ASTK18012U Core Subject: Approaches to International Conflicts - From Theory to Methods
!! This course will be held on Campus !!
But the workshop will be blended
Core subject in the core-subject line in International Relations and Conflict Resolution. Only accessible to students who are admitted to International Relations and Conflict Resolution.
NB! All exams (both ordinary and re-exams) will take place at the end of the autumn semester only, as the course is not offered in the spring
This core subject takes its point of departure in the strong International Relations (IR) tradition of the department – and it adds a particular focus on conflict resolution, including mediation, diplomacy and non-violence, as well as theoretical approaches to how conflicts are managed, mediated and resolved.
The core subject provides candidates with deep knowledge and key competences to analyze international conflicts, understood broadly as anything from separatism, civil wars, terrorism, international controversies, status rivalry to diplomatic tensions. While the object of analysis is conflict, the core subject is not limited to the specific tradition of ‘conflict studies’, but has a strong component of other conflict-focused theories within IR. This unique approach to studying conflicts makes the core subject the place to go for graduate students who want to work with international conflicts and their resolution in an in-depth and theoretically advanced manner. It offers an ambitious program, which challenges students to work systematically by effectively linking theory, methods and empirics.
This particular profile is internationally quite unique as other Nordic peace research communities do not have a similar theory dimension. In turn our many brilliant IR students will be challenged in a productive way by confronting work that does not spin out of the standard repertoire of IR-theories. By seeing how different evolving conversations have produced different overlapping intellectual universes, they gain an increased reflexivity in relation to using theories. In turn, the core subject will emphasize methods and strategies of analysis, training students in developing and applying their own analytical skills, knowledgeable of but not hostage to one particular set of theories.
Structure of the core subject
The core subject in International Relations and Conflict Studies consists of two compulsory courses, which students have to take during the same autumn semester:
- Approaches to International Conflicts - From Theory to Methods (15 ECTS)
- Concepts and Methods in International Relations (7,5 ECTS)
On completion of the course, students should be able to evaluate complex conflicts and their possible resolution in light of IR and conflict studies theories.
Demonstrate in-depth knowledge of different approaches to understanding and handling international conflicts
Demonstrate knowledge of theoretical trends and key debates within International Relations and Conflict Resolution
Identify and evaluate the causes, dynamics and positions in a conflict
Estimate the likely success of specific resolutions to concrete conflicts and diplomatic tensions
Communicate knowledge about current conflicts, conflict patterns and conflict resolution practices
- Contribute to critical problem-solving in a highly conflictual setting
- Make informed analyses of the use and nature of IR and conflict studies theories in concrete areas
- Systematize and juxtapose different ways of approaching a conflict situation analytically.
- Based on knowledge about IR and conflict studies methods, being able to formulate and evaluate possible solutions to international conflicts
- Critically reflect upon the usefulness of different methodological approaches and concepts
- Analytically reflect upon methodological design and its implications for the analysis of conflict situations
Adler-Nissen, R. (2014). Opting out of the European Union: Diplomacy, Sovereignty and European integration. Cambridge: Cambridge University Press, pp. 1-113 (113 pages)
Adler-Nissen, R. (2016). Towards a practice turn in EU studies: the everyday of European integration. JCMS: journal of common market studies, 54(1), 87-103.
Adler-Nissen, R., & Pouliot, V. (2014). Power in practice: Negotiating the international intervention in Libya. European journal of international relations, 20(4), 889-911.
Demmers, Jolle (2016) Theories of Violent Conflict: an introduction, Routledge, chapter Introduction+3+4+5+6, 1-19, 57-145 (107)
Fearon JD. (1995) Rationalist explanations for war. International Organization 49: 379-414. (36)
Fearon JD and Hansen, BT. (2018) The arms trade, international alignments, and international conflict. Working paper. 1-38 (38)
Hansen, Lene (2006) Security as Practice: Discourse Analysis and the Bosnian War, London: Routledge, pp. 1-147 [chapter 1-7] and 221-229 [notes for chapter 1-7) (154 pages)
Hansen, Lene (2011) ‘Theorizing the image for Security Studies: Visual securitization and the Muhammad Cartoon Crisis’, European Journal of International Relations, 17(1): 51-74 (24 pages)
Hansen, Lene (2018) ‘Images and International Security’, in Alexandra Gheciu and William C. Wohlforth (eds.) The Oxford Handbook of International Security, Oxford: Oxford University Press, pp. 593-606 (14 pages)
Kaldor, Mary. New and old wars: Organised violence in a global era. John Wiley & Sons, (2013). Ch. 1, 2, and 3.
Kaldor, Mary. Global civil society: An answer to war. John Wiley & Sons, (2013). Ch. 1.
Wallensteen, Peter (2015) Understanding Conflict Resolution: War, Peace and the Global System, Sage 2015, fourth ed. Chapter 3 (24)
- Class Instruction
Students will receive continuous feedback on group work throughout the course. A number of methods cafés/roundtables at the end of the course ensure maximum feedback on the selected theoretical approaches to the students.
- 15 ECTS
- Type of assessment
- Written examinationFree assignment
- Marking scale
- 7-point grading scale
- Censorship form
- External censorship
Criteria for exam assesment
- Grade 12 is given for an outstanding performance: the student lives up to the course's goal description in an independent and convincing manner with no or few and minor shortcomings
- Grade 7 is given for a good performance: the student is confidently able to live up to the goal description, albeit with several shortcomings
- Grade 02 is given for an adequate performance: the minimum acceptable performance in which the student is only able to live up to the goal description in an insecure and incomplete manner