...
Prerequisite: PAX 535 Research Methods for Social Change; or permission of the instructor. Note that this class is offered every other year.
| Anchor | ||||
|---|---|---|---|---|
|
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 professional development topics courses are one time offerings that may or may not be offered again and are not a required part of the graduate program. In these instances the courses are not offered for graduate credit, but only participation audit.
...
| View file | ||
|---|---|---|
|
| Anchor | ||||
|---|---|---|---|---|
|
Whether for-profit, not-for-profit, or governmental, every organization today exists in a rapidly changing set of environments. Organizations that fail to adapt to these changes face decline and eventual death. However, organizations that lurch reactively from crisis to crisis are equally vulnerable to being selected out. Organizations require leaders able to steer the organization through adaptive change processes in ways congruent with the organization’s deepest values. This seminar course will equip participants with the tools to understand organizational systems, to assess their changing environments, and to lead adaptive change processes. It is based on the theory and research of the organizational development field and the emerging literature regarding complex adaptive systems, as well as on the lived experience of participants. Seminar participants will accompany local organizations through assessment and intervention processes, gaining hands-on experience in leading change.
This is one of several seminar courses that are geared primarily to second year graduate students at the Center for Justice & Peacebuilding. They require that a student have taken Foundations 1 & 2 unless otherwise noted. These seminar courses will be capped at 15 students, with up to 18 students with special instructor permission. 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 particular advanced seminar, students will be required to have completed either PAX 534 Foundations 1 (offered by CJP) OR OLS 530 Organizational Behavior (offered by EMU’s Organizational Leadership program).
| View file | ||
|---|---|---|
|
Anchor
Foundations 1 and 2 give a comprehensive overview of justice and peacebuilding practice and its multi-disciplinary, multi-level aspects. 634 Foundations for Justice & Peacebuilding 2 (6 SH)
Foundations 1 and 2 give a comprehensive overview of justice and peacebuilding practice and its multi-disciplinary, multi-level aspects. Foundations 1 centered on personal, interpersonal, small group and organizational transformation analysis, theory and practice. Foundations 2 focuses on communal, societal and global processes of transformation, with particular attention to the relationship between power and the production of justice and peacebuilding theories and practices. Throughout the two courses, you will be required to understand and integrate ethical application of theory, technical utilization of analysis tools, and systematic processes of planning and implementation for practice interventions across a myriad of sectors in society.
In this course, faculty continue to coach students as they further develop their knowledge and skills for dealing with conflict and situations of injustice and building sustainable peace, with increased sensitivity to race and gender as well as history, and political economy. Students work individually and in teams to learn new theories and concepts and to apply these ideas and skills to cases that progress in complexity from the community to the national and global levels (and back again). Throughout the course, we also examine the intersections and overlaps among the local and the global.
Students continue to develop their self-awareness as well as their capacity for professional judgment and reflective practice. Students become familiar with theories and frameworks that help explain the causes and dynamics of larger-scale conflicts, injustice and structural violence. They explore the roles of social-movement organizations, practitioner groups and policy engagement for dealing with such situations. Students prepare for future employment by completing assignments that develop professional skills, including but not limited to: communicating complex ideas clearly and succinctly, working in teams on complex projects, researching strategies and moving from analyzing a situation of injustice or conflict to designing and preparing strategies to impact that situation.
Foundations 2 is required for all MA in Conflict Transformation and MA in Restorative Justice students.
| Anchor | ||||
|---|---|---|---|---|
|
This course will focus on social and global processes of transformation by exploring global challenges, local experiences and struggles, and transnational solidarities that emerge in response to those challenges. It will be concerned with institutions, relations of power, and the relationship between power and the production of justice and peacebuilding theories and practices. It will pick up where Foundations 1 left off, aiming to add to students’ comprehensive overview of justice and peacebuilding practice and its multi-disciplinary, multi-level aspects.
Whereas Foundations 1 centered on personal, interpersonal, small group and organizational transformation analysis, theory and practice. Foundations 2 focuses on communal, societal and global processes of transformation, with particular attention to the relationship between power and the production of justice and peacebuilding theories and practices. Throughout the two courses, you will be required to understand and integrate ethical application of theory, technical utilization of analysis tools, and systematic processes of planning and implementation for practice interventions across a myriad of sectors in society.In this course, faculty continue to coach students as they further develop their knowledge and skills for dealing with conflict and situations of injustice and building sustainable peace, with increased sensitivity to race and gender as well as history, and political economy. Students work individually and in teams to learn new theories and concepts and to apply these ideas and skills to cases that progress in complexity from the community to the national and global levels (and back again). Throughout the course, we also , this course will equip students to further develop their knowledge and skills for dealing with conflict and situations of injustice and building sustainable peace. Particular focus will be given to social, state, and political change with increased sensitivity to race, gender, ecology, and other political economy traditions. Particular attention will be given to the colonial legacies and decolonial possibilities in justice and peacebuilding, exploring decoloniality as both an epistemic and a political project.
Action and struggle for justice and peacebuilding are always found in peoples’ local, place-based experiences, but to gain understanding in order to effect change, we have to explore their global features. To do this we will examine the intersections and overlaps among the local and the global.Students continue to develop their self-awareness as well as their capacity for professional judgment and reflective practice. Students , including the transnational solidarities that connect local struggles around the world. Students will become familiar with theories and frameworks that help explain the causes and dynamics of larger-scale conflicts, injustice, and structural violence. They explore the roles of social-movement organizations, practitioner groups and policy engagement for dealing with such situations. Students prepare for future employment by completing assignments that develop professional skills, including but not limited to: communicating complex ideas clearly and succinctly, working in teams on complex projects, researching strategies and moving from analyzing a situation of injustice or conflict to designing and preparing strategies to impact that situation.
Foundations 2 is required for all MA in Conflict Transformation and MA in Restorative Justice students.
...
Whereas Foundations 1 centered on personal, interpersonal, small group and organizational transformation analysis, theory and practice, this course will equip students to further develop their knowledge and skills for dealing with conflict and situations of injustice and building sustainable peace. Particular focus will be given to social, state, and political change with increased sensitivity to race, gender, ecology, and other political economy traditions. Particular attention will be given to the colonial legacies and decolonial possibilities in justice and peacebuilding, exploring decoloniality as both an epistemic and a political project.
Action and struggle for justice and peacebuilding are always found in peoples’ local, place-based experiences, but to gain understanding in order to effect change, we have to explore their global features. To do this we will examine the intersections and overlaps among the local and the global, including the transnational solidarities that connect local struggles around the world. Students will become familiar with theories and frameworks that help explain the causes and dynamics of larger-scale conflicts, injustice, and structural violence. Students will work individually and in small groups to apply these ideas and skills to cases that progress in complexity from the community to the national and global levels (and back again). Students will also continue to develop their self-awareness as well as their capacity for professional judgment and reflective practice with attention to vocation, values, ethics, faith and spirituality.
This course is required for all MACT and MARJ students.
Please note: for the 2022-2023 year academic year, PAX 635 plus a 3 credit hour course from an approved list will satisfy the Foundations 2 sequence.
| View file | ||
|---|---|---|
|
...
● review and deepen learning around trauma awareness and resilience
● explore the complex realities and implications of structural and historical harms
● practice and deepen capacity for trauma-informed/responsive facilitation, and
● share plans and questions, while connecting with others who are applying STAR learning in their lives and work.
STAR Level 1 provides foundational content for this course. In Level 2, we continue to focus on trauma’s impacts on body, brain, beliefs and behavior; how those impacts often lead to cycles of violence; and possibilities for breaking free from cycles of violence and building resilience. Participants in STAR Level 2 will also have the opportunity to join the STAR Practitioner learning community for ongoing connection and exchange as well as conceptual and practical resources.
Participants must have applied STAR concepts personally or professionally since completion of STAR Level 1 training (normally for a period of about 3-6 months). STAR 2 is also offered in the Summer Peacebuilding Institute.
Learn more about STAR on the STAR website!
| View file | ||
|---|---|---|
|
...
This online class is a 3 SH requirement for any students in the GC in Conflict Transformation or MA in Conflict Transformation programs.
| View file | ||
|---|---|---|
|
...
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/).
| View file | ||
|---|---|---|
|
...
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.
...
The emphasis throughout the semester is on each students’ development as a practitioner. Sessions are set up to introduce, discuss and showcase various practice models in a variety of settings. RJ professionals will share knowledge and expertise derived from years of practicing in their field. Students will derive competence through engagement of case studies, developing a resource toolbox, reflective assessment, peer and instructor feedback, engaging with professionals, and most importantly, practice as a facilitator.
For MA in Conflict Transformation students 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.
| View file | ||
|---|---|---|
|
...
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.
| View file | ||
|---|---|---|
|
...
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.
| View file | ||
|---|---|---|
|
...
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.
| View file | ||
|---|---|---|
|
...
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.
...
| View file | ||
|---|---|---|
|
...
With 84 percent of people worldwide identifying with a faith tradition, religion influences local, national, and international peace and conflict. Across the globe, violent conflict often is couched in religious terms and religious discrimination is on the rise. At the same time, people of faith and religious organizations frequently are on the frontlines of peace efforts, assisting communities affected by violence. Although religious considerations have been marginal to peace efforts historically, governments and peacebuilding organizations increasingly recognize the importance of religion.
This course explores the intersections of religion and peacebuilding based on the recently published Religious Peacebuilding Action Guides as core texts. These include “Analysis of Religion in Conflict and Peacebuilding,” “Religion and Mediation,” “Religion and Reconciliation,” and “Religion and Gender.” Taught by the series editor of the Guides and a peacebuilding practitioner with a multi-faith background, the course offers practical frameworks and tools for religious and secular peacebuilders' understanding and application to analysis, design, implementation, and evaluation. It integrates interactive exercises, peer learning, guest lecturers, and case studies from a variety of religious contexts.
This course welcomes, and is meant to be of value to, individuals of all religious, spiritual, and secular identities without holding any particular belief system as more superior or normative than the other. Building shared trust, intentions, and commitments in the class will be important to critically challenging assumptions, bringing personal experiences to the learning process, and leaning into discomfort with an open, respectful heart.
...
Students will work individually and in small groups to apply these ideas and skills to cases that progress in complexity from the community to the national and global levels (and back again). Students will also continue to develop their self-awareness as well as their capacity for professional judgment and reflective practice with attention to vocation, values, ethics, faith and spirituality.
This course is required for all MACT and MARJ students and is not available for reduced credit.
Please note: for the 2023-2024 year academic year, PAX 635 plus a 3 credit hour course from an approved list will satisfy the Foundations 2 sequence.
| View file | ||
|---|---|---|
|
| Anchor | ||||
|---|---|---|---|---|
|
Strategies for Trauma Awareness and Resilience (STAR) Level 2 invites people who have started to bring trauma awareness into their life and work for greater resilience to deepen their knowledge and skills. In Level 2, participants have a chance to:
● review and deepen learning around trauma awareness and resilience
● explore the complex realities and implications of structural and historical harms
● practice and deepen capacity for trauma-informed/responsive facilitation, and
● share plans and questions, while connecting with others who are applying STAR learning in their lives and work.
STAR Level 1 provides foundational content for this course. In Level 2, we continue to focus on trauma’s impacts on body, brain, beliefs and behavior; how those impacts often lead to cycles of violence; and possibilities for breaking free from cycles of violence and building resilience. Participants in STAR Level 2 will also have the opportunity to join the STAR Practitioner learning community for ongoing connection and exchange as well as conceptual and practical resources.
Participants must have applied STAR concepts personally or professionally since completion of STAR Level 1 training (normally for a period of about 3-6 months). STAR 2 is also offered in the Summer Peacebuilding Institute.
Learn more about STAR on the STAR website!
| View file | ||
|---|---|---|
|
| Anchor | ||||
|---|---|---|---|---|
|
Many of the systems in which we live and work are dysfunctional, harmful 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. It builds upon and complements theories and skill learned in PAX 610 but does not teach facilitation skills per se. This class will be most appropriate for participants who already have some familiarity working with groups and is ideal for those with 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.
| View file | ||
|---|---|---|
|
| Anchor | ||||
|---|---|---|---|---|
|
This course will introduce participants to the peacemaking circle process and explore:
• foundational values and philosophy of peacemaking circles, including the indigenous roots of the circle process
• creating safe, respectful space for dialog
• consensus decision making,
• structure of the circle process,
• facilitation of the circle process
• practical applications of circle process,
• 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/).
| View file | ||
|---|---|---|
|
| Anchor | ||||
|---|---|---|---|---|
|
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.
| Anchor | ||||
|---|---|---|---|---|
|
Restorative Justice originated as a practice-based discipline. In the following decades, the field expanded to include theory and research of RJ. At the core of any restorative practice, is a focus on steps to identify and address harms while finding ways to bring healing and make amends. The course will be framed by four key values of RJ: inclusion, encounter, amends, and reintegration. The content of the course will be embedded in the foundational practice models that drive the Restorative Justice field like Victim Offender Conferencing/Dialogue, Family Group Conferencing, and Circle Processes. The class will explore structural applications of RJ philosophy, principles and practices in diverse situations: in educational settings, with justice involved individuals, and among members of various communities who experience harm.
The emphasis throughout the semester is on each students’ development as a practitioner. Sessions are set up to introduce, discuss and showcase various practice models in a variety of settings. RJ professionals will share knowledge and expertise derived from years of practicing in their field. Students will derive competence through engagement of case studies, developing a resource toolbox, reflective assessment, peer and instructor feedback, engaging with professionals, and most importantly, practice as a facilitator.
For MA in Conflict Transformation students 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.
| View file | ||
|---|---|---|
|
| Anchor | ||||
|---|---|---|---|---|
|
The reemergence of Restorative Justice (RJ) in the last 40+ years initially focused on interpersonal harm and violence, yet, more recently, is expanding to include collective harms caused by governments, corporations, or institutions against marginalized people. Rather than conceiving it as a method of ‘social reform’, if we understand RJ as a ‘social movement’ and study and apply it in that context, there is a greater potential for both serious interpersonal and structural transformation. This course is designed to empower RJ practitioners and theorists who are prepared to position themselves as change agents for justice systems shifts. This course will examine the relationship between institutional and interpersonal harms and dissect systemic harm that is an end result. Through case study research and discussions, we will explore the potential benefits and limitations of restorative and transitional justice principles and practices in building areas of accountability for systemic harms. Students will work collaboratively through a specific case study to identify and create theories of change for systemic transformation of a carceral system. The knowledge gained from the case study will then be applied to areas of personal interest through a three-phase process, culminating in a final project and presentation.
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.
| View file | ||
|---|---|---|
|
| Anchor | ||||
|---|---|---|---|---|
|
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.
| View file | ||
|---|---|---|
|
| Anchor | ||||
|---|---|---|---|---|
|
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.
| View file | ||
|---|---|---|
|
| Anchor | ||||
|---|---|---|---|---|
|
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).
| Anchor | ||||
|---|---|---|---|---|
|
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 meets a core requirement for the Seminary’s faith-based peacebuilding certificate. It is also an elective option for CJP’s MACT, MARJ, MATL, GCCT and GCRJ programs. It is cross listed with Eastern Mennonite Seminary and will be offered on a semi-regular basis.
| View file | ||
|---|---|---|
|