ps 2a03: conflict transformation — course guide (2010)

PS

2A03PS 2A03:

Conflict TransformationCourse Outline — Fall 2010

Monday 8:30-9:20am PC 155

Wednesday 8:30-9:20am PC 155

Friday 10:30-11:20am PC 155

Instructor Dr. Colin Salter

Office: TSH 302

Phone: (905) 525 9140 | Extension 23722

Email: [email protected]

Website:

Consultation Times: Mondays 12:30-2:00Tuesday 12:30-2:00

Other times by appointment

My tutorial time and room:

My Tutor:

Office:

Phone:

Email:

Consultation Times:

PS 2A03: Con!ict Transformation. Course outline 2010 " page 1 of 12

Subject DescriptionCon"ict is a potentially positive force that can prevent stagnancy, promote social justice, address unmet needs and facilitate learning. Indeed, the nonviolent “waging” of con"ict is considered a critical aspect of peacebuilding. However, this positive potential may go unful#lled if we engage with con"ict in a manner that creates cycles of negative relationships, rigid oppressive structures and immobilized actors.

$is course will facilitate the development of the necessary learner capacities for breaking these cycles and promoting the constructive transformation of con"ict within multiple se%ings and levels of interaction – including daily life. Broader than courses focusing upon mediation or dispute resolution, this course will help learners enrich their general understanding of con"ict while exploring different means for addressing this phenomenon in a manner that does not harm the parties involved – be they individuals, communities, or the Earth.

Assessment Summary

Assessment Format Length Due Date Weighting

1 A%endanceA%endance and participation in group activities

n/a weekly 30%(see notes)

2 Assignment 1 writing task 350 words Week 3 5%

3 Assignment 2 writing task 500 words Week 6 10%

4 Group research report writing task

2000 words each (see notes) 13 December 40%

5 Final exam formal exam see notes Exam period 15%

Text BooksSimon Fisher, Dekha Ibrahim Abdi, Jawed Ludin, Richard Smith, Steve Williams and Sue Williams (2000) Working With Con!ict: Skills and Strategies for Action, New York: Zed Books

John Paul Lederach (2003) #e Li$le Book of Con!ict Transformation, Good Books Publishers.

Lisa Schirch (2004) #e Li$le Book of Strategic Peacebuilding, Good Books Publishers.


Other Resources

Alongside the set texts, the set readings listed in this outline are included in a courseware pack available from Titles. You will also need to dow nload Galtung , J. (2000) C on ! i c t Transformation by Peaceful Means ($e Transcend Method) via h%p://www.reliefweb.int/rw/rwt.nsf/db900SID/LHON-66SN46/$File/Con"ict_transfo_Trnascend.pdf. We will make extensive use of this manual, and it is essential that you have a copy.

$e readings listed in this outline are the minimum required from you. You will bene#t from and learn much more by undertaking further reading.

Learning Outcomes

PS 2A03 will expose you to con"ict and con"ict processes in many different se%ings. $ese will range from interpersonal and social con"ict through to ideological and international con"ict. $is includes con"ict in small groups (e.g. home, school and workplace environs). $rough all of the activities we will participate in, you will need to personally re"ect on key concepts and frameworks.

$is course can be personally challenging. $is is especially so for those of you who have not taken any Peace Studies courses. $is course is quite different to others we have and will participate in. We will need to re"ect on our own interpersonal relationships and con"ict tendencies. $ese challenges do bring rewards!

PS 2A03 includes a lot of group work. $is provides a means to explore and role play different con"ict scenarios in a mutually supportive environment. $e collective experience of questioning our own approaches to con"ict, of being challenged by key concepts

and frameworks, can foster valuable peers support.

By the end of this term, the experiences gained should enable you to demonstrate a number of learning outcomes. You will have developed a sound knowledge of peace studies pedagogy as it relates to the potential of using and transforming con"icts as a critical aspect of peacebuilding.

$ese learning outcomes include:

- Demonstrate academic competence (research, writing, etc.) using a peace studies perspective

- Demonstrate “con"ict competency” by effectively analyzing and developing strategies for con"icts at all levels of social interaction

- De#ne, understand and apply relevant course concepts, terminology and frameworks

- Demonstrate holistic, multi-level and critical thinking (e.g. that identi#es the root causes of violence)

- Discuss the role of identity, values, culture and ideologies in con"ict work

- Demonstrate awareness of your own needs, values, cultural perspective and con"ict tendencies

- Discuss the relationship between con"ict work and peacebuilding

- Engage with both self directed and collaborative learning activities

- Demonstrate the acquisition of a variety of con"ict work skills (group facilitation, dialogue, consensus-seeking, negotiation, mediation, problem solving, non-violent communication, etc.)

$e emphasis on group work and group processes will also foster the development of PS 2A03: Con!ict Transformation. Course outline 2010 " page 3 of 12

http://www.reliefweb.int/rw/rwt.nsf/db900SID/LHON-66SN46/$File/Conflict_transfo_Trnascend.pdf






valuable collaborative skills that will assist you in becoming more effective communicators and addressing con" icts in your ever yday relationships.

PS 2A03 Pedagogy

$is course is run a bit differently to many other subjects. Please read the subject outline carefully rather than assuming things are like other classes.

- $e penalty for less than 80% a%endance is unusual. Please check it.

- You will have a lot of choice in picking your assessment topics.

- Be prepared for extensive group work sessions and a few unusual teaching methods.

In PS 2A03, the aim is to encourage you to learn through self-re"ection and group processes in a facilitated seminar and tutorial environment. By #nding and analyzing examples of con"ict, by working in groups and by helping others to learn you will participate in a rich — and at times challenging — learning environment.

$ere is a strong emphasis on coming to class prepared. $is will both assist you and your fellow students.

Timeline

Each week we will be looking at a number of readings, alongside material and exercises from Con!ict Transformation by Peaceful Means ($e T(NSCEND method), which was was prepared for the United Nations Disaster Management Training Program

Monday’s seminar time will follow a general lecture format, providing an overview of key concepts and an introduction to the weeks readings and group activities.

Wednesday’s seminar time will vary from week to week, incorporating additional presentation of material, time for questions and discussion of set reading materials, and to discuss the material and exercises from Con!ict Transformation by Peaceful Means;

During Friday’s seminar, time will be set aside for re"ections on exercises and discussions arising from tutorials and small group work.

$e one-hour tutorial time each week will enable you to participate in group activities, discuss and re"ect on set readings.

You will quickly #nd that if you are not prepared before class, you will not have enough time in to complete the set activities. You will then need to make time outside of class for your group work to be #nished. Completing group work is an essential, and assessable, part of the course.

By coming prepared for class each week, having read the set readings and identi#ed key issues and questions for discussion, you will #nd class time to be for more bene#cial. For example, if there are some aspects of the readings you have trouble with, it is likely that someone else will! You will not be the only one to bene#t from asking questions and discussing topics


It will also assist you and the rest of the class to introduce examples of con"ict you wish to discuss.

Week 1 (Friday September 10) — Welcome to PS 2A03: Con#ict TransformationIntroduction to PS 2A03. $e course outline will be circulated for you to read over and ask questions.

** Start to think about Assignment 1, which is due in less than two weeks.

Part 1: Broader goals and processes ! peace and peacebuildingWeek 2 (September 13) — Peace, Justpeace & Cultures of Peace$is week we read some short texts which introduce a number of key concepts, perspectives on approaches, and visions for the future. We also have our #rst look at the Con!ict Transformation by Peaceful Means manual.

During tutorial time, we start the process of ge%ing to know each other — which is essential for this course.

ReadingsJohn Paul Lederach (1999) “Justpeace’, in People Building Peace: 35 Inspiring Stories %om Around the Wo r l d . Eu ro p ean Cen t re f o r Co n " i c t Prevention/International Books. Full text available online at h%p://www.gppac.net/documents/pbp/

Sue McGregor (2005) ‘Transdisciplinarity and a Culture of Peace’, Culture of Peace Online Journal, 1(1), 1-12.

‘Con"ict Outcomes and Con"ict Processes’, Con!ict Transformation by Peaceful Means.

‘Con"ict theory and practice: a perspective’, Con!ict Transformation by Peaceful Means.

Week 3 (September 20) — Peace Studies & Peacebuilding $is week we look at the framework of strategic peacebuilding, a coordinated approach to building justpeace.

** Assignment 1 is due at the start of your tutorial.

ReadingsLisa Schirch (2004) #e Li$le Book of Strategic Peacebuilding, Good Books Publishers. [entire text]

Francis P. Hutchinson (1996) Educating beyond violent futures, Routledge, pp. 23-34 (Chapter 2 ‘Enhancing Our Foresight: towards a knowledge base for creative futures teaching’).

Part 2: Con"ict, con"ict resolution & con"ict transformation Week 4 (September 27) — Understanding Con#ictIn order to work towards the transformation of con"ict, it is essential to understand the basis of the con"ict in question. $is week we will look at generalised understandings and analysis of con"ict. Following this broad overview, we focus on structural bases for con"ict (i.e. class and gender).

ReadingsConnie Peck (1998) Sustainable Peace: #e Role of the UN and Regional Organizations in Preventing Con!ict, New York: Carnegie Commission on Preventing Deadly Con"icts: pp. 25-44 (Chapter 3: Diagnosing Contemporar y Con"ict).

Cristina Jayme Montiel & Maria Elizabeth J. Macapagal (2006) ‘Effects of Social Position on Societal A%ributions of an Asymmetric Con"ict’, Journal of Peace Research, vol. 43, no. 2: pp. 219–227.


Co n " i c t $ eo r y. Modu l e I I I , C o n ! i c t Transformation by Peaceful Means.

Week 5 (October 4) — Understanding power, violence and nonviolence$is week we consider Gene Sharp’s conception of power, and explore nonviolent strategies in con"ict.

Gene Sharp (2010) Dictatorship to Democracy: a conceptual %amework for liberation, 4th U.S. edn, $e Albert Einstein Institute: pp. 17-23 (Chapter 3: Whence Comes the Power?). Full text available online at h%p://www.aeinstein.org/organizations/org/FDTD.pdf

Brian Martin (1989) ‘Gene Sharp's $eory of Power’, Journal of Peace Research, vol. 26, no. 2, 1989, pp. 213-22.

Simon Fisher et al. (2000) Working With Con!ict: Skills and Strategies for Action, New York: Zed Books, pp. 37-53 (Chapter 3: Critical issues).

‘ Violence $eor y ’. Module IV, Con! ic t Transformation by Peaceful Means.

** Assignment 2 is due at the start of your tutorial.

Week 6 (October 11) — Con#ict resolution & con#ict transformation I$is week we explore the differences between b e t w e e n c o n " i c t re s o l u t i o n , c o n " i c t management and con"ict transformation. We re"ect on John Paul Lederach’s framework for con"ict transformation.

** Monday is a public holiday.

Readings & exercisesE. Franklin Dukes (1999) ‘Why Con"ict Transformation Ma%ers: $ree Cases’, Peace and Con!ict Studies, Vol. 6, No. 2: pp. 47-66.

John Paul Lederach (2003) $e Li%le Book of Con" ict Transformation, Good Book s Publishers. [entire text]

Con"ict theory and practice: a perspective, Con!ict Transformation by Peaceful Means.

Con"ict theory, con"ict practices: some more steps, Con!ict Transformation by Peaceful Means.

Further readingJohn Paul Ledearch (1995) Preparing for Peace: Con!ict Transformation across Cultures, Syracuse University Press, pp. 3-10 (Introduction).

Week 7 (October 18) — Con#ict, con#ict resolution & con#ict transformation I I We continue with our exploration of differences b e t w e e n c o n " i c t re s o l u t i o n , c o n " i c t management and con"ict transformation. You may #nd these readings a li%le challenging/heavy on theory and concepts.

ReadingsJohan Galtung (1996) Peace by peaceful means: peace and con!ict, development and civilization, Sage Publications, London: pp. 89-102, 114-126.

$omas Weber (2001) ‘Gandhian Philosophy, Con"ict Resolution $eory and Practical Approaches to Negotiation’, Journal of Peace Research, vol. 38, no. 4, 2001, pp. 493–513.


http://www.aeinstein.org/organizations/org/FDTD.pdf




‘ C r e a t i v i t y, t r a n s c e n d e n c e , c o n " i c t transformation’, Con!ict Transformation by Peaceful Means.

‘Transformation’. Module VII, Con! i c t Transformation by Peaceful Means.

Part 3: Skills and strategies for con"ict work Week 8 (October 25) — Strategies for Addressing Con#ict IWe more speci#cally explore frameworks and tools for analyzing con"ict. $ere is more emphasis on group work this week, which is re"ected in the structure of seminars.

ReadingsFisher et al. (2000) Working With Con!ict: Skills and Strategies for Action, New York: Zed Books, pp. 17-35 (Chapter 2: Tools for con"ict analysis).

John Paul Ledearch (1995) Preparing for Peace: Con!ict Transformation across Cultures, Syracuse University Press, pp. 101-108 (Chapter 10: Role plays: tools for discovery and creation).

Codes for Con"ict/Peace Workers: Twelve Do’s, Con!ict Transformation by Peaceful Means.

Codes for Con"ict/Peace Workers: Twelve Don’ts, Con!ict Transformation by Peaceful Means.

Further readingLedearch, J.P. (1995) Preparing for Peace: Con!ict Transformation across Cultures , Syracuse University Press, pp. 25-33 (Chapter 3: An integrated framework for training).

Week 9 (November 1) — Strategies for Addressing Con#ict II$is week we explore the role of dialogue, sustained dialogue, as a process for changing relationships and transforming con"ict. As with last week, there is an emphasis on group work which is re"ected in the structure of seminars.

Harold H. Saunders (1999) A Public Peace Process: Sustained Dialogue to Transform Racial and Ethnic Con!icts, New York: St. Martin’s Press, pp. 81-96 (Chapter 5: $e Dialogue Process).

‘ C r e a t i v i t y, t r a n s c e n d e n c e , c o n " i c t transformation’, Con!ict Transformation by Peaceful Means.

Dialogue, Module II, Con!ict Transformation by Peaceful Means.

Peace Dialogues, Module VIII, Con!ict Transformation by Peaceful Means.

Week 10 (November 8) — Strategies for Addressing Con#ict III $is week we consider a number strategies for addressing con"icts. As with last two weeks, there is an emphasis on group work which is re"ected in the structure of seminars.

Simon Fisher et al. (2000) Working With Con!ict: Skills and Strategies for Action, New York: Zed Books, pp. 57-77 (Chapter 4: Building Strategies to Address Con"ict).

John Paul Ledearch (1995) Preparing for Peace: Con!ict Transformation across Cultures, Syracuse University Press, pp. 55-62 (Chapter 6: $e Elicitive Model).

John Paul Ledearch (1995) Preparing for Peace: Con!ict Transformation across Cultures, Syracuse University Press, pp. 66-70 (Chapter 7: Prescriptive and Elicitive: $e Critical Tension),

Con" ict Pract ice, Module IV, Con! i c t Transformation by Peaceful Means,

Further readingJohn Paul Ledearch (1995) Preparing for Peace: Con!ict Transformation across Cultures, Syracuse University Press, pp. 47-53 (Chapter 5: $e Prescriptive Model).


Part 5: Critical IssuesWeek 11 (November 15) — Identity & Con#ict$is week we look more deeply at the role of identity in producing and shaping con"ict — from the interpersonal to the international.

Nancy Cockburn (1999) #e Space Between Us: Negotiating Gender and National Identities in Con!ict, Zed Books. pp. 211-230 (Chapter 8: Identity and Democracy).

Nira Yuval-Davis (1999) ‘What is “transversal politics”?’, Soundings , no. 12, 94-98.

Jeffrey R Seul (1999) ‘“Ours is the Way of God”: Religion, Identity, And Intergroup Con"ict’, Journal of Peace Research, vol. 36 no. 5, pp. 553-569.

ExercisesUnit 13 of ‘Con"ict $eory’. Module III, Con!ict Transformation by Peaceful Means. [re-read]

Unit 43 of ‘Con"ict $eory’. Module V, Violence Transformation by Peaceful Means.

Unit 34 of ‘Transformation’. Module VII, Con!ict Transformation by Peaceful Means. [re-read]

Week 12 (November 22) — Western hegemony and ontology$is week we re"ect further on critical issues producing and shaping con"ict. We consider the processes through which western hegemony and constructions of cultural relativism produce and shape con"ict and con"ict transformation.

ReadingsLila Abu-Lughod (2002) Do Muslim Women R eal ly Need Sav ing? Anthropolog ica l Re"ections on Cultural Relativism and Its Others, American Anthropologist, Vol. 104, No. 3: pp. 783-790.

Simon Fisher et al. (2000) Working With Con!ict: Skills and Strategies for Action, New York: Zed Books, pp. 125-139 (Chapter 7: Addressing the Consequences).

Polly O. Walker (2004) ‘Decolonizing Con"ict Resolution: addressing the ontological violence of westernization’, American Indian Quarterly, Vol. 28, NoS. 3 & 4, pp. 527-549.

Week 13 (November 29) — Respect & Recognition: treaties and con#ict in Canada$is week we will look at con"icts over treaties in Canada, and consider whether respect and recognition is an effective basis to address these.

Tutorial time and Friday’s seminar time will be set aside for you to work on your group projects.

ReadingsJames Tully (1995) Strange multiplicity: Constitutionalism in an age of diversity, Cambridge University Press, pp. 1-29 (Chapter 1: Demands for constitutional recognition).

W e e k 1 4 ( M o n d a y D e c e m b e r 6 ) — Conclusions & ContinuationsWe rap up the course, and re"ect on some pertinent issues we have covered.

ReadingsSimon Fisher et al. (2000) Working With Con!ict: Skills and Strategies for Action, New York: Zed Books, pp. 157-167 (Chapter 9: Evaluation).


Assessment and submission- You are not required to pass every

component of assessment to pass the subject.

- Penalty for late submission of work: 10 marks per day out of 100.

- $e subject coordinator reserves the right to hold an additional oral examination for any piece of assessment.

A$endanceA%endance at class is a key requirement of this course. Non-a%endance will signi#cantly impact on what you can learn from this course. By not participating, you also detract from the ability of others to learn with you.

If you miss more than 2 tutorials, marks will be subtracted from your #nal mark, as follows:

- 0, 1 or 2 absences: no penalty

- 3 absences: 6% subtracted

- 4 absences: 12% subtracted

- 5+ absences: 18%+ subtracted

For example, if your mark is 75% but you missed 4 classes, your #nal mark will be 75% - 12% = 63%.

If you are present for only part of a class, that counts as fractional a%endance. For example, 2.5 absences leads to a 3% penalty.

If you will not be able to a%end a class, please contact me in advance.

ParticipationDue date: Weeks 2-13 Weighting: 30%

Each week, you are expected to substantially contribute to in-class discussions. $is includes illustration of a sound engagement with the week’s reading materials, re"ection on group work and dynamics, and introduction of examples.

You should come prepared with points for discussion, questions about the reading material or other ma%ers arising from the material presented in the lecture(s).

Assignment 1Due date: At start of tutorial week 3 (week starting September 20) Weighting: 5% Length: 350 words

Given the material for this course, what skills and knowledge would you like to take away? How can you see these impacting your life at a personal level? How do you see these impacting you life through employment? Are there any materials, including speci#c case studies, you would like to see covered in this course (or some you would not prefer)?

Assignment 2Due date: At start of tutorial week 5 (week starting October 4) Weighting: 10% Length: 500 words

Re"ecting on your upbringing, ethnicity/culture/religious beliefs and socialisations, what factors can you see as affecting your ability to half facilitate con"ict transformation?


Requirements and assessment tasks

Group Research Report & Workshop Plan Due date: 13 DecemberWeighting: 40%Length: 2000 words+

Small groups will select a broad topic relevant to the course (e.g. “treaties and con"ict in Canada”). Each individual group member will then write a separate research paper on a sub-topic directly related to their group’s broad research topic (e.g. “$e Caledonia dispute”). $e group will then compile all of their papers i n t o o n e “a n t h o l o g y ” a n d , w o r k i n g collaboratively, develop an introduction and workshop design component that connects all of their research. $is project will be evaluated based upon the following:

Individual Research Paper Your individual report should be 2000 words, have a clear purpose/thesis and demonstrate the application of knowledge developed throughout the course. $e focus of your report should be on analysis, not summary.

You should be providing an original research-based analysis that demonstrates a peace studies perspective (utilizing course ideas and concepts). Excessive summary (of other authors, of historical fact, etc.) is not sufficient. $is is a research paper and must include material from outside the course.

Peer-reviewed academic articles are a preferred source of information. Reference to at least three of the course readings and two period reviewed sources are required.

Wikipedia and other online encyclopedias can provide a useful starting point for research. Use should be limited to re"ect this. Do not include them as a source.

Limiting research to Google or other search engines is poor practice. It limits your exposure and ability to #nd academic material. It also is

very easy to note who has limited their research in this way.

Group Introduction & outline of challengesWorking as a group, develop a 750-word introduction for the “anthology” that discusses the broad topic area selected. $is introduction should also provide a short overview of each paper wri%en by the individual group members and note any relevant connections between then.

Asa group, provide an overview of some of the key challenges to be faced in developing a workshop. $ese include challenges for the facilitator and the parties to the con"ict.

Give consideration to:

- workshop goals and strategies

- the distinction between prescriptive and elicitive approaches

- relevant cultural considerations (including western hegemony)

- methods for evaluating workshop effectiveness.

All of the group’s research papers, the group introduction and the outline of challenges must be bound together with a title page/cover.

Final Examination $e #nal examination will occur during the exam period and will address material covered throughout the course.


$e following criteria will be utilized in the assessment of all wri%en work and will guide the assessment of all other assignments.

Excellent (A+, A, A-) (100% - 80%)$oughtfully develops interesting and original ideas; secondary material and course readings are used intelligently and not as a substitute for the learner’s own thinking; clear indication of conceptual understanding; originality, creativity and enthusiasm; solid organization; convincing/well supported statements; virtually free of errors in grammar, spelling and punctuation; u s e s t h e c o n v e n t i o n s o f s c h o l a r l y documentation correctly.

Very Good to Good (B+, B, B-) (79% – 70%) Competent/accurate treatment of its topic; well wri%en with a clear purpose; may demonstrate weaker conceptual understanding; may lean uncritically on secondary sources; organization is clear and sentences are comprehensible; few errors in grammar and spelling; follows conventions of scholarly documentation.

Good to Fair (C+, C, C-) (69% - 60%)Lack of clarity; triv ial/underdeveloped purpose/thesis and/or arguments; considerable summary and paraphrase, with only occasional analytical commentary; may be characterized by conceptual and research inaccuracies; may rely exclusively on secondary sources; organization is disjointed; some sentences may be convoluted and incomprehensible; mistakes in grammar, spelling and punctuation; carelessness with scholarly documentation.

Problematic (D+, D, D-) (59% - 50%)Serious inaccuracies or inconsistencies; minimal grasp of topic; sources are o*en misused or misinterpreted; expresses opinion, but does not support effectively; lacks coherence/clarity; has errors in grammar, spelling and punctuation.

Failures (F) (49% - 0%)Total misunderstanding; disorganization; considerable grammatical errors; unscholarly presentation. ($is grade is also given for plagiarism/other academic integrity issues)


Image sourcesDave Boldingers Cartoons & Stuff — h%p://www.dbaldinger.com/opinion_cartoons/second_page/dear_world.html

James Garvin Ellis. Rodney Powell (standing) talks with other sit-in participants at Walgreens drugstore in Nashville, Tennessee, Friday March 25, 1960 — h%p://en.wikipedia.org/wiki/Nashville_sit-ins

Marc Riboud. Jan Rose Kasmir, protest against the Vietnam War outside the Pentagon, Arlington County, Virginia, Saturday, 21 October 21, 1967 — h%p://en.wikipedia.org/wiki/Jan_Rose_Kasmir

Shaney Komulainen. Canadian soldier Patrick Cloutier and Saskatchewan Native Brad Laroque alias 'Freddy Kruger' come face to face in a tense standoff at the Kahnesatake reserve in Oka, Quebec, Saturday September 1, 1990 — h%p://en.wikipedia.org/wiki/Oka_Crisis

General grading criteria

http://www.dbaldinger.com/opinion_cartoons/second_page/dear_world.html




http://en.wikipedia.org/wiki/Nashville_sit-ins

http://en.wikipedia.org/wiki/Nashville_sit-ins

http://en.wikipedia.org/wiki/Jan_Rose_Kasmir

http://en.wikipedia.org/wiki/Jan_Rose_Kasmir

http://en.wikipedia.org/wiki/Oka_Crisis

http://en.wikipedia.org/wiki/Oka_Crisis

Submi!ed work Assignments must be submi%ed by due dates. Late submissions will be penalized by 5% of their .value per day (including weekends) unless an extension has been granted by the instructor (only the course instructor may grant extensions). Extension requests will only be granted if appropriate documentation is provided (e.g. a doctor’s note). Late assignments will receive a grade, but no additional comments.

$e instructor cannot accept/grade work a*er the end of term. Under rare circumstances learners who were not able to complete their work during the regular term may apply for an extension by submi%ing an application to the Undergraduate Reviewing Commi%ee before the end of term (see h%p://www.humanities.mcmaster.ca/forms/DeferredTermWork.pdf).

$e instructor and TA are not responsible for any misplaced assignments—always keep an extra copy of your work. Assignments not submi%ed in class may be dropped off in the box outside of TSH 313 (the Interdisciplinary Studies Office). Do not slip assignments under the instructor’s or TA’s doors—these will not be accepted. Electronic/email copies of assignments will not be accepted.

Group Work Participation: It is an issue of academic integrity, closely allied to plagiarism and cheating, to be a “free-loader” in one’s group. “Free-loading” is providing less than an equal contribution to the work and decision-making of the group, i.e. bene#ting in marks from work done by other members of the group in an unjust way.

To contribute, each learner needs to be present and contribute during all group activities—during and outside of class time. $us, a%endance will be peer monitored and absences may result in a reduction in the grade awarded an individual for the group research report (amount to be determined on a case-by-case basis). Multiple absences may be taken as negating membership in group. Failure to effectively contribute to the group work may also result in a reduction of the participation grade awarded.

In order to ensure the groups work effectively, group members must maintain open communication with the instructor and teaching assistant regarding their group’s dynamics. Please inform the instructor of any con"icts or cases of uneven workload distribution as soon as possible.

Statement on Academic Integrity: You are expected to exhibit honesty and use ethical behaviour in all aspects of the learning process. Academic credentials you earn are rooted in principles of honesty and academic integrity.

Academic dishonesty is to knowingly act or fail to act in a way that results or could result in unearned academic credit or advantage. $is behaviour can result in serious consequences, e.g. the grade of zero on an assignment, loss of credit with a notation on the transcript (notation reads: "Grade of F assigned for academic dishonesty"), and/or suspension or expulsion from the university.

It is your responsibility to understand what constitutes academic dishonesty. For information on the various types of academic dishonesty please refer to the Academic Integrity Policy, located at h%p://www.mcmaster.ca/academicintegrity

$e following illustrates only three forms of academic dishonesty:

- Plagiarism, e.g. the submission of work that is not one's own or for which other credit has been obtained.

- Improper collaboration in group work.

- Copying or using unauthorized aids in tests and examination.

All assignments will be evaluated to ensure academic integrity. Academic dishonesty will be treated as a very serious ma%er in this course and all cases of academic dishonesty will be reported to the Office of Academic Integrity.

Email Communication Policy$e course instructor will only open emails sent from McMaster email addresses. Emails sent from any other email provider (e.g. Hotmail, Gmail, Yahoo) will not be opened and will be deleted immediately. $is policy protects con#dentiality and con#rms your identity.

Assisted Learning$e Centre for Student Development is always available to help students with different learning needs (MUSC B-107; Ext 24711; h%p://csd.mcmaster.ca). If you require special arrangements, you should talk to the course instructor as soon as possible.


Course Policies

http://www.humanities.mcmaster.ca/forms/DeferredTermWork.pdf




http://www.mcmaster.ca/academicintegrity




http://csd.mcmaster.ca

http://csd.mcmaster.ca

ps 2a03: conflict transformation — course guide (2010)

Documents