| Unit name | Peacebuilding and Post-Conflict Transition in Latin America |
|---|---|
| Unit code | POLI30036 |
| Credit points | 20 |
| Level of study | H/6 |
| Teaching block(s) |
Teaching Block 2 (weeks 13 - 24) |
| Unit director | Dr. Roddy Brett |
| Open unit status | Not open |
| Units you must take before you take this one (pre-requisite units) |
None |
| Units you must take alongside this one (co-requisite units) |
None |
| Units you may not take alongside this one |
None |
| School/department | School of Sociology, Politics and International Studies |
| Faculty | Faculty of Social Sciences and Law |
Why is this unit important?
Latin America has been plagued by atrocious political and criminal violence since the twentieth century. However, the region has also been a laboratory of unprecedented and innovative peacemaking and peacebuilding experiments. This unit will present address the processes of conflict transformation and post-conflict reconstruction in Latin America in the aftermath of armed conflict and authoritarianism and since the Third Wave of democratisation in the region during the 1980s. The approach taken in the unit will be to contrast the theory and practice of conflict transformation and peacebuilding and will include a focus on the role of national/domestic actors, including state and non-state actors, and of the international community, including the United Nations System. Analysis will centre on conventional forms of peace-keeping, peace-making and peacebuilding supported by the United Nations (the so-called Liberal Peace) and Transitional Justice mechanisms, as well as on emergent potentially alternative initiatives.
How does this unit fit into your programme of study?
The unit is core to programmes of politics and international studies, as well as being important for students of modern languages (Spanish) and other degrees, such as sociology. Students will gain a critical understanding of the theoretical approaches to peacebuilding and post-conflict transition, a contextual understanding of key conceptual and empirical issues within these debates situated within the context of Latin America, as well as demonstrable in depth knowledge of a number of specific case study countries. Students will gain cognitive, communicative and transferable skills, including the ability to evaluate advanced concepts, arguments and theories, to employ both primary and secondary sources, to present reasoned and effective arguments in written and oral form, to pursue independent learning and to show critical judgement.
An overview of content
This unit address the processes of transition and post-conflict and post-authoritarian peacebuilding in Latin America, in the wake of the Cold War. The unit employs theoretical and conceptual frameworks to help understand a series of empirical case studies in Latin America in order to facilitate understanding of how states and societies move on from and come to terms with atrocious political violence, its causes, consequences and legacy. The unit addresses liberal peacebuilding and transitional justice and the ongoing and developing critiques of said paradigms.
How will students, personally, be different as a result of the unit?
Students will gain an understanding of complex domestically and internationally-led processes that seek to address the causes and consequences of political violence – particularly, internal armed conflict, genocide and authoritarianism. They will, at the same time, gain an understanding of the paradigms that national and international actors employ as they face the challenges of atrocious violence, seek to prosecute perpetrators, satisfy the rights of victims and bring about sustainable peace. Students will understand the impact of political violence upon individuals, societies and states, and gain an important perspective regarding key themes such as peace, reconciliation and conflict. They will also get to know a significantly important, yet under researched and often forgotten region of the world – Latin America.
Learning Outcomes
On successful completion of the unit, students will be able to:
Teaching is dual-centred, placing theoretical discussions/scholarship in dialogue with empirical evidence-based research with the aim of testing and building theory and elucidating deep insight into thick case studies, on the other. Teaching is student-centred, with students expected to contribute to seminars through presentations and peer to peer learning.
Tasks which help you learn and prepare you for summative tasks (formative):
There are no formative assessments for this unit.
Tasks which count towards your unit mark (summative):
Essay 1: 1,000 words (25%) - ILO 1, 2, 3.
The first essay, worth 25% of your mark, allows you to practice writing an initial essay ahead of the second essay. You will become familiar with some of the core concepts of the unit and develop skills of interpretation of data. Students are expected to write an essay that engages with the first half of the unit’s week sessions.
Essay 2: 2,000 words (75%) - ILO 1, 2, 3.
The second essay, worth 75% of your mark, allows you to develop your analytical skills, engaging with the second half of the unit’s week sessions. Here students will use the learnt conceptual and theoretical approaches in order to interpret empirical data presented in the second half of the unit.
When assessment does not go to plan
You will normally complete reassessments in the same formats as those outlined above. You will be required to complete a different assessment question.
If this unit has a Resource List, you will normally find a link to it in the Blackboard area for the unit. Sometimes there will be a separate link for each weekly topic.
If you are unable to access a list through Blackboard, you can also find it via the Resource Lists homepage. Search for the list by the unit name or code (e.g. POLI30036).
How much time the unit requires
Each credit equates to 10 hours of total student input. For example a 20 credit unit will take you 200 hours
of study to complete. Your total learning time is made up of contact time, directed learning tasks,
independent learning and assessment activity.
See the University Workload statement relating to this unit for more information.
Assessment
The Board of Examiners will consider all cases where students have failed or not completed the assessments required for credit.
The Board considers each student's outcomes across all the units which contribute to each year's programme of study. For appropriate assessments, if you have self-certificated your absence, you will normally be required to complete it the next time it runs (for assessments at the end of TB1 and TB2 this is usually in the next re-assessment period).
The Board of Examiners will take into account any exceptional circumstances and operates
within the Regulations and Code of Practice for Taught Programmes.
