TheAmericanUniversitySchoolofInternationalService
“SeniorCapstone:ChildreninInternationalAffairs”SISU-419-008
Fall2015,Thursdays2:35P.M.–5:15P.M.,SIS233
Professor:E-mail:Office:OfficeTelephone:OfficeHours:
SusanShepler,Ph.D.shepler@american.eduSIS209202-885-2454Wednesdays3-6PM,orbyappointment
CourseObjectives:
TheSeniorCapstonecourseisspecificallydesignedtoprovidethesummativeacademicexperienceforundergraduatestudents.Capstonecoursesical;theyarenotspecificallylinkedtoanyonethematicarea.ASeniorCapstoneclassisintegrative,whilealsogivingstudentstheopportunitytoworkonasummativeprojectoftheirown.Capstoneprojectsenablestudentstointegratetheirpreviouscourseworkanddemonstratetheskillspetenciestheyhavegainedduringtheirtimewithus.Forsomestudentsthismaybearesearchpaper;forothers,adocumentaryfilm;forstillothers,apieceofinternationalserviceonwhichtheyreflectinasystematicway.
Thiscourseexaminestheroleofchildrenandchildhoodininternationalaffairs,andisbrokenintothreeparts.PartIisanintroductiontoasetoftheoreticalandconceptualtoolstobeusedinanalyzingchildhoodandinternationalaffairs.Thiswillincludeclassicworksonthehistoryofchildhood,childhoodasasocialconstruction,childrenininternationalpoliticaleconomy,childrights,thepoliticalchild,theusesofchildreninthemedia,andadiscussionofchildparticipationandresearchwithchildren.Inthesecondpartofthecoursewewillreadaseriesofbooklengthcasestudiesonicsrelatedtochildrenandinternationalaffairs.Thechoiceofcasestudieswillbedrivenbytheinterestsofstudents,butmayincludechildsoldiersinSierraLeone,childrenbornofwartimerape,transnationaladoption,orchildmigrantsinU.S.Immigrationcustody.Thethirdpartofthecoursewillbefocusedonthecapstoneprojects,andwillallowforpeerfeedbackonfirstdraftsaswellasoralpresentationsoffinalprojects.
Learninges:Studentswillbeableto:
1.Demonstratecriticalthinkingasevidencedthroughbothwrittenworkandoralpresentation.2.Understandandapplytheoriesandmodelsdrawnfromappropriatedisciplines,includingpoliticalscience,history,andeconomicstointernationalaffairs.3.Applytheirabilitytocreatearesearchdesign,executetheirchosenprojectandpresenttheirresultsandfindings,whichbuildsuponwhatstudentslearnedintheirSISU-360AdvancedI.S.Researchcourse.
1 AssignmentsandGrading: •Participation.Showinguptoclassregularlyandengaginginclassdiscussion.(10%) PARTI:THEORYANDCONCEPTUALTOOLS •Writtenanalysisandin-classsharingofartifact.Due9/10.(5%).•Take-homemidtermexamontheoriescoveredinPartI.Distributed10/8,due 10/12.(15%)PARTII:BOOKLENGTHCASESTUDIES •Grouppresentationofacasestudybook.Yourgroup(ofaround5people)willcreatediscussionquestionsand/orotherclassroomactivitiesrelatedtoyourbook.Youwillleadtheclassroomdiscussionthatweek.Therewillalsobeachanceforyoutoreportbacktomeanonymouslyongroupdynamics.(15%) PARTIII:CAPSTONESCAFFOLDING •Annotatedbibliographyofatleasttensourcesrelatedtoyourproject.Foreachsource,givebothasummaryofthemainargumentandadescriptionofhowthesourcewillbeusefultoyourcapstoneproject.Due10/29bye-mail.(10%) •Firstdraftsharedwithagroupofpeersonlinetobediscussedinclass11/19/15.Due11/15bymidnight.(Iwon’treaditatthispoint,butit’sworth5%ofyourgradetoturnsomethingin). •InclasspresentationofCapstoneProject,either12/3or12/10.(10%)•CapstoneProject.Dueattimeofpresentation.(30%) RequiredTexts:Wells,Karen.(2015).ChildhoodinaGlobalPerspective.PolityPress.Watson,Alison.(2013).TheChildinInternationalPoliticalEconomy.Routledge.CaseStudyTexts:Kim,EleanaJ.(2010).AdoptedTerritory:TransnationalKoreanAdopteesandthe PoliticsofBelonging.DukeUniversityPress.
2 Shepler,Susan.(2014).ChildhoodDeployed:RemakingChildSoldiersinSierraLeone.NYUPress. Terrio,SusanJ.(2015).WhoseChildAmI?
:panied,UndocumentedChildreninU.S.ImmigrationCustody.UniversityofCaliforniaPress. Carpenter,Charli(ed.)(2007).BornofWar:ProtectingChildrenofSexualViolenceSurvivorsinConflictZones.LynneRiennerPublishers. OtherreadingsareavailableonBlackboard. CLASSMEETINGS: 9/3/15:IntroductiontotheCourse.Complete“gettingtoknowyou”survey PARTI:THEORYANDCONCEPTUALTOOLS 9/10/15:HistoryofChildhood,childhoodstudies Due:1-2writtenanalysisoftheartifactyouchoosetobringtoclasstobepostedonblackboardby7:00AM In-classassignment:Bringinatoy,children’sbook,articlefromaparentingmagazine,adforbabygear(aimedat0-7yearsofage)andbepreparedtodiscusswhatthistellsusaboutcontemporaryAmericanconstructionsofchildhood.Considerhowthisartifactisshapedbyclass,gender,raceorethnicdifferences. Readings:•Ariès,Philippe.(1960).“TheAgesofLife”,“TheDiscoveryofChildhood”,and“Children’sDress,”inCenturiesofChildhood.(onBlackboard)•Stephens,Sharon.“Introduction,”inChildrenandthePoliticsofCulture(onBlackboard)•Wells,Chapter1,“ChildhoodinaGlobalContext” 9/17/15:ChildRights,ChildrenandInternationalOrganizationsReadings: •UNConventionontheRightsoftheChild(CRC)(onBlackboard)•Wells,Chapter2,“PolicyandPractice”•Marshall,
D.(2002).HumanitarianSympathyforChildreninTimesofWarand theHistoryofChildren’sRights,1919-1959.ChildrenandWar:AHistoricalAnthology.J.Marten.NewYork,NewYorkUniversityPress:184-199.•Boyden,
J.(1997).ChildhoodandthePolicyMakers:AComparativePerspectiveontheGlobalizationofChildhood.ConstructingandReconstructingChildhood:
3 ContemporaryIssuesintheSociologicalStudyofChildhood.A.JamesandA.Prout.London,FalmerPress:190-229.•Wells,Chapter10,“RescuingChildrenandChildren’sRights” 9/24/15:TheChildinInternationalPoliticalEconomyReadings: •Watson,thewholebook(excepttheappendices)•Wells,Chapter5,“SchoolandWork” 10/1/15:Thepoliticalchild,imagesofchildreninthemediaReadings: •Wells,Chapter7,“ChildrenandPolitics”•Moeller,
S.(2002).“AHierarchyofInnocence:TheMedia’sUseofChildrenin theTellingofInternationalNews.”Press/Politics7
(1):36-56.•Pupavac,
V.(2001).“MisanthropywithoutBorders:TheInternationalChildren’s RightsRegime.”Disasters25
(2):95-112.•Watson,AlisonM.S.(2011).“GuardiansofthePeace?
:TheSignificanceof ChildrentoContinuedMilitarism.”Chapter2,inTheMilitarizationofChildhood:ThinkingBeyondtheGlobalSouth.J.MarshallBeier,Ed.PalgraveMacmillan.Pp.43-60. 10/8/15:Children’sparticipation,ResearchonandwithchildrenReadings: •Hart,Roger.(1992).“Children’sParticipation:FromTokenismtoCitizenship.”UNICEF,InnocentiResearchCenter. •Hart,
J.(2004).“Children’sParticipationinHumanitarianAction:Learningfromzonesofarmedconflict.”Oxford,RefugeeStudiesCentre,UniversityofOxford. •DoingResearchwithChildrenandYoungPeople,(2004),SagePublications.Chapter6,“Power”;Chapter7,“Ethics”;andChapter8,“InvolvingChildrenandYoungPeopleasResearchers.” Take-homemidtermdistributedinclass.Duebye-mail10/12. PARTII:BOOKLENGTHCASESTUDIES 10/15/15:CaseStudy1:TransnationalAdoptionReading:Kim,EleanaJ.(2010).AdoptedTerritory:TransnationalKoreanAdoptees andthePoliticsofBelonging.DukeUniversityPress.Optional:Wells,Chapter4,“ChildrenandFamilies”
4 10/22/15:CaseStudy2:ChildSoldiersReading:Shepler,Susan.(2014).ChildhoodDeployed:RemakingChildSoldiersin SierraLeone.NYUPress.Optional:Wells,Chapter8,“ChildrenandYouthatWar” 10/29/15:MobilizingChildrenandYouthinViolenceandPeacebuildingGuestLecturebyMarkHamiltonCapstoneProjectannotatedbibliographyduebye-mail. 11/5/15:paniedChildMigrantsReading:Terrio,SusanJ.(2015).WhoseChildAmI?
:panied, UndocumentedChildreninU.S.ImmigrationCustody.UniversityofCaliforniaPress.Optional:Wells,Chapter9,“ChildrenandMigration” 11/12/15:ChildrenBornofWartimeRapeReading:Carpenter,Charli(ed.)(2007).BornofWar:ProtectingChildrenofSexual ViolenceSurvivorsinConflictZones.LynneRiennerPublishers. PARTIII:CAPSTONEFEEDBACKANDPRESENTATIONSFirstdraftofCapstoneProjectduetoyourpeergrouponBlackboard,11/1511/19/15:PeerFeedbackonCapstoneDrafts12/3/15:FirstSetofCapstonePresentations.12/10/15:SecondSetofCapstonePresentations
5 Messagesfromoursponsors: Ifyouexperiencedifficultyinthiscourseforanyreason,pleasedon’thesitatetoconsultwithme.Inadditiontotheresourcesofthedepartment,awiderangeofservicesisavailabletosupportyouinyoureffortstomeetthecourserequirements. AcademicSupportCenter(x3360,MGC243)offersstudyskillsworkshops,individualinstruction,tutorreferrals,andservicesforstudentswithlearningdisabilities.WritingsupportisavailableintheASCWritingLaborintheWritingCenter,Battelle228.CounselingCenter(x3500,MGC214)offerscounselingandconsultationsregardingpersonalconcerns,self-helpinformation,andconnectionstooff-campusmentalhealthresources.DisabilitySupportServices(x3315,MGC206)offerstechnicalandpracticalsupportandassistancewithmodationsforstudentswithphysical,medical,orpsychologicaldisabilities. Ifyouqualifyformodationsbecauseofadisability,pleasenotifymeinatimelymannerwithaletterfromtheAcademicSupportCenterorDisabilitySupportServicessothatwecanmakearrangementstoaddressyourneeds. ACADEMICINTEGRITYCODE AllstudentsmustadheretotheAcademicIntegrityCode(mitmenttotheCode.Asmembersofthemunity,studentsmustefamiliarwiththeirrightsandtheirresponsibilities.Ineachcourse,theyareresponsibleforknowingtherequirementsandrestrictionsregardingresearchandwriting,examinationsofwhateverkind,collaborativework,theuseofstudyaids,theappropriatenessofassistance,andotherissues.Studentsareresponsibleforlearningtheconventionsofdocumentationandacknowledgmentofsources.AmericanUniversityexpectsstudentspleteallexaminations,tests,papers,creativeprojects,andassignmentsofanykindordingtothehighestethicalstandards,assetfortheitherexplicitlyorimplicitlyinthisCodeorbythedirectionofinstructors." EMERGENCYPREPAREDNESS Intheeventofadeclaredpandemic(influenzaormunicabledisease),AmericanUniversitywillimplementaplanformeetingtheneedsofallmembersofthemunity.Shouldtheuniversityberequiredtocloseforaperiodoftime,wemittedtoensuringthatallaspectsofoureducationalprogramswillbedeliveredtoourstudents.Thesemayincludealteringandextendingthedurationofthetraditionaltermschedulepleteessentialinstructioninthetraditionalformatand/oruseofdistanceinstructionalmethods.Specificstrategieswillvaryfromclasstoclass,dependingontheformatofthecourseandthetimingoftheemergency.Facultymunicateclass-specificinformationtostudentsviaAUe-mailandBlackboard,whilestudentsmustinformtheirfacultyimmediatelyofanyabsenceduetoillness.StudentsareresponsibleforcheckingtheirAUe-mailregularlyandkeepingthemselvesinformedofemergencies.Intheeventofadeclaredpandemicorotheremergency,studentsshouldrefertotheAUWebsite(www.prepared.american.edu)andtheAUinformationlineat(202)885-1100forgeneraluniversity-wideinformation,aswellascontacttheirfacultyand/orrespectivedean’sofficeforcourseandschool/college-specificinformation.
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1.Demonstratecriticalthinkingasevidencedthroughbothwrittenworkandoralpresentation.2.Understandandapplytheoriesandmodelsdrawnfromappropriatedisciplines,includingpoliticalscience,history,andeconomicstointernationalaffairs.3.Applytheirabilitytocreatearesearchdesign,executetheirchosenprojectandpresenttheirresultsandfindings,whichbuildsuponwhatstudentslearnedintheirSISU-360AdvancedI.S.Researchcourse.
1 AssignmentsandGrading: •Participation.Showinguptoclassregularlyandengaginginclassdiscussion.(10%) PARTI:THEORYANDCONCEPTUALTOOLS •Writtenanalysisandin-classsharingofartifact.Due9/10.(5%).•Take-homemidtermexamontheoriescoveredinPartI.Distributed10/8,due 10/12.(15%)PARTII:BOOKLENGTHCASESTUDIES •Grouppresentationofacasestudybook.Yourgroup(ofaround5people)willcreatediscussionquestionsand/orotherclassroomactivitiesrelatedtoyourbook.Youwillleadtheclassroomdiscussionthatweek.Therewillalsobeachanceforyoutoreportbacktomeanonymouslyongroupdynamics.(15%) PARTIII:CAPSTONESCAFFOLDING •Annotatedbibliographyofatleasttensourcesrelatedtoyourproject.Foreachsource,givebothasummaryofthemainargumentandadescriptionofhowthesourcewillbeusefultoyourcapstoneproject.Due10/29bye-mail.(10%) •Firstdraftsharedwithagroupofpeersonlinetobediscussedinclass11/19/15.Due11/15bymidnight.(Iwon’treaditatthispoint,butit’sworth5%ofyourgradetoturnsomethingin). •InclasspresentationofCapstoneProject,either12/3or12/10.(10%)•CapstoneProject.Dueattimeofpresentation.(30%) RequiredTexts:Wells,Karen.(2015).ChildhoodinaGlobalPerspective.PolityPress.Watson,Alison.(2013).TheChildinInternationalPoliticalEconomy.Routledge.CaseStudyTexts:Kim,EleanaJ.(2010).AdoptedTerritory:TransnationalKoreanAdopteesandthe PoliticsofBelonging.DukeUniversityPress.
2 Shepler,Susan.(2014).ChildhoodDeployed:RemakingChildSoldiersinSierraLeone.NYUPress. Terrio,SusanJ.(2015).WhoseChildAmI?
:panied,UndocumentedChildreninU.S.ImmigrationCustody.UniversityofCaliforniaPress. Carpenter,Charli(ed.)(2007).BornofWar:ProtectingChildrenofSexualViolenceSurvivorsinConflictZones.LynneRiennerPublishers. OtherreadingsareavailableonBlackboard. CLASSMEETINGS: 9/3/15:IntroductiontotheCourse.Complete“gettingtoknowyou”survey PARTI:THEORYANDCONCEPTUALTOOLS 9/10/15:HistoryofChildhood,childhoodstudies Due:1-2writtenanalysisoftheartifactyouchoosetobringtoclasstobepostedonblackboardby7:00AM In-classassignment:Bringinatoy,children’sbook,articlefromaparentingmagazine,adforbabygear(aimedat0-7yearsofage)andbepreparedtodiscusswhatthistellsusaboutcontemporaryAmericanconstructionsofchildhood.Considerhowthisartifactisshapedbyclass,gender,raceorethnicdifferences. Readings:•Ariès,Philippe.(1960).“TheAgesofLife”,“TheDiscoveryofChildhood”,and“Children’sDress,”inCenturiesofChildhood.(onBlackboard)•Stephens,Sharon.“Introduction,”inChildrenandthePoliticsofCulture(onBlackboard)•Wells,Chapter1,“ChildhoodinaGlobalContext” 9/17/15:ChildRights,ChildrenandInternationalOrganizationsReadings: •UNConventionontheRightsoftheChild(CRC)(onBlackboard)•Wells,Chapter2,“PolicyandPractice”•Marshall,
D.(2002).HumanitarianSympathyforChildreninTimesofWarand theHistoryofChildren’sRights,1919-1959.ChildrenandWar:AHistoricalAnthology.J.Marten.NewYork,NewYorkUniversityPress:184-199.•Boyden,
J.(1997).ChildhoodandthePolicyMakers:AComparativePerspectiveontheGlobalizationofChildhood.ConstructingandReconstructingChildhood:
3 ContemporaryIssuesintheSociologicalStudyofChildhood.A.JamesandA.Prout.London,FalmerPress:190-229.•Wells,Chapter10,“RescuingChildrenandChildren’sRights” 9/24/15:TheChildinInternationalPoliticalEconomyReadings: •Watson,thewholebook(excepttheappendices)•Wells,Chapter5,“SchoolandWork” 10/1/15:Thepoliticalchild,imagesofchildreninthemediaReadings: •Wells,Chapter7,“ChildrenandPolitics”•Moeller,
S.(2002).“AHierarchyofInnocence:TheMedia’sUseofChildrenin theTellingofInternationalNews.”Press/Politics7
(1):36-56.•Pupavac,
V.(2001).“MisanthropywithoutBorders:TheInternationalChildren’s RightsRegime.”Disasters25
(2):95-112.•Watson,AlisonM.S.(2011).“GuardiansofthePeace?
:TheSignificanceof ChildrentoContinuedMilitarism.”Chapter2,inTheMilitarizationofChildhood:ThinkingBeyondtheGlobalSouth.J.MarshallBeier,Ed.PalgraveMacmillan.Pp.43-60. 10/8/15:Children’sparticipation,ResearchonandwithchildrenReadings: •Hart,Roger.(1992).“Children’sParticipation:FromTokenismtoCitizenship.”UNICEF,InnocentiResearchCenter. •Hart,
J.(2004).“Children’sParticipationinHumanitarianAction:Learningfromzonesofarmedconflict.”Oxford,RefugeeStudiesCentre,UniversityofOxford. •DoingResearchwithChildrenandYoungPeople,(2004),SagePublications.Chapter6,“Power”;Chapter7,“Ethics”;andChapter8,“InvolvingChildrenandYoungPeopleasResearchers.” Take-homemidtermdistributedinclass.Duebye-mail10/12. PARTII:BOOKLENGTHCASESTUDIES 10/15/15:CaseStudy1:TransnationalAdoptionReading:Kim,EleanaJ.(2010).AdoptedTerritory:TransnationalKoreanAdoptees andthePoliticsofBelonging.DukeUniversityPress.Optional:Wells,Chapter4,“ChildrenandFamilies”
4 10/22/15:CaseStudy2:ChildSoldiersReading:Shepler,Susan.(2014).ChildhoodDeployed:RemakingChildSoldiersin SierraLeone.NYUPress.Optional:Wells,Chapter8,“ChildrenandYouthatWar” 10/29/15:MobilizingChildrenandYouthinViolenceandPeacebuildingGuestLecturebyMarkHamiltonCapstoneProjectannotatedbibliographyduebye-mail. 11/5/15:paniedChildMigrantsReading:Terrio,SusanJ.(2015).WhoseChildAmI?
:panied, UndocumentedChildreninU.S.ImmigrationCustody.UniversityofCaliforniaPress.Optional:Wells,Chapter9,“ChildrenandMigration” 11/12/15:ChildrenBornofWartimeRapeReading:Carpenter,Charli(ed.)(2007).BornofWar:ProtectingChildrenofSexual ViolenceSurvivorsinConflictZones.LynneRiennerPublishers. PARTIII:CAPSTONEFEEDBACKANDPRESENTATIONSFirstdraftofCapstoneProjectduetoyourpeergrouponBlackboard,11/1511/19/15:PeerFeedbackonCapstoneDrafts12/3/15:FirstSetofCapstonePresentations.12/10/15:SecondSetofCapstonePresentations
5 Messagesfromoursponsors: Ifyouexperiencedifficultyinthiscourseforanyreason,pleasedon’thesitatetoconsultwithme.Inadditiontotheresourcesofthedepartment,awiderangeofservicesisavailabletosupportyouinyoureffortstomeetthecourserequirements. AcademicSupportCenter(x3360,MGC243)offersstudyskillsworkshops,individualinstruction,tutorreferrals,andservicesforstudentswithlearningdisabilities.WritingsupportisavailableintheASCWritingLaborintheWritingCenter,Battelle228.CounselingCenter(x3500,MGC214)offerscounselingandconsultationsregardingpersonalconcerns,self-helpinformation,andconnectionstooff-campusmentalhealthresources.DisabilitySupportServices(x3315,MGC206)offerstechnicalandpracticalsupportandassistancewithmodationsforstudentswithphysical,medical,orpsychologicaldisabilities. Ifyouqualifyformodationsbecauseofadisability,pleasenotifymeinatimelymannerwithaletterfromtheAcademicSupportCenterorDisabilitySupportServicessothatwecanmakearrangementstoaddressyourneeds. ACADEMICINTEGRITYCODE AllstudentsmustadheretotheAcademicIntegrityCode(mitmenttotheCode.Asmembersofthemunity,studentsmustefamiliarwiththeirrightsandtheirresponsibilities.Ineachcourse,theyareresponsibleforknowingtherequirementsandrestrictionsregardingresearchandwriting,examinationsofwhateverkind,collaborativework,theuseofstudyaids,theappropriatenessofassistance,andotherissues.Studentsareresponsibleforlearningtheconventionsofdocumentationandacknowledgmentofsources.AmericanUniversityexpectsstudentspleteallexaminations,tests,papers,creativeprojects,andassignmentsofanykindordingtothehighestethicalstandards,assetfortheitherexplicitlyorimplicitlyinthisCodeorbythedirectionofinstructors." EMERGENCYPREPAREDNESS Intheeventofadeclaredpandemic(influenzaormunicabledisease),AmericanUniversitywillimplementaplanformeetingtheneedsofallmembersofthemunity.Shouldtheuniversityberequiredtocloseforaperiodoftime,wemittedtoensuringthatallaspectsofoureducationalprogramswillbedeliveredtoourstudents.Thesemayincludealteringandextendingthedurationofthetraditionaltermschedulepleteessentialinstructioninthetraditionalformatand/oruseofdistanceinstructionalmethods.Specificstrategieswillvaryfromclasstoclass,dependingontheformatofthecourseandthetimingoftheemergency.Facultymunicateclass-specificinformationtostudentsviaAUe-mailandBlackboard,whilestudentsmustinformtheirfacultyimmediatelyofanyabsenceduetoillness.StudentsareresponsibleforcheckingtheirAUe-mailregularlyandkeepingthemselvesinformedofemergencies.Intheeventofadeclaredpandemicorotheremergency,studentsshouldrefertotheAUWebsite(www.prepared.american.edu)andtheAUinformationlineat(202)885-1100forgeneraluniversity-wideinformation,aswellascontacttheirfacultyand/orrespectivedean’sofficeforcourseandschool/college-specificinformation.
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