US Geological Survey in Denver (1995) and Hawai’i (1999), and was Research Associate at The Environment Institute of the University of Denver (1996). In 2005 he was Fellow of the American Geographical Society Library of the University of Wisconsin-Milwaukee.
 
Dr. Fra has performed fieldwork in the United States, Mexico and Morocco, and taught at the University of Köln, Germany (2003), University of Marburg, Germany, (2002), University of Iceland, Iceland (2001) and Fachhochschule Neubrandenburg, Germany (1997). His research interests lie in risk governance, particularly the development of criteria and methods to perform collaborative evaluation. His research is also focused on the analysis of strategies of mitigation and adaptation to risk from natural hazards.
 
His most recent works include the editing of the books Building safer communities. Governance, spatial planning, and responses to natural hazards (IOS Press, 2009), and Riesgos naturales en Galicia El encuentro entre naturaleza y sociedad (University of Santiago de Compostela Press, 2010), a review of the interaction between natural hazards and societal processes in northwestern Spain. He currently is editing the book Risk governance: The articulation of hazard, politics and ecology for Springer. Urbano Fra has been involved in the European Virtual Seminar on sustainable development through a European-wide university partnership. He is a member of the group that is developing the evaluation tool AISHE 2.0, contributing with criteria and methods for the evaluation of sustainability in higher education.
 
He currently is member of the Spanish Scientific Committee of International Human Dimensions Programme on Global Environmental Change (IHDP), of the Scientific Committee of the Integrated Risk Governance (IRG) Project, of the Disaster Risk Reduction Thematic Group, Commission on Ecosystem Management, International Union for Conservation of Nature (IUCN), project associate of the Project Urbanization and Global Environmental Change (UGEC), and is Senior Research Fellow of the IHDP Earth System Governance.
 
In 2009 Urbano Fra received the Innovation Award from the University of Santiago de Compostela, and the same year was honored with the Sustainable Actions in Social Entrepreneurship Award from the University of Santiago de Compostela and the Jaime Vera Foundation for distinguished contributions in introducing young students to science research.
 
He serves on the editorial board of the Chinese Geographical Science Journal.
Ariadne Collins is at the ending phases of her doctoral research on forest governance and conservation, particularly on the Reducing Emissions from Deforestation and Forest Degradation (REDD+) mechanism in Guyana and Suriname. In 2014, she worked with the United Nations Development Program (UNDP) offices in the REDD+ participating countries of Guyana and Suriname on the mechanism’s implementation, preparing a report on the progress of Payments for Ecosystem Services (PES) initiatives across the Guiana Shield for the Guiana Shield Facility of the UNDP Guyana, and participating in REDD+ preparation efforts in Suriname through the UNDP office there. Prior to commencing work on REDD+, she was attached for two years to the UWI-CARICOM Project of the Caribbean’s regional integrating body, the Caribbean Community (CARICOM) Secretariat, based in Guyana. She has also held brief supportive roles at Democracy Program of The Carter Center in Atlanta, Georgia; and at the environmental policy think-tank of Green Alliance in London, UK. Ariadne currently holds a Masters in Research (MRes) in International Environmental Policy and Politics (Distinction) from the University of Westminster, London and a Bachelor's degree in International Relations (Honours) from the University of Guyana.
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