PSCI 247: Large Scale
Political Violence
Spring Semester, 2006
TR, 1:00-2:20 in Morgan
309
Professor: Matthew Krain
Office: Luce 222; x2469
Tentative Office Hours:
Monday, 1-2; Tuesday, 3-4; Thursday, 3-4, and by appointment
(NOTE: these may
change within a few weeks once Junior IS assignments have been finalized)
COURSE DESCRIPTION
In the last decade bloody internal conflicts have
erupted in places as different as Sudan, Sierra Leone, Sri Lanka, Somalia,
Bosnia-Herzegovina, Rwanda, Afghanistan, the Democratic Republic of Congo,
and Chechnya. Internal wars now occur more frequently than interstate wars.
Moreover, resurgence in ethnic and religious identifications have been cited
as worrisome portents of internal conflicts to come. The proliferation of
such conflicts, coupled with increased international involvement in them,
makes any information about these conflicts valuable. Additionally, the rise in terrorism, the resurgence of genocide,
and the continued repressiveness of regimes around the globe has, in some
corners of the world, made political violence a part of everyday politics.
In short, understanding why political violence occurs, how it is used or can
be countered, and what are its effects is crucial to a clear understanding
of the current global environment. This course will introduce you to the study of
large-scale political violence. This material is often classified as a sub-field
of either comparative politics or international relations, and is occasionally
considered political sociology. Be warned! -- This course will be
taught as an upper level research and writing seminar, so a background in
political science or history as well as a willingness to slog through some
pretty hefty readings will be extremely helpful!
READINGS
The following books are
required for this course:
*
Gourevitch, Philip. 1998. We wish to inform you that tomorrow
we will be killed with our families; stories from Rwanda. New York, NY: Farrar
Straus and Giroux.
*
Mason, T. David. 2005. Caught in the Crossfire: Revolutions,
Repression, and the Rational Peasant. Rowman & Littlefield
Publishers, Inc.
*
American Political
Science Association. 2001. Style Manual for Political Science. Washington, DC: American
Political Science Association. (Available on E-RESERVE).
Other required readings
will be placed on reserve in the main library, and/or will be available on
the World-Wide-Web, on our class web page, at: http://www.wooster.edu/polisci/mkrain/lspv.html,
or will placed on electronic reserve through the library (http://eres.library.denison.edu/coursepage.asp?cid=836, password = "violence").
And of course, as with any international relations or comparative politics
class, you are expected to keep up with news around the world.
All readings MUST be
completed by the class session for which they are assigned. They will be
necessary background for lectures and discussion, and you will be held
responsible for them, in class and on exams.
GRADING
The grades will be
assigned as follows:
30% = Paper-Length
Individual Writing Assignments (15% each for assignments 1 & 3)
20% = Paper-Length
Co-Authored Writing Assignments (10% each for assignments 2 & 4)
15% = Peer Reviews (5%
each for Peer Reviews of Papers #1, 2 & 4)
10% = Weekly Listserv
Discussion Questions
25% = In-Class
Participation
In this class, however,
you will be graded on more than just writing, critiquing, and participation.
You are beginning your life as both adults and social scientists, and as such
you are expected to act in a professional manner. Therefore please note that that
"professionalism"
is a factor that affects all elements of your grade in this class. It typically
refers to factors such as attendance, promptness, courtesy, overall
improvement, and other intangibles, evaluated and assigned at the discretion of
the instructor.
PSCI247 AS A RESEARCH SEMINAR AND A WRITING
INTENSIVE COURSE
This is Writing Intensive (W) Course. It
fulfills in part the writing requirement for graduation. We will explore
large-scale political violence through close examinations of the scholarly
writing of others, as well as through your own written work. You are expected
to complete four formal writing assignments throughout the semester, using 2-3
peer editors for assignments that call for workshopping writing or creating
revisions. Most of these assignments require extensive revisions and the use of
the writing process. Time is allotted in class for discussion and application
of the writing process and for peer editing. Please note that you are expected
to use the APSA Style Manual as a guide for documentation.
This course will take as one of its primary
assumptions that to train students properly as scholars of large-scale
political violence one must also train them to read and write as professional
scholars. We will plumb the rich theoretical literature and the mountains of
cases with the precise goal of developing in seminar participants the skills
and good habits of professional writer/scholars. This will require students to learn how to write in a
variety of different ways. For instance, they will learn how to do an effective
and concise literature review, and how to develop their theoretical arguments
from assumptions embedded in that literature. We will also endeavor to write
cogent analyses of cases. The goal is to produce students who have all the
tools necessary to take their expertise in a subject area (in this case,
large-scale political violence) and apply it in their own research to a
substantive problem of interest. We will examine not just the content of the
scholarly works we read, but also their structure, form, and writing style. We
will work individually and in peer groups to workshop our own research
projects, and will emphasize the importance of multiple rewrites and the
willingness to submit ones work to peer scrutiny.
PAPER-LENGTH WRITING ASSIGNMENTS (50%)
Assignment #1: Literature Review (15%)
This paper assignment (approximately eight to
fifteen pages in length) requires students to explore, summarize, and draw
lessons from the literature on a relevant question of interest. Students in
research groups working on similar questions/topics will then workshop their
papers within their peer group. Copies of the paper should be made available to
the peer group at least two days in advance of the in-class workshop to allow
peer group members to read and critically analyze the paper, and to respond in
writing with a peer review (see section on "Peer Reviews" below). A copy should
also be made available to the Professor two days ahead of the workshop session.
Assignment #2: Revised and Integrated
Literature Review and Theory Development Paper (10%)
Students in research groups working on similar
questions/topics will work together to integrate their individual papers into
one cohesive "group" paper, co-authored by the members of the peer group
"research team". Assignment #2 is a REVISED VERSION of Assignment #1 (in line
with instructor and peer comments, and with new work done). However, Assignment
#2 also requires the students work together as a cohesive research group, learn
how to be co-authors, and move beyond reviews of the literature to develop a
theoretical argument regarding the phenomenon of interest. Research groups will
workshop their papers with the class as a whole. Copies of the paper should be
made available to the class at least two days in advance of the in-class
workshop to allow class members to read and critically analyze the paper, and
to respond in writing with a new peer review (see section on "Peer Reviews"
below). The group must also submit to the Professor (two days ahead of the
workshop session) a copy of the new co-authored paper, along with the original
versions containing instructor comments, and copies of the previous set of peer
comments. This new co-authored paper will then be graded anew. Each student
co-author in the "research group" the student will receive the same grade for
the group's research paper.[1]
Assignment #3: Writing Up Individual Case
Studies (15%)
Students will be instructed in the methodology
of case studies and the comparative method, and will be asked to write up a
case study of their own (approximately ten to fifteen pages) to deal with their
particular research question. Students will then workshop their case study
analyses. Copies of the paper should be made available to the peer group at
least two days in advance of the in-class workshop to allow peer group members
to read and critically analyze the paper, and to respond in writing with a peer
review (see section on "Peer Reviews" below). A copy should also be made
available to the Professor two days ahead of the workshop session.
Assignment #4: Case Study Revision and
Integration into Larger Comparative Case Study (10%)
Students in research groups working on similar
questions/topics will work together to integrate their REVISED case study
papers into one cohesive "group" paper, co-authored by the members of the peer
group "research team". This new comparative case study paper will then be
graded anew. Each student co-author in the "research group" the student will
receive the same grade for the group's research paper.
PEER REVIEWS (15%) [2]
As noted above, students
will workshop two papers in their respective peer research groups (the first
and third assignments – 5% each). Copies of papers will be made available
by each student to the other members of their peer research group at least two
days in advance of the in-class workshop to allow group members to read and
critically analyze the paper, and to respond in writing with a peer review. For
each workshop session, each member of the research group will be responsible
for a peer review (1-3 pp.) of each paper workshopped. If there are four
members of a research group, then each student will be responsible for three
peer reviews, one per paper (not counting their own, of course). Students will
also workshop one paper with the class as a whole (the second assignment
– 5%). Copies of the paper should be made available to the class two days
in advance of the workshop session. Each class member would then write a peer
review of each co-authored research group paper. Further details will be
discussed in class by the instructor.
WEEKLY LISTSERV
DISCUSSION QUESTIONS (10%)
As part of our active
engagement with the material to be read and analyzed, you are required to
submit to our class listserv at least ONE discussion question per week
regarding the readings to be discussed that week. You may focus your discussion
question(s) on readings from either the first or second class sessions of that
week, but must submit questions for at least ONE CLASS SESSION PER WEEK over
the course of the semester. Questions are to be emailed to the instructor and
to the class as a whole. Questions are due by 11:59pm the day before the
readings are to be discussed in class. More details will be discussed by the
instructor in class.
IN-CLASS
PARTICIPATION (25%)
Participation
is encouraged and REQUIRED in this class. Your participation is essential to
the smooth and efficient running of the class. The intention is to run the
class as an advanced seminar, where students will engage in an open dialogue
based on the readings assigned for that day. Thus, students are required to
have completed the assigned readings before class and to participate in
discussions on a regular basis. Failure to be properly prepared or a lack of
engaged discussion will result in a significant reduction in the class grade
(and overall class quality). My hope is that the classroom will contain an
atmosphere in which ideas and opinions will be welcomed and addressed. As such,
please note that you will be graded on a number of criteria beyond simple
participation, under the rubric of "professionalism".
NOTES
Note #1: Assignments are due at the
beginning of class on the due date. Any missed assignment or unexcused exam
absence is subject to an automatic failing grade for the course (in other
words, you cannot pass the class unless you do all of the work!). Late written
assignments will be graded down one full letter grade for each day late. A
paper handed in five minutes after the deadline is considered a day late. If
you anticipate missing an exam or a paper deadline, consult with the instructor
as soon as possible.
Note #2: Students are encouraged to study
together and assist one another in learning the material. It is assumed that
you have done your own work. In short, DON'T CHEAT AND DON'T PLAGIARIZE (see for instance http://www.wooster.edu/library/plagiarism).
Students are reminded that they are obliged to understand, to uphold, and
to comply with the Code of Academic Integrity at the College of Wooster. If
you have doubts about whether something violates academic integrity, check
the Code of Academic Integrity, located in the Scot's Key (http://www.wooster.edu/policies). Students who do not
understand the Code after having read it should make an appointment to see
me to discuss it; indeed, I welcome this discussion and encourage students
to see me in advance of any assignment about which they have doubts or questions.
PLEASE NOTE THAT ANY VIOLATION OF THE CODE OF ACADEMIC INTEGRITY MEANS THE
STUDENT'S IMMEDIATE FAILURE IN THE COURSE, AS WELL AS POSSIBLE SUBSEQUENT
ACADEMIC DISCIPLINARY ACTION.
Note #3: Students are encouraged to
discuss assignments with me during office hours. However, students seeking to
change their grade on an assignment should be advised that I reserve the right
to alter your grade in either direction (i.e.- if new problems are found during
the re-grade the grade would go down).
Note #4: It is your responsibility to
inform me ahead of time about factors that are likely to interfere with your
performance in the class. Measures for students with disabilities, conflicts of
an academic or non-academic nature, non-native speakers/writers of English and
other special issues will be taken in compliance with the college's policies.
SCHEDULE of TOPICS
AND READINGS
I. Introduction to the Study of Large Scale
Political Violence
Jan. 17 -
Introduction: What is Large Scale Political Violence?
*
Gourevitch, Philip. 1998. We wish to inform you that tomorrow
we will be killed with our families; stories from Rwanda. New York, NY: Farrar
Straus and Giroux.
*
College of Wooster. 2006. The Code of Academic Integrity, in Handbook
of Selected College Policies. Wooster, OH: College of Wooster. http://www.wooster.edu/policies
Jan. 19 – Tools for Studying Large
Scale Political Violence (I): Theories, Variables and Hypotheses
*
Waltz,
Kenneth. 1979. Laws and Theories, in Theory of International Politics, 1-17 (Chapter 1). New
York, NY: McGraw-Hill. http://www.wooster.edu/ir/waltz.pdf
*
Van
Evera, Stephen. 1997. Hypotheses, Laws, and Theories: A User's Guide, in
Guide to Methods for Students of Political Science, Chapter 1. Ithaca, NY:
Cornell University Press. [E-Reserve]
*
Johnson,
Janet Buttolph and H. T. Reynolds. 2005. Political Science Research Methods. 5th
Edition. Washington, DC: CQ Press. [HANDOUT: pp. 103-129].
Jan. 24 – Tools for Studying Large
Scale Political Violence (II): Writing a Literature Review
*
Johnson,
Janet Buttolph and H. T. Reynolds. 2005. Political Science Research Methods. 5th
Edition. Washington, DC: CQ Press. [HANDOUT: pp. 130-137].
*
Obenzinger,
Hilton. 2005. What Can A Literature Review Do For Me? How To Research,
Write, And Survive A Literature Review. Office of the Vice Provost for Undergraduate Education,
Stanford University. http://www.stanford.edu/dept/undergrad/urp/PDFLibrary/writing/LiteratureReviewHandout.pdf
*
Writing
Up Research: Using the Literature. 2005. Language Center, Asian Institute of
Technology (Thailand). http://www.clet.ait.ac.th/EL21LIT.HTM
*
Tilly,
Charles. 2002. Trends, Variations, and Explanations, in The Politics of
Collective Violence, 55-80
(Chapter 3). Cambridge: Cambridge University Press. [E-Reserve]
II. Societal Actors and Large Scale Political
Violence
Jan. 26 – Why Do People Mobilize for
Collective Action?
*
Mason, T. David. 2005. Mobilizing Peasant Social Movements, in Caught in the
Crossfire: Revolutions, Repression, and the Rational Peasant, 86-114 (Chapter 4). Lanham: Rowman & Littlefield
Publishers, Inc.
*
Gurr,
Ted Robert. 1970. Relative Deprivation and the Impetus to Violence, in Why
Men Rebel, 22-58
(Chapter 2). Princeton, NJ: Princeton University Press. [E-Reserve]
*
Tarrow,
Sidney. 1998. Political Opportunities and Constraints in Power in Movement. 2nd ed., 71-90 (Chapter
5). Cambridge, MA: Cambridge University Press. [E-Reserve]
Jan. 31 – When and Why Do People Use
Violence?
*
Tilly,
Charles. 1978. Collective Violence, in From Mobilization to Revolution, 172-188 (Chapter
6). New York, NY: McGraw Hill. [E-Reserve]
*
Gamson,
William. 1990. The Success of the Unruly, in The Strategy of Social Protest. 2nd ed. 72-88 (Chapter
6). Belmont, MA: Wadsworth. [E-Reserve]
*
Tarrow,
Sidney. 1998. Cycles of Contention, in Power in Movement. 2nd ed. 141-160 (Chapter
9). Cambridge, MA: Cambridge University Press. [E-Reserve]
Feb. 2 – Revolution
*
Mason, T. David. 2005. Theories of Revolution, in Caught in the
Crossfire: Revolutions, Repression, and the Rational Peasant, 28-57 (Chapter 2). Lanham, MD: Rowman & Littlefield
Publishers, Inc.
*
Goldstone, Jack
A. 2001. Toward a Fourth Generation of Revolutionary Theory. Annual Review
of Political Science, 4: 139-187.
http://search.epnet.com/login.aspx?direct=true&db=aph&an=5367199
Feb. 7 – Riots
[TENTATIVE READING LIST – CHANGES TO BE
ANNOUNCED]
*
McPhail, Clark
and Ronald T. Wohlstein. 1983. Individual and Collective Behaviors Within
Gatherings, Demonstrations, and Riots. Annual Review of Sociology, 9, 1: 579-600. http://www.jstor.org/view/03600572/di974055/97p01712/0
*
Haddock, David
D. and Daniel D. Polsby. 1994. Understanding Riots. CATO Journal, 14, 1: 147-157. http://www.cato.org/pubs/journal/cj14n1/cj14n1-13.pdf
*
Ford, Peter.
2005. Deep Roots of Paris Riots. Christian Science Monitor. November
4, 2005. http://www.csmonitor.com/2005/1104/p06s02-woeu.html
*
* * Tuesday, February 7th – Great Decisions 2006: "Can We
Stop Genocide?" * * *
Stephanie Nyombayire and
Bec Hamilton, Genocide Intervention Fund
7:30 pm at Gault Recital
Hall, Scheide Music Center
Feb. 9 – Civil Wars (I)
*
Mason, T. David. 2005. The Puzzle of Revolution in the Third World, in Caught in the Crossfire: Revolutions, Repression, and the
Rational Peasant, 1-27
(Chapter 1). Lanham, MD: Rowman
& Littlefield Publishers, Inc.
*
David, Stephen
R. 1997. Internal War: Causes and Cures. World Politics. 49, 4: 552-576. http://etexta.ohiolink.edu:6873/journals/world_politics/v049/49.4er_brown.html
*
Gourevitch, Philip. 2005. Letter from Sri Lanka: The Tides of War.
The New Yorker, August 1, 2005. http://www.newyorker.com/printables/fact/050801fa_fact1
Feb. 14 – Civil Wars (II)
ASSIGNMENT #1 due to Professor
and Workshop Group
*
Tilly,
Charles. 2002. Opportunism, in The Politics of Collective Violence. 130-150 (Chapter 6).
Cambridge: Cambridge University Press. [E-Reserve]
*
Fearon, James
and David Laitin. 2003. Ethnicity, Insurgency, and Civil War. American
Political Science Review 97, 1: 75-90. http://journals.ohiolink.edu/cgi
bin/sciserv.pl?collection=journals&journal=00030554&issue=v97i0001&article=75_eiacw
*
Hirsch, John
L. 2001. War in Sierra Leone. Survival, 43, 3: 145-162. http://journals.ohiolink.edu/science?_volkey=00396338%2343%23145%233
Feb. 16 –
Revising the Literature Review: In Class Workshop of Assignment #1
PEER REVIEW #1 due to Professor
and Workshop Group
*
Read and Comment on Papers to be Workshopped
Feb. 21 – Nationalism and Ethnic
Conflict
*
Fearon,
James. 2004. Ethnic Mobilization and Ethnic Violence. Forthcoming in the Oxford
Handbook of Political Economy. http://www.stanford.edu/~jfearon/papers/ethreview.pdf
*
Oberschall, Anthony.
2000. The Manipulation of Ethnicity: From Ethnic Cooperation to Violence and
War in Yugoslavia. Ethnic and Racial Studies, 23, 6: 982-1001. http://www.ingentaconnect.com/search/expand?pub=infobike://routledg/rers/2000/00000023/00000006/art00002&unc=
*
Olzak,
Susan. 1990. The Political Context of Competition: Lynching and Urban Racial
Violence, 1882-1914. Social Forces, 69,2: 395-421. http://www.jstor.org/view/00377732/di010931/01p0207j/0
Feb. 23 – Is Ethnic Violence a
Meaningful Concept?
*
Bowen, John R.
1996. The Myth of Global Ethnic Conflict, Journal of Democracy. 7, 4: 3-14. http://etexta.ohiolink.edu:6873/journals/journal_of_democracy/v007/7.4bowen.html
*
Mueller, John.
2000. The Banality of 'Ethnic War.' International Security. 25, 1: 42-70. http://links.jstor.org/sici?sici=0162-2889%28200022%2925%3A1%3C42%3ATBO%22W%3E2.0.CO%3B2-1
*
Kalyvas, Stathis
N. 2001. 'New' and 'Old' Civil Wars: A Valid Distinction? World Politics.
54,
1: 99-118. http://journals.ohiolink.edu/science?_volkey=10863338%2354%2399%231
*
* * Thursday, February 23rd at 7:30 pm – FILM: The Battle of
Algiers * * *
Feb. 28 – Suicide Terrorism
*
Pape, Robert.
2003. The Strategic Logic of Suicide Terrorism. American Political Science
Review. 97,
3: 343-362. http://journals.ohiolink.edu/cgi-bin/sciserv.pl?collection=journals&journal=00030554&issue=v97i0003&article=343_tslost
*
Bloom, Mia. 2004.
Devising a Theory of Suicide Terror. in Dying to Kill: The Global Phenomenon
of Suicide Terror, Chapter 4. New York: Columbia University Press. http://scholar.google.com/url?sa=U&q=http://www.international.ucla.edu/cms/files/bloom.0227.pdf
*
Staub, Ervin.
2002. Notes on Terrorism: Origins and Prevention. Peace and Conflict: Journal
of Peace Psychology, 8, 3: 207-214. http://www.leaonline.com/doi/abs/10.1207/S15327949PAC0803_04
March 2 – Violence as a Settlement
Generator or Settlement Spoiler
*
Mason, T. David. 2005. Reform, Repression and Revolution in El
Salvador, in Caught
in the Crossfire: Revolutions, Repression, and the Rational Peasant, 197-229 (Chapter 8). Lanham: Rowman & Littlefield
Publishers, Inc.
*
Rasler,
Karen A. 2000. Regime-Challenger Confrontations, Political Opportunities and
Policy Concessions: The Impact of the Intifada on Israel's Recognition of the
PLO, in Paths to State Repression: Human Rights and Contentious Politics in
Comparative Perspective. Edited by Christian Davenport. Boulder, CO: Rowan and
Littlefield. [E-Reserve]
*
Kydd, Andrew
and Barbara Walter. 2002. Sabotaging the Peace: The Politics of Extremist
Violence. International Organization. 56, 2: 263-296. http://journals.ohiolink.edu/cgi-bin/sciserv.pl?collection=journals&journal=00208183&issue=v56i0002&article=263_stptpoev&search_term=%28%20%28%22Sabotaging%20the%20Peace%20ADJ%20The%20Politics%20of%20Extremist%20Violence%22%29%20%29%20
March 7 – Tools for Studying
Large Scale Political Violence (III): [Comparative] Case Studies
ASSIGNMENT #2 due to Professor
and Entire Class
*
Van
Evera, Stephen. 1997. What Are Case Studies? How Should They Be Performed? in Guide
to Methods for Students of Political Science, Chapter 2. Ithaca, NY: Cornell
University Press. [E-Reserve]
*
Kaarbo, Juliet
and Ryan K. Beasley. 1999. A Practical Guide to the Comparative Case Study
Method in Political Psychology. Political Psychology, 20, 2: 369-391. http://journals.ohiolink.edu/science?_volkey=0162895x%2320%23369%232
March 9 – Revising
the Literature Review: In Class Workshop of Assignment #2
PEER REVIEW #2 due to Professor
and Workshop Group
*
Read and Comment on Papers to be Workshopped
MARCH 11-26:
SPRING BREAK (NO CLASSES)
III. Violence as Statecraft
March 28 – The State, Power and the
Maintenance of Order
*
Gurr,
Ted Robert. 1986. The Political Origins of State Violence and Terror: A
Theoretical Analysis, in Government Violence and Repression: An Agenda for
Research,
edited by M. Stohl and G. A. Lopez. New York: Greenwood Press. [E-Reserve]
*
Cohen, Youssef,
Brian Brown, and A.F.K. Organski. 1981. The Paradoxical Nature of State Making:
The Violent Creation of Order. American Political Science Review, 75:
901-910. http://www.jstor.org/view/00030554/di961003/96p0137x/0
*
Rotberg, Robert
I. 2002. The New Nature of Nation-State Failure. Washington Quarterly 25, 3: 85-96. http://journals.ohiolink.edu/science?_volkey=15309177%2325%2385%233
March 30 – Why do States Repress?
*
Mason, T. David. 2005. The Response of the State: Reform or
Repression? in Caught
in the Crossfire: Revolutions, Repression, and the Rational Peasant, 115-144 (Chapter 5). Lanham, MD: Rowman & Littlefield
Publishers, Inc.
*
Davenport, Christian
A. 1995. Multi-Dimensional Threat Perception and State Repression: An Inquiry
into Why States Apply Negative Sanctions, American Journal of Political
Science,
39: 683-713. http://www.jstor.org/view/00925853/di975208/97p0065e/0
*
Poe, Steven C.
and C. Neal Tate. 1994. Repression of Human Rights to Personal Integrity in
the 1980's: A Global Analysis, American Political Science Review,
88:4: 853-872. http://www.jstor.org/view/00030554/di975220/97p0182z/0
April 4 – Repression as
Counterinsurgency: Effects of Repression on Opposition Activity
*
Mason, T. David. 2005. State Repression and the Escalation of
Revolutionary Violence, in Caught in the Crossfire: Revolutions, Repression, and the
Rational Peasant, 145-172
(Chapter 6). Lanham: Rowman
& Littlefield Publishers, Inc.
*
Rasler, Karen
A. 1996. Concessions, Repression, and Political Protest in the Iranian Revolution,
American Sociological Review, 61: 132-152. http://www.jstor.org/view/00031224/di974429/97p0097r/0
*
Francisco,
Ronald A. 2001. "The Dictator's Dilemma." Paper Prepared for the Conference on Repression
and Mobilization: What Do We Know Now and Where Do We Go From Here? University of Maryland,
June 21-24, 2001. http://www.cidcm.umd.edu/mobandrep/papers/francisco.pdf
April 6 – Transforming Ordinary People
into Perpetrators of Evil
VIEW & DISCUSS: "Quiet Rage: The Stanford Prison
Experiment"
*
Philip
G. Zimbardo. 1999. The Stanford Prison Experiment. http://www.prisonexp.org/
*
Philip G. Zimbardo.
1999. Transforming People into Perpetrators of Evil. http://www.sonoma.edu/users/g/goodman/zimbardo.htm
*
William
Saletan. 2004. Situationist Ethics: Why the Stanford Prison Experiment Doesn't
Explain Abu Ghraib. Slate. May 12, 2004. http://web.isp.cz/jcrane/IB/Situationist_Ethics.pdf
April 11 – Torture
*
Rejali,
Darius. 1994. How Not to Talk about Torture, in Torture and Modernity: Self,
Society and State in Modern Iran, 160-176. Boulder, CO: Westview Press. [E-Reserve]
*
Wantchekon, Leonard
and Andrew Healy. 1999. The 'Game' of Torture. Journal of Conflict Resolution,
43,5: 596-609. http://journals.ohiolink.edu/cgi-bin/sciserv.pl?collection=journals&journal=00220027&issue=v43i0005&article=596_tot&search_term=%28%20%28torture%29%20%29%20
*
MacMaster, Neil.
2004. Torture: From Algiers to Abu Ghraib. Race & Class, 46, 2:
1-21. http://journals.ohiolink.edu/science?_volkey=03063968%2346%231%232
April 13 – Death Squads and State
Terrorism
*
Campbell,
Bruce. 2002. Death Squads: Definitions, Problems and Historical Context, in Death
Squads in Global Perspective: Murder with Deniability, 1-26, edited by Bruce
Campbell and Arthur Brenner. Palgrave MacMillan. [E-Reserve]
*
Ron,
James. 2002. Territoriality and Plausible Deniability: Serbian Paramilitaries
in the Bosnian War, in Death Squads in Global Perspective: Murder with
Deniability, 287-312,
edited by Bruce Campbell and Arthur Brenner. Palgrave MacMillan. [E-Reserve]
*
Danner,
Mark. 1993. The Truth of El Mozote The New Yorker. December 6, 1993.
http://globetrotter.berkeley.edu/people/Danner/1993/truthelmoz01.html
April 18– Hand
in Case Study Paper, Begin Review of Group Papers
ASSIGNMENT #3 due to Professor
and Workshop Group
April 20 – Revising
the Case Study: In Class Workshop of Assignment #3
PEER REVIEW #3 due to Professor
and Workshop Group
*
Read and Comment on Papers to be Workshopped
April 25– The Logic of Massacres (by the
State) During Civil War
*
Mitchell, Neil
J. 2005. Agents of Atrocity: Leaders, Followers, and the Violation of Human
Rights in Civil War. New York: Palgrave. Chapters 1-2. [E-Reserve]
*
Valentino, Benjamin
A., Paul Huth, and Dylan Balch-Lindsay. 2004. 'Draining the Sea': Mass Killing
and Guerrilla Warfare. International Organization. 58:375-407. http://journals.ohiolink.edu/science?_volkey=00208183%2358%23375%232
April 27– The Logic of Massacres (by the
Rebels) During Civil War
*
Mason, T. David. 2005. Peruvian Land Reform and the Rise of Sendero
Luminoso in Caught
in the Crossfire: Revolutions, Repression, and the Rational Peasant, 230-259 (Chapter 9). Lanham: Rowman & Littlefield
Publishers, Inc.
*
Kalyvas,
Stathis N. 1999. Wanton and Senseless? The Logic of Massacres in Algeria. Rationalty
and Society. 11,
3: 243-285. http://journals.ohiolink.edu/science?_volkey=10434631%2311%23243%233
May 2 – State-Sponsored Mass Murder
*
Harff,
Barbara. 2003. No Lessons Learned from the Holocaust? Assessing Risks of
Genocide and Political Mass Murder since 1955. American Political Science
Review. 97,
1: 57-73. http://journals.ohiolink.edu/cgi-bin/sciserv.pl?collection=journals&journal=00030554&issue=v97i0001&article=57_nllfthapmms1&search_term=%28%20%28harff%20genocide%29%20%29%20
*
Rummel, R. J.
1994. 20th Century Democide. In Death By Government. (Chapter 1). http://www.hawaii.edu/powerkills/DBG.CHAP1.HTM
*
Kiernan,
Ben. 1991. Genocidal Targeting: Two Groups of Victims in Pol Pot's Cambodia. In
State Organized Terror: The Case of Violent Internal Repression, edited by P. Timothy
Bushnell, Vladimir Shlapentokh, Christopher K. Vanderpool, and Jeyaratnam
Sundram, 207-26. Boulder, CO: Westview. [E-Reserve]
IV. Stopping the Killing
May 4 –Stopping the Killing: A Preliminary
Analysis
ASSIGNMENT #4 due to Professor
*
Mason, T. David. 2005. Win, Lose, or Draw: How Civil Wars End, in
Caught in the Crossfire:
Revolutions, Repression, and the Rational Peasant, 173-196 (Chapter 7). Lanham: Rowman & Littlefield
Publishers, Inc.