Human Rights Syllabi: Institute of International Studies, University of California, Berkeley

Amnesty International USA Resource Notebook: Syllabi for the College Classroom

 

University of San Francisco


Human Rights & Global Change

Spring 1997-Politics 352

Professor Robert Elias
Office: 529 University Center
Office Hours: TR 11-12 noon, or by appointment
Phone: x6349 (Office)

 

| Outline | Objectives | Resources | Requirements |

 

Outline

January 23

Introduction: The Human Dimension

  1. Bringing Repression to Life

January 28, 30

What are Human Rights? Universalism vs. Relativism

  1. Competing Perspectives: Ideological, Cultural, Religious
  2. Causes of Repression: Human Nature, Institutions, Systems?

February 4-20

Nation-State System: Victimizer or Guardian?

  1. Order Versus Justice: Realism Versus Idealism
  2. Human Rights Law: International, Regional, National
  3. Human Rights Enforcement

February 25, 27; March 4-13

Violating Rights: A World of Suffering

  1. Political Economy of Repression: Varieties of Violence
  2. Not Merely Governments: Churches, Universities, Corporations
  3. Political Repression: Torture, Killings & Detention
  4. Economic Repression: Poverty, Hunger & Underdevelopment
  5. Racism, Sexism & Homophobia
  6. War, Militarism & Ecocide
  7. State of the World: Human Rights Records

March 25, 27; April 1,3

Exporting Repression: U.S. Foreign Policy

  1. New World Order: Rhetoric of Humanitarianism
  2. Imperial Reality: Intervention & Domination
  3. Terrorism, Propaganda & the National Security State
  4. Domestic Repression

April 8-22

Case Studies: Student Reports

  1. Reports on Human Rights NGOs, Activists & Movements

April 24, 29; May 1

Resisting Repression: Human Rights Activism

  1. NGOs: Nongovernmental Groups, Activists, Movements

May 6-13

Prospects For Global Human Rights

  1. Cultural Expressions: Terror, Courage & Action

Objectives

A political, philosophical, historical, economic, and legal consideration of global human rights concepts, including ideological and cultural origins; the sources of rights and rights violations; the impact of the nation-state system, governments and other institutions (such as corporations, churches and universities), and domestic and foreign policies (particularly of the U.S.); and the wide variety of political, civil, economic, social and cultural rights warranting protection. We'll give some special attention to human rights activists, human rights groups, and human rights movements, and the progress they've made in curbing repression. The course also examines our own social and individual responsibilities, and our personal or human relationship to oppression wherever it occurs. We'll emphasize critical thinking skills for challenging the conventional wisdom about our society and the world. The course should provide a rigorous and challenging academic experience, with room for both intellectual growth and practical insights.

Resources

  1. Course Reader - collection of required course readings (equal to 2 books), which you should purchase immediately from me.

  2. Books - in addition, four books are required for the course, which you should purchase at the campus bookstore:

  3. Library Reserve
    1. Here you will find the following book, which you should consult (skim) to get a feel for the international law/covenants on human rights: Walter Lacquer, The Human Rights Reader.
    2. Also on reserve, although they are not required, are J.J. Gibbs, Dancing With Your Books and Inge Bell, this book is not required. These books are valuable guides to effectively negotiating your courses, and your college years generally.

  4. Films - I have a small library of videotapes and audiotapes on human rights violations, and on human rights activists and groups, some of which will be played in class during the semester. I encourage you to make use of tapes not played in class, either to satisfy your curiousity or to help you prepare your papers or presentations. A list of the available tapes will be distributed.

  5. Alternative Media - Aside from the required readings, you owe it to yourself to break the habit of relying on conventional American media for how you understand the world. Contrary to the commercials ("Read Time and Understand"), if you rely on Time (or twins such as Newsweek, U.S. News & World Report, the Times, (either one), the Chronicle, etc.), you probably won't really understand at all. For periodicals that provide an alternative perspective on the U.S. and the world, I recommend Peace Review (published at USF; see me for a subscription), The Nation, The Progressive, Z Magazine, The Utne Reader, Mother Jones, Against the Current, Radical America, Socialist Review, EXTRA!, Social Justice, New Political Science, World Policy Journal, The Bay Guardian, The Humanist, Catholic Reporter, In These Times, Ms. Magazine, Tikkun, Sojourners, Dissent, Dollars & Sense, Multinational Monitor, and the New Internationalist (all available in libraries and various SF, Marin, and Berkeley bookstores). Also, listen to KPFA radio (FM 94) for and Berkeley bookstores). Also, listen to KPFA radio (FM 94) for alternative news and political affairs (M-F: 7-9am Morning Show; 1-2pm Malveaux Shows; 4-5pm We the People; 5-6pm Flashpoints; 3:30, 6 & 11 Pacifica News).

  6. Us - We need to help each other keep abreast of human rights developments. We might want to begin some of our classes with a short discussion of some current human rights issue; please take some responsibility for raising these issues.

Requirements

The readings have been selected to challenge and provoke you with a variety of images, perspectives and unconventional ideas. They also explore an active, engaging subject matter: global repression and the activists and groups that are trying to overcome it. Reading assignments must be completed ON TIME (the listed dates are rough guides; each class I'll update what's due next), and used to generate comments and questions in class. Some of the readings will be specifically reviewed in my presentations but much of it will not; you are nevertheless responsible for it. Completing the readings might be easier than usual since they address some of the most pressing issues and movements of our time. I'm less interested in having you master the details, and more interested in getting you excited about broader themes and issues. In any case, you must demonstrate that you've done the readings in order to do well in the course.

Besides completing the readings, the requirements are as follows:

  1. Class Participation

    1. You're required to attend each class. Before class, you should read and think about the assignments so you can make some contribution during classtime. We'll try to create a setting where participation is informal and non-threatening. There are no "right" answers, so don't be afraid to speak out. I'd appreciate talking to anyone who feels uncomfortable participating; perhaps your fears can be alleviated (as did mine when I was an undergraduate)
    2. To stimulate participation (and to indicate that you've prepared for class even if you don't get a chance to speak), you should write down, for each class, 5 (five) comments/observations you have about the course readings for that week. Use them for class, and turn them in at the end of each class. If you don't participate orally in class, this will give you another opportunity to let me know you're keeping up with the course.

  2. Case Study Presentation

    As noted on the course outline, we'll have Student Presentations between 8-22 April. Each student must prepare a 15-20 minute (depending on number of students in class) oral presentation, which will then become the basis for your required Case Study Paper (see below). You must, by no later than 11 February (preferably sooner), submit your Presentation/Paper Topic proposal (in writing: a 1-2 sentence description) for my approval. late proposals will lower case-study presentation grade.

    To complete your presentation, you should choose one (1) of the following options:

    1. Biographies - investigations of notable human rights activists, focusing on either contemporary individuals or people from recent (20th c.) world history. I'll provide you a list of activists for which there are available biographies or autobiographies. You must choose someone from this list unless you propose a substitute who I approve. You should read the appropriate biography or autobiography, and prepare an oral report to present in class.
    2. Human Rights Groups/Movements - investigations of human rights organizations or movements. I'll provide you a list of human rights groups/movements. You must choose a group or movement from this list unless you propose a substitute that I approve. In some cases, there will be Bay Area offices for a group or movement, whose resources you should visit and explore. You should read the appropriate book or other materials on the subject, and prepare an oral report to present in class.

  3. Case Study Paper

    Each student must prepare a paper of at least fifteen (15) typed pages on the same subject as your Case Study Presentation. If you choose a Biography, then you must show a thorough knowledge (with documentation) of the book and the life you've chosen. If you choose a Group/Movement, then you must document the books and/or articles you've used in your research. Whether you choose a Biography or a Group/Movement, you must go beyond mere description, and also provide some analysis or evaluation of your subject, and draw a clear, strong conclusion.

    Note: You are invited to submit your Case Study Paper for the Ralph Lane Peace & Justice Essay Award Competition, which is sponsored by the Peace & Justice Studies Program, and which will be held this semester. The Best Essay will receive a $150 Cash Prize; other essays will be eligible for Honorable Mention recognition. The winning essays will also be considered for publication by Peace Review, an international journal that's edited at USF.

  4. Take-Home Essays

    A set of several essay themes, focusing on the course's broad issues, will be distributed. You will please present well-written essays of 6-7 pages each on 3 themes (of your choice, selected from at least 10 themes that I'll distribute). The essays should be based on the relevant course readings (which you must use specifically in your answers) and discussions, and your own ideas; outside sources are unnecessary. Creativity is encouraged. Since you'll be given plenty of time (several weeks) to complete these essays, you're expected to submit them on time.

    We should view this course as a joint responsibility. I'm very happy to have you in the class; I look forward to working with you throughout the semester. I'll contribute as much as I can to making this both a thought-provoking and stimulating subject matter. This will work best if you fulfill your own responsibility to take the course seriously, and to contribute as much as you can. Take advantage of this opportunity; be "active" learners.

Note: Incompletes are Very Strongly Discouraged

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