| Course Name | Conflict Resolution |
| Code | Semester | Theory (hour/week) | Application/Lab (hour/week) | Local Credits | ECTS |
|---|---|---|---|---|---|
| PSIR 400 | Fall/Spring | 3 | 0 | 3 | 6 |
| Prerequisites | None | |||||
| Course Language | English | |||||
| Course Type | Elective | |||||
| Course Level | First Cycle | |||||
| Mode of Delivery | face to face | |||||
| Teaching Methods and Techniques of the Course | ||||||
| Course Coordinator | - | |||||
| Course Lecturer(s) | ||||||
| Assistant(s) | ||||||
| Course Objectives | The objective of this course is to understand the complex dynamics gravitating around conflicts resolution. The course will focus on the theoretical and empirical literature in conflict management and resolution. The aim is to equip the students with the necessary theoretical background to analyze ethnic, religious and military conflicts and produce original research in the area. |
| Learning Outcomes | The students who succeeded in this course;
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| Course Description | The course will focus on why groups and states go to violent conflict with each other and how global and domestic actors follow diverse routes to resolve such conflicts. The course will also emphasize the nature of peace talks and reconciliation. |
| Related Sustainable Development Goals |   |
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| Core Courses | |
| Major Area Courses | X | |
| Supportive Courses | ||
| Media and Managment Skills Courses | ||
| Transferable Skill Courses |
| Week | Subjects | Required Materials |
| 1 | Introduction | |
| 2 | Making Sense of Contemporary Conflicts and Conflict Analysis | Peter Wallensteen, Understanding Conflict Resolution: War Peace and the Global System, SAGE Publications, London, 2002. Pp. 3-12. |
| 3 | Approaches towards Conflict and Conflict Transformation | Ramsbotham, O, Woodhouse, T. and Miall, H. (2016). Contemporary Conflict Resolution, Chapter 3 & Chapter 19. Adisonmez, U.C. (2019), ‘When Conflict Traumas Fragment: Investigating the Sociopsychological Roots of Turkey’s Intractable Conflict’, Political Psychology 40(6), pp. 1373-1390. Mitchell, C.R., (2002). “Beyond Resolution: What does Conflict Transformation Actually Transform?”, http://www.gmu.edu/academic/pcs/CM83PCS.htm |
| 4 | Conditions of Peace: When does Violence Erupt? When does Dialogue Start? | Ramsbotham, O, Woodhouse, T. and Miall, H. (2016). Contemporary Conflict Resolution, Chapter 4. & Chapter 5. McCartney, C. (2005). ‘From armed struggle to political negotiations: Why? When? How?’, Conciliation Resources, https://www.c-r.org/accord/engaging-armed-groups/armed-struggle-political-negotiation-why-when-how Zartman, I.W. (2001). ‘The Timing of Peace Initiatives: Hurting Stalemates and Ripe Moments’, Global Review of Ethnopolitics (1): 1, pp. 8-18. |
| 5 | Track I Peacekeeping and Peacemaking: R2P Question | Ramsbotham, O, Woodhouse, T. and Miall, H. (2016). Contemporary Conflict Resolution, Chapter 6 & Chapter 7. Michta, A. ‘ NATO After the Kosovo Campaign and the KFOR Peacekeeping Operations: What Has Changed?’, Wilson Center, https://www.wilsoncenter.org/publication/218-nato-after-the-kosovo-campaign-and-the-kfor-peacekeeping-operations-what-has-changed |
| 6 | Track II and Track III Diplomacy: Role of Civil Society & NGOs in Conflict Resolution | Ramsbotham, O, Woodhouse, T. and Miall, H. (2016). Contemporary Conflict Resolution, Chapter 7. Ropers, N., (2004). ‘From Resolution to Transformation: the role of Dialogue Projects’, in the Berghof Handbook of Constructive Conflict, https://berghof-foundation.org/library/from-resolution-to-transformation-the-role-of-dialogue-projects |
| 7 | Why should we care about Media during and after Conflicts? | Robinson, P. (1999). 'The CNN Effect: Can the news media drive foreign policy?', Review of International Studies (25): 2, pp. 301-309. Kuusik, N. (2010). ‘‘The Role of the Media in Peace Building, Conflict Management, and Prevention’, E-IR, https://www.e-ir.info/2010/08/28/the-role-of-media-in-peace-building-conflict-management-and-prevention/ |
| 8 | Midterm Exam | |
| 9 | What is Conflict Mediation? | Hugo, S. (2007). ‘A Guide to Mediation: Enabling Peace Processes in Violent Conflicts’, Center for Humanitarian Dialogue, http://www.gsdrc.org/document-library/a-guide-to-mediation-enabling-peace-processes-in-violent-conflicts/ Ramsbotham, O, Woodhouse, T. and Miall, H. (2016). Contemporary Conflict Resolution, Chapter 7. |
| 10 | Conflict Negotiation, Peace Talks and Conflict Termination | Ramsbotham, O, Woodhouse, T. and Miall, H. (2016). Contemporary Conflict Resolution, Chapter 7. Jackson, R. (2000). ‘Successful negotiation in international violent conflict’, Journal of Peace Research (37): 3, pp. 323-344. |
| 11 | Life After Conflict: Post-Conflict Peacebuilding | Ramsbotham, O, Woodhouse, T. and Miall, H. (2016). Contemporary Conflict Resolution, Chapter 8 & 9. |
| 12 | Group Presentations | |
| 13 | Group Presentations | |
| 14 | Group Presentations | |
| 15 | Review of the Course | |
| 16 | Final Exam |
| Course Notes/Textbooks | Ramsbotham, O, Woodhouse, T. and Miall, H. (2016). Contemporary Conflict Resolution (4th Eds.) (Polity Press, 2016). |
| Suggested Readings/Materials |
| Semester Activities | Number | Weighting |
| Participation | 1 | 20 |
| Laboratory / Application | ||
| Field Work | ||
| Quizzes / Studio Critiques | ||
| Portfolio | ||
| Homework / Assignments | ||
| Presentation / Jury | 1 | 20 |
| Project | ||
| Seminar / Workshop | ||
| Oral Exam | ||
| Midterm | 1 | 20 |
| Final Exam | 1 | 40 |
| Total |
| Weighting of Semester Activities on the Final Grade | 3 | 60 |
| Weighting of End-of-Semester Activities on the Final Grade | 1 | 40 |
| Total |
| Semester Activities | Number | Duration (Hours) | Workload |
|---|---|---|---|
| Course Hours (Including exam week: 16 x total hours) | 16 | 3 | 48 |
| Laboratory / Application Hours (Including exam week: 16 x total hours) | 16 | ||
| Study Hours Out of Class | 12 | 4 | 48 |
| Field Work | |||
| Quizzes / Studio Critiques | |||
| Portfolio | |||
| Homework / Assignments | |||
| Presentation / Jury | 1 | 15 | |
| Project | |||
| Seminar / Workshop | |||
| Oral Exam | |||
| Midterms | 1 | 15 | |
| Final Exams | 1 | 43 | |
| Total | 169 |
| # | Program Competencies/Outcomes | * Contribution Level | ||||
1 | 2 | 3 | 4 | 5 | ||
| 1 | To be able to use the theoretical and practical knowledge acquired in the areas of Political Science and International Relations. | X | ||||
| 2 | To be able to have the basic knowledge of, and make use of other disciplines which contribute to the areas of Political Science and International Relations. | X | ||||
| 3 | To be able to distinguish the differences between classical and contemporary theories and to assess their relationship. | X | ||||
| 4 | To be able to recognize regional and global issues, and develop solutions based on research. | X | ||||
| 5 | To be able to assess the acquired knowledge and skills in the areas of Political Science and International Relations critically. | |||||
| 6 | To be able to transfer ideas and proposals on issues in the areas of Political Science and International Relations to other people and institutions verbally and in writing. | |||||
| 7 | To be able to identify the historical continuity and changes observed in the relations between the actors and institutions of national and international politics. | X | ||||
| 8 | To be able to examine concepts, theories, and developments with scientific methods in the areas of Political Science and International Relations. | X | ||||
| 9 | To be able to take responsibility as an individual and as a team member. | |||||
| 10 | To be able to act in accordance with the scientific and ethical values in studies related to Political Science and International Relations. | |||||
| 11 | To be able to collect data in the areas of Political Science and International Relations and communicate with colleagues in a foreign language ("European Language Portfolio Global Scale", Level B1). | |||||
| 12 | To be able to speak a second foreign at a medium level of fluency efficiently. | |||||
| 13 | To be able to relate the knowledge accumulated throughout human history to their field of experience. | |||||
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest
