N A R R A T I V E S O F P E A C E , C O N F L I C T , A N D J U S T I C E : T R A N S I T I O N A L J U S T I C E I N

P O S T - A P A R T H E I D S O U T H A F R I C A

Instructor: Mgr. Dagmar Kusá, PhD. Course meeting times: Mo and Wed. 10:30 – 12:00 pm in Tatarka Room Office hours: Friday 10:00 – 15:00 Contact: kusa@bisla.sk, 0915 373 226 Course website: www.bisla.sk/kabinet/moodle Credits: 6 ECTS credits (Spring semester course), (2 ECTS credits (study field trip))

LEARNING OUTCOMES

Develop an understanding and grapple with texts and writing about the topic of

conflict, peace, and justice,

Apply the terms and concepts learned over the course to each student group’s own

cultural context,

Develop a familiarity with a conflictual issue in each other’s countries,

Explain the history of apartheid in South Africa within the context of colonialism

Develop intercultural collaborative relationships and intercultural communication

skills by discussing concepts in groups of three or four, with one or two students of

each country, through writing, Internet applications, and face-to-face,

Demonstrate perspective-taking in a range of assignments that allow students to

look at the topics from different angles and through various media,

Apply theories of public space, human nature, social constructionism, identity, race,

post-colonialism, memory, trauma, language, public space and reconciliation to

analysis of conflict and peacemaking.

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COURSE DESCRIPTION

Narratives of Peace, Conflict, and Justice is a course developed in cooperation with the faculty

at Hope College, MI, and Forman Christian College in Lahore, Pakistan, with the support of the

Global Liberal Arts Association and the Carnegie Mellon Foundation.

This course offers an interdisciplinary look into the processes of coming to terms with the past

in the context of regime transition to democracy. Central focus is given to the concept of

identity and conflicts of identity and the role of historical narratives in conflicts and their

resolution. The approach is deliberately interdisciplinary, rooted in social constructivist

approach to conflict and conciliation. During the semester, we will get acquainted with

concepts and theories of conciliation and transitional justice, as well as social, political, and

cultural issues related to the position of minorities in countries of such various background as

South Africa, Slovakia, Lebanon, and the United States.

Studying the issues of race, identity, and exclusion and inclusion of minorities in the process

of transition in South Africa, we will be drawing parallels mostly with the Slovak experience of

transition from communism and the position of the Roma minority within it.

Studied topics are engaged through a multitude of resources and media. We will read

academic texts, memoirs, novels, watch movies and documentaries, and learn from sharing

of experiences and reflections among students across all three connected classrooms.

This course is a prequel to a two weeks long connected study trip to South Africa, which will

examine many of the studied topics first-hand.

COURSE READINGS

READER: Selected excerpts from:

William Tomasello: Why We Cooperate?

Daniel Goleman: Emotional Intelligence

Amartya Sen: Making Sense of Identities

Pumla Gobodo-Madikizela: Life as a Narrative

Frantz Fanon: The Wretched of the Earth

Mahmoud Mamdani: Political Identity, Citizenship, and Ethnicity in Post-Colonial Africa

Jacques Derrida: The Laws of Reflection: Nelson Mandela, In Admiration

Martha Minow: Between Vengeance and Forgiveness

Charles Villa-Vicencio: The South African Transition Then and Now

POETRY & FICTION & NON-FICTION

Pumla Gobodo-Madikizela: A Human Being Died That Night Kimberly Burges: The Born Frees: Writing with the Girls of Gugulethu Rian Malan: My Traitor’s Heart: A South African exile returns to face his country, his tribe, and his conscience. Nadine Gordimer: Burger’s Daughter Trevor Noah: Born a Crime

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Mark Mathabane: Kaffir Boy Max du Preez: Pale Native

MOVIES AND DOCUMENTARIES

(All movies available on the main computer in Tatarka and on SHARE)

SOUTH AFRICA

Cry, the Beloved Country

Amandla! Revolution in Four Parts Harmony

Goodbye Bafana

Dry White Season

Cry Freedom!

Searching for Sugar Man

Mandela: the Long Road to Freedom

Soweto Rising - documentary, a “mini-doc dialogue on street

culture on Johannesburg street culture”

(http://www.okayafrica.com/news/soweto-rising-documentary-

noxolo-mafu-lilian-magari/)

SLOVAKIA:

Gypsy (2011, Martin Šulík, Slovakia) Gypsy tells the story of Adam, a boy who, after his

father dies, tries to cross the boundary of his Roma shantytown and to improve the lives of

his brothers and sisters. He encounters racial, social and cultural prejudices and comes into

conflict with the unwritten laws of his own community. Circumstances turn against him and

his situation drives him towards a tragic act.

The Way Out (2014, Petr Václav, Czech Republic) Social drama on disappointment and hope

of a Roma heroine in trying to make ends meet against the odds of prejudices and obstacles.

Judgment in Hungary: (2013, Eszter Hajdú, Hungary) “A claustrophobic courtroom drama”

documentary on the court trial for serial killings of the Roma in Hungary (rent on Vimeo On

Demand)

All My Children

EVALUATION CRITERIA

ATTENDANCE POLICY: You are expected to attend all classes during this course. Absences (no more than four) are to be reserved for sickness and emergencies only. PLAGIARISM: Refer to the Plagiarism Guidelines on BISLA website. Evaluation points breakdown: 20% Seminar participation (reading course materials, participation in discussion, short in-class presentations) 15% Presentations of Slovak context to other two classes (contribution to small group work, finalization of the group presentation 20% Skype interviews (3 country interviews + 2 other skype sessions and brief write-ups on WordPress)

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20% Moodle forum reflection posts to movies and novels 25% Presentation of your own research in class NOTE: You are expected to complete ALL of the assignments. In this course, there is no midterm or final exam. It is essential that you contribute short assignments on a weekly basis and in a timely manner. Late submission would cause problems for your colleagues here as well as from the other two colleges. Any late submission has to be consulted with me ahead of time at least 24 hours before it is due. 100 – 93% A 92 – 83% B 82 – 73% C 72 – 63% D 62 – 53% E 52 – less Fx

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TOPICS AND READINGS

WEEK 1 INTRODUCTION

Wednesday February 7: Meet and Greet: Introductions to FCC and Hope Narrative approach to conflict and conciliation studies. Identity and stereotypes– in class workshop. Watch Cry, the Beloved Country before Wednesday (link in email) READING: Pumla Gobodo-Madikizela: A Human Being Died That Night part 1, chs 1-4 (handout) Appendix 1: Introduction and Rise of Apartheid (READER) ASSIGNMENT 1.1: Forum post on Cry, the Beloved Country by next Monday Prepare the assignment on three generations of big memory

H UMA N N A TURE A N D C ON F L IC T

WEEK 2: HUMAN NATURE AND CONFLICT

Conflict, human evolution, and the human brain: are we wired for conflict or for cooperation? Are we destined to fight?

Dignity and humiliation in human identity and conflict

Wednesday Feb 15: In-Class Social Construction of Other -- debrief of the Breaking Stereotypes brainstorming from last week

ASSIGNMENT SKYPE – introductions, Family Generations-- part c):

Post your reflection on the first skype chat to the group blog by Feb 15

READING: Pumla Gobodo-Madikizela: A Human Being Died That Night chs 1-4 (Handout)

Optional: Tomasello: Why We Cooperate? (Reader) Goleman: The Emotional Brain. What are emotions for? (Reader) Dehumanization, Deindividuation (Reader)

I D E N T I T Y A N D M E M O R Y

WEEK 3: Identity and Memory

Monday, February 19: Dignity and identity Narrative construction of identity

Wed., February 21:Roots and the rise of the apartheid regime

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Presentation1: Banality of Evil: how good people commit terrible crimes - South Africa, Central Europe (collaboration, conformity, dehumanization, deindividuation) (sources: Kraft (Reader), T.G.Ash: The File, movie The Lives of Others)

Reading: Pumla Gobodo-Madikizela, part 2 Pumla Gobodo-Madikizela: Life as a Narrative (Reader)

Optional: Amartya Sen: Making Sense of Identity (Reader) Jerome Brunner: Life as Narrative (Reader)

Assignment 1.2 Forum Post and Response on Human Being Died That Night

WEEK 4: Context Race in USA

Monday March 26: Collective memory and cultural trauma

Wednesday March 28: Presentation on Race in America in USA

Discussion on race in America, cultural trauma and its legacy for present-day tensions. Exploring links to the South African context. READING: Alexander: Cultural Trauma (Reader) Ron Eyerman: Slavery and the Formation of the African American Identity (Handout)

Assignment 3.1: Skype Groups: USA Race, Skype Assignment posted to Wordpress Blog. Post reflection on group blog by next Wednesday

WATCH: 12 years a slave/ Buttler

S OC IA L M OV EME NTS

WEEK 5 SOCIAL MOVEMENTS

Mon March 5: Narrative framing of social movements. Emergence of social movements in South Africa and Czechoslovakia Radicalization and decline of social movements

Wed March 7: Presentation 2: (Re-)tribalization, Colonialism and its legacies, Nationalism, Tribe and Democracy (sources: Fanon, Mamdani (Reader);)

Read: D. Snow: Framing Processes, Ideology, and Discursive Fields (Reader)

Derrida: The Laws of Reflection, in Admiration (Reader) or Mnookin: Nelson Mandela: Apartheid in South Africa (Reader)

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Watch: Mandela: Long Walk to Freedom

Assignment 1.3 FORUM POST and response to Mandela: Long Walk to Freedom

WEEK 6 Radicalization of social movements

Monday March 12: Discussion of Mandela movie

Wed March 14: Case Study / Presentation on radicalization in Pakistan

READ: Ahmad Al-Huda Lashka-e-Talba Watch: Among the Believers Assignment: Skype 3.2 on Pakistan case study. Skype by March 17, post reflection on group blog by March 21

WEEK 7

Introduction to the Regimes of Memory. Drawing parallels between Slovak and South African narratives and institutional design

Preparation for Slovakia case study presentation

Presentation: Social Aspects of Segregation

Presentation: Race and Language

READING: The Born Frees

Assignment 1.4: Forum Post and Response on The Born Frees

WEEK 8 : MUSIC AS A NARRATIVE … organized struggle during Apartheid

Mon March 26: Presentation: Resistance movements - Mandela/ANC/Armed struggle

Wed March 28: Presentation: Race and language

Wed: In-class preparation for Slovakia case study

Assignment 1.5: Forum Post and Response to

movie Amandla! Revolution in Four Part Harmony

WEEK 9: THE READING WEEK

Away at the Forgiveness symposium in

Rwanda

WORK ON YOUR PORTION OF CASE STUDY PRESENTATION

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Submit your part by Wednesday

start reading Rian Malan: My Traitor's Heart

REGI MES OF M EMO RY

WEEK 10 Regimes of Memory

Wed., April 11: Time and Narrative: Ricoeur, Derrida, Nussbaum, and the quest to build a just society

Regime of memory as a narrative and institutional framework in post-regime change transition

Reading: Radstone and Hodgkin: Regimes of Memory (Reader) Aleida Assman: Four Models for Dealing with the Traumatic Past

Wed: Presentation: Dealing with the past: Justice, forgiveness, conciliation -- addressing the past in SA and Slovakia (forgiveness, forgetting, narrativeframing of the past, legacies of not dealing with the past...)

Assignment 3.3: Schedule Skype 4 on Slovakia

Post blog reflection by Wed April 18

WEEK 11

Mon, April 16: NO CLASS: READING DAY: Read Rian Malan

Away at the University of Chapel Hill

During this week:

READING: Rian Malan: My Traitor’s Heart… (on Moodle) Watch: A Dry White Season (BIKO) LISTEN: Redeeming the Past... Assignment 1.6. and 1.7. Forum post on Rian Malan's My Traitor's Heart and/ or A Dry White Season

WEEK 12: POST-CONFLICT CONCILIATION – Truth and Reconciliation Commission, Conciliation, Reparations, Criminal Justice

Monday, April 23

Reading: Martha Minow: Breaking the Cycles of Hatred (Reader) Charles Villa-Vicencio: The South African Transition Then and Now (Reader)

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WED, April 25: Truth and Reconciliation Commission Simulation / IN CLASS

ASSIGNMENT 5: FINAL Reconciliation Skype -- by April 27

WEEK 13 Institutional Design in Divided Societies

Monday, April 30: Designing institutions in post-conflict society. Legislative frame and its consequences for collective memory, national identity, and democratic citizenship

Transition and generational change

Reading: Sisk and Stefes: Power Sharing as an Interim Step in Peace Building

WED: PRESENTATION: South African and Slovak Constitutions -- values, principles, consequences

PRESENTATION: New Black Middle Class?

WEEK 14 PUBLIC SPACE AND MEMORIALIZATION

Monday May 16 Rewriting history and reclaiming memory through public rituals. Displays of the politics of memory in public space.

Wednesday May 18 Politics of memorialization in South Africa and Slovakia

READING: Holzschuch and Teppo: A Mall for All? (Reader)

ASSIGNMENT 1.8: Forum post on rituals in public space PRESENTATION: Memorialization in South Africa. Research the ways of dealing with the past and race through public ceremonies, rituals, memorials. Draw parallels between South African and Slovak experience (relating to communism, or ethnic identity). WEEK 15 ARTS

Post-Apartheid South Africa Challenges & The Arts in SA Post-Apartheid Rhetoric

MON: Presentation: Art and healing. South African art projects on the Apartheid and post-apartheid transition. Draw parallels between South African and Slovak context (either art as healing of the past trauma or art as a social commentary by minorities, street art, political satire...)

Watch: Searching for Sugarman

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ASSIGNMENT DUE DATE

1. FORUM POSTS You need to post a forum response on Moodle Forum to the selected movies (Cry, The Beloved Country; Long Walk to Freedom, Dry White Season;, Amandla! and My Country) and books (Human Being Died, Born Frees, and My Traitor’s Heart) before the start of class on the due date for each of these class resources. You will need to respond to at least 1 other person’s blog for each of these entries. You can choose to do 4 out of all of the forum posts and ignore the rest, or the top 4 grades will be taken into account towards your course grade

1.1. CRY, MY BELOVED COUNTRY MOVIE 1.2. A HUMAN BEING DIED THAT NIGHT BOOK 1.3. MANDELA: LONG WALK TO FREEDOM MOVIE 1.4. THE BORN FREES BOOK 1.5. PROTEST MOVEMENT AND STRATEGIES / Movie Amandla! 1.6. Rian Malan: My Traitor’s Heart BOOK 1.7. A Dry White Season (Stephen Biko) MOVIE 1.8. RITUALS IN PUBLIC SPACE

FEB 13 FEB 20 MAR 7 MAR 21 MARCH 28 APRIL 19 APRIL 19 MAY 17

2. SKYPE SESSIONS AND WORDPRESS BLOG POSTS:

2.1. INTRODUCTORY SKYPE + FAMILY GENERATIONS Write a few paragraphs (350-500 words) on what was the single most important historical event that shaped three generations within your family - your grandparents’ generation, your parents, and yours. Ideally talk to your parents and grandparents about that. This assignment will have two outputs: a) A written blog post, posted on the WordPress blog that you will establish within your small group with a Pakistani and an American colleague. Since it is a blog format, you can be creative with the form, and include photos of people or memorable artifacts, and b) you will discuss your blog entry with your colleagues in the first ever introductory Skype session (time arranged via doodle app) c) post your reflection by Feb 15

3. THREE SKYPES SHARING A CONFLICT IN HOME COUNTRY 3.1. USA 3.2. PAKISTAN 3.3. SLOVAKIA

Description: Process the information on each country’s domestic conflict presented in class with your Skype group. Each country is assigned a week for class content on race, radicalization of social movements and segregation of the Roma. For each of these three Skypes the person whose country is the focus of the week will be the Interviewee. Each of the other two participants will assume roles as either the Interviewer or the Observer. Engage in a discussion assuming each of your assigned roles and take notes. Write a reflective essay from your own role perspective, focusing on the intercultural interaction around learning about another country’s domestic conflict. Incorporate class and reading content in this reflection. What did you learn? What still puzzles you? How does the interview bring deeper understanding beyond the class material and readings? How does the interview content inform your learning of narratives of peace and conflict? How does

THE WEEK OF FEB 7-13 FEB 15 FEB 26, MAR 14 APRIL 9

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the interaction connect with course themes discussed this far (human nature, communication, language and narratives, religion, social construction, power and oppression)? You may also reflect on your role; however, the essay should focus more on the content of your learning than on the novelties of the Skype session or your role, per se. You should write three well-organized and focused essays of 500-750 words, and post on the WordPress blog. You should have a thesis and introduction, 3 main points and a conclusion. Connect the essay to the course themes and required readings. In the course of doing all three ‘country conflict’ Skypes, you will assume each of the three roles of Interviewer, Interviewee and Observer. Objectives: a) to learn about the domestic conflicts within our partner countries; b) to recognize similarities in the social processes of oppression, power and access to resources; c) to apply knowledge of our own domestic conflicts to understanding of apartheid in South Africa; d) to deepen our understanding of our domestic conflict by framing this conflict within new knowledge of human nature, communication, language and narratives, religion and social construction of others. Use course movies and the background text materials as a springboard for your questions and answers. An excellent response to interviewer’s questions will engage the materials covered in the course and involve further analysis of the topic. Note: If all members of the group agree, you may record your Skype session, so that you can use it as a resource for your WordPress write-ups. INTERVIEWER(s): Poses a set of questions (3 or 4) to the interviewee based on the movie, texts, and the domestic conflict theme for the country of the interviewee. These can be emailed to the interviewee and the observer no later than 24 hours before scheduled Skype. INTERVIEWEE Interviewee receives the questions posed by the interviewer 24 hours before scheduled Skype. Prepare your answers for that session. In the video chat, present your responses to the questions. Refer to the sources used in the course (texts, movies, class discussions) as well as your personal experience to answer questions. Be careful to acknowledge your opinions as distinct from facts when presenting information on your domestic conflict issue. OBSERVER Observer’s role is to write about the process and the content of the interview. Observer comments on the selection of the questions for the interviewee - concepts, themes highlighted, potential assumptions or stereotypes that may have colored or motivated the approach of the questioner. Are there important questions that were not asked? Observer also comments on the content brought in by the interviewee, its depth, accuracy, sources used. Observer also suggests what other approaches or information could have been taken into account. Observer also serves as the moderator of the video chat session and as the main note-taker for the session. Take turns each time! Each one of you will get to be in each of these roles once during the three country Skype assignments.

4. PRESENTATION OF THE SLOVAKIA CASE STUDY: on APRIL 9 (to be completed individually by APRIL 3)

As a group, prepare a presentation introducing your colleagues from FCC and Hope to the topic of Roma in Slovakia. Divide the work among the eleven of you – work in 3-4 smaller groups/pairs, focusing on the various aspects of social, political, cultural, identity issues.

APRIL 9

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Presentation will consist of your PowerPoint presentations/video clips, recorded interviews, handouts or other materials (c. 10 minutes per each small group or pair). We will need to complete this ‘package’ at least a week before the “Slovakia” week on the syllabus. Schedule Skype with your group by April 15 Post reflection on blog by April 18

APRIL 15 APRIL 18

5. PULLING IT ALL TOGETHER: (RE)-CONCILIATION SKYPE Skype with your group to address the following question: How do we co-construct a new narrative to promote conciliation among conflict groups (think of applications of what might work in South Africa, Pakistan, the USA and Slovakia). Integrate course content into your analyses and conversation. Explore with your group what variables are necessary and/or sufficient for conciliation. Explore with your group the role and elements of ‘narrative’ in conflict and conflict transformation. SKYPE DUE 4/27 Following your skype conversation, individually develop a model of conciliation within a specific context. You might focus on policy planning, or conflict de-escalation or conciliation, or something else. You may choose to base your model aligned with the ‘Do No Harm’ strategic tool. Write a 2000-word essay explaining your model, how it applies to the specific context you have chosen, and how it might or might not work in the other contexts we have studied this semester (e.g., South Africa, Pakistan, Slovakia, USA). MODEL ESSAY DUE 5/3

By APRIL 27 MAY 3

6. PRESENTATION AND LEADING A DISCUSSION Once during the semester, you will be responsible for presenting a topic (having to do with parallels between the South African and our context) to the class and leading a discussion. 30-45 minutes. You will find that you can (and should) connect the assignments 5. and 4. – the final essay can be the outcome of your research and presentation and used for the WordPress and Skype session with your small connected groups.