講義内容詳細:国連研究[英語講義]/国連研究Ⅰ[英語講義]

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年度/Academic Year 2022
授業科目名/Course Title (Japanese) 国連研究[英語講義]/国連研究Ⅰ[英語講義]
英文科目名/Course Title (English) United Nations Studies[in English]/Studies on the United Nations Ⅰ[in English]
学期/Semester 後期 単位/Credits 2
教員名/Instructor (Japanese) 阿部 達也
英文氏名/Instructor (English) ABE Tatsuya

講義概要/Course description
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 the 75th 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 looks at 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 following 75 years since its founding. 

Main theme of this course: The course links academic theory to practice and highlights the challenges and opportunities for addressing armed conflict and global peace and security issues.
達成目標/Course objectives
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.
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
An interest in international affairs and politics, current affairs, armed conflict, globalization, gender issues, United Nations, and/or political philosophy.
授業計画/Lecture plan
1
授業計画/Class Course introduction – objectives, expectations, “house rules”
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. 
2
授業計画/Class The first step to analyzing the world we live in: “state of play” and trying to establish 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 operating picture regarding the case study they selected. 
3
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/) Read Chapters 1 – 8, 15, 18; Peacekeeping fact sheet (https://peacekeeping.un.org/sites/default/files/peacekeeping_missions_fact_sheet_245_october_2021_en.pdf) ; Special Political Missions fact sheet and list (https://dppa.un.org/sites/default/files/dpa_ousg_4561_r12_aug21.pdf) , (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.
4
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 (http://www.securitycouncilreport.org/un-documents/somalia/)
事後学習/Reviewing Students should highlight some of the challenges and opportunities of working in complex armed conflict settings.
5
授業計画/Class The United Nations after the end of the Cold War – differences and similarities 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. 
6
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 the Conflict 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 and practice their usage in other settings.
7
授業計画/Class Reforming the way the United Nations does business – Report of the High-level Independent Panel on Peace Operations (HIPPO); Restructuring of the United 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. 
8
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.
9
授業計画/Class Sustaining peace, the primacy of politics and prevention – What does it mean to prevent conflicts and sustain peace?; Peacebuilding and the Post-2015 Development Agenda – review of the United Nations peacebuilding architecture and 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. 
10
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.
11
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
12
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 UN Actions 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.
13
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.
14
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. 
15
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.
授業方法/Method of instruction
区分/Type of Class 対面授業 / Classes in-person
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. 
活用される授業方法/Teaching methods used
成績評価方法/Evaluation
1 レポート Report 60% Written paper.
2 平常点 In-class Points 40% Class participation in discussions and group work
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.)
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.
参考書/Reference books
 著者名
Author
タイトル
Title
出版社
Publisher
 
1 Matsukawa, Kiyoshi Social Capital and Armed Conflict in Somalia
2 Murata, Shun-Ichi Journey of a Development Worker
3 Ould-Abdallah, Ahmedou Burundi on the Brink, 1993 - 95: A UN Special Envoy Reflects on Preventive Diplomacy
4 Petrie, Charles The Triumph of Evil: Genocide in Rwanda and the Fight for Justice
5 Soussan, Michael Backstabbing for Beginners: My Crash Course in International Diplomacy
6 Achieving Our Common Humanity, Celebrating Global Cooperation Through the United Nations United Nations Publications
7 井上実佳、川口智恵、田中(坂部)有佳子、山本慎一 『国際平和活動の理論と実践:南スーダンにおける試練』
メッセージ/Message
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 be taught in English.
その他/Others
The course is taught by a current staff member of the United Nations who will be lecturing in his own personal capacity and not as a representative of the United Nations.
キーワード/Keywords
hands-on-experience