Complete List of Approved Courses
|EDUC/APSY8923||Critical Race Theory/Intersectionality|
|ELHE7202||Global and Comparative Systems in Higher Education|
|HIST4250||Human Rights as History|
|HIST4291||War Crimes Trials|
|HIST4292||War and Genocide|
|LAWS3341||Advanced Immigration Law Seminar|
|LAWS395201||Human Rights and Global Poverty|
|LAWS4420||International Criminal Law|
|LAWS4436||International Human Rights|
|LAWS6673||Law of War, War Crimes and Genocide|
|LAWS7729||Global Poverty and Human Rights|
|LAWS786201||International and Comparative Rights: Economic and Social Rights
|LAWS9932||Comparative Constitutional Law|
|PHIL6611||Global Justice and Human Rights|
|PHIL8825||Seminar on Law and Politics|
|PHIL8826||Seminar on Law and Justice: Rights, Religion, Recognition|
|POLI2411||Indigenous Politics in Latin America|
|POLI7863||Institutions in International Politics|
|POLI2638||Islamic Political Philosophy|
|APSY7471||Psychological Responses to Humanitarian Crises: Human Rights, Gender Violence, and International Justice|
|APSY7511||Alternative Strategies and Children Affected by Organized Violence: Community-based resources for mental health and human rights|
|Psychology of Trauma: Cross-Cultural & Social Justice
|EDUC/APSY8912||Participatory Action Research: Gender, Race, and Power|
|APSY8915||Critical Perspectives on the Psychology of Race, Class, and Gender|
|SOCY7751||Quest for Social Justice|
|SCWK7728||Global Perspectives on Gender Inequalities|
|SCWK7794||Immigrant and Refugee Issues in the United States|
|SCWK7797||Frameworks and Tools for Global Practice|
|SCWK8806||Global Policy Issues and Implications|
|SWCK8822||The Impact of Traumatic Victimization on Child and Adolescent Development|
|SCWK9953||Cross-Cultural Issues/Social and Behavioral Research
|THEO3343/FILM3343||Genocide and Film|
|THEO5351||Faith Elements in Conflicts: The Role of the Theological Positions in the Fomenting or Resolution of Conflict|
|THEO7535||Ethical Issues in War and Peace
|THEO5539/INTL5539||Human Rights, Humanitarian Crises, and Forced Migration: Ethical, Political, and Religious Responses|
|THEO5561||Christian Ethics and Social Issues|
|THEO5563/INTL5600||Ethics, Religion, and International Politics|
|THEO2584||Human Rights: A Common Morality for a Diverse and Developing World|
|THEO7606||Peace, Justice and Reconciliation|
|THEO7893||Contemporary Theories of Justice|
||Seminar: Reconciliation in A World of Conflict|
|TMCE700801||Introduction to Catholic Social Ethics|
||Social Justice and the Bible|
||Global Health and Theological Ethics|
||Education for Justice and Peace
|Graduate Seminar in Human Rights and International Justice
This doctoral course explores the epistemological, methodological, and pedagogical uses of Critical Race Theory, Intersectionality (CRT/Int), and Settler Colonialism, in the examination and deconstruction of institutionalized and race-based disparities and inequalities in societal institutions, including, but not limited to, K-12 education, higher education, psychology, and the law. Course texts and student work will utilize both academic and popular culture texts. The course assumes and builds upon a foundational knowledge of social theories, and the ways in which self, institution and society are connected.
Colleges and universities are part of an international system of post-secondary education. This course offers a perspective on the organization and structure of higher education worldwide, as well as an analysis of central issues affecting academe internationally. Examples from other countries are related to the American context. Among the topics considered are global trends in the expansion and organization of higher education, international study and its impact, the political role of universities, student activism, the role and status of the academic profession, styles of academic leadership in other countries, and others.
One of the major developments in world history since WW II has been the rise of a universal human rights culture. This course will explore this development in historical perspective, tracing the origins of the language of human rights back to the eighteenth century and the French Revolution and interrogating its development in the nineteenth and twentieth centuries. We will examine the potential of "human rights" in international politics but also the limitations of human rights claims. We will ask who has rights and when, and who the major actors are in pushing rights claims: governments, revolutionaries and NGOs.
The twentieth century has proven to be one of the most murderous in human history. The massive and in many ways unprecedented use of systematic atrocities in this century have provoked an equally unprecedented response--so-called war crimes trials. In reality, this tem covers a broad range of legal responses to systematic mass atrocity international trials, domestic trials, and truth and reconciliation commissions. We will consider examples of all of these and the advantages and disadvantages of each approach before concluding with a general consideration of the limits and possibilities of the law in confronting such enormous crimes.
Genocide has been one of the most tragic and disturbing global phenomena of the twentieth century. It has been truly global in scope, striking Asia, Africa, the Americas and Europe. In this course, we will explore the history of genocide and its relationship to to war in global perspective, from the colonial genocides of the 19th century, the Armenian genocide in WW I, the Holocaust in WWII and the potcolonial genocides since 1945. We will also ask what might be done on an international level to combat genocide - either through military intervention or through legal prosecution.
Prerequisite: Immigration Law (LL749)
This course examines selected topics in advanced immigration law. The readings address not only the historical and philosophical underpinnings of applicable statutes and case law, but also the practice of immigration law including deportation defense and affirmative applications. We will start by focusing on asylum and refugee law. In later sessions, we will examine in depth the immigration consequences of criminal conduct; bond and detention; and waivers of removability. The course also addresses special visas for victims of violent crimes, human trafficking, or domestic abuse. We will approach the readings as advocates, considering counsels' strategic alternatives and the courts' likely policy goals. Students who have not taken Immigration Law (LL749) are required to enroll in the Immigration Practicum Seminar (LL375) to participate, and must also obtain advance permission from the instructor. Students will complete a 20 page reserach paper, which constitutes 60% of the grade and fulfills the ABA writing requirement.
This seminar examines the ways in which the challenge of global poverty is understood, and addressed, as a challenge of human rights. We will consider: the historical origins and animating philosophies of the human rights framework; the so-called second generation economic and social rights to food, health care, housing, water and education; a rights-based approach to markets, development, and foreign aid; the enforcement problem and human rights; the role of litigation in social change; the international and domestic law divide; and the Global South as a special case for human rights. Readings are drawn from law, philosophy, history, anthropology and economics. No prior studies in these areas are required. For 2 credits, students will complete an examination distributed the last day of class and present on an assigned topic in class discussions. For an additional credit, students may complete an additional research paper (20 pages).
International Criminal Law
International Criminal Law criminalizes violations of human rights and the laws of wars. Compared to the seriousness of such violations, the claims of exclusive national jurisdiction, absolute national self-determination, and cultural distinction pale. The course asks how ICL defines and prosecutes war crimes, crimes against humanity, genocide, aggression, torture, terrorism, trafficking, and other large-impact violations. At stake are the conditions for lasting peace, global cooperation, international justice, and universal respect for human dignity. The course has no pre-requisites and does not assume familiarity with human rights, criminal law, or public international law. However, those who have completed studies in these fields will find that ICL complements them well. Students will be graded on a question requiring a dissertative answer. They may elect to take the course for 4 credits, additionally writing a 20-pages paper. The course can be taken pass/fail. Students from across the university are welcome to enroll or audit.
This course is an introduction to international human rights law. We will explore: --the philosophical and historical origins of the general Western idea of human rights and how that idea differs both from non-Western conceptions and the particular U.S. idea of civil rights. --the customary international law, treaties, instruments, etc. that create and protect human rights, economic and social rights, rights against racial, ethnic, religious, and gender discrimination, rights to self-determination, etc. --the institutions that monitor and enforce human rights law, including in particular regional systems such as that of Europe --the relationship between international human rights law and humanitarian laws of war, the prosecution of international war crimes, and U.S. law. All of these issues and more will be examined through close study of actual cases and through simulations. Students may also have the opportunity to participate in the work of organizations involved in international human rights issues.
Corequisite: These three offereings are corequisites (LL674, LL670, LL621)
International and Comparative Law;Clinical Education Please see description at "International Criminal Tribunal for the Former Yugoslavia: Theory & Practice Seminar" (LL674).
This course examines the development of the law of war and the prosecution of war crimes, and the legal aspects of genocide. Topics include the Hague and Geneva Conventions, the International Military Tribunal at Nuremberg (1945), the My Lai massacre in Viet Nam (1968), the Rwandan genocide (1994), the Genocide Convention, the Convention Against Torture, and post-September 11 events including litigation over the status and rights of "detainees" at Guantanamo Bay, Cuba, issues of torture, and the lawfulness of military commissions to try alleged terrorists. The focus is on how the law can address these issues through the use of tribunals, an international criminal court, or other means. Related topics, such as the defense of superior orders and the doctrine of command responsibility will also be considered. Breaking developments will be incorporated into class discussion.
This seminar examines the ways in which the challenge of global poverty is understood, and addressed, as a challenge of human rights. We will consider: the historical origins and animating philosophies of the human rights framework; the so-called second generation economic and social rights to food, health care, housing and education; a rights-based approach to markets, aid and development; the enforcement problem and human rights; the role of litigation in social change; the international and domestic law divide; and the Global South as a special case for human rights. Readings are drawn from law, philosophy, history, anthropology and economics. For 2 credits, students will complete an examination distributed the last day of class and present on an assigned topic in class discussions. For an additional credit, students may complete an additional research paper (20 pages).
U.S. immigration law involves much more than such technical questions as how to obtain a visa, a "green card," or who is subject to deportation. It is, as one writer put it, "a magic mirror" in which the highest aspirations and the deepest biases of American legal culture and history are still reflected. This course explores both aspects of this complex area of law: the technical/legal and the political/philosophical. We will use a variety of instructional methods. There will be traditional lectures, class discussions, outside speakers, films, YouTube videos, etc.
Economic and social rights include the rights to food, housing, health care, and education. This course examines the capacity of economic and social rights to respond to problems of poverty, inequality, and market failure. Country case studies will be drawn from constitutional developments in South Africa, Colombia and India respectively, and these will be compared with State and federal law in the U.S. The course has no prerequisites and does not assume a familiarity with international human rights law, comparative law or international law. However, students with an interest in these areas, as well as public interest law, law and politics, and/or the globalization of law, are encouraged to register.
This course introduces students to the comparative study of constitutional law. Students learn how to use the comparative lens to reflect on topics such as the organization of the state, the role of courts, the nature and structure of political power, forms of judicial review, the protection of fundamental rights, judicial methodology. Enrollment is limited. The course is offered for two credits. Students will have the option to write reaction papers in conjunction with the seminar for an additional credit.
This course will study the history of the idea of global justice from its early inception in Stoic law; to its formulation in social contract theory in Hobbes and Locke; through Kant's idea of cosmopolitan justice; to its contemporary reconstruction in John Rawls, David Held, Jurgen Habermas and Thomas Pogge. In the context of examining the status of global justice we will consider the problem of world poverty and how human rights can be defended in a global context with ever increasing problems associated with homelessness on a world scale.
Is it possible to interpret the global political order from a democratic point of view? This seminar will examine that question from two complimentary perspectives. First, we will consider the emerging domain of the political, contrasting realist (Schmitt) and liberal (Rawls) points of view. Second, we will consider the relatively new area of the constitutionalization of international law, which takes up the old problem of mixed constituent power and applies it to the international scene. This reconstruction of the idea of divided sovereignty (Habermas) has potential for understanding international law beyond the nation state from a democratic point of view.
This seminar will focus on three major areas of current concern in the realm of law and justice. About a third of the course will be devoted to each topic.
Human Rights: We will read The Idea of Human Rights by Charles R. Beitz (Oxford: 2009). Author of Political Theory and International Relations an early book on cosmopolitan justice Beitz provides us with the most recent justification of human rights based on neither consensus nor natural law but on philosophical reasoning. We will also read articles by Baynes, Benhabib, Cohen and others.
Religion and the Public Sphere: The recent almost universal rise in religion has made a major impact on modern theories of justice. We can no longer assume a correlation between modernization and secularization. Justice in a post-secular society must be reconfigured to accommodate this turn. We will consider the anticipation of this situation by John Rawls and the appropriation of this phenomenon by Jürgen Habermas. Also, we will read sections of the recently published Religion and the Public Sphere, a special issue of the journal Philosophy and Social Criticism which includes articles by Robert Audi, Gerald Gaus, Michael Perry, Christopher Eberle, Haukd Brunkhorst, Christina Lafont and others.
Recognition: We will read the new book Rights, Race, and Recognition by Derrick Darby (Cambridge: 2009) Also, we will consider Hegel’s theory of recognition which attempted to combine a concept of justice with a notion of human flourishing (Aristotle). We will consider the relationship between justice and the good in contemporary theories of justice. Another option will be to consider parts of Amartya Sen’s new book, The Idea of Justice. (Harvard: 2009)
Must be taken for graduate credit.
This course examines the emergence and dynamics of indigenous identities, social movements, and political parties in Latin America.
Not open to students who have previously taken PO 861. Open to undergraduates with permission of instructor.
This graduate seminar probes the nature and limits of cooperation in world politics. It begins by examining the fundamentals of power, conflict, and cooperation at international and global levels. It focuses on the sources, evolution, and prospects for cooperation, including competing theoretical understandings. Key questions include the importance of regions and regionalism, the effects of democracies and democratization, and the role of both balancing and leadership at the global level. Weekly papers, oral presentations, and a major research project are required.
What is the relationship between philosophy and Islam? Does the divine law (Shari'a) need to be supplemented with purely rational reflections on the nature and purpose of political life? What is the place of toleration and individual rights in the Islamic legal and philosophic tradition? We will explore these and similar questions by focusing on two particularly fertile periods of Islamic thought: the encounter of Islam with Greek philosophy in the classical period and its encounter with the modern secular West in late modernity.
This course develops a critical framework for understanding the psychological and social effects of selected natural and unnatural disasters and current responses to them. Course goals include: the development of a critical understanding of gendered oppression in contexts of war and humanitarian crises; an analysis of selected psychosocial interventions in the context of development and humanitarian aid; a critical analysis of international human rights as potential resources; and, the formulation of programmatic responses for mental health and human rights workers seeking to creatively respond to women and child survivors in collaboration with community-based indigenous workers and advocates.
This course will introduce its participants to theoretical and practical knowledge of educational, psychosocial and therapeutic strategies that have been developed as resources for culturally appropriate mental health work with child survivors of organized violence, oppression and human rights violations. The perspective presented will give recognition to the social structural context within which the children suffered and the families and communities to which they are returning. All of the methodologies covered in the course will be examined from a child-right based approach and will be applicable into both psycho-social programs and educational contexts in the United States as well as international settings. Finally, attention will be given to the efficacy of the alternative strategies to the affected communities and how this can best be measured using both quantitative and qualitative techniques.
The focus of this course is on the biopsychosocial aspects of traumatic stress. The course involves an exploration of psychological sequelae of various types of interpersonal violence, such as physical abuse, sexual assault, and political trauma across diverse populations. Assessment and clinical and community-based interventions concerning traumatic stress will be discussed with attention to cultural and linguistic diversity. The course includes a special emphasis on the examination of social justice and human rights in the context of interpersonal and collective violence.
This course will introduce students to theoretical and practical issues in the design and implementation of field-based participatory action research. We will review theories and practices that have contributed to community-based knowledge construction and social change. Ethnographic, narrative, and oral history methodologies will be used as additional resources for understanding and representing the individual and collective stories co-constructed through the research process. We will reflect collaboratively and contextually on multiple and complex constructions of gender, race, and social class in community-based research.
Using a social psychological framework, introduces multiple strategies for thinking culturally about select psychological constructs and processes (for example, the self, family and community relations, and socio-political oppression). Also pays particular attention to race and class as sociocultural constructs important for the critical analysis of the relationships of culture and psychology. Explores the implications of these constructs for intercultural collaboration and action.<
This seminar draws on the literature in political sociology and social movements to address sustained efforts to bring about social and political change. It is geared toward the problems and issues faced by groups involved in such efforts: (a) diagnosing the opportunities and constraints provided by the system in which they are operating; (b) analyzing the problems of mobilizing potential supporters and maintaining their continued loyalty and commitment; (c) devising effective strategies for influencing targets of change; and (d) dealing with counter-efforts at social control.
A course designed to investigate cross-cultural perspectives of gender inequalities and how these inequalities affect women's health, mental health, economic status, families, and their general well-being. Beginning with a framework for studying gender and ethnicity that will enable comparative analysis of women's issues among different cultures, the course focuses on basic concepts and theories that help our understanding of gender and culture. In addition, students will learn how to access cross-national data and statistics on women's social, physical, and psychological well-being.
A seminar designed to familiarize students with prominent theories, major issues, and controversies in immigration policy and social work practice with immigrants and refugees. While immigration has become a crucial concern of the American social welfare system as well as an issue of global urgency, immigration controls the fate of growing numbers of asylum seekers The adaptation problems of the children of immigrants have important practice and research implications for social workers. Students are encouraged to understand immigration issues in comparative and interdisciplinary perspectives.
Prerequisite: SW 762 and SW 800
Required for, and restricted to, Global Practice Field-of-Practice Concentration.
An advanced course that prepares students for effective practice in a global context and covers three broad areas: a framework for the rights-based perspective; rights-based programming with reference to vulnerable groups; and building sustainable systems. Students will be exposed to rights-based approaches to social work practice mainly in countries of the global south. Areas of focus include working with vulnerable populations such as children in a variety of settings, gender issues, migration as well as working with various NGOs, governmental and United Nations systems. Emphasis will be placed on working with diverse client populations in each practice setting.
An advanced policy course that introduces approaches, issues and competencies of global social work policy interventions. This course focuses on policy analysis in the context of world-wide poverty, underdevelopment, and sustainable development. In the context of social justice, equality, universal human rights and international collaboration (partnerships), it perceives global systems and their policies as both a challenge for a sustainable planet and for the growth of its interdependent national/local communities.
An advanced seminar addressing psychological, sociological, legal, and ecological aspects of family violence in its varied forms, especially in the sexual, physical, and psychological abuse of children and adolescents. Theories of and research on intrafamilial and extrafamilial abuse are discussed. Counter-transference phenomena are identified and alternate forms of treatment are explored.
This course explores how the increasing diversity of America presents both challenges and opportunities to social and behavioral researchers. The course explores current scholarship relevant to age; gender; immigration; race-ethnicity; and social class. It examines these concepts as processes that impact on multiple levels of social and behavioral functioning. The multicultural concepts are analyzed in relation to their theoretical and empirical base with the purpose of identifying social and behavioral research methods that are both cross-culturally sensitive and consequential.
This course is an historical overview of the twentieth century tragedy of genocide and ethnic cleansing as depicted in feature films and documentaries. We ask how these horrors can be visually translated to the screen while both maintaining their authenticity and serving as commercial entertainment. Through an analysis of a series of poignant films, the plight of the Native Americans, the controversial Armenian Genocide, the Holocaust and its legacy, the Killing Fields of Cambodia, and the Hutu-sponsored massacres in Rwanda will help grasp the driving mechanism of genocide and ethnic cleansing.
Religious differences appear often to figure in the dehumanization of enemies and rationalization of violence. This course will look at the way key concepts such as revelation, election and universality in various religions, especially in sectarian guise, affect the origins and progress of violent conflicts, and will ask to what extent such employment of these concepts betrays the religions themselves. It will also examine how far the institutional interests of religious bodies make them vulnerable to manipulation by other parties engaged in any given conflict, and how the religious elements and loyalties relate to other interests that figure in such conflicts.
This course will study the many ethical questions that arise in a Christian assessment of war and peacemaking in the modern age. The course will include historical development and moral analysis of various theories of just war and non-violence. Among the applied ethical questions to be examined are humanitarian intervention, targeted killing, economic sanctions, pre-emptive and preventive wars.
Preference for theology and international studies majors.
This course will explore the protection of human rights in the face of contemporary humanitarian crises, focusing on the relation between such crises and warfare, political oppression and economic injustice It will investigate the ethical perspectives that should guide responses by political, religious and civil communities. The issue of the forced migration that results from such crises will receive particular attention. Registration is limited.
Methods and sources for Christian ethical analysis, decision making, and policy formation in the areas of religious liberty, church-state relationships, economic justice, international human rights, war and peace; the role of Christians and of the church in the political sphere.
An examination of the role of religion in international politics and of ethical approaches to international affairs. Special emphasis will be given to religion as a source of conflict, religious communities as transnational agents for justice, protection of human rights, and peace; the historical development and contemporary formulations of ethical norms for the use of force, ethical and religious contributions to reconciliation and solidarity.
This course will explore the meaning, basis, historical roots, and practical significance of human rights, with special attention given to the questions of the universality of the idea of human rights in the context of the challenges of pluralism and economic development. Considers the relation between human rights diverse religious traditions, especially Christianity.
This course will consider theological and philosophical questions posed by the ethics of reconciliation in the social and political realms: In what respects are the reconciliation of peoples related to the themes of justice, liberation, reparation, and forgiveness? What are the appropriate forms of moral discourse invoked in assessing genocide, "ethnic cleansing," institutional racism, or the systematic rape of victims? In what respects are distinctively theological interpretations possible or necessary? This course explores the ethical dimensions of reconciliation, examining the interrelated aspects of justice, reconciliation, reparation, historical memory, and forgiveness. It gives special attention to recent attempts at public reconciliation.
A study of some major recent interpretations of the meaning of justice (e.g., Rawls, Sandel, Walzer, Sen and Nussbaum, Taylor); of their historical antecedents (e.g., Aquinas, Locke, Kant); and the critique and appropriation of these interpretations in recent Christian ethics.
Offered Periodically (Fall: 3)
The twentieth century's legacy is marked by social conflict and war: more than 200 million people killed because of political repression, ethnic or religious wars. Enlisting a theological lens, this seminar examines the Christian resources and contribution to the problem of reconciliation. After examining the most important secular approaches to the problem of personal and social conflict, we will focus on the main Christian theologies of reconciliation, including the works of Robert Schreiter, Miroslav Volf, John de Gruchy, and Jon Sobrino. Their theologies will be examined through individual case studies of the Balkan region, South Africa, and El Salvador.
Introduction to Catholic Social Ethics
This course introduces the rich tradition of social ethics engaged explicitly by Leo XIII, Rerum novarum (1891), continued by his successors and bishops conferences, and enriched by theological reflection that continues today. Attention will be given to the principal documents (encyclicals, Gaudium et spes (1965), pastoral letters), and the contexts from which they emerged to gain facility in applying social analysis to contemporary concerns. Key themes to be studied: life and dignity of the human person, solidarity, social participation and the common good, the preferential option for the poor, and economic development and work, among others.
This course builds on the rich tradition of Catholic social teaching found in the papal, Vatican, and conferences of bishops documentary history and brings the insights of Catholic social ethics and biblical studies to bear on current social justice realities. Attention will be given to primary source documents in the prophetic and wisdom literature traditions of scripture and the social encyclicals found in CST. The course a) presents the concerns of justice making/justice breaking in the primary literature of these traditions, b) explores the social, economic, and educational conditions of those who are vulnerable or otherwise marginalized, and c) considers how to realize the preferential option for the poor as the Gospel demand for justice.
The Course engages theological ethics in promoting global health as an urgent good and right that is integral to a vision of just society. Global health challenges (from HIV/AIDS to poverty and underdevelopment) are studied by highlighting international examples (from Asia, Africa, and the Americas) that help to identify the theological agenda and to implement it. Public health concerns and universal health coverage are part of this agenda worldwide. The Course’s theological analyses and proposals rely on Catholic and Protestant insights (from social doctrine to philosophical and theological bioethical discourse).
The course begins with an investigation of the tools of social analysis as a means of getting beneath the surface of issues of injustice. Following it reviews Catholic social teachings, as a means of offering a theological foundation for educating for justice. Finally, it looks at educational methods from the early 20th century to the present, methods that reflect education itself is a work of justice. The course concludes with student groups presenting lessons in which they have: used tools of investigation and analysis on an issue; incorporated theological reflection; and developed a methodology for effective education.