PCJ260Y1Y: Introduction to Peace and Conflict Studies Tuesdays 12-2 PM ET (In-Person Delivery)
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PCJ260Y1Y: Introduction to Peace and Conflict Studies
Tuesdays 12-2 PM ET (In-Person Delivery)
Trudeau Centre for Peace, Conflict and Justice, Munk School of Global Affairs & Public Policy
Instructor: Mark Winward
Email: mark.winward@mail.utoronto.ca
Office Hours: Tuesdays 2:15-3:30, location TBA
Classroom: SS1085 (Fall); HA 401 (Winter/Spring)
Introduction:
The course reviews theories exploring the causes of conflict, the possibilities for the pursuit of peace,
and the role of justice in both. Drawing on a wide range of disciplines and perspectives, including
political science, psychology, sociobiology, economics, and religion, it offers an introduction to diverse
approaches to conflict resolution and peacebuilding. After examining the role of individual
characteristics, social group dynamics, and structural processes in generating conflict, the course
interrogates different conceptions of peace and justice as well as the dilemmas involved in pursuing
them in practice. Case studies and examples are used to help students apply the conceptual tools they
acquire to prominent world conflicts
Readings and Course Materials:
The only reading required for purchase is War: How Conflict Shaped Us by Margaret MacMillan. This
book is widely available at outlets such as chapters/Indigo, through independent bookstores as an e-
book via Kobo, and for order online. Given the struggles faced by many smaller businesses such as local
bookstores, I would suggest ordering books through them.
As part of the first assignment, students are asked to view the film The Act of Killing. This film is
available to rent at a minimal fee from sites such as YouTube. It is also available to borrow via the U of T
library system.
Quercus:
The course syllabus, assignment instructions, readings and links to resources are available on Quercus.
Students are responsible for checking Quercus regularly.Contact Policy and Office Hours
I am available through email at mark.winward@mail.utoronto.ca. My office hours will be announced
shortly. I am comfortable meeting both face to face, as well as virtually during this time frame. Once
announced, please sign up to office hours via the Quercus calendar. While I will be available for drop-ins,
priority will be given to those who book in advance. I try to respond to all emails within 24 hours,
excluding over weekends. If I do not respond to an email after two work days, please follow up. This is
not me ignoring your email, it is more likely it being buried.
Please note that office hours are reserved for you. If you are looking for help in the course, or to discuss
any topics further, please stop by. Do not hesitate if it appears I am working, unless I am with another
student. As a general rule, any question or answer that requires more than 3 sentences is probably best
discussed in office hours.
Online Participation
This course will be offered online only for the first two weeks of classes. In line with the University’s plans,
the class will be offered in-person only after September 23rd. Unless you have discussed with me or have
an approved accommodation to access the seminars online, you are expected to participate in-person.
Assignments
Assignments in the course are as follows:
- Response Paper 1 – 10% (due Oct 19 at 11:59 pm et)
- Response Paper 2 – 10% (due Nov 23 at 11:59 pm et)
- Term Test 1 – 20% (Dec 7)
- Research Paper – 20% (due March 8 at 11:59 pm et)
- Term Test – 20% (April 5)
- Tutorials – 10%
- Participation – 10%
Response Paper 1: Participation in Mass Violence
This assignment is intended to have students reflect on why individuals participate in mass violence.
Students are to watch the Joshua Oppenheimer film The Act of Killing* (available for rent on YouTube,
as well as to borrow from U of T libraries). This documentary has participants in the 1965-66 Indonesian
Mass Killings re-enact their participation in a variety of cinematic styles.
These re-enactions, and accounts of the participants shown in the film, is the “primary evidence” from
which students will evaluate differing theories of participation in mass violence that we have read and
discussed in class (esp. weeks 2-4). Students are to select which theory/reason for participation best
explains why those featured in the film participated in the mass violence. Papers should explain how
their chosen theory explains participation in general, before applying this theory to those featured in the
film. The response paper should be approximately 600 words (excluding bibliography), and all sources
(including theoretical materials) must be cited properly. All assignments should include a bibliography.More information on this assignment will be provided in week 2, while the assignment is due October 19. *Warning: This film does include disturbing content, including frank discussions of killing and sexual violence by perpetrators. The film also shows significant emotional responses to violence that can be distressing. If you are not comfortable viewing this film, I can provide alternative materials on which to base the assignment (in this case interviews with a different set of perpetrators in the 1965-66 Killings in a different province). Response Paper 2: Seeing like a State This assignment is intended to have students reflect on the challenges faced by social movements to gain public support and change public policy. For this assignment, students will be taking the role of Presidential/Prime Ministerial advisor, in which they will be asked to advise on policy options for confronting recent protests (a “situation brief” will be provided several weeks before the due date). A successful strategy, from the eyes of the government, is one that eliminates the challenge presented by these protests, accomplished at the lowest possible cost (broadly defined). This assignment will consist of a ranked submission of at least three potential government strategies that you feel are most likely to be successful. For each strategy, students are asked to explain how the strategy would work (ie: how it would meet the goal), its potential costs, and any potentially unintended consequences. The length of the assignment is 500 words (excluding bibliography). No outside research is necessary for this assignment, and any course materials should be properly cited. This paper is due Nov. 23 Research Paper Students are asked to write a 1000 word (excluding bibliography) research paper on one of the essay prompts that will be provided at the start of the second semester. Unlike the response papers of semester 1, this paper should include at least 6 sources beyond those that are include on the syllabus. All papers should have a clearly articulated research question, as well as a clear thesis statement that answers this question. The remainder of the paper should work towards establishing the thesis and, where applicable, considering alternative explanations. More information on the research papers and their evaluation will be provided in semester 2. The essay is due March 8. Mid-term and Term Tests These tests will be held during the last week of class, in the first and second semesters, respectively. The mid-term will cover first semester material, while the term test will draw primarily on material from the second semester. Potential room changes, and additional information, will be provided in advance of each test. Participation
A small percentage of the grade (4%) will be derived from participation in class discussion. Participation is assessed on the quality of contributions – those that are relevant to the discussion and engage with course materials (including the readings). Students will also be expected to attend and participate in the following Trudeau Centre activities: an Indigenous Cultural Competence Training (ICCT) session in the fall term (1.5% of the final grade), one PCJ fellows talks of your choice in the fall term (1.5% of the final grade), the PCJ student conference in the winter term (1.5% of the final grade) and an Anti-Racism workshop in the winter term (1.5%). Details about these activities will be provided by the Trudeau Centre. Tutorials Tutorials will be held on the following weeks: Semester 1: weeks 4, 6, 8, 10, 11; Semester 2: 3, 6, 8, 9, 11. In general, tutorial grades will be assessed based on a combination of attendance and participation, with half the grade in a given session being allocated to each. Participation is assessed on the quality of contributions – those that are relevant to the discussion and engage with course materials (including the readings). An additional part of participation is active listening: respectfully listening to your peers and ensuring things like phones are not a barrier to group discussion. In addition, a few tutorials will have additional themes or requirements, that will be announced in advance. Notable dates include: October 7: This tutorial will be dedicated to improving writing skills December 2: This tutorial will focus on review of the first semester prior to the term test. March 17: The peacemaker! Prior to tutorial students should download and play at least one round of the mobile game “peacemaker” (http://peacemakergame.com/). This game is intended to illustrate the challenges of the peace process from leaders, even if they are invested in a peaceful outcome. Students should come to tutorial ready to reflect on their experiences in the game, as well as how it speaks to the readings on peace and justice at that point in time. March 31: This tutorial will focus on second semester review prior to the second term test. Formatting Assignments All assignments should be submitted online. Font should be of a standard style and size (eg: Times New Roman 12 or Calibri 11), with normal margins. Please include a title page that contains a word count. Assignment Submission, Late Policy, Extensions, and Appeals: In an effort to conserve paper, all assignment are to be submitted virtually via Quercus. The submission deadline is midnight, the day of which the assignment is due. If you have issues submitting assignments virtually, please let me know prior to the due date so we can work out an acceptable accommodation. Plagiarism Normally, students will be required to submit their course essays to the University’s plagiarism detection tool for a review of textual similarity and detection of possible plagiarism. In doing so, students will allow their essays to be included as source documents in the tool’s reference database, where they will be
used solely for the purpose of detecting plagiarism. The terms that apply to the University’s use of this
tool are described on the Centre for Teaching Support & Innovation web site (https://uoft.me/pdt-faq).”
Students who do not wish to use this program may speak to the instructor about alternative procedures
prior to the assignment deadline.
Late assignments will be penalized five percent per day, including weekends.
If you require an accommodation, the best practice is to contact me prior to the assignment deadline.
Short extensions can usually be accommodated. Longer extensions will often need some form of official
documentation. I cannot grant extensions beyond the end of the term. It should be noted that we do not
yet fully know the challenges we may all face over the coming term. If you think you need an extension,
ask! I cannot help unless I know there’s an issue.
Should you wish to appeal a grade, you must provide one page justification for the appeal, to be
submitted over email. This justification should directly address the grader’s comments, showing how
they are not an adequate representation of the paper. Appeals must be submitted within two weeks of
receiving the graded copy. Students are strongly encouraged to take a few days to reflect on the
provided comments before submitting an appeal.
Academic Integrity:
Students are expected to follow University of Toronto’s Code of Behaviour on Academic Matters
(http://www.governingcouncil.utoronto.ca/policies/behaveac.htm). Failure to conform to the
expectations in this document could lead to severe consequences. If you have any questions on
Academic integrity, please contact the instructor. It is the rule book for academic behaviour at the U of
T, and you are expected to know the rules. Potential offences include, but are not limited to:
In papers and assignments:
• Using someone else’s ideas or words without appropriate acknowledgment.
• Copying material word-for-word from a source (including lecture and study group notes) and not
placing the words within quotation marks.
• Submitting your own work in more than one course without the permission of the instructor.
• Making up sources or facts.
• Including references to sources that you did not use.
• Obtaining or providing unauthorized assistance on any assignment including:
◦ working in groups on assignments that are supposed to be individual work;
◦ having someone rewrite or add material to your work while “editing”.
• Lending your work to a classmate who submits it as his/her own without your permission.
On tests and exams:
• Using or possessing any unauthorized aid, including a cell phone.
• Looking at someone else’s answers
• Letting someone else look at your answers.
• Misrepresenting your identity.• Submitting an altered test for re-grading.
Misrepresentation:
• Falsifying or altering any documentation required by the University, including doctor’s notes.
• Falsifying institutional documents or grades.
Remember, Plagiarism is a serious academic offence and will be dealt with accordingly. For further
clarification and information on plagiarism please see Writing at the University of Toronto
http://www.writing.utoronto.ca/advice/using-sources.
Accessibility Services
The University of Toronto is committed to accessibility and meeting the diverse learning styles and needs
of students who require such accommodation. If you require such accommodation or have any
accessibility concerns about the course, the classroom or course materials, please contact Accessibility
services (https://www.accessibility.utoronto.ca/Home.htm) as soon as possible
(accessibility.services@utoronto.ca or 416-978-8060).
Because Covid…
As we have all learned these past two years, even the best laid plans are subject to change. This syllabus
represents the ideal form the class will take, barring unforeseen changes due to the evolving nature of
the pandemic, and our collective health. That said, there are a few issues that may arise during the year,
which we can plan ahead for.
- If you are ill, please do not come to class or tutorial. In general, no participation grades will be
deducted for your absence, providing you notify the instructor or TA, as appropriate.
- If you have to isolate for two weeks (or more) please let me know as soon as possible. At
minimum we should be able to provide class notes for missed material, and can work out other
accommodations as necessary on a case-by-case basis.
- If something arises that is hindering your ability to participate in this course, please let me know.
I (or any other professor) cannot help if we don’t know there is a problem.
Mask Policy
Per U of T’s mask policy, wearing face masks is required in all indoor University spaces, including classrooms.
Students are also required to wear masks and keep a physically distance of 2m when meeting with the Professor
outdoors for office hours.
More information on UofT’s mask policy can be found here: https://www.provost.utoronto.ca/planning-
policy/joint-provostial-and-human-resources-guideline-on-facemasks-at-the-university-of-toronto/
UCheck
All members of our community who come onto U of T campuses or premises must be fully vaccinated
against COVID-19 and are required to upload proof of vaccination via UCheck. Public health guidance
requires a self-assessment for all members of our community, including faculty members, librarians, staff,
and students, each day they visit any one of the three U of T campuses, or any other property owned oroperated by U of T. You must complete a self-assessment before attending in-person classes. You can
find more information on UCheck here: https://www.utoronto.ca/utogether/ucheck
Absence Declaration:
For 2021-22, the Verification of Illness (or “doctor’s note”) is not required. Students who are absent from
academic participation for any reason (e.g., COVID, cold, flu and other illness or injury, family situation)
and who require consideration for missed academic work should record their absence through the ACORN
online absence declaration. Your instructor will not be automatically alerted when you declare an
absence. Therefore, it is your responsibility to let your instructor know that you have used the Absence
Declaration so that you can discuss any needed consideration, where appropriate.
Mental Health and Wellness
If you are feeling distressed or in crisis, these are some resources at the University of Toronto
• Call Good2Talk Student Helpline: 1-866-925-5454. Free, confidential helpline with professional
counselling, information and referrals for mental health, addictions and well-being, 24/7/365.
• For Personal Safety - Call 911, then Campus Community Police (they can direct your call to the
right service)
• UTSG Police: 416-978-2222 | U of T Mississauga Police: 905-569-4333 | U of T Scarborough Police:
416-978-2222 |
• Centre for International Experience Safety Abroad: 416-946-3929.
Use of Technology
Like any professional organization, the Munk School expects all of its members to behave responsibly and
with courtesy and respect for others when using technology. The Munk School is committed to equity,
human rights and respect for diversity. All members of the learning environment in this course should
strive to create an atmosphere of mutual respect where all members of our community can express
themselves, engage with each other, and respect one another’s differences. Please read the University’s
Student Code of Conduct and policy on the Appropriate Use of Information and Communication
Technology.
Copyright, Trademark, and Intellectual Property
Many of your assignments will be online and may include mixed media use. Unauthorized reproduction,
copying or use of online materials, e.g. video footage or text, may result in copyright infringement. The
“fair use” provisions that apply to photocopies used for teaching do not apply to web pages. The Centre
for Teaching Support & Innovation (CTSI) in Robarts Library can provide further guidance. You may also
access copyright resources on the University of Toronto Libraries website.
COURSE SCHEDULESemester 1 – 11 weeks
Part 1: Individuals and Violent Conflict (case: Participation in Rwandan Genocide)
1. Sept. 14 - Introduction to course/syllabus (virtual)
a. Amelia Hoover Green (2013). “How to Read Political Science: A Guide in Four Steps.”
https://www.ameliahoovergreen.com/uploads/9/3/0/9/93091546/howtoread.pdf
2. Sept. 21- Nature, nurture, and conflict (virtual)
a. Steven Pinker, “A History of Violence,” The New Republic (March 19, 2007). Available
online at: http://www.newrepublic.com/article/77728/history-violence
b. Gat, Azar. 2009. “So Why Do People Fight? Evolutionary Theory and the Causes of War,”
European Journal of International Relations, 15 (4) pp. 571-599
c. Fry, Douglas P. 2007. Beyond War: The Human Potential for Peace. Oxford: Oxford
University Press. Chapters 4-5
3. Sept. 28 - Participation in violence (in person classes start)
a. Mann, Michael. 2000. “Were the Perpetrators of Genocide “Ordinary Men” or “Real
Nazis”? Results from Fifteen Hundred Biographics” Holocaust and Genocide Studies
14(3). 331-366
b. Humphreys, Macartan and Jeremy M. Weinstein. 2008. “Who Fights? The Determinants
of Participation in Civil War” American Journal of Political Science 52(2): 436-455.
c. Kalyvas, Stathis N. and Matthew Adam Kocher. 2007. “How ‘Free’ is Free Riding in Civil
Wars?: Violence, Insurgency, and the Collective Action Problem.” World Politics 59:2 177-
216.
4. Oct. 5 - Participation in the Rwandan Genocide
a. McDoom, Omar Shahabudin. 2014. “Antisocial Capital: A Profile of Rwandan Genocide
Perpetrators' Social Networks” Journal of Conflict Resolution 58(5): 865-893.
b. Fujii, Lee Ann. 2008. “The Power of Local Ties: Who killed in Rwanda’s Genocide”
Security Studies 17(3): 568-597.
c. Straus, Scott. 2007. “What Is the Relationship between Hate Radio and Violence?
Rethinking Rwanda’s “Radio Machete”” Politics & Society 35(4): 609-637
Tutorial 1
Part 2: Inter-group conflict (Case: Hindu-Muslim Riots in India)
5. Oct. 12 - Groups in conflict - What makes a group, and why inter-group conflict?
a. Brubaker, Rogers. 2002. “Ethnicity without groups” European Journal of Sociology 43(2):
163-189
b. If you haven’t, watch the Act of Killing this week!
6. Oct. 19 - Ethnic and Racial Violence
a. Wood, Amy Louise. “The Spectacle of Lynching: Rituals of White Supremacy in the Jim
Crow South” American Journal of Economics and Sociology 77(3-4): 757- 788b. Kopstein, Jeffrey S. and Jason Wittenberg. 2011. “Deadly Communities: Local Political
Milieus and the Persecution of Jews in Occupied Poland” Comparative Political Studies
44 (4): 259-283
c. Gagnon, V.P. 2004. The Myth of Ethnic War: Serbia and Croatia in the 1990s. Ithaca:
Cornell University Press. [Chapter 1]
Tutorial 2
Response Paper 1 Due
7. Oct. 26 - Hindu-Muslim conflicts in India
a. Wilkinson, Steven I. 2004. Votes and Violence: Electoral Competition and Ethnic Riots in
India. Cambridge: Cambridge University Press. Chapters 1, 2, conclusion
b. Varshney, Ashutosh. 2002. Ethnic Conflict and Civic Life: Hindus and Muslims in India.
Cambridge: Cambridge University Press. Chapter 1
Part 3: Contention and Repression (Case: Independence Movements in the Philippines)
8. Nov. 2 - Social movements and contention
a. Wasow, Omar. 2020. “Agenda Seeding: How 1960s Black Protests Moved Elites, Public
Opinion and Voting” American Political Science Review 114(3): 638-659
b. Manekin, Devorah and Tamar Mitts. (forthcoming) “Effective for Whom? Ethnic Identity
and Nonviolence Resistance” American Political Science Review – available through
Quercus
c. Gillion, Daniel Q. 2020. The Loud Minority: Why Protests Matter in American Democracy.
New Jersey: Princeton University Press. Chapter 1
Tutorial 3
READING WEEK – NO CLASS NOVEMBER 9
9. Nov. 16 - Bringing the state back in: repression
a. Greitens, Sheena Chestnut. 2016. Dictators and their Secret Police: coercive institutions
and state violence. Cambridge: Cambridge University Press. [introduction]
b. Dimitrov, Martin K. and Joseph Sassoon. 2014. “State Security, Information, and
Repression: A Comparison of Communist Bulgaria and Ba’thist Iraq”. Journal of Cold War
Studies 16 (2): 3-31. doi: 10.1162/JCWS_a_00448
c. Sullivan, Christopher M. and Christian Davenport. 2018. “Resistance is mobile: Dynamics
of repression, challenger adaptation, and surveillance in US ‘Red Squad’ and black
nationalist archives” Journal of Peace Research 55(2): 175-189
10. Nov. 23 - Mass violence and Genocide
a. Harff, Barbara. 2003. “No Lessons Learned Since the Holocaust? Assessing Risks of
Genocide and Political Mass Murder since 1955” American Political Science Review 97
(1): 57-73. doi: 10.1017.S0003055403000522b. Valentino, Benjamin, Paul Huth, and Dylan Balch-Linday. 2004. “‘Draining the Sea’: Mass
Killing and Guerilla Warfare” International Organization 58 (2): 375-407. doi:
10.1017/S0020818304582061
c. Straus, Scott. 2012. “Retreating from the Brink: Theorizing Mass Violence and the
Dynamics of Restraint” Perspectives on Politics 10(2): 343-362.
Response Paper 2 Due
Tutorial 4
11. Nov. 30 – Cases: Mindanaon and Cordilleran autonomy movements
a. Bertrand, Jacques. 2021. Democracy and Nationalism in Southeast Asia. Cambridge:
Cambridge University Press. Chapters on Mindanao and Cordillera.
Tutorial 5
12. Dec. 7 Term test (in class)
Semester 2 – 11 weeks
Part 4: On War (Case: Iraq War)
1. Jan. 11 - War and its effects
a. MacMillan, Margaret. 2020. War: How Conflict Shaped Us. London: Profile Books.
Chapters 1-4 (I recommend reading the entire book)
2. Jan. 18 - Rationalism, conflict, and cooperation
a. Axelrod, Robert. 1984. The Evolution of Cooperation. New York: Basic Books. Chapters 1
and 4
b. Fearon, James. 1995. “Rationalist Explanations for War,” International Organization 49
(3): 379- 414.
3. Jan. 25 - Civil war
a. Walter, Barbara. 2009. “Bargaining Failures and Civil War,” Annual Review of Political
Science 12 (1): 243-261.
b. Kalyvas, Stathis and Laia Balcells. 2010. “International System and Technologies of
Rebellion: How the End of the Cold War Shaped Internal Conflict,” American Political
Science Review 104 (3): 415-429.
c. Kalyvas, Stathis. 2003. “The Ontology of ‘Political Violence’: Action and Identity in Civil
Wars” Perspectives on Politics 1(3):474-494
Tutorial 6
4. Feb. 1 – Case: Iraq War
a. Lake, David A. 2010. “Two Cheers for Bargaining Theory: Assessing Rationalist
Explanations for the Iraq War” International Security 35(3):7-52
b. de Tray, Dennis. 2018. Why Counterinsurgency Fails: The US in Iraq and Afghanistan.
Cham: Springer International Publishing. Chapter 2
c. Pfiffner, James P. 2010. “US Blunders in Iraq: De-Baathification and Disbanding the
Army” Intelligence and National Security 25(1): 76-85Part 5: Promoting Peace (Case: Peacekeeping/Peacebuilding in DRC)
5. Feb. 8 - Negative and Positive Peace; Human Security
a. Paris, Roland. 2001. “Human Security: Paradigm Shift or Hot Air?” International Security
26(2): 87-102
b. Galtung, Johan. 1969. “Violence, Peace, and Peace Research” Journal of Peace Research
6(3):167-191
6. Feb. 15 - Intervention, Peacekeeping, and Peacebuilding
a. Walter, Barbara. 1997. “The Critical Barrier to Civil War Settlement,” International
Organization 51 (3): 335-364
b. Autesserre, Séverine. 2019. “The Crisis of Peacekeeping: Why the UN Can’t End Wars.”
Foreign Affairs 98 (1), pp. 101-116.
c. Lyons, Terrence. “Peace Implementation and Quality Peace” in Understanding Quality
Peace: Peacebuilding after Civil War eds. Madhav Joshi and Peter Wallensteen. London:
Routledge, 29-43.
Tutorial 7
WINTER READING WEEK, NO CLASS FEB 22
7. March 1 - The Role of NGOs
a. Gordon, Neve. 2014. “Human Rights as a Security Threat: Lawfare and the Campaign
against Human Rights NGOs” Law and Society Review 48(2):311-344
b. Finnemore, Martha, and Kathryn Sikkink. 1998. ‘‘International Norm Dynamics and
Political Change.’’ International Organization 52 (4): 887-917.
c. Bracic, Ana and Amanda Murdie. 2019. “Human Rights Abused? Terrorist Labeling and
Individual Reactions to Calls to Action” Political Research Quarterly 73(4): 878-892.
8. March 8 – Case: DRC
a. Autesserre, Séverine. 2010. The Trouble with the Congo: Local Violence and the Failure
of International Peacebuilding. Cambridge: Cambridge University Press. Chapters 1 and
4.
Research Paper Due
Tutorial 8
Part 6: Power sharing, Justice, and Reconciliation (Case: Canada and Indigenous Peoples)
9. March 15 - Power Sharing and Development
a. Khanna, Gaurav and Laura Zimmermann. 2017. “Guns and butter? Fighting violence with
the promise of development” Journal of Development Economics 124: 120-141. doi:
10.1016/j.jdeveco.2016.09.006
b. Hartzell, Caroline and Matthew Hoddie. 2003. “Institutionalizing Peace: Power Sharing
and Post-Civil War Conflict Management” American Journal of Political Science
47(2):318-332
c. Play Peacemaker Game prior to tutorials
Tutorial 910. March 22 Trials, Truth, and Reconciliation
a. Thomson, Susan. 2011. “The Darker Side of Transitional Justice: The Power Dynamics
Behind Rwanda’s Gacaca Courts” Africa 81(3): 373-90.
b. Rudolph, C. 2001. Constructing an atrocities regime: The politics of war crimes
tribunals. International Organization, 55(3):655-691.
c. Clark, Janine Natalya. 2012. “Reconciliation via Truth? A Study of South Africa’s TRC”
Journal of Human Rights 11(2):189-209
11. March 29 – Case: Canada and Indigenous Peoples
a. Hamilton, Scott. 2015. “Where are the Children Buried” Report for The National Centre
for Truth and Reconciliation. Available at https://ehprnh2mwo3.exactdn.com/wp-
content/uploads/2021/05/AAA-Hamilton-cemetery-FInal.pdf
b. *See also attached figures: https://ehprnh2mwo3.exactdn.com/wp-
content/uploads/2021/05/AAAA-Hamilton-Report-Illustrations-final.pdf
c. Honouring the Truth, Reconciling for the Future: Summary of the Final Report of the
Truth and Reconciliation Commission of Canada. [Introduction]. Available at
https://ehprnh2mwo3.exactdn.com/wp-
content/uploads/2021/01/Executive_Summary_English_Web.pdf
Tutorial 10
12. April 5 - Term test (in class)You can also read
