After completing this course, students are expected to be able to:
Independently and critically analyse the prospects and challenges of the Responsibility to Protect.
Analyse the potential impact of different forms of interventions for civilian protection from various theoretical perspectives on violence against civilians
Critically and correctly, in English, present state-of-the-art reviews of research arguments and findings in the subject area.
Independently delimit, design, and within the specified time limit carry out a report-writing task in the subject area.
This course takes its starting point in the Responsibility to Protect. We trace the origins of the current norm that the international community has a responsibility to protect civilians when governments themselves are unable or unwilling to do so. We cover different forms of international interventions - such as military interventions, peacekeeping, sanctions, and diplomacy - and discuss their potential impact with regards to protecting civilians. In order to understand what outcome such interventions may have, it is important to first analyse the conflict situation properly. Therefore, we also examine different theories of violence against civilians, and discuss their implications for the prospects and challenges of civilian protection through international intervention.
Instruction is seminar-based. The course builds on the active participation by the students.
Examination and final grading is based on student performance in three respects:
A written academic paper, in which the students address a question related to the topics covered by the course
An oral presentation of an analytical seminar assignment
Active participation in seminar discussions
Two retake opportunities are offered every year the course is given.
The following grades are used: Pass with distinction (VG), Pass (G), Fail (U).
If there are special reasons for doing so, an examiner may make an exception from the method of assessment indicated and allow a student to be assessed by another method. An example of special reasons might be a certificate regarding special pedagogical support from the University's disability coordinator.