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[1] DataCenter for Research Justice. (2015). An introduction to research justice [PDF], p. 6. Retrieved from http://www.datacenter.org/new-toolkit-an-introduction-to-research-justice/.
[1] This course is not available for reduced credit or professional development. In addition to this course, students will be strongly advised to take one of the existing applied research project courses or complete a research project as part of another course or their practicum placement.
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This course introduces you to the field of global development through examining both the history of the field and the current debates and challenges faced by development practitioners. The purpose is to explore and critically evaluate the basic assumptions underlying the competing theories and current approaches towards alleviating poverty and global inequality. This course approaches the phenomenon of development in its broadest sense as the study of change, with attention to global justice, equity, and the historical links between development, colonialism, and global capitalism. In the course, we will explore what development means, how to measure it, and how to understand attempts to balance between economic, ecological, and equity concerns. The course engages the key propositions that emerge in contemporary development debates, and offers frameworks for evaluating theories, interventions and policies. With attention to power relations, we will consider critiques of the development project sensitive to race, gender, ecology and other political economy traditions, in dialogue with the dominant understanding of development as technical interventions for enhancing the market mechanism. This will provide a foundation for uncovering and assessing social and political structures, institutions, inequalities, and development policies as theories meet practice. [This course is cross-listed with undergraduate course PXD-485.]
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570 Community Organizing and Nonviolent Mobilization for Social Change (3 SH)
Nonviolence is the answer to the crucial political and moral questions of our time; the need for mankind to overcome oppression and violence without resorting to oppression and violence. ~ Martin Luther King Jr
Put up again thy sword into its place: for all they that take the sword shall perish by the sword. ~ Jesus of Nazareth
That’s all nonviolence is – organized love. ~ Joan Baez
Recent years have witnessed an unprecedented range and number of nonviolent campaigns and movements across the world. There is so much to learn from and contribute to! Recent years have witnessed a wide range of community organizing and nonviolent campaigns and movements across the world. Community organizing is fundamentally a project of power building within and among groups of people marginalized from existing power structures. What does it take to create sustainable social change in the face of institutional and political resistance? What does it mean to work towards the vision of a nonviolent world?
In this coursethis course, we look at the power of people to effect change through social movements using strategic nonviolence, direct action, community organizing, and advocacy. We begin by asking what community is and how power functions and proceed to learn about issues, tactics, and campaigns that have been used in fights for local change over the past century and continue to be used today. We examine the theory, practice, history, and research behind nonviolencenonviolent campaigns and social movements; revisit and reframe classic debates; explore case studies and our own experiences; practice key assessment, planning, and tactical skills; and apply what we have learned to issues we care about. We work to understand how local concerns and campaigns to address them are situated within larger structures of power and inequality. We also consider how nonviolence needs to synergize peacebuilding approaches to be effective.
In addition to engaging in classroom discussions and activities, readings and multimedia resources, and group research and presentations on real-life scenarios, opportunities to contribute to planning and carrying out nonviolent campaigns an action will be built into the learning experience. This includes a weekend trip to Washington DC , March 12-15, to participate in the advocacy and lobbying efforts with government representatives will be built into the learning experience.View Syllabus. [This course is cross-listed with undergraduate course SOC-470.]
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This course is required for all MACT and MARJ students.
Please note: for the 20212022-22 2023 year academic year, PAX 635 plus a 3 credit hour course from an approved list will satisfy the PAX 634 Foundations 2 requirementsequence.
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Learn more about STAR on the STAR website!
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665 Designing Processes for Conflict Transformation (3 SH)
In this course we explore why sexual harm has become normalized in contemporary society and how we can generate change through practical actions that build more accountable and restorative environments. We scrutinize the power dynamics vested in institutions and organizational protocols looking at their impacts on norms, standards, and responses to sexual violence. We also examine best practices for addressing harms done and facilitating education for prevention. The goals for our time together are to become more proficient at facilitating spaces for truth-telling, justice-building, post-traumatic healing, and resilience-making. Through arts-based exercises, case studies, circle processes, media sharing, and guided reflection, we examine how to proactively break cycles of sexual harm. This course will be taught next at Summer Peacebuilding Institute in 2021 (www.emu.edu/cjp/spi/).
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This course will introduce participants to the peacemaking circle process and explore:
Foundational values and philosophy of peacemaking circles,
Creating safe, brave, and respectful space for dialogue,
Consensus decision making,
Structure of the circle process,
Facilitation of the circle process,
Practical applications of circle process,
Conflict as opportunity to build relationships,
Problems and challenges in circles.
This course will use the peacemaking circle process as the primary form of group work.
This course is intended to provide experience in the circle process as well as an understanding of the foundational values and key structural elements for designing and conducting peacemaking circles. The class will prepare students to design and facilitate peacemaking circles in culturally diverse settings and situations.
3 SH version of this class is typically offered during our annual Summer Peacebuilding Institute (www.emu.edu/cjp/spi/).
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Course work undertaken through independent study must be approved by the student’s academic advisor and completed in collaboration with a supervising instructor.
Please note: Directed/independent study courses will only be approved for students who have demonstrated the ability to do independent work (and therefore not approved in the first semester of a student’s program). See the registrar or your advisor to learn about independent study options.
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Restorative justice originated as a practice-based discipline. Awareness of restorative justice continues to expand the opportunities to identify and address harms and to make amends in all sectors of personal, community, professional, and institutional settings. Whilst considered a ‘practice’ in models such as Victim Offender Conferencing/Dialogue, Family Group Conferencing, and Circle Processes, this course also explores restorative justice principles prevalent in emerging professions, work environments, community, and educational settings.
The emphasis of this course is developing yourself as a practitioner. Students will achieve this through active engagement of case studies, developing a resource toolbox, reflective self-assessment, group feedback, instructor feedback, engaging with professionals, and most importantly, practice as a facilitator.
For MA in Conflict Transformation or Restorative Justice, this satisfies the skills assessment course requirement if taken for 3 credits and is a required course for all students enrolled in the MA and Certificate in Restorative Justice programs. PAX 571 Restorative Justice is a prerequisite for this class unless special permission granted.
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Restorative Justice has largely been applied to addressing interpersonal harms, that is to say, harm that results from the actions of private individuals. Yet many pervasive harms are carried out by governments or corporations - or individuals acting in the course of their formal institutional roles. Such past and ongoing harms include police violence, groundwater contamination, lung cancer, prison abuse, Native American boarding schools, housing discrimination, and civilian causalities in military operations. Moreover, institutional action and inaction can be regarded as contributing to all interpersonal harms or their root causes. This course will examine the relationship between institutional and interpersonal harms and dissect systemic harm as a product of the two. Through case study research and discussions, we will explore the potential role and limitations of restorative, transitional, and transformative justice principles and practices in building institutional accountability for systemic harms. As needed, we will imagine new frameworks and approaches.
This is one of several seminar courses that are geared primarily to second year graduate students in the Center for Justice & Peacebuilding. These seminar courses will be capped at 15 students, with up to 18 students with special instructor permission. This course satisfies a core requirement for MA in RJ students. Students from other graduate programs should meet with the professor to determine the suitability of the course for their learning goals. In order to participate in this advanced seminar, students will be required to have completed either PAX 571 Restorative Justice OR, for MAED students, EDRJ 551 Foundations of Restorative Justice in Education. In addition it is strongly recommended that students take PAX 533 Analysis or PAX 534 Foundations 1 OR, for MAED students, EDRJ 581 Analyzing Conflict in Educational Settings prior to enrolling in this course.
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The Center for Justice & Peacebuilding is a practice-oriented academic program. The theories of change and the practice skills offered at CJP are meant to prepare individuals for a career in real world settings of complex conflict and injustice. The practicum is a time for learning and preparing for a career through personal involvement in and reflection on initiatives in actual situations. It is also a time to learn new theories and practice skills at the practicum site. Overall this hands on experience, with extensive interaction with people outside the classroom, and in organizations dealing with the subjects of students’ specializations, provides first-time or additional work experience for CJP students. Their experience is critical to employers as well as overall career development. Therefore, being prepared academically and having additional work experience through a practicum strengthens the individual student’s ability and capacity to offer a full range of experience to the people they will eventually work for and serve. In addition to doing an organizational practicum, CJP students may do a research-based practicum (independent or nested within an organization). For more information, refer to the practicum webpage. The practicum is required for MA in Conflict Transformation and MA in Restorative Justice students. In very select cases, a student may be granted permission to pursue a thesis (PAX 683 described below) in lieu of a practicum.
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CJP MA in Restorative Justice or MA in Conflict Transformation full-time, residential students are able to petition the Academic Committee for an exception to the general rule that all students will do a practicum (PAX 682). Students will be vetted based on their experience and the quality of their proposal. A maximum of two persons per year will be granted this thesis option. This option is normally available only for those students planning on doing their practicum/thesis in the spring of their second year and for those that will be in residence. An exception to these guidelines will be considered for a student who has proven themselves to be both an excellent writer and a self-initiator. A student can make the case to write from a distance or on an alternate time table if they have:
Demonstrated capacity (at CJP) to complete complex research and writing projects in a timely manner.
Adequate access to Internet and technology to support the process.
Strong writing and editing skills so that there is limited or no need for writing support.
Applicants for a thesis option should identify their area of focus by the end of their second semester and should select seminar courses and electives in their third semester so that they are completing a robust literature review prior to the thesis semester. Once granted permission to do a thesis in lieu of a practicum, the student will:
Formally ask two professors to serve as their thesis advisors (the student should have preliminary conversations with faculty members to gauge their interest).
Research and write a publishable master’s level thesis (for example, 40-50 pages for 6 credits).
Present the thesis (both a thesis defense and capstone to broader CJP and EMU community).
Submit thesis to be bound and placed in the EMU library collection.
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CJP attempts to offer a wide variety of courses on critical issues and skills needed in the peacebuilding field. Especially in our Summer Peacebuilding Institute (SPI) each May and June, we offer new topics courses based on what we are hearing is needed most out in the field. These topics courses are one time offerings that may or may not be offered again but are not a required part of the graduate program (though students may take these courses as elective credits). Recent offerings include those listed below.
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Get ready to engage with activists and scholars advancing feminist, queer, and anti-racist perspectives through their books, zines, digital stories, webinars, blog posts, art, toolkits and workshop curricula! This course introduces students to the rich body of thinking and practice emerging from feminist, antiracist and LGBTQ anti-violence movements. Using resources from these movements, we will examine critical, intersectional approaches for understanding interpersonal violence, systemic oppression, and institutional harm. We will also explore strategies for addressing interpersonal violence that involve grassroots organizing, cultural activism, and nonviolent collective action. We will place this work within the context of feminist activism led by women of color in the Global South and North, and draw further inspiration from indigenous movement-building to reclaim one’s own traditions.
We will give special attention to the analysis, principles and practices emerging from the contemporary transformative justice and community accountability movement. The transformative justice movement works to prevent, intervene and respond to harm without reliance on incarceration, policing, and other punitive interventions. Transformative justice (TJ) is an approach that seeks safety, healing and accountability by addressing root causes of violence, while building personal and collective capacity for transformation that furthers individual and social change. TJ shares principles and values of restorative justice, but is also distinctive in its origins, analysis, social vision and key areas of focus. While much of this praxis emerges from and focuses on U.S. and North American spaces in the 21st century, we will also be attentive to its implications for other geographic, social and political contexts.
As an advanced seminar course, most class time will be spent in learner-centered discussion.
This course was offered fall 2020 as an advanced seminar course available to students who had taken PAX 634 Foundations 2 or received permission of the instructor.
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Many of the systems in which we live and work are dysfunctional and mired in conflict. One strategy for transforming them is through deliberative dialogue processes that engage the whole system: whether community, organization or society. Such processes can enable us to respond creatively to our most complex challenges and move us toward more equitable, just and positive relationships and structures. Through this class, we will explore how complexity and identity theories, conflict analysis, and power assessment inform collaborative process design. We ask tough questions about what kind of processes are relevant for cultivating different phases of change and explore ethics underpinning the praxis of process design rooted in awareness of our ‘positionality’ in the system. We will learn about many process methodologies such as Appreciative Inquiry, Courageous Conversations, Emergent Strategies, Narrative Practice, Open Space, Polarity Management, Transformative Scenario Planning, World Café, and others. We will critically explore their underlying theories of change and theories of practice in ways that enable participants to become more creative and astute process designers. This class will be most appropriate for participants who already have some familiarity working with groups and is ideal for those with some facilitation practice experience.
View SyllabusMany of the systems in which we live and work are dysfunctional and mired in conflict. One strategy for transforming them is through deliberative dialogue processes that engage the whole system: whether community, organization or society. Such processes can enable us to respond creatively to our most complex challenges and move us toward more equitable, just and positive relationships and structures. Through this class, we will explore how complexity and identity theories, conflict analysis, and power assessment inform collaborative process design. We ask tough questions about what kind of processes are relevant for cultivating different phases of change and explore ethics underpinning the praxis of process design rooted in awareness of our ‘positionality’ in the system. We will learn about many process methodologies such as Appreciative Inquiry, Courageous Conversations, Emergent Strategies, Narrative Practice, Open Space, Polarity Management, Transformative Scenario Planning, World Café, and others. We will critically explore their underlying theories of change and theories of practice in ways that enable participants to become more creative and astute process designers. This class will be most appropriate for participants who already have some familiarity working with groups and is ideal for those with some facilitation practice experience.
This online class is a 3 SH requirement for any students in the GC in Conflict Transformation or MA in Conflict Transformation programs.
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This course will introduce participants to the peacemaking circle process and explore:
Foundational values and philosophy of peacemaking circles,
Creating safe, brave, and respectful space for dialogue,
Consensus decision making,
Structure of the circle process,
Facilitation of the circle process,
Practical applications of circle process,
Conflict as opportunity to build relationships,
Problems and challenges in circles.
This course will use the peacemaking circle process as the primary form of group work.
This course is intended to provide experience in the circle process as well as an understanding of the foundational values and key structural elements for designing and conducting peacemaking circles. The class will prepare students to design and facilitate peacemaking circles in culturally diverse settings and situations.
3 SH version of this class is typically offered during our annual Summer Peacebuilding Institute (www.emu.edu/cjp/spi/).
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Course work undertaken through independent study must be approved by the student’s academic advisor and completed in collaboration with a supervising instructor.
Please note: Directed/independent study courses will only be approved for students who have demonstrated the ability to do independent work (and therefore not approved in the first semester of a student’s program). See the registrar or your advisor to learn about independent study options.
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Restorative justice originated as a practice-based discipline. Awareness of restorative justice continues to expand the opportunities to identify and address harms and to make amends in all sectors of personal, community, professional, and institutional settings. Whilst considered a ‘practice’ in models such as Victim Offender Conferencing/Dialogue, Family Group Conferencing, and Circle Processes, this course also explores restorative justice principles prevalent in emerging professions, work environments, community, and educational settings.
The emphasis of this course is developing yourself as a practitioner. Students will achieve this through active engagement of case studies, developing a resource toolbox, reflective self-assessment, group feedback, instructor feedback, engaging with professionals, and most importantly, practice as a facilitator.
For MA in Conflict Transformation or Restorative Justice, this satisfies the skills assessment course requirement if taken for 3 credits and is a required course for all students enrolled in the MA and Certificate in Restorative Justice programs. PAX 571 Restorative Justice is a prerequisite for this class unless special permission granted.
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Restorative Justice has largely been applied to addressing interpersonal harms, that is to say, harm that results from the actions of private individuals. Yet many pervasive harms are carried out by governments or corporations - or individuals acting in the course of their formal institutional roles. Such past and ongoing harms include police violence, groundwater contamination, lung cancer, prison abuse, Native American boarding schools, housing discrimination, and civilian causalities in military operations. Moreover, institutional action and inaction can be regarded as contributing to all interpersonal harms or their root causes. This course will examine the relationship between institutional and interpersonal harms and dissect systemic harm as a product of the two. Through case study research and discussions, we will explore the potential role and limitations of restorative, transitional, and transformative justice principles and practices in building institutional accountability for systemic harms. As needed, we will imagine new frameworks and approaches.
This is one of several seminar courses that are geared primarily to second year graduate students in the Center for Justice & Peacebuilding. These seminar courses will be capped at 15 students, with up to 18 students with special instructor permission. This course satisfies a core requirement for MA in RJ students. Students from other graduate programs should meet with the professor to determine the suitability of the course for their learning goals. In order to participate in this advanced seminar, students will be required to have completed either PAX 571 Restorative Justice OR, for MAED students, EDRJ 551 Foundations of Restorative Justice in Education. In addition it is strongly recommended that students take PAX 533 Analysis or PAX 534 Foundations 1 OR, for MAED students, EDRJ 581 Analyzing Conflict in Educational Settings prior to enrolling in this course.
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The Center for Justice & Peacebuilding is a practice-oriented academic program. The theories of change and the practice skills offered at CJP are meant to prepare individuals for a career in real world settings of complex conflict and injustice. The practicum is a time for learning and preparing for a career through personal involvement in and reflection on initiatives in actual situations. It is also a time to learn new theories and practice skills at the practicum site. Overall this hands on experience, with extensive interaction with people outside the classroom, and in organizations dealing with the subjects of students’ specializations, provides first-time or additional work experience for CJP students. Their experience is critical to employers as well as overall career development. Therefore, being prepared academically and having additional work experience through a practicum strengthens the individual student’s ability and capacity to offer a full range of experience to the people they will eventually work for and serve. In addition to doing an organizational practicum, CJP students may do a research-based practicum (independent or nested within an organization). For more information, refer to the practicum webpage. The practicum is required for MA in Conflict Transformation and MA in Restorative Justice students. In very select cases, a student may be granted permission to pursue a thesis (PAX 683 described below) in lieu of a practicum.
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CJP MA in Restorative Justice or MA in Conflict Transformation full-time, residential students are able to petition the Academic Committee for an exception to the general rule that all students will do a practicum (PAX 682). Students will be vetted based on their experience and the quality of their proposal. A maximum of two persons per year will be granted this thesis option. This option is normally available only for those students planning on doing their practicum/thesis in the spring of their second year and for those that will be in residence. An exception to these guidelines will be considered for a student who has proven themselves to be both an excellent writer and a self-initiator. A student can make the case to write from a distance or on an alternate time table if they have:
Demonstrated capacity (at CJP) to complete complex research and writing projects in a timely manner.
Adequate access to Internet and technology to support the process.
Strong writing and editing skills so that there is limited or no need for writing support.
Applicants for a thesis option should identify their area of focus by the end of their second semester and should select seminar courses and electives in their third semester so that they are completing a robust literature review prior to the thesis semester. Once granted permission to do a thesis in lieu of a practicum, the student will:
Formally ask two professors to serve as their thesis advisors (the student should have preliminary conversations with faculty members to gauge their interest).
Research and write a publishable master’s level thesis (for example, 40-50 pages for 6 credits).
Present the thesis (both a thesis defense and capstone to broader CJP and EMU community).
Submit thesis to be bound and placed in the EMU library collection.
| Anchor | ||||
|---|---|---|---|---|
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CJP attempts to offer a wide variety of courses on critical issues and skills needed in the peacebuilding field. Especially in our Summer Peacebuilding Institute (SPI) each May and June, we offer new topics courses based on what we are hearing is needed most out in the field. These topics courses are one time offerings that may or may not be offered again but are not a required part of the graduate program (though students may take these courses as elective credits).
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Caste is an ancient concept of social stratification. It adapts to different concepts and manifest itself in newer forms. The core principles and practices of this system is deeply entrenched in society and dominates popular discourse. In practice, it has found ways and means to justify itself and stay relevant. Its attachment to the politics of identity and domination have been causes for concern over generations. In today’s context it continues to transform itself to promote and continue its dehumanizing practices. This class was offered as an elective course during the 2021-2022 academic year.
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The Bible has often been used to justify war and other forms of violence. The biblical story has also been read and interpreted as pertaining to only personal beliefs and behavior rather than communal concerns or social issues. The intent of this course is to explore the biblical story and what it says about issues of violence, justice, and peace. How are people who embrace the biblical story called to apply these understandings to their lives, personally and collectively? How have Christian communities around the world made use of the biblical story as a core component of their efforts to work for safety, emancipation, self-determination, and healing? How can we use biblical narratives in our work to build peace and justice within communities? As we examine these questions, we will center perspectives and traditions of reading the Bible birthed by people experiencing direct violence and oppression. This course is an elective at EMS and CJP and is not cross listed with Eastern Mennonite Seminary and will be offered on a semi-regular basis.
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