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POL 3162B POLITICAL VIOLENCE Professor Emily REGAN WILLS Fall 2013 Class Times: Wednesday 13:00-14:30 Friday

y 11:30-13:00 Monday 10:30-12:00 Thursday 13:00-14:30 (or by appointment) Virtual Office Hours: via gchat, emilyreganwills

Office Hours:

Office Location: FSS 7065

Professors Email: All emails will be answered within 2 business days of receipt. Official Course Description: Causes and forms of violence aimed at changing policies, controlling a state, overthrowing a regime, or altering political boundaries. Forms of social, ethnic, and fundamentalist violence, including riots, massacres, terrorism, ethnic cleansing, and genocide. Detailed Course Description: This class is an exploration of the theoretical and empirical literature on violence in political life, with cases drawn from all the regions of the world in the 20th and 21st centuries. In the course of the twelve weeks of class, we will explore when violence is used, what it is good for in politics, and what its effects are on political life in its aftermath. Learning Outcomes: At the end of this course, students should: 1) be able to make a convincing argument about what political violence is; 2) be able to analyze the effects of political violence on specific cases in political history; 3) understand the relationship between violence and power in theoretical and concrete terms; 4) have improved their writing, research, and argumentation skills. Teaching Methods: Classes will include lectures, whole-class discussions, and small-group discussions with reportbacks. Lectures will include multi-media components; Powerpoint slides will be uploaded to lecturetools and/or Blackboard.

Course Assignments: Assignment Attendance & Participation Reading Responses Midterm Essay Revised Reading Response Final Project Due Date(s) Ongoing (selected by you) October 23 November 15 (various options) Percentage of Final Grade 10% 15% 20% 15% 40%

Attendance and Participation - 10% Attendance and participation will be graded in two ways: through the use of instance response questions in class, which you will answer via, and through in-class discussions with a small group of peers. Each class will contain one or the other of these techniques. Reading Responses - 15% You must write three reading responses over the course of the semester. These are two page essays that briefly summarize the reading for a class session (in one paragraph) and then go on to make some sort of argument or engagement with the text. This could be comparing to a specific case, putting it in dialogue with other readings for other sessions or other theoretical approaches, or explaining why you agree or disagree with the readings. You must quote from the reading at least once. You may choose the class sessions when you turn them in; however, you must turn in one before fall break, you must have turned in at least three by November 1, and you may not turn in one for a previous weeks' reading. You must keep track yourself about your pacing for this assignment. Revised Reading Response - 15% You will choose one reading response, whichever most interests you, and revise it from a 2 page paper into a 3-4 page paper. In that paper, you can expand on your argument, increase the dialogue between the paper and other readings, or explore this issue more completely however makes sense to you. You should also work on improving the areas for improvement highlighted in the original paper. This will be due on November 15. In-Class Midterm Essay: 20% Students will write an in-class essay assignment on October 23. Four possible questions will be distributed before fall break; two of them will be on the exam, and you will have to write one of them. Final Project - 40% For your final project, you will have three options. Everyone in the class must select one of these options in class on September 13th.

The options are: A group presentation on a case study of political violence, which will take place in class on November 6, November 8, November 13, or November 15. (If too many/not enough people sign up for this option, we will make alterations to the class schedule.) Groups will have three or four members, and will be formed and choose case studies through negotiation between professor and students. Oral presentations will be 30 minutes; groups will also turn in a written version of their presentation during the exam period. A research dossier, written individually or in pairs, on a case study of contemporary political violence. The dossier will include primary and secondary research, and will include the production of several distinct written parts. It will be due during the exam period. Pairs and case studies will be chosen through negotiation between professor and students. An essay on a topic of your choosing, which relates to the thematic material and the specific readings done in the class, and which will involve independent research. Essays will be 10-15 pages long, and will be due during the exam period. Plagiarism and Academic Dishonesty. The primary forms of academic dishonesty are cheating on exams and quizzes, and plagiarism. Plagiarism is the unacknowledged use of someone else's work as one's own in all forms of academic endeavor (such as essays, theses, examinations, research data, creative projects, etc), intentional or unintentional. Plagiarized material may be derived from a variety of sources, such as books, journals, internet postings, student or faculty papers, etc. This includes the purchase or outsourcing of written assignments for a course. A detailed definition of plagiarism in research and writing can be found in the fourth edition of the MLA Handbook for Writers of Research Papers, pages 26-29. Any academic dishonesty in this class will result as a zero for the assignment.

Policy for Late Assignments. Written assignments will lose five points per day they are late. The reading responses and midterm essay cannot be rescheduled without prior permission; that means that, if you do not turn them in, you will receive a zero for the assignment. If you want to negotiate for an extension on any written project, you may do so until 48 hours before it is due. Readings: There are no texts for purchase for this class. All readings will either be scanned PDFs placed on Blackboard, or journal articles that you will be expected to locate for yourself. Date September 4 September 6 Class Theme Introduction Violence as State Making Readings No readings Max Weber, Politics as a Vocation (PDF) View all the videos on the CBC's archive for the Oka Crisis,

September 11 September 13 September 18 September 20 September 25 September 27

Violence as the Opposite of Power The Second Intifada Violence as Contestation The 2005 Riots in France Power of Life and Death The Argentine Dirty War

Hannah Arendt, On Violence (PDF) Wendy Pearlman, Violence, Nonviolence, and the Palestinian National Movement (PDF) Charles Tilly, The Politics of Collective Violence (PDF) Didier Lapeyronnie, "Primitive Rebellion in the French Banlieues: On the Fall 2005 Riots" (PDF) Michael Foucault, History of Sexuality (PDF) Juan E. Corradi, The Fitful Republic (PDF) Emilio Crenzel, "Between the Voices of the State and the Human Rights Movement: Never Again and the Memories of the Disappeared in Argentina." Journal of Social History 44(4): 1063-1076. Stathis Kalyvas. 2003. "The Ontology of Political Violence: Action and Identity in Civil Wars." Perspectives on Politics 1(3), 475-494. Lee Ann Fujii. 2008. "The Power of Local Ties: Popular Participation in the Rwandan Genocide." Security Studies, 17:3, 568-597. Theda Skocpol, States and Social Revolutions (PDF) Edward Kissi, Revolution and Genocide in Ethiopia and Cambodia (PDF) FALL BREAK NO READINGS Mercedes Olivera, "Violencia Feminicida," and Alicia Schmidt Camacho, "Ciudadana X," from Terrorizing Women: Feminicide in the Amricas Candice Skrapec, "The Morgue Was Really From the Dark Ages," in Making a Killing: Femicide, Free Trade, and La Frontera Readings TBA Readings TBA Readings TBA Readings TBA Readings TBA Readings TBA Timothy Pachirat, Every Twelve Seconds (PDF) No Readings

October 2

Chaos and the Micro-Level The Rwandan Genocide Revolutionary Violence The Ethiopian and Cambodian Revolutions MIDTERM ESSAY Contesting Violence: La Feminicidas de Ciudad Juarez, Mexico. Theme TBA Theme TBA Presentations Presentations Presentations Presentations Violence Against Nonhumans Conclusion

October 4 October 9 October 11

October 23 October 25

October 30 November 1 November 6 November 8 November 13 November 15 November 20 November 22

Resources on Campus That May Be Useful For You: Mentoring Centre The goal of the Mentoring Centre is to help students with their academic and social well being during their time at the University of Ottawa. Regardless of where a student stands academically, or how far along they are in completing their degree, the mentoring centre is there to help students continue on their path to success. A student may choose to visit the mentoring centre for very different reasons. Younger students may wish to talk to their older peers to gain insight into programs and services offered by the University, while older students may simply want to brush up on study and time management skills or learn about programs and services for students nearing the end of their degree. In all, the Mentoring Centre offers a place for students to talk about concerns and problems that they might have in any facet of their lives. While students are able to voice their concerns and problems without fear of judgment, mentors can garner further insight in issues unique to students and find a more practical solution to better improve the services that the Faculty of Social Sciences offers, as well as the services offered by the University of Ottawa. Academic Writing Help Centre - At the AWHC you will learn how to identify, correct and ultimately avoid errors in your writing and become an autonomous writer. In working with our Writing Advisors, you will be able to acquire the abilities, strategies and writing tools that will enable you to: Master the written language of your choice Expand your critical thinking abilities Develop your argumentation skills Learn what the expectations are for academic writing Counselling Service- There are many reasons to take advantage of the Counselling Service. We offer: Personal counselling Career counselling Study skills counselling Access Service - The Access Service contributes to the creation of an inclusive environment by developing strategies and implementing measures that aim to reduce the barriers to learning for students who have learning disabilities, health, psychiatric or physical conditions. Student Resources Centres - The Student Resources Centres aim to fulfill