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Transitional Justice

Oggetto:

Transitional Justice

Oggetto:

Anno accademico 2020/2021

Codice attività didattica
GIU0586
Docenti
Laura Garcia-Juan (Titolare del corso)
Prof. Margherita Salvadori (Titolare del corso)
Corso di studio
Laurea magistrale a ciclo unico in Giurisprudenza - a Torino (D.M. 270/2004) [f004-c501]
Anno
3° anno, 4° anno, 5° anno
Periodo
Primo semestre
Tipologia
Affine o integrativo
Crediti/Valenza
6 CFU
SSD attività didattica
IUS/13 - diritto internazionale
Erogazione
A distanza
Lingua
Inglese
Frequenza
Obbligatoria
Tipologia esame
Prova pratica
Prerequisiti
Propedeutico a
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Sommario del corso

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Avvisi

Cancellazione iscritti ai corsi sulla piattaforma del Dipartimento
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Obiettivi formativi

The main objective of the course is to provide participants with a solid foundation in the fundamentals of Transitional Justice to understand the challenges, options and implications of different approaches to justice in peace processes, trough Project Based Learning method. The goal of Project Based Learning (PBL) is to engage students in learning that is deep and long-lasting, and inspires for them a love of learning and personal connection to their academic experience.


The main objective of the course is to provide participants with a solid foundation in the fundamentals of Transitional Justice to understand the challenges, options and implications of different approaches to justice in peace processes, trough Project Based Learning method. The goal of Project Based Learning (PBL) is to engage students in learning that is deep and long-lasting, and inspires for them a love of learning and personal connection to their academic experience.

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Risultati dell'apprendimento attesi

By the end of this course, students should be able to:

  • Appreciate the complexity of the legacies of conflict and human rights violations, and efforts to redress them.
  • Identify the range of possible legal, institutional, and policy frameworks that have been marshaled in an attempt to respond to large-scale human rights atrocities.
  • Analyze the tensions and debates that surround the choice between different intervention options.
  • Evaluate the various levels at which transitional justice interventions can take place.
  • Critically analyse the goals of transitional justice processes and the extent to which different mechanisms help to advance these goals.
  • Design a project with a final product (video) that provide background and context to one of the transitional justice main issues.

By the end of this course, students should be able to:

  • Appreciate the complexity of the legacies of conflict and human rights violations, and efforts to redress them.
  • Identify the range of possible legal, institutional, and policy frameworks that have been marshaled in an attempt to respond to large-scale human rights atrocities.
  • Analyze the tensions and debates that surround the choice between different intervention options.
  • Evaluate the various levels at which transitional justice interventions can take place.
  • Critically analyse the goals of transitional justice processes and the extent to which different mechanisms help to advance these goals.
  • Design a project with a final product (video) that provide background and context to one of the transitional justice main issues.

Oggetto:

Programma

 

Module I

 

INTRODUCTION TO TRANSITIONAL JUSTICE

 

Session 1

 

- Exploring previous knowledge

- Glossary of terms

- Transitional Justice Overview

Session 2

 

- Components of TJ: Right to truth; Prosecution initiatives; Delivering reparations; Institutional reform; National consultations

Session 3

 

- What is Project-based Learning?

- Knowing each other better

 

Module II

 

THE RIGHT TO TRUTH

 

Session 4

 

- Truth-telling and truth commissions

Session 5

 

- Truth and reconciliation commissions. Case Study: South Africa

Session 6

 

- Truth and reconciliation commissions. Case Study: Peru, Morocco

Session 7

 

- Preparing the project

 

Module III

 

CRIMINAL PROSECUTIONS

Session 8

 

- International Criminal Tribunals in historical context. Case Studies: Nuremberg, Tokyo, Rwanda (ICTR) and Former Yugoslavia (ICTY)

Session 9

 

- The International Criminal Court. Case Studies: Democratic Republic of Congo, Uganda, Sudan

Session 10

 

- International and hybrid criminal tribunals. Case Studies: East Timor and Sierra Leone

- What about the so-called Islamic State (IS)?

Session 11

 

- Preparing the project

 

Module IV

 

MEMORY AND REPARATION

 

Session 12

 

- Amnesties and Reparations in Transitional Justice. Case Study: Argentina

Session 13

 

- Nairobi Declaration on Women and Girls’ Right to a Remedy and Reparation

Session 14

 

- Reparations programmes and public memorials

Session 15

 

- Preparing the project

 

Module V

 

INSTITUTIONAL REFORMS

 

Session 16

 

- What institutional reforms?

Session 17

 

- Gendered Transitional Justice

Session 18

 

- Special Jurisdiction of Peace (Colombia). Transitional justice and disarmament, demobilization and reintegration (DDR).

Session 19

 

- Preparing the project

Session 20

 

Final assessment

 

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Modalità di insegnamento

This course is designed for an interactive audience and requires an active participation of the students. Real cases and situations will be presented and discussed. PBL is a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to an authentic, engaging, and complex question, problem, or challenge. The project is the vehicle for teaching the important knowledge and skills student need to learn. PBL requires critical thinking, problem solving, collaboration, and various forms of communication.


To answer a driving question and create high-quality work, students need to do much more than remember information. They need to use higher-order thinking skills and learn to work as a team. Students demonstrate their knowledge and skills by creating a public product for a real audience. As a result, they develop deep content knowledge as well as critical thinking, collaboration, creativity, and communication skills.

This course is designed for an interactive audience and requires an active participation of the students. Real cases and situations will be presented and discussed. PBL is a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to an authentic, engaging, and complex question, problem, or challenge. The project is the vehicle for teaching the important knowledge and skills student need to learn. PBL requires critical thinking, problem solving, collaboration, and various forms of communication.


To answer a driving question and create high-quality work, students need to do much more than remember information. They need to use higher-order thinking skills and learn to work as a team. Students demonstrate their knowledge and skills by creating a public product for a real audience. As a result, they develop deep content knowledge as well as critical thinking, collaboration, creativity, and communication skills.

Oggetto:

Modalità di verifica dell'apprendimento

Participation in class (50%)

Genuine student engagement with the course material and active participation of all students is essential to the success of this course. Participation will be assessed on the basis of:

- Regular presence in class.
- Teamwork.
- Contribution to discussion and active participation in class activities: active involvement for participation will be assessed by both the quantity and the quality of each student’s engagement during the discussions. The following criteria will be taken into account:

*Effective communication of ideas (logical organization of ideas/structure; clear explanations; relevant examples; appropriate use of visual or oral learning aids; ability to engage with the class).

*Understanding of topic, analysis and argument (explanation of relevant terms and socio-political context; explanation of principal debates; critical engagement with the relevant literature; articulation and defence of clear, insightful arguments, and/or stimulation of debate around different approaches to the issue under discussion; relevance and analytical depth of discussion questions).

Quality of the final work (50%)

Within session three, students will gather into groups. Throughout the course, each group will conduct deep research into a Transitional Justice theme or topic and will record themselves in a creative video. These videos should introduce the public to a topic—a country, regional, or crosscutting theme—not otherwise thoroughly covered in class. Students should choose a topic in consultation with the instructor to make sure that it is acceptable, and that it does not replicate another group’s work. The video should provide background and context to the Transitional Justice analysed issue. The findings should represent a consensus among the group. The video should last no more than 10 minutes.

Participation in class (50%)

Genuine student engagement with the course material and active participation of all students is essential to the success of this course. Participation will be assessed on the basis of:

- Regular presence in class.
- Teamwork.
- Contribution to discussion and active participation in class activities: active involvement for participation will be assessed by both the quantity and the quality of each student’s engagement during the discussions. The following criteria will be taken into account:

*Effective communication of ideas (logical organization of ideas/structure; clear explanations; relevant examples; appropriate use of visual or oral learning aids; ability to engage with the class).

*Understanding of topic, analysis and argument (explanation of relevant terms and socio-political context; explanation of principal debates; critical engagement with the relevant literature; articulation and defence of clear, insightful arguments, and/or stimulation of debate around different approaches to the issue under discussion; relevance and analytical depth of discussion questions).

Quality of the final work (50%)

Within session three, students will gather into groups. Throughout the course, each group will conduct deep research into a Transitional Justice theme or topic and will record themselves in a creative video. These videos should introduce the public to a topic—a country, regional, or crosscutting theme—not otherwise thoroughly covered in class. Students should choose a topic in consultation with the instructor to make sure that it is acceptable, and that it does not replicate another group’s work. The video should provide background and context to the Transitional Justice analysed issue. The findings should represent a consensus among the group. The video should last no more than 10 minutes.

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Attività di supporto

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Testi consigliati e bibliografia

Suggested bibliographies, multimedia, websites and references are available on the course's moodle. Students are strongly invited to consult the moodle in preparation to the course.

Students that can't participate actively to the course, should prepare the exams on this book,

Valerie Rosoux, Mark Anstey (Editors)

Negotiating Reconciliation in Peacemaking. Quandaries of Relationship Building

Springer International Publishing 2017

Suggested bibliographies, multimedia, websites and references are available on the course's moodle. Students are strongly invited to consult the moodle in preparation to the course.

Students that can't participate actively to the course, should prepare the exams on this book,

Valerie Rosoux, Mark Anstey (Editors)

Negotiating Reconciliation in Peacemaking. Quandaries of Relationship Building

Springer International Publishing 2017

Oggetto:

Note

Time schedule:

Thursday and Friday from 13:00 to 15:00 (online).    The course will start on 8 October and will finish on 11 December.   
 
 

Time schedule:

Thursday and Friday from 13:00 to 15:00 (online).    The course will start on 8 October and will finish on 11 December.   
 
 
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