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講義概要/Course description
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In September 2020, during the midst of the COVID-19 pandemic, the United Nations celebrated 75 years following its establishment. In January 2022, United Nations Secretary-General António Guterres started his second and final five-year term. Since 2017, the Secretary-General has embarked on an ambitious reform of the Organization. In September 2021, the Secretary-General presented his report, “Our Common Agenda”(https://www.un.org/en/content/common-agenda-report/), a response to the request made by UN member states for recommendations in the75th anniversary declaration (https://undocs.org/A/RES/75/1). The important report highlights strengthening global governance; focusing on the future; renewing the social contract; and ensuring a United Nations fit for a new era. Looking at the past 30 years, following the end of the Cold War, the course explores whether the United Nations is “fit for purpose” to address current and future challenges. It uses various case studies from several conflict zones and looks in detail at the linkages between conflict prevention, peacebuilding, human rights and development. It introduces the concept of sustaining peace and how this is conducted strategically and operationally. The course also introduces conflict analysis, political economy analysis, analytical modelling, and project design for interventions. Finally, the course will ask the students to think about the role of the United Nations following75 years since its founding.
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達成目標/Course objectives
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Develop analytical skills to design strategic options to address the root causes of conflict; comprehensive understanding of how the United Nations has evolved to address the main challenges related to peace and security issues; improved knowledge of United Nations peace operations from establishment, operationalization, to drawdown; familiarity of conflict prevention and resolution tools.
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学部・研究科のディプロマポリシー（卒業認定・学位授与の方針）に基づき、当該科目を履修することで身につく能力 / Abilities to be acquired by completing the course in accordance with the faculty and graduate school diploma policy (graduation certification and degree conferral)
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学部・研究科のディプロマポリシー（卒業認定・学位授与の方針）/ Undergraduate and Graduate Diploma Policy (Graduation Certification and Degree Conferral)
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履修条件（事前に履修しておくことが望ましい科目など）/Prerequisite
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An interest in international relations and politics, current affairs, armed conflict, globalization, gender issues, United Nations, and/or political philosophy.
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授業計画/Lecture plan
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1
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| 授業計画/Class |
Course introduction – objectives, expectations, “house rules” [on-demand video] |
| 事前学習/Preparation |
Read Chatham House rule (https://www.chathamhouse.org/about/chatham-house-rule) |
| 事後学習/Reviewing |
Seek agreement on the course objectives and house rules. Students should be prepared to highlight a specific peace and security issue that they are interested in discussing during the course. |
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2
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| 授業計画/Class |
The first step to analyzing the world we live in: “state of play” andestablishing a “common operating picture” |
| 事前学習/Preparation |
Read Ten Challenges for the UN in 2021-2022 (https://www.crisisgroup.org/sb006-ten-challenges-un-2021-2022). Students should select an ongoing/past armed conflict case study and be able to provide a verbal short summary of the issue and its main causes. |
| 事後学習/Reviewing |
Students to highlight the challenges of establishing a common operatingpicture regarding the case study they selected. |
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3
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| 授業計画/Class |
“Who” and “what” is the United Nations? |
| 事前学習/Preparation |
Charter of the United Nations (http://www.un.org/en/charter-united-nations/) ReadChapters 1 – 8, 15, 18; Peacekeeping fact sheet (https://peacekeeping.un.org/en/peacekeeping-fact-sheet-october-2022);Special Political Missions fact sheet and list (https://www.un.org/sites/un2.un.org/files/spm_factsheet_02_2021_english_1.pdf) |
| 事後学習/Reviewing |
Students to highlight sections of the Charter that would be applicable to the case study they selected; students should identify a peacekeeping operation or special political mission that interests them. |
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4
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| 授業計画/Class |
Working for the United Nations Secretariat – the reality of working in Somalia |
| 事前学習/Preparation |
Read the Secretary-General’s latest report on the situation in Somalia (https://undocs.org/S/2022/665) |
| 事後学習/Reviewing |
Students should highlight some of the challenges and opportunities of working in complex armed conflict settings. |
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5
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| 授業計画/Class |
The United Nations after the end of the Cold War – differences andsimilarities between then and now |
| 事前学習/Preparation |
Read the “Agenda for Peace” report (1992) (http://www.un-documents.net/a47-277.htm)
Read the Executive Summary of the “Brahimi Report”: Report of the Panel on United Nations Peace Operations (2000); pp. viii – xv. (https://undocs.org/A/55/305) |
| 事後学習/Reviewing |
Students should synthesize the key issues highlighted from both reports. |
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6
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| 授業計画/Class |
Practical exercise – Conflict analysis to address peace and security |
| 事前学習/Preparation |
Students should select an armed conflict or issue for analysis. Read theConflict Analysis Practice Note (https://unsdg.un.org/sites/default/files/Conflict-Analysis-Practice-Note-13-May-2016-Version.pdf) |
| 事後学習/Reviewing |
Students should review the conflict analysis tools presented to them andpractice their usage in other settings. |
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7
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| 授業計画/Class |
Reforming the way the United Nations does business – Report of theHigh-level Independent Panel on Peace Operations (HIPPO); Restructuring of theUnited Nations peace and security pillar |
| 事前学習/Preparation |
Read pp. 1 – 16 on HIPPO (2015) (https://www.globalr2p.org/wp-content/uploads/2020/01/2015-UNGA-HIPPO-Report.pdf); Read the 2017 external report on the ongoing UN reform (https://www.zif-berlin.org/sites/zif-berlin.org/files/inline-files/ZIF_Policy_Briefing_Bernstein_UN_Reform_Dezember_2017.pdf); Read 2017 Secretary-General’s report on security and peace reform –sections I, II, VIII (https://undocs.org/A/72/525) |
| 事後学習/Reviewing |
Students should review the summary of the HIPPO report and the peace and security reform reports and formulate a view on whether the reports address the challenges the UN faces. |
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8
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| 授業計画/Class |
How do we include women in peace and security issues? – Women, Peace, and Security (Security Council resolutions 1325, 1889); 20 years after the anniversary of resolution 1325 |
| 事前学習/Preparation |
Read the following resolutions and report (https://undocs.org/S/RES/1325(2000)) (https://undocs.org/S/RES/1889(2009)); Secretary-General’s report on Women and Peace and Security: Introduction (pp. 1– 4) and Conclusion and Recommendations (pp. 35 – 37) (https://undocs.org/S/2020/946) |
| 事後学習/Reviewing |
Students should think of a context they are familiar with where gender issues should be applied. |
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9
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| 授業計画/Class |
Sustaining peace, the primacy of politics and prevention – What does itmean to prevent conflicts and sustain peace?; Peacebuilding and the Post-2015Development Agenda – review of the United Nations peacebuilding architectureand Sustainable Development Goals |
| 事前学習/Preparation |
Review of the Peacebuilding Architecture, Read pp. 1 – 6, 43 – 44 (https://undocs.org/A/69/968); Students should read the Secretary-General’s 2018 report on sustaining peace (https://undocs.org/A/72/707);Optional read for further information (https://undocs.org/A/74/976). |
| 事後学習/Reviewing |
Students should note the challenges and opportunities in sustaining peace. |
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10
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| 授業計画/Class |
Political economy analysis |
| 事前学習/Preparation |
Watch the video War Dogs and Lord of War (https://www.youtube.com/watch?v=Rwh9c_E3dJk) (https://www.youtube.com/watch?v=Kyy9RF19oQ0); Students should be prepared to highlight linkages between the economy and an armed conflict they are interested in. |
| 事後学習/Reviewing |
Students should be able to undertake political economy analysis. |
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11
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| 授業計画/Class |
Designing interventions, undertaking risk analysis and SWOT analysis (strengths, weaknesses, opportunities, threats) |
| 事前学習/Preparation |
Integrated Assessment and Planning Handbook – Read pp. 32 – 34, 44 – 45 (https://unsdg.un.org/sites/default/files/2014-IAP-HandBook.pdf) |
| 事後学習/Reviewing |
Students should design an intervention for addressing a problem. |
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12
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| 授業計画/Class |
Who has the responsibility to protect? – Human Rights and Protection |
| 事前学習/Preparation |
Report of the Secretary-General’s Internal Review Panel on the UNActions in Sri Lanka – Read pp. 4 – 17 (http://digitallibrary.un.org/record/737299/files/The_Internal_Review_Panel_report_on_Sri_Lanka.pdf) |
| 事後学習/Reviewing |
Students should think of how to address human rights violations. |
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13
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| 授業計画/Class |
Mediation and peacemaking – solving armed conflict |
| 事前学習/Preparation |
Students should select an armed conflict and be able to highlight the key parties involved in the conflict and mediators.
Read the following guidelines - (http://peacemaker.un.org/sites/peacemaker.un.org/files/GuidanceEffectiveMediation_UNDPA2012%28english%29_0.pdf |
| 事後学習/Reviewing |
Students should note the limitations of mediation and criteria needed for a successful mediation process. |
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14
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| 授業計画/Class |
Our Common Agenda – future challenges for the UN and future generations (https://www.un.org/en/un75/common-agenda) . |
| 事前学習/Preparation |
Our Common Agenda, Report of the UN Secretary-General – Read pp. 3 – 7 (https://www.un.org/en/content/common-agenda-report/assets/pdf/Common_Agenda_Report_English.pdf); “Our Common Agenda, A Quick Scan” (https://cic.nyu.edu/sites/default/files/cic_pathfinders_common_agenda_final_sep_21.pdf); UN member states 75th anniversary declaration (https://undocs.org/A/RES/75/1). |
| 事後学習/Reviewing |
Students should be able to identify opportunities and challenges for the United Nations and the global society. |
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15
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| 授業計画/Class |
Course wrap-up |
| 事前学習/Preparation |
Review past course material and lectures. |
| 事後学習/Reviewing |
Highlight any issues discussed during the course that need clarification. |
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授業方法/Method of instruction
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| 区分/Type of Class |
対面授業 / Classes in-person
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| 実施形態/Class Method |
ハイブリッド型ハイフレックス形式 / hybrid high flex
補足事項/Supplementary notesLectures will be conducted real time via Zoom or Webex; group work between students will be required using Zoom or other online communication platforms. Students are required to take at least eight classes in-person.
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| 活用される授業方法/Teaching methods used |
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成績評価方法/Evaluation
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レポート Report
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60%
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Written paper in English
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平常点 In-class Points
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40%
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Participation in class discussions and group work, regular class assignments
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課題（試験やレポート等）に対するフィードバックの方法/Feedback methods for assignments (exams, reports, etc.)
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Feedback on regular class assignments will be provided by email and during the class. Feedback and advice on preparing and designing the final report will be provided to students as needed.
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参考書/Reference books
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| | 著者名
Author | タイトル
Title | 出版社
Publisher | |
| 1 |
Matsukawa, Kiyoshi
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Social Capital and Armed Conflict in Somalia
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| 2 |
Murata, Shun-Ichi
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Journey of a Development Worker
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| 3 |
Ould-Abdallah, Ahmedou
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Burundi on the Brink, 1993 - 95: A UN Special Envoy Reflects on Preventive Diplomacy
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| 4 |
Petrie, Charles
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The Triumph of Evil: Genocide in Rwanda and the Fight for Justice
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| 5 |
Soussan, Michael
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Backstabbing for Beginners: My Crash Course in International Diplomacy
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| 6 |
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Achieving Our Common Humanity, Celebrating Global Cooperation Through the United Nations
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United Nations Publications
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| 7 |
井上実佳、川口智恵、田中（坂部）有佳子、山本慎一
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『国際平和活動の理論と実践：南スーダンにおける試練』
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メッセージ/Message
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Please see above hyperlinks regarding mandatory reading material for each lecture. It is crucial that students familiarize themselves with the reading materials mentioned in the Lecture plan. Attending all sessions will be expected as each lecture will build upon past classes. The course will involve short regular assignments that aim to review the course material and provide an opportunity for the students to share their thoughts and ideas. The course will be taught in English.
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その他/Others
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The course is taught by a staff member of the United Nations who will be lecturing in his own personal capacity and not as a representative of the United Nations.
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キーワード/Keywords
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Hands-on experience, United Nations, peace and security, human rights, development, gender, terrorism, peacebuilding, mediation, sustaining peace, armed conflict, international organizations, conflict analysis, project design, monitoring and evaluation, theory of change, SWOT analysis, risk analysis, strategic planning, failed states
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