UNITED NATIONS PEACEKEEPING: THEORY AND PRACTICE

Année universitaire 2014/2015
Collège Universitaire
Semestre d’automne
UNITED NATIONS PEACEKEEPING:
THEORY AND PRACTICE
Ronald HATTO
Syllabus
Course Description and Objectives
The aim of the course is to examine the problems and possibilities of peace
operations conducted by the United Nations. Throughout the Cold War, the United
Nations undertook a small number of traditional peacekeeping missions (PK) that
helped to bring peace and security to some war torn regions. Most of those missions
were small and basically uncontroversial (except Congo). No ambitious operations
could be undertaken politically because Cold War antagonisms prevented the
Security Council from approving ambitious interventions — the Security Council was
politically deadlocked by the possibility of the use of the veto by one of its five
permanent members. In the early 1990’s, just after the Cold War ended, there was a
huge growth in the number of peacekeeping missions undertaken by the UN.
Whereas in 1987 there were 7 operations with 10,000 personnel deployed, by March
2013 there were 15 peacekeeping operations with over 92,000 personnel deployed.
Most of these new missions were much more ambitious than traditional peacekeeping
missions—often called “Second-Generation Peacekeeping.” These missions included
aggressive humanitarian intervention, democracy building and peacemaking among
other goals. These interventions were sometimes deemed “successful” as in Namibia
or Mozambique or “failures” at other times as in Rwanda, Somalia or the former
Yugoslavia. In fact, all the missions had elements of success and failure, as is clearly
true in the former Yugoslavia. There is much to be learned from these numerous
peace operations.
This course is an introduction to the United Nations and its role in the maintenance of
peace and international security. It is designed to provide a general knowledge about
peace operations, ask some basic questions about the state of the world today, and
suggest some ways we might begin to answer these questions. Students should leave
this course not only better informed about politics and problems, but also better able
to read critically, to think systematically, to analyze problems, to collect and evaluate
information efficiently, organize and present ideas systematically, to communicate
effectively, and apply knowledge from one area to new issues. The course aims at
developing independent and critical reasoning and applied thinking.
1
Course Requirements and Grading
1) An Oral Presentation (40% of the grade). Each week, two students will be
assigned a UN peacekeeping operation to investigate. Students will report their
findings to the class. The team will be investigating a peacekeeping operation carried
out by the United Nations. It will be the job of your team to sufficiently outline and
explain the fundamental mission of the UN. Moreover, you are responsible for
outlining the successes and drawbacks of the mission. Each member of the team will
have a role in gathering the information, preparing the information for presentation,
and presenting the information to the class. The following roles will also be assigned:
The geographer will construct a map of the region in question. Points of interest will
include representation of the conflicting parties and the UN Peacekeepers. The fact
finder will investigate the political history of the area of study and the history of the
UN involvement. The fact finder will thus outline the political history of the region in
question and the history of the conflicting parties involved. Please note that the
historical presentation should not be too long compared to the operation’s
analysis itself. The historian(s) should include a description of the culture of each
conflicting party (language, nationality, type of government, type of economy, etc.). A
typewritten outline of the presentation is required.
2) Final Take-Home Exam (40% of the grade) during the last week of the session.
1500 Words maximum. Please be aware that a Take-Home Exam imply the use of
various sources including your notes and other documents.
3) Class Participation & Discussion (20% of the grade). Your participation in this
class is extremely important. As such, class participation will constitute 20 % of your
final grade. The class participation grade will derive from regular attendance and
everyday discussion and analysis. Please be aware that skipping class (unexcused
absences) will impact your grade in this area.
Grading Criteria for the presentation are based on the content and the form and
they are the following:
Form:
Clarity, coherence, and structure of the argument; reference to pertinent works; use of
maps and graphic materiel. Please note that you should avoid reading your
presentation.
Content:
Analysis of the most important elements
comprehensiveness; critical and original thinking.
2
related
to
the
case
study;
REQUIRED READINGS
Week 2: Peacekeeping and International Relations Theories: - NEACK, Laura
(1995) “UN Peace-Keeping: In the Interest of Community or Self?”, Journal of Peace
Research, Vol. 32, No. 2, pp. 181-196.
Week 3: Peacekeeping before the UN: - SCHMIDL, Erwin A. (1999), “The Evolution
of Peace Operations from the Nineteenth Century”, Small Wars & Insurgencies,
Vol.10, No. 2, Pp. 4-20.
Week 4: The Evolution of UN Peacekeeping: From “Traditional” to “Complex”
PK: - GOULDING, Marrack (1993) “The Evolution of United Nations Peacekeeping”,
International Affairs, Vol. 69, No. 3, pp. 451-464.
Week 5: The United Nations and the “Indispensable Nation”: - HOLT, Victoria K.
& MACKINNON, Michael G. (2008), “The Origins and Evolution of US Policy Towards
Peace Operations” International Peacekeeping, Vol. 15, No. 1, Pp. 18-34.
Week 6: The UN and Regional Organizations: - WILSON, Gary (2003) “UN
Authorized Enforcements: Regional Organizations Versus ‘Coalitions of the Willing’”,
International Peacekeeping, Vol. 10, No. 2, Pp. 89-106.
Week 7: Towards a UN Standing Army?: - KAYSEN, Carl & RATHJENS, George
(2003) “The Case for a Volunteer UN Military Force”, Daedalus, Vol. 132, No. 1, Pp.
91-103.
Week 8: The UN and the Privatization of Violence and Security: - BURES, Oldrich
(2005) “Private Military Companies: A Second Best Peacekeeping Option?”,
International Peacekeeping, Vol. 12, No. 4, Pp. 533-546.
Week 9: Gendering War and Peacekeeping: - VALENIUS, Johanna (2007), “A Few
Kind Women: Gender Essentialism and Nordic Peacekeeping Operations”
International Peacekeeping, Vol. 14, No. 4, Pp. 510-523.
Week 10: : Limits and Alternatives to Peacekeeping: - LUTTWAK, Edward N.
(1999) “Give War a Chance” Foreign Affairs, Vol. 78, No. 4, Pp. 36-44.
Week 11: The Reform Initiatives since The Agenda for Peace: - THAKUR,
Ramesh (2003) “Reforming the United Nations: Changing with and for the Times”,
International Peacekeeping, Vol. 10, No. 4, Pp. 40-61.
Week 12: Conclusion: - BELLAMY, Alex J. & WILLIAMS, Paul (2004) “Conclusion:
What Future for Peace Operations? Brahimi and Beyond”, International
Peacekeeping, Vol. 11, No. 1, pp. 183-212.
3
Week 1: Introduction: The Creation and Evolution of an International Institution
Course objectives and work assignments.
Week 2: Peacekeeping and International Relations Theories
Case Study # 1: UNEF 1 (Suez 1956-1967)
Week 3: Peacekeeping Before and Outside the UN
Case Study # 2: ONUC (Congo 1960-1964)
Week 4: The Evolution of UN Peacekeeping: From “Traditional” to “Complex”
PK
Case Study # 3: UNFICYP (Cyprus 1964-Present)
Week 5: The United Nations and the “Indispensable Nation”
Case Study # 4: UNDOF (Golan Heights 1974-Present)
Week 6: The UN and Regional Organizations
Case Study # 5: UNIFIL (Southern Lebanon 1978-Present)
Week 7: Towards a UN Standing Army?
Case Study # 6: UNTAG (Namibia 1989-1990)
Week 8: The UN and the Privatization of Violence and Security
Case Study # 7: UNTAC (Cambodia 1992-1993)
Week 9: Gendering War and Peacekeeping
Case Study # 8: UNPROFOR (Former Yugoslavia 1992-1995)
Week 10: Limits and Alternatives to Peacekeeping
Case Study # 9: UNOSOM 1 and 2 (Somalia 1992-1995)
Week 11: The Reform Initiatives since The Agenda for Peace
Case Study # 10: (UNAMSIL Sierra Leone 1999-2005)
Week 12: Conclusion
Case Study # 11: MONUC/MONUSCO (Democratic Republic of Congo 1999-Present)
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